“Why did you go to graduate school?” A question that my family and friends have asked me, and now, having completed my master’s degree, a question that I am asking myself. To answer that question is complex. There were a lot of reasons I was pursing my graduate degree- some more compelling and motivating than others. My initial interest in graduate school was based exclusively on logical life choices, and at the time, getting a master’s degree made sense.

It was June 2013 when I applied to the Master of Arts in Educational Technology (MAET) program at Michigan State University (MSU).  I was a 23 year-old single mother who had just moved away from all of her friends and family for the first time ever. I had student loan debt to manage and bills to pay. I was required to complete continuing education credits and I knew I needed to make more money; so earning my bachelor’s +20 and eventually my master’s degree seemed like the next logical step forward. I felt comfortable if not advanced in the field of technology and after one of my undergraduate professors from Grand Valley State University (GVSU) recommended the MAET program to me, applying seemed like the next logical step to take. The coursework aligned with my goals and ambitions as an educator and the online format supported my learning style and lifestyle.

Yet, after reflecting more deeply on the past three years and the course of events that led me to the MAET program at MSU, it is evident that my interest in this degree and decision to move forward with my application was motivated by my naïve experiences as a first-year-teacher and the lofty, most-likely-unattainable goals I identified regarding changes I wanted to see in 21st century education policy and practice.

At that time, my life was still a scattered graph of random dots. While it felt like I was headed in the right direction, making logical life choices that would ensure a better future for my daughter and me, I was completely over my head. I had just completed my first year teaching high school math. I was frustrated that teaching wasn’t as idealistic as I had imaged- despite my previous field experiences. I was jaded about curriculum choices, budget issues, broken calculators, and restrictive school policies. I hadn’t transformed learners’ minds and attitudes like I envisioned I would, and I wasn’t able to help them reconnect learning and life through engaging learning activities using modern tools and resources. Instead, I spent most of my first year teaching concerned about the effects static sitting, passive listening, linear learning, and textbook answers would have on my students and their ability to participate in a global economy once they graduated.  I felt that the current education system was leaving my learners ill prepared for life after school, and at large, I blamed policy and lacking resources.

My hope for the MAET program was that I would graduate with the answers I needed to change the face of education (at least in my school district) and somehow convince my colleagues to join in on my mission. More specifically, I wanted to be a part of a program where I would learn new teaching techniques and tools in addition to learning how to more effectively and efficiently use practices I already had in place. I wanted to refocus and revamp my teaching methods as something my learners could take hold of and relate to their own lives in a meaningful, engaging way. I found it completely ironic that my learners were highly adaptive to rapidly evolving technology outside of school, but struggled to use technology in the classroom. I wanted to close that learning gap and learn how to utilize their digital fluidity safely inside of my classroom. I saw technology as the catalyst for change and the solution to my problems, so my goal was to become informed on methods of obtaining technology tools for my classroom- whether through educational grants or free tools and resources online- and also learn how to leverage technology like mobile devices and social media to create relevant learning experiences. Additionally, in order for my goals to come full circle, I wanted to become well versed in technology use policy and best practices. I wanted my learning to result in changes within our current policy on technology use, which meant I would need to present my learning to staff and administration in my district using evidence grounded in research-based theory.

As I conclude my time in the MAET program, I realize that many of my goals have remained unchanged. I want my education to build logically upon my life experiences in a meaningful way; I long to see the events of my life flowing together in a way that makes sense. I want my education to have practical applications. I want to contribute to a more sustainable economy by preparing my students for the future. I want my education to empower me to develop and inform the people around me. I want to embrace change and flexible learning. But more than anything, I want my educational goals to be reflected in my instruction and learners’ mindsets. I want my learners to embrace education and the future by participating in practical, engaging, and reflective learning experiences. I concluded my admission essay with this final statement: