This document is a reflection paper by Natalie D'Amico on her experience in the MAET (Master's of Arts in Educational Technology) program at Michigan State University. She describes how her first year in the program was a transformative experience that pushed her to her limits but also allowed tremendous professional and personal growth. This learning continued into her second year, where she challenged herself further by presenting at an education conference. She also developed a better understanding of how to address student misconceptions based on course readings. Overall, the MAET program has helped D'Amico learn more about her capabilities as an educator and how to focus on goals even when facing challenges.

1. Natalie​ ​D’Amico
Summer​ ​2017
1
MAET​ ​Y2​ ​Final​ ​Reflection
Introduction
Looking​ ​back​ ​to​ ​the​ ​start​ ​of​ ​my​ ​journey​ ​in​ ​the​ ​Master’s​ ​of​ ​Arts​ ​in​ ​Educational
Technology​ ​(MAET)​ ​program​ ​that​ ​began​ ​last​ ​summer,​ ​I​ ​do​ ​not​ ​believe​ ​I​ ​could​ ​have​ ​ever
anticipated​ ​the​ ​transformation​ ​that​ ​would​ ​take​ ​place​ ​within​ ​myself​ ​as​ ​an​ ​educator.​ ​I​ ​knew​ ​I​ ​loved
educational​ ​technology​ ​and​ ​I​ ​knew​ ​I​ ​loved​ ​Michigan​ ​State​ ​University-​ ​so​ ​entering​ ​the​ ​MAET
program​ ​was​ ​really​ ​a​ ​no-brainer.​ ​I​ ​figured​ ​I’d​ ​add​ ​to​ ​my​ ​professional​ ​learning​ ​network​ ​(PLN),
enjoy​ ​being​ ​on​ ​campus​ ​for​ ​a​ ​few​ ​weeks,​ ​and​ ​learn​ ​some​ ​new​ ​technology​ ​tips​ ​and​ ​tricks.​ ​Right
after​ ​the​ ​first​ ​few​ ​minutes​ ​of​ ​my​ ​very​ ​first​ ​class,​ ​though​ ​(probably​ ​right​ ​after​ ​the​ ​words
“quickfire”),​ ​I​ ​knew​ ​it​ ​was​ ​not​ ​going​ ​to​ ​be​ ​at​ ​all​ ​what​ ​I​ ​expected.​ ​To​ ​put​ ​it​ ​shortly,​ ​last​ ​summer
was​ ​a​ ​whirlwind.​ ​I​ ​was​ ​stressed​ ​beyond​ ​belief,​ ​moving​ ​at​ ​what​ ​seemed​ ​like​ ​a​ ​light-speed​ ​pace,
and​ ​almost​ ​pushed​ ​to​ ​my​ ​breaking​ ​point​ ​at​ ​times.
While​ ​it​ ​might​ ​seem​ ​like​ ​things​ ​are​ ​taking​ ​a​ ​turn​ ​for​ ​the​ ​worst​ ​in​ ​terms​ ​of​ ​this​ ​reflection
paper,​ ​don’t​ ​worry.​ ​They’re​ ​not.​ ​Despite​ ​the​ ​fact​ ​that​ ​I​ ​experienced​ ​all​ ​of​ ​those​ ​very​ ​real​ ​feelings
last​ ​summer,​ ​I​ ​also​ ​experienced​ ​tremendous​ ​professional​ ​and​ ​personal​ ​growth--probably​ ​more
than​ ​I​ ​ever​ ​have​ ​previously.​ ​My​ ​first​ ​year​ ​in​ ​the​ ​MAET​ ​program​ ​opened​ ​my​ ​eyes​ ​to​ ​​truly​​ ​what​ ​it
means​ ​when​ ​we​ ​say​ ​educational​ ​technology.​ ​Thanks​ ​to​ ​Punya,​ ​I​ ​will​ ​now​ ​challenge​ ​anyone​ ​who
says​ ​to​ ​me​ ​that​ ​technology​ ​is​ ​only​ ​things​ ​that​ ​are​ ​digital-​ ​repurpose,​ ​repurpose!​ ​I​ ​also​ ​not​ ​only
experienced​ ​failure,​ ​but​ ​learned​ ​how​ ​to​ ​use​ ​it​ ​as​ ​an​ ​outlet​ ​for​ ​success.​ ​All​ ​in​ ​all,​ ​I​ ​learned​ ​that​ ​no
matter​ ​how​ ​much​ ​I​ ​may​ ​be​ ​“pushed​ ​to​ ​my​ ​limits”​ ​as​ ​an​ ​educator,​ ​I​ ​am​ ​able​ ​to​ ​still​ ​keep​ ​going.

