Experience Before the Program
Before beginning the Educational Technology program, most of my experience with technology in education came through instructional leadership and day-to-day campus operations. Over the past 14 years, I have worked in education as a teacher, instructional coach, and currently as an Assistant Principal of Instruction at IDEA Frontier Academy. My responsibilities have included instructional coaching, curriculum implementation, professional development, intervention planning, and student data analysis.
Technology has always been part of my work environment. I regularly use spreadsheets, assessment platforms, presentation tools, and online instructional resources to support teachers and monitor student achievement. I have also helped create systems for tracking student growth and organizing instructional data. However, before entering this program, I mostly viewed technology as a tool for efficiency and organization rather than part of a larger instructional design process.
As an instructional leader, I noticed that many trainings and professional development sessions were not always intentionally designed around actual learner needs or performance gaps. Teachers were often given large amounts of information without enough focus on practical application or measurable outcomes. These experiences led me to pursue Educational Technology so I could better understand how to intentionally design meaningful learning experiences that support both teachers and students.
Experience During the Program
Although I am only at the beginning of the Educational Technology program, the first few weeks have already changed the way I think about instruction and technology. One of the biggest ideas that has stood out to me is that instructional technology is not simply about using digital tools, but about intentionally designing learning experiences that improve performance and support learner needs.
The introduction to the ADDIE model and the concept of identifying performance gaps connected strongly to my current role as an instructional leader. I have already started thinking differently about professional development and teacher support by focusing more on the actual learner need before creating instruction or training. This is very similar to identifying your objective but based on learner data.
One of the first artifacts included in my e-Portfolio is my Instructional Design Project focused on practical Excel skills for teachers and instructional leaders. This project will help me understand the importance of narrowing instructional goals into specific, measurable skills that learners can realistically master within a short lesson.
Lessons Learned
One of the biggest lessons I have learned so far is that technology alone does not improve learning. Before starting this program, I often associated educational technology with digital tools, programs, or applications that could help teachers work more efficiently. However, I am beginning to understand that instructional design is much more intentional and learner-centered than simply introducing technology into a learning environment.
The concept of identifying performance gaps has especially impacted my thinking. In my current role, I frequently help plan professional development and support teachers through instructional coaching. Before this course, I often focused primarily on the content or information teachers needed. Now, I find myself thinking more about what the actual problem is, why it exists, and what learners specifically need to be able to do differently after instruction. This shift in thinking has already changed the way I approach instructional support and training.
Another important realization has been understanding the role reflection plays in professional growth. Building the e-Portfolio has encouraged me to think more intentionally about my own experiences and professional goals. Rather than simply completing assignments, I am beginning to view the program as an opportunity to document growth and continuously refine my understanding of learning and instructional systems.
Technology constantly changes, but the ability to design meaningful learning experiences, identify learner needs, and support performance improvement will always remain important. If I could give advice to myself or others entering the field of Educational Technology, I encourage future instructional designers to remain flexible and open-minded because effective instruction often requires adapting to the needs of different learners and environments.
Future Goals and Vision
My long-term goal is to transition from traditional K–12 campus leadership into the field of Educational Technology. While I have valued my experiences as a teacher, instructional coach, and Assistant Principal of Instruction, I feel ready to move into a role where I can focus more directly on instructional design, professional learning, curriculum development, and educational systems. Over the years, I have realized that one of my greatest interests is not only supporting students indirectly through instruction, but also designing structures and learning experiences that help educators grow professionally.
Through this program, I hope to strengthen my understanding of instructional design models, online learning environments, adult learning theory, and technology integration. I am especially interested in creating professional development and instructional resources that are practical, meaningful, and designed around real performance needs. I also want to continue developing skills related to digital learning platforms, instructional media, and online course design.
In the future, I hope to work in a role connected to instructional design, curriculum development, higher education, educational consulting, or professional learning design. I want to combine my experience in instructional leadership with Educational Technology to help organizations and educators create more effective learning experiences. Although I am only beginning this program, I already see it helping me move toward a career that aligns more closely with my long-term professional interests and goals.
Sincerely,
Lydia Hernandez
LydiaHernadezEdTech 