When I made the decision to apply to Michigan State University’s Master of Arts in Educational Technology (MAET) program, I was skeptical of my ability to be truly successful. Online learning had always been a challenge for me, but I had reached a point where I was ready to embrace that challenge. At the same time, I was also ready to grow professionally and rethink what kind of educator I wanted to become. Completing the MAET program does not feel like the end of my learning journey. Instead, it feels like the beginning of a new chapter. Looking ahead, I want to continue growing in three areas that have become central to my philosophy as an educator: deepening my mathematical thinking, expanding my understanding of computational thinking, and designing meaningful technology integration.
Deepening Mathematical Thinking
My first passion in education was mathematics. I have always admired its beautifully contradictory qualities of precision and limitlessness. As an elementary student, mathematics felt exact. There was one right answer and, usually, one way to find it. As I progressed through school, however, mathematics became increasingly complex. Variables, geometry, and eventually calculus challenged me to think in new ways, but it was not until I took Principles of Mathematics I during my undergraduate studies that my understanding of mathematics truly shifted.
For the first time, I was encouraged to ask questions like: Why do we count in this order? What are the operations really asking us to do? How would someone make sense of this idea with no prior knowledge? Those questions completely changed the way I viewed mathematics instruction. Instead of focusing on procedures, I became fascinated by how students build mathematical understanding.
The MAET program reignited that curiosity, particularly through reflections like Measurement Beyond the Tool and Who Gets to Be “Good at Math?” My next learning goal is to continue exploring how children develop mathematical reasoning, confidence, and identity. I want to better understand learning progressions, common misconceptions, and instructional practices that support conceptual understanding rather than memorization. Courses such as Principles of Mathematics I and II, along with resources like Building Thinking Classrooms by Peter Liljedahl, will help me continue developing this knowledge.
Expanding Computational Thinking
Before beginning Computational Thinking for K-12 Educators, CEP 814, I viewed computational thinking primarily as something connected to computer science. That course helped me realize it is much broader. Computational thinking provides language for many of the habits I have always tried to cultivate in my classroom: planning thoughtfully, solving problems, learning from mistakes, and continually improving through iteration.
One of the guiding principles in my classroom is, “It is okay to make mistakes, but it is not okay to not try.” While the wording may not be perfect, the message has always been clear. Try. Reflect. Revise. Try again. Computational thinking gave me a framework for understanding why that mindset matters. Debugging, decomposition, pattern recognition, abstraction, and algorithmic thinking are not simply coding skills. They are ways of thinking that extend into every subject and every classroom.
My goal moving forward is to deepen my understanding of computational thinking while also becoming more effective at helping others recognize its value beyond technology. I hope to continue learning through organizations like the Computer Science Teachers Association (CSTA), CS for All, and 517 EdTech while seeking opportunities to integrate computational thinking into authentic learning experiences across the elementary curriculum.
Designing Meaningful Technology Integration
My final learning goal brings together the first two. Throughout the MAET program, I have come to realize that meaningful technology integration is not about finding new tools. It is about designing learning experiences where technology genuinely enhances curiosity, creativity, collaboration, and understanding.
As technology continues to evolve, I want to become more intentional about evaluating when it truly adds value and when it simply replaces traditional instruction. I hope to deepen my understanding of instructional design, accessibility, and frameworks such as Universal Design for Learning so that every student has meaningful opportunities to engage with learning.
Like my other goals, I know this growth will not happen in isolation. I hope to continue learning through professional organizations such as CAST, while also collaborating with colleagues, experimenting in my own classroom, and reflecting on what truly helps students learn.
Ultimately, my goal is to design learning experiences that inspire students to ask better questions, think more deeply, and become confident problem solvers. If technology helps make those experiences richer, then it has served its purpose.
Looking Ahead
One of the most important aspects of goal setting is making goals actionable. Rather than setting one enormous objective, meaningful growth happens through small, intentional steps that build toward something larger. For me, those steps begin with deepening my mathematical thinking, expanding my understanding of computational thinking, and using both to design meaningful technology integration.
The MAET program has shown me that learning is never truly finished. Instead, every new understanding opens the door to another question worth exploring. Those questions are what continue to motivate me, and I look forward to seeing where they lead next.
Alexis Flandes 