There isn’t a single course that I regret taking in my entire MET degree program. In fact, I wish I had the opportunity to take a few extra electives (though I wouldn’t share this thought with my family). There are 3 or 4 more courses which still really interest me, and I know they would be an asset to me in my career. That doesn’t mean that I’m not excited to have completed the program. I am thrilled to be done, as I am exhausted. This program was a lot of work.

As I collected my artifacts from each class, I was amazed at the volume of material that I created. I stacked my textbooks, binders, and all the material I printed for each class in a pile. The tower rose to a height nearly as tall as I am, just over six feet. When I think that I processed that amount of material over the past two years, I am in awe.

I started the MET program with intent to get a job as an integration specialist. About mid-way through my journey, that became a reality. So I have to say to myself based on that accomplishment alone, that the program was a success and a sound financial / strategic decision. But simply looking at success by a change of title, does not do justice to the transformation that I underwent as an educator. In fact, prior to this program I would not have referred to myself as an educator. In my mind, I was more of a technology specialist. I helped others use and understand technology. Thankfully, that is not who I am any longer.

Ask me who I am these days and what I do now, and I will tell you that I am an instructional designer, a technology evangelist, a visionary and leader. I am both the teacher and student. I understand what is involved in creating effective instructional material, the factors that impact how humans learn, and the challenges of planning and implementing instructional strategies at a classroom and district level. I believe I am an educator reflecting every nuance of the word.

I am extremely excited about the projects that lie ahead of me. This year our district jumped full body deep into the world of Google. Over the summer, we began our transition to Google Apps for Education for all staff, faculty and students in the district, just over 4,000 users. In conjunction with this initiative, we are also implementing a Chromebook 1:1 program for grades 4, 7 and 8. These are both my projects. I imagine the pace will be crazy, the learning curve steep, and the rewards spectacular. The oddest part of the entire endeavor is that I am not nervous about the undertaking. I feel incredibly prepared and confident in my abilities, due to my BSU coursework. Two years ago, our district was just contemplating this move, but thanks to all my course projects I was able to develop a comprehensive plan that will guide my district.

During my 501 course, I created a video log thanking Dr. Schroeder for helping our middle school receive a grant for an iPad lab. I mentioned that BSU and her course were responsible for making that happen, and my success was as much her’s. On a much larger scale, I feel BSU has helped define the technology plan for the next five years in my district with our Google/Chromebook program. As you will have seen from reviewing my artifacts, the entire project, from the wireless infrastructure, to the support and training, to classroom lesson plans, to implementation and rollout was developed in my coursework. I want to say thank you to all my professors and classmates, for not just preparing me to able to support a project of this magnitude, but for being an integral part in making this project a reality. I could not have accomplished this without you.