Designing For Curiosity:
My Ever-Evolving Goals

When I applied to the Master of Arts in Educational Technology (MAET) program at Michigan State University, my primary goal was clear: to create memorable and engaging learning experiences for my middle school students through the use of technology. I envisioned a classroom where curiosity was the norm and where digital tools enhanced, not distracted from, the learning process. My focus was not on professional advancement or adding a degree to my resume, but rather on finding practical, effective ways to meet students where they are and building bridges from their interests to deepen their learning.

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At the time, I was already asking questions. What are my students interested in? How can I use those interests to shape my instruction? I noted how elementary classrooms used songs and rhymes to help with memory, and wondered what the middle school equivalent could be. My thought was that technology, used with intention, could be that medium. Whether through digital escape rooms, video game-style simulations, or interactive platforms, I hoped to use this program to learn how to integrate tools that would captivate students and encourage them to take risks, make mistakes, and ultimately grow.

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Now, as I near the end of this program, I can confidently say I have made significant progress on those initial goals. Through coursework, collaboration, and critical reflection, I have not only been exposed to a wide range of digital tools, but more importantly, I have learned how and why to use them effectively. I’ve moved beyond the mindset of “tech for engagement” to a more refined understanding of “tech for learning and access.” I’ve designed digital learning experiences that are rooted in Universal Design for Learning (UDL), culturally relevant pedagogy, and student agency. I’ve built escape rooms that do more than entertain, but challenge students to think deeply and collaborate meaningfully. I’ve used student data and feedback to revise and refine my practices. In short, I no longer see technology as a hook, but as a lever for equity and deeper learning.

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That said, my goals have evolved. While I still aim to make learning memorable and student-centered, I now see myself as a designer of experiences. Initially, I wanted to use technology to capture attention. Now, I want to use it to hand students the tools they need to shape their own learning journeys. I’ve become more invested in student voice and choice, in co-creating learning spaces that honor their identities, and instilling and uncovering intrinsic motivation. My emphasis has shifted from “making class fun” to “making learning meaningful.”

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This program has not only supported my original vision but expanded it in ways I couldn’t have predicted. The MAET journey helped me reframe what engagement really looks like, and more importantly, what it means to teach in a way that sticks. As I move forward, I carry with me not just new tools, but a new mindset, one that centers around student curiosity, ownership, and possibility.