2. Natalie​ ​D’Amico
Summer​ ​2017
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That’s​ ​a​ ​powerful​ ​thought​ ​that​ ​I​ ​have​ ​carried​ ​with​ ​me​ ​into​ ​the​ ​present.​ ​I​ ​am​ ​a​ ​stronger,​ ​more
fearless​ ​educator​ ​today​ ​thanks​ ​to​ ​the​ ​MAET​ ​program.
Looking​ ​Back
Every​ ​experience,​ ​whether​ ​good​ ​or​ ​bad,​ ​has​ ​shaped​ ​me​ ​into​ ​the​ ​person​ ​that​ ​I​ ​am​ ​today.
When​ ​I​ ​revisit​ ​the​ ​events​ ​of​ ​my​ ​past,​ ​I​ ​strongly​ ​believe​ ​that​ ​it​ ​is​ ​always​ ​important​ ​to​ ​start​ ​at​ ​the
very​ ​beginning.​ ​Just​ ​think​ ​of​ ​a​ ​story-​ ​we​ ​don’t​ ​start​ ​reading​ ​from​ ​the​ ​middle,​ ​do​ ​we?​ ​No,​ ​we
don’t.​ ​So​ ​why​ ​would​ ​I​ ​start​ ​my​ ​story​ ​that​ ​way​ ​either?
As​ ​I​ ​mentioned,​ ​the​ ​first​ ​year​ ​that​ ​I​ ​joined​ ​the​ ​MAET​ ​program​ ​was​ ​truly​ ​a​ ​transformative
experience.​ ​I​ ​feel​ ​that​ ​it​ ​is​ ​important​ ​to​ ​start​ ​by​ ​revisiting​ ​that​ ​experience,​ ​first,​ ​as​ ​it​ ​has​ ​helped​ ​to
shape​ ​the​ ​educator​ ​that​ ​I​ ​am​ ​today.​ ​Many​ ​of​ ​my​ ​beliefs​ ​and​ ​outlooks​ ​in​ ​relation​ ​to​ ​education
have​ ​been​ ​solidified​ ​or​ ​fueled​ ​just​ ​from​ ​that​ ​first​ ​year.​ ​This​ ​summer,​ ​as​ ​I​ ​began​ ​year​ ​two​ ​of​ ​the
hybrid​ ​program,​ ​I​ ​carried​ ​many​ ​of​ ​these​ ​beliefs​ ​and​ ​outlooks​ ​with​ ​me.
