Page 244

0 0

--Originally published at My Life at Harvard

Prior to beginning my studies at Harvard, I was an elementary school teacher for three years. I had taught kindergarten, fourth, and fifth grade in the SF Bay Area.

Before becoming a teacher, I was pursuing journalism. I earned my Bachelor’s degree in Broadcast and Digital Journalism at USC. I thought I would be some kind of multimedia journalist, but by the end of my senior year, I discovered I wasn’t as passionate about that field anymore. Luckily, I had been part of the Honors in Multimedia Scholarship at the Institute for Multimedia Literacy (now called Media Arts and Practice), where I was exposed to new ways of thinking about media and its consumption. I ended up double minoring in Digital Studies and Interactive Media and the Culture of New Technologies. I was trying to think of a way I could combine this background and find my dream career. That’s when I was presented with an opportunity to facilitate multimedia workshops for high school students. I loved it, and decided to pursue teaching through Teach for America.

I started as a highly idealistic teacher. In my mind, I envisioned a classroom where students were highly engaged with technology and creating new things. In actuality, I struggled. I didn’t have the practical teaching experience or the resources to do that. Most of my first year was spent just trying to survive and teach what I could with what I had. As the years went on, I gained more experience and was bumped to various schools within the district. Then, I finally had access to technology and the opportunity to integrate it into the classroom. It was both exhilarating and frustrating.

On one hand, I was finally able to create authentic and engaging learning experiences for my students. On the other, it took a while to really figure out how to create those experiences while still assessing student learning, and conforming to the myriad of testing standards. Additionally, there was so much bureaucracy to deal with in terms of getting technology approved in time.

It was these experiences that led me to the Harvard Graduate School of Education

I want to deepen my impact. As someone who grew up in a low-income household, I can empathize with a large percentage of public school students. I really believe all students should be digitally literate and have access to technology. It is the 21st century, yet there are so many that do not have access to the basics. Even then, schools that do have access don’t always have the resources to adequately prepare their teachers to use it effectively. When I found out about the Technology, Innovation, and Education program, I knew I had to take a chance and apply. When I found out I was accepted, there was no question – I had to go.

So, my fiance and I took a cross country road trip with two dogs and one cat, and here we are in Cambridge, Massachusetts.

I know this is going to be incredibly hard work. I know this will be intense. I know this will probably be one of the most challenging tasks I’ve ever undertaken.

I’m ready for you, Harvard. Bring it.