Getting to Know Technology

When I applied to the Master of Arts in Educational Technology (MAET) program at Michigan State University (MSU), my goal was to build on years of experience using technology as both a K–12 teacher and in my earlier careers. I have not always been a fan of technology. In college, I became a technology skeptic after losing my first two papers in the computer lab. Two years later, when I had to take a statistics course that relied on computers, my professor, Ann Witte, helped me overcome my anxiety. That experience was the beginning of my fascination with technology. I discovered spreadsheets, which externalized math in a way I could finally process, and they became an incredibly powerful tool for me.

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​I have not always been
a fan of technology.

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Varied Experience

After graduation, I worked in several fields that kept me connected to technology. In 1989, I joined a law-publishing company on the team that launched its first fully digital publication—a groundbreaking effort at the time. That experience took me to California, where I worked in the computer industry before eventually shifting into food service. Now I have come full circle, integrating technology into my teaching of culinary arts.

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Other Considerations

My health also shaped my professional goals. Teaching culinary arts is physically demanding, and recent challenges have made kitchen work more difficult. Enrolling in the MAET program was a conscious decision to begin preparing for transition to roles that draw on my experience and passions while being less physically taxing.

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Deeper Understanding

Before I started the MAET program, I thought I had a good understanding of technology and excellent teaching, but every course opened my eyes to new facets I never imagined. Having worked in social services for 14 years, I thought of myself as a champion for equity. Yet my MAET studies revealed how deeply inequities—rooted in racism and sexism—permeate the education system. I knew about the entrenched systemic inequities in housing, employment, and higher education access, but not the extent to which these inequities permeate K–12 education. This realization has deepened my commitment to working for social justice in education.

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...every course opened
my eyes...​​

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Personal Growth

The program also challenged me personally. The leadership course was the most difficult class I have ever taken—even compared to earning a prior master’s degree in history—yet it pushed me to grow. By contrast, I thrived in the online teaching and learning course, which gave me a wealth of ideas for creating engaging, student-centered practices. These experiences broadened my understanding of how technology can both support learning and foster equity in the classroom.

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My vision shifted
and widened...

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Expanding Vision

When I began the program, I only vaguely considered pursuing a doctorate. Now I see the possibility of research that focuses on online teaching, learning with technology, and how these approaches can support equity. My vision shifted and widened throughout the MAET program, preparing me to integrate technology more meaningfully, pursue leadership opportunities, and advocate for equity in education.

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Read more in my Manifesto of Online Teaching and Learning, where I outline the values that guide my future goals in educational technology.