In​ ​my​ ​personal​ ​opinion,​ ​the​ ​most​ ​valuable​ ​learning​ ​experience​ ​that​ ​I​ ​have​ ​had​ ​this​ ​year
was​ ​a​ ​continued​ ​study​ ​of​ ​what​ ​I​ ​am​ ​capable​ ​of​ ​as​ ​an​ ​educator.​ ​Last​ ​summer​ ​was​ ​the​ ​start​ ​of​ ​this
learning​ ​experience.​ ​Hosting​ ​a​ ​Maker​ ​Faire​ ​within​ ​a​ ​matter​ ​of​ ​days,​ ​mastering​ ​WordPress,
editing​ ​my​ ​first​ ​video,​ ​and​ ​building​ ​a​ ​standing​ ​height​ ​whiteboard​ ​table:​ ​each​ ​of​ ​these​ ​tasks,​ ​while
seemingly​ ​impossible​ ​at​ ​first,​ ​were​ ​all​ ​accomplished.​ ​Was​ ​I​ ​scared?​ ​Yes.​ ​Terrified?​ ​Yes.​ ​But​ ​you
know​ ​what,​ ​I​ ​did​ ​it.​ ​I​ ​survived,​ ​and​ ​it​ ​felt​ ​great.​ ​From​ ​those​ ​experiences,​ ​I​ ​was​ ​able​ ​to​ ​learn​ ​that​ ​I
can​ ​rise​ ​to​ ​the​ ​occasion.​ ​I​ ​learned​ ​that​ ​despite​ ​my​ ​fears,​ ​despite​ ​my​ ​lack​ ​of​ ​experience​ ​or
confidence,​ ​I​ ​am​ ​able​ ​to​ ​persevere​ ​if​ ​it​ ​is​ ​something​ ​I​ ​truly​ ​am​ ​passionate​ ​about.

3. Natalie​ ​D’Amico
Summer​ ​2017
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This​ ​learning​ ​carried​ ​over​ ​to​ ​my​ ​teaching​ ​this​ ​year,​ ​as​ ​I​ ​set​ ​a​ ​goal​ ​for​ ​myself​ ​to​ ​fully
commit​ ​to​ ​doing​ ​whatever​ ​was​ ​best​ ​for​ ​my​ ​students.​ ​One​ ​example​ ​is​ ​that​ ​my​ ​teaching​ ​partner
and​ ​I​ ​felt​ ​it​ ​was​ ​necessary​ ​to​ ​incorporate​ ​weekly​ ​STEM​ ​(Science,​ ​Technology​ ​Engineering​ ​&
Mathematics)​ ​lessons​ ​into​ ​our​ ​fifth​ ​grade​ ​curriculum,​ ​so​ ​we​ ​did​ ​just​ ​that.​ ​Again,​ ​despite​ ​my
experience​ ​or​ ​knowledge​ ​in​ ​the​ ​area,​ ​I​ ​dove​ ​right​ ​into​ ​STEM​ ​after​ ​doing​ ​some​ ​research.​ ​The​ ​kids
loved​ ​it!
As​ ​I​ ​brought​ ​this​ ​learning​ ​experience​ ​with​ ​me​ ​to​ ​the​ ​first​ ​weeks​ ​of​ ​class​ ​this​ ​summer,​ ​I
again​ ​was​ ​presented​ ​with​ ​opportunities​ ​to​ ​learn​ ​about​ ​what​ ​I​ ​am​ ​capable​ ​of​ ​as​ ​an​ ​educator.
During​ ​the​ ​first​ ​few​ ​days​ ​of​ ​class,​ ​we​ ​quickly​ ​were​ ​introduced​ ​to​ ​the​ ​fact​ ​that​ ​we​ ​were​ ​not​ ​only
ATTENDING​ ​a​ ​conference​ ​together​ ​as​ ​a​ ​class,​ ​but​ ​we​ ​were​ ​PRESENTING​ ​at​ ​the​ ​conference!
