Comfortable. That’s how I felt after three years of teaching. While comfort sounded appealing after challenging experiences, I knew that comfort meant I was no longer pushing myself. With comfort came stagnation and I didn’t want to stand still, I wanted to take risks, and free fall into learning.

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This need for more drove me to pursue my master’s degree in Educational Technology (MAET). At first, I was hesitant about applying, but inspiration was quickly found in the eyes of my own curious learners, and the hearts of my first graders. I wanted to breathe life into the idea that we are all life-long learners, and teachers were no exception. So I stepped off the ledge.

 

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Upon entering the program, I set goals that would guide my journey. At that time, I dreamed big. I set three goals that I hoped would influence my teaching practice and impact my students:

 

   1. Continuously seek out ways to engage through technology.

I have always wanted to, and am still passionate about, exploring diverse ideas of technology integration. Before beginning the program, my idea of technology integration was warped. What I misunderstood was that technology integration is not about the technology itself. Integration is about using technology to enhance a learner’s experience, to provide an opportunity for students to share their thinking, to make connections, to create, to engage, and to explore. While I have added numerous tools to my technology tool-box, I now focus on the “why” behind those tools and the “when” behind purposeful integration.
 

   2. Use acquired knowledge to play a leadership role in mentoring educators.

Becoming a mentor to others, sharing my experiences, and providing the support I felt I needed when getting accustomed to the classroom was a position I sought after. My expectation for this position has not truly become a reality...yet. Still, the MAET program has provided me with the confidence to take small steps towards this goal. This past year, I took on the role of becoming chair of our school’s technology committee. Through this platform, I host discussions around technology integration and push educators to try new things.

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    3. Develop the whole child.

While this goal may be the shortest in length, it speaks volumes. I placed it last as this goal is my lasting impression of the program. Now, more than ever before, I am determined to develop the “whole” child in a system that piles pressure on academic performance. I want to assist students in becoming healthy, supported, and successful community members. I wish to provide students with tools to find their passions, explore possibilities, and create communities where they are valued. With the ability to connect to the world, no child should feel alone. What is taught in the classroom should extend into our world. This goal holds such value in my heart that it has developed into my purpose.

Despite my feet still not reaching the floor, the thrill of what is ahead drives me forward as an educator and learner. I continue to strive to reach these goals and find ways to seek discomfort each day for myself and my students. Through it all, my “why” remains the same: my students.