As I near the completion of my Master’s in Educational Technology at Louisiana State University, I find myself reflecting on an incredible journey, one that has both deepened my pedagogical foundation and expanded my vision for equitable, tech-integrated instruction. With over 21 years of experience as a middle school Social Studies teacher, I entered this program with a strong commitment to student-centered learning and a curiosity about how technology could amplify impact across diverse classrooms.
LSU’s coursework challenged me to move beyond surface-level tech adoption and toward strategic, equity-driven implementation. From exploring the ethical dimensions of AI in education to designing annotated professional development series aligned with the National Education Technology Plan (NETP), each course invited me to rethink my assumptions and refine my practice. I especially valued the emphasis on coaching frameworks, data-informed decision-making, and visual communication, areas where I feel that I’ve grown significantly.
Throughout the program, I’ve applied new tools and strategies directly into my classroom and professional development sessions. Whether scaffolding complex historical concepts with interactive also media or supporting colleagues through tech-integrated coaching cycles, I’ve seen firsthand how thoughtful technology use can foster deeper engagement, accessibility, and rigor.
This program has not only affirmed my belief in the power of educational technology, it has redefined it. I now see technology not as an add-on, but as a lever for transformation, especially when paired with intentional design and inclusive pedagogy. As I work toward a transition into professional development and coaching roles, I hope to take what I have learned here to empower educators, elevate student voice, and build learning environments where innovation and equity go hand in hand.