To​ ​be​ ​honest,​ ​I​ ​almost​ ​fell​ ​over​ ​after​ ​hearing​ ​those​ ​words.​ ​Me?!​ ​Presenting​ ​at​ ​a​ ​conference?​ ​In
front​ ​of​ ​other​ ​teachers,​ ​teachers​ ​that​ ​were​ ​most​ ​likely​ ​more​ ​experienced​ ​than​ ​me?​ ​I​ ​couldn’t
believe​ ​it.​ ​While​ ​I​ ​was​ ​terrified,​ ​having​ ​that​ ​previous​ ​knowledge​ ​of​ ​myself​ ​in​ ​these​ ​situations
allowed​ ​me​ ​to​ ​relax​ ​and​ ​focus​ ​on​ ​the​ ​end​ ​goal,​ ​just​ ​as​ ​I​ ​had​ ​done​ ​this​ ​school​ ​year​ ​with​ ​my
students.​ ​The​ ​conference​ ​itself​ ​ended​ ​up​ ​being​ ​a​ ​success,​ ​and​ ​I​ ​left​ ​that​ ​day​ ​very​ ​proud​ ​of​ ​our
session.​ ​Now​ ​as​ ​I​ ​reflect,​ ​I​ ​truly​ ​believe​ ​that​ ​my​ ​original​ ​learning​ ​of​ ​what​ ​I​ ​am​ ​capable​ ​of​ ​as​ ​an
educator​ ​from​ ​last​ ​year​ ​has​ ​grown​ ​into​ ​a​ ​much​ ​deeper​ ​meaning.​ ​From​ ​my​ ​continued​ ​experiences
this​ ​year,​ ​especially​ ​at​ ​the​ ​STEAMLab​ ​conference,​ ​I​ ​have​ ​learned​ ​that​ ​when​ ​I​ ​am​ ​faced​ ​with​ ​a
challenging​ ​situation​ ​I​ ​focus​ ​on​ ​the​ ​end​ ​goal​ ​or​ ​end​ ​result.​ ​Once​ ​I​ ​do​ ​just​ ​that,​ ​I​ ​know​ ​I​ ​can
accomplish​ ​anything.
An​ ​additional​ ​piece​ ​of​ ​learning​ ​that​ ​I​ ​will​ ​be​ ​taking​ ​away​ ​from​ ​this​ ​summer​ ​is​ ​my
newfound​ ​understanding​ ​of​ ​student​ ​misconceptions.​ ​To​ ​be​ ​honest,​ ​prior​ ​to​ ​this​ ​summer​ ​I​ ​never

4. Natalie​ ​D’Amico
Summer​ ​2017
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gave​ ​misconceptions​ ​much​ ​thought.​ ​I​ ​knew​ ​they​ ​were​ ​important​ ​to​ ​recognize,​ ​and​ ​equally
important​ ​to​ ​try​ ​to​ ​correct.​ ​However,​ ​I​ ​didn’t​ ​exactly​ ​know​ ​how​ ​to​ ​go​ ​about​ ​that.​ ​Instead​ ​of
effectively​ ​recognizing​ ​misconceptions​ ​and​ ​knowing​ ​how​ ​to​ ​address​ ​it,​ ​I​ ​felt​ ​that​ ​I​ ​would​ ​just​ ​try
to​ ​force​ ​a​ ​correct​ ​understanding.​ ​You​ ​can​ ​imagine​ ​how​ ​much​ ​success​ ​I​ ​would​ ​have​ ​with​ ​that-
none.​ ​This​ ​has​ ​been​ ​a​ ​weak​ ​point​ ​for​ ​me,​ ​as​ ​I​ ​pride​ ​myself​ ​in​ ​doing​ ​the​ ​best​ ​I​ ​can​ ​every​ ​day​ ​for
my​ ​students-​ ​the​ ​fact​ ​that​ ​I​ ​struggled​ ​with​ ​helping​ ​students​ ​combat​ ​their​ ​misconceptions​ ​was
always​ ​frustrating.​ ​Thankfully,​ ​through​ ​many​ ​of​ ​the​ ​course​ ​readings​ ​and​ ​discussions​ ​that​ ​we​ ​had
this​ ​summer,​ ​I​ ​finally​ ​feel​ ​more​ ​comfortable​ ​in​ ​addressing​ ​student​ ​misconceptions.
The​ ​first​ ​article​ ​that​ ​we​ ​read​ ​in​ ​class,​ ​titled​ ​“What​ ​is​ ​Learning​ ​and​ ​What​ ​Does​ ​it​ ​Look
Like​ ​When​ ​it​ ​Doesn’t​ ​Go​ ​Well?”​ ​explained​ ​in​ ​great​ ​detail​ ​a​ ​glimpse​ ​into​ ​the​ ​different​ ​aspects​ ​of
misconceptions/incorrect​ ​beliefs.​ ​I​ ​found​ ​this​ ​to​ ​be​ ​not​ ​only​ ​interesting,​ ​but​ ​eye​ ​opening​ ​as​ ​well.
