An example of digital assessment used with my students. Students had to demonstrate fossil learning with hopes to have these eventually 3D printed.

When I applied to Michigan State University’s Master’s in Educational Technology (MAET) program, my primary goal was to advance my ability to create equitable learning environments using technology. I’ve always been passionate about ensuring equal educational opportunities for all students, especially those from underrepresented backgrounds. My early experiences in classrooms with limited resources sparked this interest, and I sought to deepen my understanding of how educational technology could bridge gaps in access and outcomes.

Initially, my objectives were centered on learning how to integrate technology effectively into the classroom to enhance student engagement and learning outcomes. I aimed to develop the skills necessary to design digital content, create adaptive learning environments, and use technology to differentiate instruction. As I near the completion of the program, I can confidently say that I’ve made significant progress toward these goals.

One of the most impactful experiences was my work in designing a variety of digital assessments that I’ve successfully implemented in my classroom. These assessments not only measure student learning more effectively but also provide immediate feedback, which has been invaluable for guiding instruction. Additionally, my exploration of instructional design has pushed me to think creatively and explore innovative solutions to educational challenges.

Throughout the program, my goals have evolved. While I started with a focus on classroom-level integration, I now aspire to influence educational practices at a broader, systemic level. I’m interested in leadership roles where I can advocate for policies and practices that promote digital equity. My experiences have shown me that technology is not just a tool for enhancing learning—it’s a powerful lever for educational reform.

Moreover, the MAET program has strengthened my professional network. Collaborating with educators from diverse backgrounds through video conferences and digital platforms has provided me with new perspectives and ideas. These connections have been instrumental in my growth, helping me refine my approach to both teaching and leadership.

In conclusion, my journey through the MAET program has been transformative. I’ve achieved many of the goals I set when I applied, and my aspirations have grown to include systemic change in educational technology. I feel equipped with the knowledge, skills, and professional relationships needed to make a meaningful impact in education, both in the classroom and beyond. My focus remains on promoting equity, fostering innovation, and preparing students for success in a digital world.