Reflection Letter

My experience before the program

My journey in educational technology began in 2002, initially as an Assistant Instructor at Kaplan College, followed by roles as a Computer Software Applications teacher with the Los Angeles Unified School District (2003-2011) and a computer instructor at American Career College (2009-2010). During these years, my primary method of instruction involved utilizing a projector to deliver step-by-step, follow-along exercises in Microsoft Office applications. This approach ensured that students could visually track and replicate each action, fostering a practical understanding of software functionalities.

Transitioning from classroom teaching, I embraced corporate training at City National Bank from 2014 to 2017, and again from 2023 to the present. This shift significantly broadened my expertise in course design and curriculum development. As an HR Compliance Training Officer, I was responsible for overseeing training for over 5,000 employees and managing more than 100 online courses. My experience in this role involved creating engaging instructional content using tools like Camtasia, Articulate, and Lectora, which allowed for the development of dynamic and interactive learning experiences.

Furthermore, my corporate training experience provided invaluable insights into the critical aspects of course tracking, auditing, and reporting. I extensively leveraged Microsoft Excel and Tableau for comprehensive data analysis, enabling me to monitor course completion rates, assess the effectiveness of training programs, and generate detailed reports. This proficiency in data analysis, combined with my instructional design skills, underscores my well-rounded expertise in educational technology and its application in diverse learning environments.

My experience throughout the program

My experience in The University of Texas Rio Grande Valley’s (UTRGV) Master of Education in Educational Technology program was transformative, profoundly deepening my understanding and skills in leveraging technology for improved learning experiences. Designed for professionals seeking to create and apply instructional technology, the program offered a robust curriculum aligned with the Association for Educational Communications and Technology (AECT) standards. The seven-week module format allowed for rapid progression, fostering a dynamic and engaging learning environment that consistently pushed me to apply theoretical knowledge to practical, real-world instructional challenges. Each project was not only enjoyable but also incredibly insightful, directly contributing to my ability to provide learners with superior educational experiences.

One of the most impactful core course projects was the Instructional Design course (EDTC 6321), where I learned and applied a systematic design model to develop an effective instructional plan. This involved creating a course with multiple instructional units (IU's 1-5), a process that was both challenging and rewarding. It taught me the meticulous steps required to structure learning content logically and effectively, ensuring that instructional goals were clearly defined and met. This hands-on experience was crucial in developing my ability to conceptualize and execute comprehensive educational strategies, laying a strong foundation for future course development.

The Multimedia/Hypermedia course (EDTC 6323) further enhanced my skills by requiring the development of an interactive instructional product using audiovisual and web-based technologies. Creating an Interactive Learning Object was a particularly enjoyable aspect, as it allowed me to explore creative ways to engage learners through dynamic media. This project significantly boosted my proficiency in integrating various technological tools to craft immersive and user-friendly learning materials. Similarly, in the Educational Communications course (EDTC 6325), I developed a complete E-Learning Module, focusing on the careful selection and use of technology for designing, developing, implementing, and evaluating instruction within an e-learning environment. This project, which included creating a syllabus, selecting a textbook, designing a lesson plan across six modules, and developing activities, homework, projects, and tests, was incredibly insightful. It simulated the comprehensive process of building an online course from the ground up, directly enhancing my capabilities as an instructional designer.

Another critical component was the Educational Technology Practicum (EDTC 6332), which involved a hands-on project applying technology in a real-world setting. This practicum provided invaluable practical experience, allowing me to observe and participate in the application of educational technology in a live environment, solidifying the theoretical knowledge gained throughout the program. Finally, the culmination of all these efforts was the Graduate E-Portfolio, which served as my final assessment. This major project allowed me to compile, review, and evaluate my work from the entire program, showcasing my achievement of professional standards. Documenting projects like the cooperative project (EDTC 6320) and the instructional design project within this e-portfolio not only demonstrated my acquired skills but also provided a comprehensive overview of my growth and expertise in educational technology, reinforcing my commitment to providing enriched learning experiences. I highly recommend the UTRGV Educational Technology program to my peers, as my time learning new skills with such dedicated and knowledgeable professors has been an exceptionally enriching and thoroughly enjoyable experience.