It​ ​discusses​ ​the​ ​‘epidemiology​ ​of​ ​mislearning,’​ ​or​ ​in​ ​other​ ​words​ ​the​ ​four​ ​different​ ​ways​ ​that
mislearnings​ ​can​ ​occur-​ ​amnesia,​ ​fantasia,​ ​inertia,​ ​and​ ​nostalgia​ ​(Shulman,​ ​1999).​ ​Discovering
this​ ​idea​ ​of​ ​the​ ​‘epidemiology​ ​of​ ​learning’​ ​was​ ​really​ ​the​ ​first​ ​instance​ ​of​ ​my​ ​eyes​ ​being​ ​opened
to​ ​truly​ ​what​ ​misconceptions​ ​are.​ ​I​ ​was​ ​beginning​ ​to​ ​stray​ ​away​ ​from​ ​my​ ​initial​ ​understanding,
which​ ​was​ ​that​ ​there​ ​were​ ​not​ ​different​ ​causes​ ​or​ ​types​ ​of​ ​misconceptions,​ ​and​ ​starting​ ​to​ ​form
my​ ​new​ ​understanding​ ​of​ ​misconceptions​ ​that​ ​I​ ​currently​ ​have​ ​today.
As​ ​I​ ​was​ ​now​ ​beginning​ ​to​ ​understand​ ​the​ ​deeper​ ​roots​ ​of​ ​misconceptions​ ​or
misunderstandings,​ ​I​ ​was​ ​introduced​ ​to​ ​the​ ​idea​ ​of​ ​conceptual​ ​change.​ ​Essentially,​ ​conceptual
change​ ​is​ ​the​ ​idea​ ​that​ ​instead​ ​of​ ​disregarding​ ​student​ ​misconceptions,​ ​teachers​ ​should​ ​give
students​ ​the​ ​opportunity​ ​to​ ​address​ ​their​ ​misconceptions​ ​and​ ​build​ ​their​ ​learning​ ​experiences
from​ ​there​ ​(Watson​ ​&​ ​Kopnicek,​ ​1990).​ ​This​ ​really​ ​resonated​ ​with​ ​me.​ ​As​ ​an​ ​educator​ ​who

5. Natalie​ ​D’Amico
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favors​ ​student​ ​centered​ ​learning,​ ​I​ ​really​ ​felt​ ​that​ ​this​ ​idea​ ​would​ ​be​ ​successful​ ​for​ ​my​ ​classroom
setting.​ ​Overall,​ ​my​ ​learning​ ​of​ ​​ ​misconceptions​ ​over​ ​the​ ​course​ ​of​ ​this​ ​summer​ ​have
tremendously​ ​helped​ ​me​ ​as​ ​an​ ​educator.​ ​Going​ ​back​ ​into​ ​the​ ​classroom,​ ​I​ ​feel​ ​much​ ​more
confident​ ​in​ ​terms​ ​of​ ​how​ ​to​ ​handle​ ​student​ ​misconceptions.​ ​I​ ​realize​ ​that​ ​I​ ​have​ ​to​ ​have​ ​deeper
conversations​ ​with​ ​my​ ​students​ ​in​ ​an​ ​effort​ ​to​ ​discover​ ​the​ ​cause​ ​of​ ​their​ ​misconceptions,​ ​and
then​ ​use​ ​that​ ​as​ ​a​ ​foundation​ ​for​ ​building​ ​their​ ​new​ ​understandings.
