When I decided to apply to Michigan State University’s Master of Arts in Educational Technology program, I thought I knew exactly what I was signing up for. I wanted to become better with technology. Education was changing rapidly, digital tools were becoming increasingly common, and I wanted to learn how to use them effectively in my classroom. I imagined courses centered around coding, computers, educational apps, and the newest technologies available to teachers.
I was right, but only partially.
What I did not anticipate was that technology would become only one part of a much larger transformation. Instead, the MAET program challenged me to rethink learning itself. It reshaped how I understand teaching, questioned assumptions I did not even realize I had, and encouraged me to approach problems with curiosity rather than certainty. Throughout the program, I learned that educational technology is not defined by computers or software. It is defined by how thoughtfully we design learning experiences.
Looking back, I can trace my growth through a series of thinking shifts. I learned that understanding how people learn must come before deciding how to teach them. I discovered that meaningful technology integration is less about finding exciting tools and more about designing experiences that deepen understanding. I developed confidence through failure as I learned computational thinking and programming. Finally, I rediscovered mathematics not as a collection of procedures to memorize, but as a way of reasoning about the world.
These experiences did more than help me complete a master’s degree. They fundamentally changed how I think, how I teach, and how I continue to learn. More importantly, they reshaped the questions I ask, both as an educator and as a lifelong learner.
“The important thing is not to stop questioning. Curiosity has its own reason for existing.”
– Albert Einstein
Learning Changed Before My Teaching Did
Before I could rethink my teaching, I first had to rethink learning itself. Early in the program, I was challenged to define learning in my own words. At the time, I described it as gaining new ideas, perspectives, and skills and applying them to grow. Looking back, I still appreciate that definition, but I now recognize how much more complex learning truly is.
As I explored major learning theories and the research behind how people learn, I found myself questioning ideas I had accepted as fact. One of the biggest surprises was learning that the widely accepted idea of learning styles is not supported by strong research. That realization reminded me how important it is to continually question my own assumptions and remain open to new evidence. For the first time, I began asking not only what I believed about teaching, but why I believed it. Learning about behaviorism, cognitivism, constructivism, and the science of learning forced me to move beyond intuition and begin grounding my instructional decisions in research. Rather than searching for strategies that simply “worked,” I started asking why they worked.
One of the most meaningful moments in CEP 800: Psychology of Learning in Schools and Other Settings was creating my Living Tree, a visual representation of my personal theory of learning. More than just an assignment, it became a reflection of the experiences, values, and research that shape my classroom. It challenged me to articulate not only what I believe about learning, but also how those beliefs influence the experiences I create for my students.
This shift became the foundation for everything that followed. Before thinking about lesson design, technology, or assessment, I learned to begin with a different question: How do students learn? Once that question changed, every other decision I made as an educator began to change as well.
“The greatest obstacle to discovery is not ignorance, it is the illusion of knowledge.”
– Daniel J. Boorstin
Technology Became a Means, Not the Goal
Initially, I believed educational technology was about the technology. I expected to discover the latest apps, programs, and devices that could make my classroom more engaging. While I certainly explored many new technologies, I quickly realized that meaningful technology integration is not about the technology itself. It is about designing meaningful learning experiences where technology serves a purpose rather than becoming the purpose.
This shift became especially clear as I explored frameworks such as TPACK and the Sections Model while investigating authentic problems of practice. Rather than asking, How can I use this tool? I began asking, What problem am I trying to solve? Sometimes technology was the answer. Other times, it was not. The tool itself became secondary to the learning experience I wanted students to have.
One project that challenged my thinking from CEP 812: Applying Educational Technology to Issues of Practice was my Wicked Problem, where I explored the tendency for subjects to be taught in isolation rather than through meaningful interdisciplinary experiences. Researching the problem reminded me that innovation is not always about creating something entirely new. Sometimes it means rethinking existing practices and designing richer learning experiences by connecting ideas across disciplines. Technology became one way to support that vision rather than the focus of it.
Another important realization came in CEP 811: Adapting Innovative Technologies in Education while exploring emerging technologies through the Sections Model. Instead of evaluating tools based on how exciting or innovative they appeared, I learned to consider accessibility, sustainability, equity, ease of use, and the needs of the learners themselves. A technology that is engaging but inaccessible is not meaningful. Likewise, a sophisticated tool has little value if it distracts from the learning it is designed to support.
Perhaps the greatest shift was recognizing that educational technology extends far beyond computers. A piece of paper, a Makey Makey, a collaborative discussion, or a digital simulation can all be educational technologies if they help students build understanding.
That realization changed the questions I ask when planning instruction. Instead of wondering What technology should I use? I now ask, Will technology deepen students’ understanding in a meaningful way? If the answer is no, then the best instructional decision may be to leave the technology out altogether.
Technology is not the goal. Learning is. The best technologies quietly support learning, allowing students’ thinking to remain at the center of the experience.
