How my Master of Arts in Education Informed my Teaching Practices in Lower Elementary
After earning my first master’s degree and spending several years in the corporate world, I realized I was meant for a more meaningful path. So, I decided to work as an alternative certification teacher within my community. After a couple years and navigating the COVID-19 pandemic, I decided to enroll in the Master of Arts in Education (MAED) program at Michigan State University (MSU). My goal was clear: to deepen my understanding of how children learn and to reimagine how I could best support their growth in the earliest years of schooling. As a lower elementary educator, I witnessed each day the power of early learning experiences, and I wanted to ensure my teaching was rooted in research, reflection, and responsiveness.
Throughout the program, three courses had a lasting impact on my professional journey. Concepts of Educational Inquiry taught me to examine classroom challenges through a critical, curious lens, encouraging me to ask meaningful questions and seek evidence-based solutions. Teaching and Learning Online opened my eyes to the potential of digital learning spaces—not as substitutes for in-person instruction, but as extensions that promote engagement, differentiation, and access. Electronic Assessment for Teaching and Learning reshaped how I use assessment—not as an end, but as an evolving tool to inform instruction and support student growth.
Together, these courses guided me to become a more reflective, adaptive, and intentional educator. This essay is a reflection of that transformation, and a celebration of where learning—both mine and my students’—truly begins.
Examining Challenges
Once I entered the MAED program at MSU, I was challenged to critically examine how education is both delivered and received across different communities. In my first impactful course, Concepts of Educational Inquiry, I was confronted with truths that reshaped my understanding of equity in education. I came to realize that many students face academic challenges not because of cognitive ability, but due to systemic issues tied to marginalization—often affecting other communities that don’t share my racial or cultural background.
The course opened my eyes to the importance of cultural and community dynamics, particularly how small, ethnically connected communities can either support or hinder student success, depending on who holds decision-making power. This insight gave me a new lens through which to view student behavior and decision-making. I now understand that what may appear as poor choices are often symptoms of deeper, context-based barriers. Armed with this perspective, I’m better equipped to develop thoughtful, empathetic plans of action that support each student’s unique path toward success.
Impactful, Instructional, and applicable
From the beginning of my teaching journey, I have been deeply interested in finding meaningful ways to incorporate digital learning into early education. As a lower elementary educator, I’ve witnessed how naturally curious and capable young learners are when engaging with technology, and I’ve long believed that digital tools—when used intentionally—can enrich the learning experience and support foundational skill development. The Teaching and Learning Online course in the MAED program provided me with the structure, resources, and theoretical grounding to further explore this passion and begin building a framework for integrating digital learning into my classroom in developmentally appropriate and inclusive ways.
One of the most powerful aspects of this course was its focus on designing inclusive online learning environments through the Universal Design for Learning (UDL) framework. Learning about UDL allowed me to think critically about how I could design digital content and experiences that were accessible to all learners from the outset. In early education, where students enter with a wide range of abilities, backgrounds, and learning preferences, this inclusive approach felt not only relevant but essential. I gained a deeper understanding of how multiple means of engagement, representation, and expression can empower young learners to access content in ways that are best suited to their individual needs.
The UDL framework encouraged me to step beyond surface-level applications of technology and into more thoughtful design. Rather than asking “What digital tool should I use?” The course pushed me to ask “How will this support engagement, understanding, and expression for my students?” This mindset helped me reimagine what online learning could look like for emergent learners—students who are just beginning to read, write, and navigate structured learning experiences. I found myself considering not just how to digitize instruction, but how to create a learning environment that extended classroom experiences into digital spaces while maintaining the same intentionality and care I bring to in-person teaching.
Another critical element of this course was the emphasis on designing assessments that align with the diverse needs of learners in an online environment. As someone who teaches in the earliest years of formal education, I understand how essential it is to meet students where they are developmentally. This course challenged me to explore a range of assessment tools that allow for flexibility and creativity, such as multimedia responses, digital portfolios, and formative assessments embedded within interactive content. These approaches enable young learners to demonstrate their understanding in ways that align with their strengths, whether through voice recordings, visual storytelling, or movement-based responses supported by video.
One of the most meaningful projects I completed during this course was the creation of an original video that connected research and course concepts to practical classroom application. This project required me to synthesize what I had learned about designing inclusive digital learning spaces, with a particular emphasis on the UDL principle of Providing Multiple Means of Action and Expression. Developing the video not only deepened my understanding of the theory, but also gave me a powerful opportunity to organize and reflect on how I can apply it in my own teaching. I explored how young learners can be offered flexible options to demonstrate what they know—through drawing, storytelling, building, or voice—not limited by a single format. The process of planning and producing the video reinforced for me that digital learning is not just about content delivery—it’s about expression, representation, and empowerment. The assignment helped solidify my belief that early learners deserve access to learning environments that honor their individuality and offer multiple pathways to success.