Lastly,​ ​a​ ​third​ ​transformative​ ​learning​ ​experience​ ​that​ ​I​ ​have​ ​gone​ ​through​ ​while​ ​in​ ​the
MAET​ ​program​ ​is​ ​my​ ​understanding​ ​and​ ​application​ ​of​ ​the​ ​TPACK​ ​framework.​ ​Technological
Pedagogical​ ​Content​ ​Knowledge​ ​(TPACK)​ ​attempts​ ​to​ ​identify​ ​the​ ​nature​ ​of​ ​knowledge​ ​required
by​ ​teachers​ ​for​ ​technology​ ​integration​ ​in​ ​their​ ​teaching,​ ​while​ ​addressing​ ​the​ ​complex,
multifaceted​ ​and​ ​situated​ ​nature​ ​of​ ​teacher​ ​knowledge​ ​(Koehler,​ ​2012).​ ​TPACK,​ ​in​ ​short,​ ​has
taken​ ​my​ ​integration​ ​of​ ​technology​ ​from​ ​“I’m​ ​going​ ​to​ ​use​ ​this​ ​cool​ ​tool!”​ ​to​ ​“I’m​ ​going​ ​to​ ​find
the​ ​best​ ​tool​ ​that​ ​will​ ​fit​ ​my​ ​learning​ ​experience​ ​that​ ​I​ ​have​ ​designed.”​ ​It​ ​has​ ​made​ ​a​ ​tremendous
difference​ ​within​ ​my​ ​classroom-​ ​I​ ​am​ ​still​ ​able​ ​to​ ​expose​ ​my​ ​students​ ​to​ ​different​ ​technologies,
but​ ​there​ ​is​ ​always​ ​a​ ​much​ ​deeper​ ​learning​ ​experience​ ​that​ ​takes​ ​place​ ​as​ ​a​ ​result​ ​of​ ​the
technology​ ​integration.
Looking​ ​Ahead
As​ ​I​ ​look​ ​ahead​ ​to​ ​the​ ​future,​ ​I​ ​plan​ ​to​ ​do​ ​so​ ​much​ ​more​ ​than​ ​learn​ ​about​ ​different
educational​ ​technologies.​ ​I​ ​have​ ​aspirations​ ​of​ ​working​ ​towards​ ​becoming​ ​an​ ​instructional
technologist​ ​or​ ​technology​ ​coach​ ​for​ ​a​ ​district​ ​someday​ ​(after​ ​I​ ​have​ ​spent​ ​some​ ​time​ ​teaching!).
Until​ ​that​ ​day​ ​comes,​ ​I​ ​know​ ​I​ ​have​ ​much​ ​more​ ​professional​ ​growth​ ​and​ ​learning​ ​to​ ​go​ ​through.

6. Natalie​ ​D’Amico
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This​ ​summer,​ ​at​ ​the​ ​STEAMLab,​ ​was​ ​really​ ​my​ ​only​ ​experience​ ​in​ ​a​ ​lead​ ​presentation​ ​setting.
Despite​ ​my​ ​fears,​ ​I​ ​would​ ​love​ ​to​ ​continue​ ​to​ ​challenge​ ​myself​ ​to​ ​present​ ​at​ ​more​ ​events.​ ​The
STEAMLab​ ​gave​ ​me​ ​a​ ​glimpse​ ​at​ ​what​ ​it​ ​would​ ​be​ ​like​ ​if​ ​I​ ​were​ ​in​ ​a​ ​technology​ ​director’s​ ​shoes
one​ ​day,​ ​and​ ​I​ ​have​ ​to​ ​admit-​ ​I​ ​didn’t​ ​mind​ ​it.​ ​Though,​ ​as​ ​I​ ​mentioned,​ ​I​ ​have​ ​so​ ​much​ ​more
room​ ​to​ ​grow.​ ​I​ ​have​ ​always​ ​valued​ ​sharing​ ​my​ ​learning​ ​with​ ​others,​ ​though,​ ​so​ ​I’m​ ​sure​ ​I​ ​would
find​ ​success​ ​as​ ​I​ ​continue​ ​to​ ​present​ ​at​ ​conferences.
