Moore's Law: or How 18 Months Focused My Perspective on Educational Technology May 2011
Moore’s Law predicts that data density doubles every eighteen months. In an attempt to compare transistors on integrated circuits to my personal academic progress, I must tell you that my graduate coursework was completed in approximately eighteen months. However, the wealth and depth of knowledge acquired during that eighteen month span more than doubled my understanding of educational technology and technology leadership.
A personal goal statement was required for admission into Michigan State University’s Master of Art in Educational Technology program. I wrote, “Technology has been an interest of mine throughout my lifetime and is now a significant part of my teaching position. I teach in a brand new high school with a solid collection of recent technology. I want to better incorporate this technology in my classroom. The knowledge from your program will enhance my ability as an educator.” My graduate work has focused on educational theory and how best to address problems of practice. I had seen educational technology through a technology lens and was looking at the technology first. Student learning should be at the heart of any decision regarding the implementation of technology into the curriculum. I now realize that my previous goals lack specificity and should be focused on student learning rather than the implementation of technology into my classroom.
I had also stated, “I would also like to pursue future positions in educational technology after completion of the MAET. I work in a small school district and am establishing myself as a leader in my building. I plan to use my graduate study to promote the use of technology in my school district. I plan to pursue a career as a technology coordinator or an instructional technologist in the future as well.” I was cognizant of both the job requirements and that Michigan State University would provide me with the knowledge and related skills required for a successful technology coordinator or instructional technologist. The breadth of knowledge and experiences during the graduate program affirms my confidence in Michigan State University. In addition, I have had the opportunity to collaborate with current and future technology leaders during coursework. The importance of a global pedagogical community has been brought to my attention due to these highly rewarding collaborative activities.
The amalgamation of academic activities that I participated in during my graduate studies has justifiably shifted my line of thinking from technological to pedagogical.