Becoming Comfortable With Not Knowing
Learning to code in CEP 833: Creativity in K-12 Computing challenged me in ways I never expected. I have always been someone who strives to get things right the first time. As a perfectionist, I often viewed mistakes as something to avoid rather than an expected part of learning. I like having a plan, understanding the expectations, and feeling confident before I begin. Programming quickly disrupted that mindset. There was no perfect first attempt. Every project required experimentation, mistakes, debugging, and trying again.
At first, I found that process uncomfortable. I was frustrated when my code did not work and even more frustrated when I could not immediately identify why. Over time, however, I realized that the goal was never to avoid failure. The goal was to learn from it. Every bug became a clue, every error message became feedback, and every successful revision reminded me that persistence mattered more than perfection.
Perhaps the most significant change was not learning how to program, but learning how to seek support. Rather than sitting with frustration, I became more willing to ask questions, collaborate with classmates, consult forums, and learn from others’ experiences. I discovered that asking for help was not an admission of failure. It was an essential part of the learning process.
Looking back, I see programming as much more than a technical skill. It taught me to embrace uncertainty, trust the process of iteration, and recognize that meaningful learning often begins with not knowing the answer. Those lessons have changed the culture I try to create in my own classroom. I want my students to understand that mistakes are not something to fear or avoid. They are opportunities to ask better questions, seek new perspectives, and continue growing.
“Ever tried. Ever failed. No matter. Try again. Fail again. Fail better.”
– Samuel Beckett
Mathematics as Thinking
Mathematics has always held a special place in my heart, but this program helped me rediscover why. As a student, I loved the certainty of mathematics. There was comfort in finding the correct answer and satisfaction in solving what felt like a puzzle. Over time, however, I realized that somewhere along the way my own view of mathematics had become increasingly procedural. I focused on arriving at the answer rather than appreciating the thinking that made the answer possible.
The program challenged me to rethink that perspective. Rather than viewing technology as a way to digitize worksheets or practice skills, I began to see it as a way to encourage students to reason, investigate, and communicate their thinking. Projects in CEP 805: Learning Mathematics with Technology such as Measurement Beyond the Tool challenged me to think beyond formulas and procedures, while my work exploring mathematical identity encouraged me to consider who gets to see themselves as “good at math.” Together, these experiences reminded me that mathematics is not simply about computation. It is about making sense of ideas, recognizing patterns, asking questions, and constructing understanding.
Perhaps this was the most unexpected outcome of the program. While I enrolled to learn more about educational technology, I left with a renewed passion for mathematics education. The experience rekindled the curiosity I first discovered as an undergraduate and inspired me to continue studying how students develop mathematical understanding. Today, I am exploring the possibility of pursuing additional graduate work in mathematics education, not because I have all the answers, but because I have rediscovered the joy of asking better questions.
“Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding.”
– William Paul Thurston
The Teacher I Have Become
Looking back, I realize that the greatest change was never about technology. It was about me. The MAET program challenged me to become more reflective, more curious, and more willing to embrace uncertainty. Rather than simply changing what I know, it changed how I think, how I learn, and ultimately how I teach.
I have become a more curious educator. I ask more questions, seek out more perspectives, and feel comfortable admitting when I do not have the answer. I have learned that meaningful learning begins with curiosity, grows through persistence, and is strengthened through reflection. Whether I am planning a lesson, exploring a new technology, or researching a problem of practice, I find myself approaching each challenge with a mindset of continual learning rather than searching for a perfect solution.
At the same time, I have become more intentional. I recognize that meaningful learning looks different for every student because every student brings different experiences, strengths, and opportunities into the classroom. Equity is essential when I design learning experiences. From students’ background knowledge to their access to technology at home, I have learned that thoughtful teaching requires me to consider the whole learner.
Perhaps the greatest gift this program has given me is a different kind of confidence. Confidence to make mistakes, confidence to seek support, and confidence that I can continue learning. I now embrace challenges that once felt intimidating. Those habits have changed not only the way I teach, but also the way I approach learning in every aspect of my life.
Beyond the Degree
At the start of this journey, I wanted to learn how to use technology. Today, I find myself asking a very different question: How can I design learning that truly matters?
The answer is not found in a single tool, strategy, or classroom activity. It is found in remaining curious, asking thoughtful questions, and continually reflecting on how students learn best. The MAET program did not provide a final destination. Instead, it gave me the confidence to keep exploring.
As I move forward, I know technology will continue to evolve. Research will uncover new understandings. My own teaching will continue to grow and change. Rather than seeing that uncertainty as overwhelming, I see it as exciting. There will always be more to learn, new perspectives to consider, and better questions to ask.
I entered this program hoping to become better with technology. I leave it having become a more reflective learner, a more thoughtful designer, and a more curious educator. If there is one lesson I hope to carry with me throughout my career, it is this: meaningful learning is never finished. As long as I remain curious, I know there will always be another question worth asking and another opportunity to grow.
“We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.”
– Lloyd Alexander