An​ ​additional​ ​area​ ​I​ ​would​ ​like​ ​to​ ​continue​ ​to​ ​grow​ ​in​ ​is​ ​my​ ​overall​ ​teaching​ ​practice.​ ​I
have​ ​always​ ​been​ ​a​ ​learner​ ​that​ ​values​ ​self-reflection,​ ​which​ ​is​ ​an​ ​area​ ​that​ ​I​ ​constantly​ ​am
applying​ ​to​ ​my​ ​teaching.​ ​I​ ​truly​ ​believe​ ​in​ ​doing​ ​what’s​ ​best​ ​for​ ​my​ ​kids​ ​each​ ​year,​ ​which​ ​I
cannot​ ​continue​ ​to​ ​do​ ​if​ ​I’m​ ​not​ ​working​ ​on​ ​improving​ ​each​ ​year.​ ​Also,​ ​I​ ​realize​ ​that​ ​I​ ​have​ ​only
a​ ​few​ ​years’​ ​experience​ ​under​ ​my​ ​belt-​ ​while​ ​it​ ​is​ ​TREMENDOUSLY​ ​meaningful​ ​experience,​ ​I
still​ ​have​ ​a​ ​long​ ​career​ ​ahead​ ​of​ ​me​ ​full​ ​of​ ​growth​ ​and​ ​reflection!​ ​I​ ​know​ ​I​ ​don’t​ ​have​ ​all​ ​of​ ​the
answers,​ ​and​ ​I​ ​am​ ​very​ ​accepting​ ​of​ ​that.​ ​The​ ​beauty​ ​of​ ​education​ ​is​ ​that​ ​it​ ​brings​ ​together​ ​a
group​ ​of​ ​educators​ ​with​ ​all​ ​different​ ​skill​ ​sets!​ ​With​ ​great​ ​colleagues,​ ​opportunities​ ​to​ ​learn​ ​and
grow​ ​will​ ​flourish.
Aside​ ​from​ ​presenting​ ​and​ ​learning​ ​from​ ​my​ ​colleagues,​ ​my​ ​PLN​ ​also​ ​comes​ ​to​ ​mind​ ​as
an​ ​excellent​ ​way​ ​for​ ​me​ ​to​ ​continue​ ​to​ ​learn​ ​and​ ​grow​ ​as​ ​an​ ​educator.​ ​Twitter,​ ​for​ ​example,​ ​is
one​ ​of​ ​my​ ​favorite​ ​resources​ ​for​ ​what​ ​I​ ​like​ ​to​ ​call​ ​“free​ ​professional​ ​development”-​ ​I​ ​have
access​ ​to​ ​hundreds​ ​of​ ​members​ ​of​ ​my​ ​PLN​ ​right​ ​at​ ​my​ ​fingertips.​ ​I​ ​am​ ​always​ ​on​ ​Twitter,​ ​either
participating​ ​in​ ​Twitter​ ​Chats​ ​or​ ​seeing​ ​what​ ​I​ ​can​ ​learn​ ​from​ ​my​ ​PLN.​ ​I​ ​also​ ​am​ ​an​ ​advocate​ ​for
sharing​ ​my​ ​own​ ​learning​ ​or​ ​experiences​ ​as​ ​well,​ ​which​ ​I​ ​believe​ ​is​ ​an​ ​excellent​ ​way​ ​for​ ​me
practice​ ​presentation​ ​skills​ ​(although​ ​they​ ​are​ ​digital).​ ​Professional​ ​development​ ​opportunities

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are​ ​also​ ​an​ ​excellent​ ​outlet​ ​to​ ​continue​ ​my​ ​learning.​ ​Who​ ​doesn’t​ ​love​ ​professional
development?​ ​I​ ​oftentimes​ ​feel​ ​that​ ​I​ ​get​ ​some​ ​of​ ​my​ ​greatest​ ​ideas​ ​just​ ​from​ ​attending​ ​PD.​ ​All
in​ ​all,​ ​I​ ​believe​ ​that​ ​continuing​ ​to​ ​explore​ ​these​ ​ideas​ ​will​ ​help​ ​my​ ​continued​ ​professional​ ​growth
for​ ​the​ ​next​ ​five​ ​years.
