Finding my place in education
Learning by doing
As I near completion of the Master of Arts in Educational Technology (MAET) program at Michigan State University (MSU), I am acutely aware of how much more there is to learn. That is not what I expected when I entered the program. I imagined an MAET degree would be a means to an end, but it has become a means to a beginning. When I graduate, I will continue to build on my strengths—my love of learning, my curiosity, my creativity, my facility with technology, and my problem-solving skills. Thanks to the preparation I have received, I see a place for myself to be a force for good in education. I plan to continue learning in three primary ways: by applying and reflecting on what I have learned through my teaching practice; by seeking out mentors and experts to learn from who are making a difference in education with innovation and equity; and by formally continuing my education through a Doctor of Education program that bridges theory and practice.​
I imagined an MAET degree would be a
means to an end, but it has become a
means to a beginning.
Goal 1: Learning through application and collaboration
I will pursue this learning goal at several levels—within my classroom, with CTE colleagues, across subjects, with community partners, and through regional Culinary Arts collaborations in the Pacific. Beyond daily teaching, I already engage in collaborative projects that extend my learning. This will be my second year in our department’s shared digital portfolio project for CTE students. Designing the first version taught me a great deal about learning design and assessment, and I expect continued growth as we refine it. I will also continue two long-standing collaborations: a virtual nursing home project with Health Science students and a dinner theatre foodservice project with Drama. Each year we redesign these events based on what we learned, making them authentic learning experiences for teachers and students alike.
I also am involved in three new areas of collaboration this year. The first is as a member of a short-cycle, school-level teacher collaboration to explore and test alternative grading practices. The second is with the manager of the volume foodservice facilities near my school. This year, advanced culinary students will tour three high-volume foodservice facilities, a regional bakery, and a mobile feeding unit. This new, off-campus experience will require designing new learning activities and assessments to make the most of them. The third collaboration is as a member of the planning team for our annual Pacific region culinary competition. Although the event has been held for many years, this year our team is reinventing the competition to make it an assessment for learning. We are reimagining the entire event, including integrating artificial intelligence (AI) into the student learning experience. I expect I will learn a tremendous amount from the process.
Goal 2: Learning through reading, networking, and associations
I have identified several additional resources to support ongoing learning. My coursework has introduced me to several thought leaders and publications that provide valuable perspectives on trends in education. I plan to continue learning through such authors and journals. I want to read more about implementation of Django Paris’ (2012) culturally sustaining pedagogies, the continuing research and refinement of Punya Mishra and Matthew Koehler’s (2009) TPACK model, Susan Blum’s (2020) novel assessment strategies, and Harvard Business Review’s powerful leadership practices. Thanks to my course readings I know where to start.
I also am building a personal network of educator mentors, ahead of me in their careers and education experiences, who I can learn from and turn to with questions and advice. I joined the Champions Program, that connects educators within my organization to first looks and support for new educational technologies. I also am a member of two merged organizations that support teachers through education and networking: the Association for Supervision and Curriculum Development (ASCD) and The International Society for Technology in Education (ISTE). The associated publication, EdSurge, is a good resource for curated stories about best practices.
Goal 3: Learning through formal training in theory, research, and practice
My medium-term goal is to begin another course of formal learning through doctoral study. The part-time doctor of education (EdD) program for working educators at Dublin City University offers a professional focus in AI and Emerging Technologies in Education. That focus aligns with my interest in using AI to revolutionize the teaching of CTE courses.​
​
Each step will demand curiosity,
creativity, and collaboration.
​
No end to learning
Looking ahead, I see no end to my learning. The MAET program has been a concentrated period of growth that will continue as I implement equitable pedagogies, apply emerging technologies, and conduct applied research in CTE. Each step will demand curiosity, creativity, and collaboration. With these qualities and the knowledge gained at MSU, I am ready for the long learning journey ahead.
References
Association for Supervision and Curriculum Development. (n.d.). About ASCD. https://www.ascd.org
Blum, S. D. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.
Blum, S. D. (n.d.). Essays. https://www.susanblum.com/essays
Department of Defense Education Activity. (n.d.). DoDEA Champions program. https://www.dodea.edu/offices/it
Department of Defense Education Activity. (2024, March 8). DoDEA Pacific hosts Far East Culinary Arts Competition. https://www.dodea.edu/news/articles/dodea-pacific-hosts-far-east-culinary-arts-competition
Dublin City University. (n.d.). Doctor of Education (EdD). Institute of Education. https://www.dcu.ie/courses/postgraduate/institute-education/doctor-education
Dublin City University. (2025, September). DCU and TUS welcome first intake of students to Home Economics and Education programmes. Institute of Education. https://www.dcu.ie/instituteofeducation/news/2025/sep/dcu-and-tus-welcome-first-intake-students-home-economics-and
EdSurge. (n.d.). About EdSurge. https://www.edsurge.com
Grading for Growth. (n.d.). Grading for growth blog. https://gradingforgrowth.com
Harvard Business Review. (n.d.). Harvard Business Review homepage. https://hbr.org
International Society for Technology in Education. (n.d.). About ISTE. https://www.iste.org
Koehler, M. J. (n.d.). Matt Koehler’s website. https://www.matt-koehler.com
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogical-content-knowledge
Michigan State University. (n.d.). College of Education. https://education.msu.edu/
Michigan State University. (n.d.). Master of Arts in Educational Technology (MAET). Department of Counseling, Educational Psychology, and Special Education. https://education.msu.edu/cepse/maet
Mishra, P. (n.d.). Punya Mishra’s blog. https://punyamishra.com/blog
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
Schinske, J., & Tanner, K. (2023). Grading for growth: A guide to alternative grading practices that promote authentic learning and student engagement. West Virginia University Press.
TPACK. (n.d.). Technological pedagogical content knowledge. http://tpack.org
U.S. Army. (2021, December 22). Eighth Army joins AAFES, USAG Humphreys in celebrating new bakery, Korea distribution center. https://www.army.mil/article/252112/eighth_army_joins_aafes_usag_humphreys_in_celebrating_new_bakery_korea_distribution_center