I am writing this reflection to summarize how the M.Ed. program in Educational Technology has impacted my professional growth and shaped the way I approach instructional design, especially with my capstone project, Rebuilding Lives: Finding a Place in the Sun. The courses in this program have given me essential skills and insights that have improved my ability to create educational solutions that tackle real-world challenges.

EDTC 6320: Educational Technology

In EDTC 6320, I learned about different technology tools and theories that taught me how to effectively use technology in learning environments. This course gave me a strong foundation in educational technologies, emphasizing that technology should enhance learning, not just be used for its own sake.

A key lesson from this course was how to choose the right technology based on instructional goals. I learned to evaluate the strengths and limitations of different tools to make sure they fit the needs of students and the subject matter. This skill was crucial when developing Rebuilding Lives: Finding a Place in the Sun because I had to choose tools that would support the immersive and data-driven aspects of the game while still being accessible to students with different levels of tech skills.

EDTC 6320 also helped me improve the multimedia elements in the game. While it started as an adventure game, this course taught me how to use multimedia more effectively to engage students and help them remember information without overwhelming them. I also became proficient in using data analytics in educational platforms, which allowed me to build ways to track students’ progress in the game. These skills will be valuable in future projects, especially when adaptive learning and personalized feedback are important.

EDTC 6321: Instructional Design

EDTC 6321 helped me deepen my understanding of instructional design principles. The course introduced me to models like ADDIE (Analysis, Design, Development, Implementation, and Evaluation) and backward design, both of which I applied heavily to my project.

Originally, Rebuilding Lives: Finding a Place in the Sun was planned using software engineering and game design models. But EDTC 6321 taught me how to better align the game’s structure with educational goals. By applying instructional design principles, I was able to create learning paths that ensured students would not only learn about houselessness and Big Data but also build empathy and decision-making skills. ADDIE and backward design helped me create clear learning objectives, in-game activities, and assessments that were focused on outcomes, making the game more effective both in terms of teaching and engagement.

This course also emphasized the importance of learner-centered design, which inspired me to focus on giving students meaningful choices and feedback in the game. By allowing players to interact with different scenarios, the game makes learning more personal and helps students connect with the material. EDTC 6321 also stressed the importance of iterative design—continuously improving materials based on feedback. This approach has been part of the game’s development since I started it before entering the program, and I have continued refining it based on what I learned in this course.

Another important takeaway from EDTC 6321 was the need to align assessments with learning goals. In the game, students’ understanding is measured not just through traditional tests, but also by the choices they make in the game, which reflect their grasp of social issues and data literacy. This strategy of using authentic assessments is something I plan to use in all my future designs.

Conclusion

Both EDTC 6320 and EDTC 6321 have helped me become a more thoughtful and innovative instructional designer. These courses gave me the tools I needed to make Rebuilding Lives: Finding a Place in the Sun a product not just for gamers, but for students, and the skills I’ve gained will guide me in all my future projects.

Sincerely,
Micki Archuleta
M.Ed. Candidate in Educational Technology, Class of 2025