Being Captivated by the Image: How I chose the MET Program
A Love of Photography
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Just as a photographer is captivated by a subject that grabs their attention, I was captivated by the MET Program. Here I will describe how the MET program grabbed my attention and what lead to me selecting Educational Technology as my area of focus for my master's degree.
Before setting up a shot and taking a photograph, the photographer needs to be inspired. With camera in hand the photographer sets off on a photowalk looking for the perfect image to capture. While this is a simple concept, without careful planning with regards to the location and to the duration of the photowalk the photographer may not be inspired. Before heading out on the walk consideration of the subjects they are interested in capturing and the location required to . They also need to consider the story they want to tell viewers and the technical skills required to tell it.
Much like the process for being captivated by an image to photograph, so was the process I used to choose a master program. I had to contemplate my own interests, needs, and wants. It was important that I pursue a master’s degree in a field that I not only had an interest in, but that I was passionate about, the use of technology within the education system. As the youngest member of staff (none of whom used technology in their classrooms) in my program I wanted to show my colleagues the value of the implementation of technology. Furthermore, I wanted to ensure that my methods of implementing of technology were pedagogically sound and were supported by theories of learning. I wanted to be at the forefront of the changing education system; and I wanted to spearhead the use of technology in my school.
While there are a number of master's programs that focus on the use of technology in education, the Master of Educational Technology (MET) program offered through the University of British Columbia (UBC) was able to address my needs and wants. My highest priority was time. I was not able to enroll in a graduate that would require me to attend regular classes in person. As a teacher in an alternate program, I do not follow a traditional school day, my teaching day ends at 5:30pm. The MET program was able to afford me the opportunity to continue teaching at the school I call home. I needed a purely online master program.
What’s more, was the appeal the MET program with course focusing on the application of theory. The perfect program would be based in sound pedagogy, that would challenge me at the same time as enabling me to immediately put what I was learning into practice. All courses are based in theory and require academic readings to be done; however, the assignments are designed to be practical for use in the classroom. Additionally, the thought of writing a final thesis was terrifying to me.
Hence, I applied to the MET program in the Spring of 2012. It was In my application letter that I wrote, “It is my hope that by furthering my education to receive a Master of Education Technology that I will be able to engage learners who are less willing and able to learn. By using educational technology in innovative ways I plan to engage these young people allowing them to view a world beyond their own. So, that they too can have their own ‘ah-hah’ moments” (Marsh, 2012a). While reading my application letter, I began to realize that I have begun to introduce my students to the world beyond our classroom walls. Encouraging them to be 21st century learners and global citizens in a 21st century classroom.
I was captivated by the image the MET program portrayed. To this day, the MET program continues to motivate and inspire me.
Much like the process for being captivated by an image to photograph, so was the process I used to choose a master program. I had to contemplate my own interests, needs, and wants. It was important that I pursue a master’s degree in a field that I not only had an interest in, but that I was passionate about, the use of technology within the education system. As the youngest member of staff (none of whom used technology in their classrooms) in my program I wanted to show my colleagues the value of the implementation of technology. Furthermore, I wanted to ensure that my methods of implementing of technology were pedagogically sound and were supported by theories of learning. I wanted to be at the forefront of the changing education system; and I wanted to spearhead the use of technology in my school.
While there are a number of master's programs that focus on the use of technology in education, the Master of Educational Technology (MET) program offered through the University of British Columbia (UBC) was able to address my needs and wants. My highest priority was time. I was not able to enroll in a graduate that would require me to attend regular classes in person. As a teacher in an alternate program, I do not follow a traditional school day, my teaching day ends at 5:30pm. The MET program was able to afford me the opportunity to continue teaching at the school I call home. I needed a purely online master program.
What’s more, was the appeal the MET program with course focusing on the application of theory. The perfect program would be based in sound pedagogy, that would challenge me at the same time as enabling me to immediately put what I was learning into practice. All courses are based in theory and require academic readings to be done; however, the assignments are designed to be practical for use in the classroom. Additionally, the thought of writing a final thesis was terrifying to me.
Hence, I applied to the MET program in the Spring of 2012. It was In my application letter that I wrote, “It is my hope that by furthering my education to receive a Master of Education Technology that I will be able to engage learners who are less willing and able to learn. By using educational technology in innovative ways I plan to engage these young people allowing them to view a world beyond their own. So, that they too can have their own ‘ah-hah’ moments” (Marsh, 2012a). While reading my application letter, I began to realize that I have begun to introduce my students to the world beyond our classroom walls. Encouraging them to be 21st century learners and global citizens in a 21st century classroom.
I was captivated by the image the MET program portrayed. To this day, the MET program continues to motivate and inspire me.