Lessons learned by synthesizing those experiences

Based on the journey through my Master of Education (M.Ed.) in Educational Technology program at UTRGV, my diverse teaching roles, and my transition into corporate training, several profound lessons have emerged that I believe are invaluable for myself and for others navigating the educational technology landscape. The common thread woven through these experiences is the power of deliberate design and the continuous evolution of learning environments.

One significant lesson is the critical importance of a systematic approach to instructional design. From my early days using a projector for step-by-step Microsoft Office instruction to meticulously crafting an E-Learning Module in EDTC 6325, the value of structure became clear. For myself, this means always starting with clear learning objectives and a thorough understanding of the learner's needs. For others, I advise embracing instructional design models, as they provide a roadmap for creating effective and engaging content, whether it’s for a traditional classroom, an online course, or a corporate training module. Don't just teach; design for optimal learning.

Another key takeaway is the dynamic nature of educational technology and the necessity of continuous adaptation. My journey from basic projector use to leveraging advanced tools like Camtasia, Articulate, and Lectora for City National Bank highlights this evolution. Technology is not a static tool; it's a constantly expanding toolkit. My advice to myself and others is to foster a growth mindset when it comes to technology. Be curious, experiment with new platforms (like Canvas, Blackboard, Brightspace that captivated me as a student), and stay informed about emerging trends. The willingness to learn and integrate new technologies directly correlates with the ability to provide richer and more accessible learning experiences.

The transition from classroom teaching to corporate training, particularly in my role as an HR Compliance Training Officer, underscored the immense value of data-driven insights. Managing over 5,000 employees and 100+ online courses required not just content creation but also robust tracking, auditing, and reporting using tools like Excel and Tableau. This experience taught me that effective educational technology isn't just about delivery; it’s about understanding impact. My advice here is to always integrate methods for evaluating learning outcomes and program effectiveness. Utilize data to refine instructional strategies, identify areas for improvement, and demonstrate the tangible value of educational initiatives. This feedback loop is essential for continuous improvement and accountability.

Finally, my aspiration to become a university professor, inspired by my own educators, reinforces the lesson that passion and mentorship are foundational to growth. The comprehensive nature of my UTRGV program, culminating in the e-portfolio that showcased projects like the Instructional Design Project (EDTC 6321) and the Interactive Learning Object (EDTC 6323), taught me that excellence is achieved through dedicated effort and reflective practice. To myself, I emphasize the importance of seeking out mentors and embracing lifelong learning. To others, I encourage cultivating a genuine passion for enhancing learning, as this intrinsic motivation will fuel innovation and resilience in this ever-changing field. The journey is continuous, and every experience, from student to instructor to corporate trainer, offers a chance to refine the art and science of educational technology.

My future goal and vision in relation to Educational Technology

My future in educational technology is largely shaped by my own experiences as an online student and my hands-on work in designing digital courses. As I navigated online college platforms like Canvas, Blackboard, and Brightspace, I became incredibly impressed by how effectively and flexibly these online learning environments operated. This direct engagement showed me the immense power of digital tools to deliver engaging and impactful education, which, in turn, ignited a strong desire within me to contribute to this rapidly changing field.

A pivotal moment in my journey was designing a complete course for UTRGV's EDTC 6325 - E-Learning Design Project. This practical experience was crucial in solidifying my goals. I meticulously crafted every element of an online learning experience, starting with the syllabus and textbook selection. I then developed a comprehensive lesson plan, carefully divided into six distinct modules. This process involved creating a variety of activities, homework assignments, projects, and tests, giving me a deep and practical understanding of what's truly involved in building a rich and interactive online course. This hands-on creation process wasn't just about learning; it truly sparked a deep passion for instructional design and the art of teaching online.

These experiences have now inspired me to return to teaching, but specifically within an online classroom setting. My ultimate career ambition is to pursue a doctorate, with the long-term vision of becoming a respected university professor. I aim to follow in the footsteps of the inspiring educators who guided my own academic path at UTRGV and my previous schools. By integrating my practical knowledge in educational technology with advanced academic research, I hope to play a significant role in educating the next generation of online learning professionals. My goal is to continually contribute to the innovation and development that drives the exciting and ever-evolving field of educational technology in both collegiate and corporate settings.