Throughout the course, I was consistently encouraged to engage in critical thinking—especially when evaluating the value and purpose of digital tools. With the rapid expansion of educational technology, it can be tempting to integrate the newest platform or app without fully considering its instructional value. However, this course reinforced the importance of making thoughtful, research-informed decisions. I learned to analyze tools through multiple lenses: usability for young learners, alignment with learning objectives, adaptability for various learning needs, and potential for meaningful student engagement. This level of scrutiny helped me grow as an intentional designer of digital learning, one who centers student learning and development at every decision point.
Ultimately, Teaching and Learning Online expanded both my perspective and my practice. It affirmed my belief that young children can thrive in digital learning environments when those environments are thoughtfully designed. This course gave me the opportunity to combine creativity, research, and critical reflection to explore how technology can serve as a bridge—not a barrier—in early education. As I move forward, I carry with me a renewed sense of purpose and a more refined toolkit for building online and blended learning experiences that truly support the growth and curiosity of emergent learners.
Assessment: Equity, Intention, and Foundation
The course Electronic Assessment for Teaching and Learning had a profound impact on how I view and use assessment in education. Before taking this course, I understood assessments primarily as tools for measuring student progress or determining what a child did or didn’t know. Through this course, however, I came to see assessment as a dynamic, integral part of the teaching and learning process—one that, when used thoughtfully, can guide instruction, support growth, and create more equitable learning environments. This shift in understanding has influenced nearly every aspect of my work as an educator and laid the foundation for how I approached later courses in the MAED program.
Throughout the course, I engaged with a wide range of ideas around the purposes and roles of assessment in education. We explored formative, summative, diagnostic, and performance-based assessments and considered how each could inform instruction, support learners, and measure achievement. Just as important as the types of assessments were the theories and principles behind them. I developed a clearer understanding of how assessments are designed and how they should align with learning goals, cognitive development, and instructional context. This theoretical foundation helped me think more critically about the assessments I was already using and inspired me to make them more intentional and meaningful.
A major highlight of the course was the Sandcastle Assessment unit—an assignment that continues to shape how I think about assessment design. In this project, I was challenged to create an assessment from the ground up, starting with the specific needs and developmental levels of a particular group of learners. I designed clear criteria, aligned tasks to instructional goals, and considered how students would engage with the assessment in ways that felt fair, relevant, and accessible. This assignment brought theory into practice and gave me a hands-on opportunity to think through the many decisions that go into building a useful assessment tool. It was during this project that I realized assessment is not just about scoring student work—it’s about designing opportunities for students to show what they know in ways that are authentic to who they are and how they learn.
What made this course especially meaningful was the emphasis on fairness and equity in assessment. As a kindergarten teacher working with diverse learners, I have always sought to ensure that my students feel seen and supported. This course encouraged me to examine whether the assessments I use truly reflect what my students know—or if they simply reflect their ability to navigate a particular testing format. I learned to ask questions like: Is this assessment developmentally appropriate? Does it provide multiple ways for students to demonstrate understanding? Am I using the data from this assessment to make instructional decisions that benefit all learners? These questions have become a routine part of my planning and reflection process.
The knowledge I gained in Electronic Assessment for Teaching and Learning did not stay confined to one course. Instead, it became a guiding framework that informed how I approached other areas of the MAED program—from lesson design to digital learning to inquiry-based research. I began to see assessment as an essential part of the learning process, not an afterthought. I also became more confident in using technology to support assessment in ways that feel meaningful and manageable for both students and teachers.
In the end, this course deepened my understanding of what it means to be a responsive, student-centered educator. It empowered me to move beyond traditional, one-size-fits-all assessments and toward a more thoughtful, reflective, and inclusive approach. As I continue to grow in my practice, I carry forward the belief that assessment is not just a measure of learning—it’s an opportunity to support and celebrate it.
Final Thoughts
As I reflect on how I have been affected throughout this journey, I return to the commitment that led me to the MAED program: to better understand how young children learn and how I, as an educator, can create meaningful, inclusive, and research-informed learning experiences. The journey through this program has been more than academic—it has been transformational. I have grown into a more deliberate practitioner, one who values inquiry, embraces innovation, and honors the unique needs and voices of each learner. The knowledge and skills I’ve gained—especially through educational inquiry, online teaching, and dynamic assessment—have reshaped not only how I teach, but how I think about teaching.
While this paper marks the end of my graduate work, it also signals a new beginning. With renewed purpose and a deeper understanding of my role, I step forward ready to advocate for early learners, embrace change, and lead with compassion and curiosity. The MAED program has empowered me to support the growth of my students and remain a lifelong learner—open to evolving practice, grounded in reflection, and committed to meaningful impact.