Making the decision to complete a master’s degree at Valley City State University was the right choice.  I have always embraced technology, and have been passionate about incorporating it into my foreign language classroom.  Seeking a degree in teaching and technology was the perfect choice for me, as I have been seeking ways to use new technologies for the past ten years.  I was adamant about finding an online program to fit my needs.  With thorough research, I discovered VCSU’s master’s degree in education.  Upon completion of this program, I have grown tremendously as an educator and continued my pursuit of life-long learning. While working full time, teaching evening classes and taking graduate courses, I experienced anxiety and frustration at times. This degree has provided me a great sense of pride and accomplishment. 

 Even though my decision to pursue this degree came late in my career, I am renewed and inspired to begin a new path of online instruction.  My introduction to constructivist learning was in EDUC 627, Issues of School Community and Family.  In this course, I learned that the constructivist perspective of teaching is designed to change the way students think, instead of increasing their storage of knowledge.  Students construct their knowledge by using what they already know instead of reproducing their teacher’s understanding. I learned the importance of valuing my students’ prior knowledge and understanding how they learn, before teaching new material. This new perspective of teaching taught me how to concentrate on reflection and reasoning and not memorization and recall.  I did not know until I took this class that less instruction can actually result in more learning.   My philosophy of teaching changed as I embraced the constructivist approach of teaching and learning.  The opportunity to reflect in this course also instilled a passion for writing in me, which I had never experienced before. 

Equally enlightening for me was EDUC 640, Supervision of Teachers and Learners.  I learned that if students do not have a clear target of their learning in mind, they could not self-assess. I now know that an essential component of formative assessment lies in the students' understanding of their purpose of learning.  How can they be expected to understand what they need to achieve if they don't know what they are supposed to learn? In this course I learned how to properly assess student learning for the first time.  Students need to be able to express their ideas and have the opportunity to think as well as the time to improve.  I believe that less emphasis should be placed on the quantity of material covered and concentrate on the quality of instruction and learning.

Effectively using instructional technology was the focus of EDUC 675, Teaching with 21^st Century Tools.  The knowledge I gained in this class provided me with the tools to better educate my students through the use of technology.  With this new knowledge, I am prepared to enhance critical thinking skills, motivate learning and effectively assess my students.  This course validated my passion for technology, and inspired me to keep abreast of technological developments that have implications in teaching and learning foreign language. 

Upon completion of EDUC 650, Field Design and Implementation, I became committed to constructivist teaching and learning.  Until this class, I had never experienced problem based learning and instruction.  Although I have always advocated the use of technology, I did not know how to use it to increase critical thinking skills.  I learned the importance of incorporating real-world problem solving activities into the foreign language curriculum.  In addition, I did not realize the value of using primary sources in my instruction until I developed a unit after exploring the Library of Congress.

Without a debt, upon completion of the master’s degree in Teaching and Technology at Valley City State University, my teaching skills have improved and I understand what it means to be a master teacher.  In adhering to the NBCTS and the VCSU Core Values, I have learned how to challenge students to construct their own learning and to reflect on my instruction.   The knowledge I gained in this program afforded me the opportunity to evaluate my teaching skills, expand my repertoire, and be better prepared to teach students in the 21^st century.  With my dedicated and patient advisor, Dale Hoskisson, I am more self-aware of my teaching, and I recognize the importance of being an advocate for my students.   He once told me that great teachers have three great loves: people, learning and work.  I do love all three, and I have acquired confidence and a strong sense of self-efficacy, which has led me to become a better teacher.  I refuse to become complacent, and I will continue to grow from the pedagogical knowledge that I have acquired in the past two years to continually improve my teaching.