Over​ ​the​ ​course​ ​of​ ​the​ ​next​ ​five​ ​years,​ ​I​ ​also​ ​plan​ ​on​ ​learning​ ​more​ ​about​ ​how​ ​to
correctly​ ​handle​ ​misconceptions​ ​in​ ​my​ ​classroom.​ ​Especially​ ​as​ ​a​ ​math​ ​teacher,​ ​misconceptions
are​ ​ideas​ ​that​ ​need​ ​to​ ​be​ ​addressed​ ​immediately.​ ​If​ ​I​ ​have​ ​a​ ​student​ ​thinking​ ​that​ ​the​ ​addition
sign​ ​means​ ​subtract,​ ​for​ ​example,​ ​there​ ​is​ ​no​ ​point​ ​in​ ​pushing​ ​forward​ ​with​ ​them​ ​just​ ​yet.
Instead,​ ​I​ ​would​ ​need​ ​to​ ​address​ ​the​ ​misconception,​ ​have​ ​the​ ​student​ ​apply​ ​it​ ​into​ ​practice,​ ​and
build​ ​understanding​ ​from​ ​there.​ ​Through​ ​my​ ​experiences​ ​and​ ​observations​ ​over​ ​the​ ​next​ ​few
years,​ ​I​ ​hope​ ​to​ ​be​ ​more​ ​successful​ ​in​ ​helping​ ​my​ ​students​ ​overcome​ ​misconceptions.​ ​I​ ​also​ ​feel
that​ ​I​ ​would​ ​benefit​ ​from​ ​classroom​ ​observations​ ​of​ ​teachers​ ​particularly​ ​skilled​ ​in​ ​this​ ​area-
MAET​ ​colleagues,​ ​individuals​ ​from​ ​my​ ​PLN,​ ​or​ ​colleagues​ ​at​ ​my​ ​school.
In​ ​summary,​ ​my​ ​learning​ ​throughout​ ​the​ ​course​ ​of​ ​the​ ​MAET​ ​program​ ​has​ ​been​ ​truly
transformative.​ ​I​ ​have​ ​grown​ ​into​ ​who​ ​I​ ​am​ ​as​ ​an​ ​educator,​ ​reaffirmed​ ​my​ ​passions,​ ​and
discovered​ ​new​ ​passions​ ​as​ ​well.​ ​I​ ​can​ ​only​ ​hope​ ​that​ ​as​ ​I​ ​end​ ​the​ ​program​ ​next​ ​summer,​ ​I​ ​leave
knowing​ ​that​ ​all​ ​I​ ​am​ ​today​ ​is​ ​deeply​ ​credited​ ​to​ ​my​ ​outstanding​ ​time​ ​spent​ ​in​ ​the​ ​MAET
program.

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References
WATSON,​ ​B.,​ ​&​ ​KOPNICEK,​ ​R.​ ​(1990).​ ​TEACHING​ ​FOR​ ​CONCEPTUAL​ ​CHANGE:
CONFRONTING​ ​CHILDREN’S​ ​EXPERIENCE.​ ​PHI​ ​DELTA​ ​KAPPAN,​ ​INC.,​ ​680-684.
Koehler,​ ​M.​ ​(2012,​ ​September​ ​24).​ ​TPACK​ ​Explained.​ ​Retrieved​ ​August​ ​17,​ ​2017,​ ​from
tpack.org
Shulman,​ ​L.​ ​(1999).​ ​What​ ​is​ ​learning​ ​and​ ​what​ ​does​ ​it​ ​look​ ​like​ ​when​ ​it​ ​doesn’t​ ​go​ ​well.​ ​Change,
31(4),​ ​10-17.