Dear Faculty,

When I first began my career in course development, I had no idea where that journey would lead me. I never would have imagined that I’d be here today, writing this letter as I near the completion of my Master’s degree in Educational Technology. I also never realized how deeply the field of education would inspire me to explore how technology can truly transform learning. This program has been a journey of both realization and self-discovery. It’s helped me see how thoughtful design combined with emerging technology can empower not only students but also the educators who guide them.

Before entering the Educational Technology program, my professional background spanned retail management, sales, and freelance graphic design. These experiences developed my creativity, communication, and problem-solving skills, but I knew I wanted to apply them in a more educational and purposeful way. That transition began when I enrolled in a UX/UI bootcamp at the University of Texas at Austin, which sparked my interest in user experience, accessibility, and design thinking. The skills I gained there ultimately led me to my current role in course development and multimedia production at the institutional level.

In this position, I collaborated closely with instructors to develop online courses, focusing primarily on formatting, compliance, and platform integration. However, my work at the time was driven more by aesthetics and functionality than by pedagogy. I understood how to make a course visually appealing and technically sound, but I hadn’t yet discovered how learning theory, motivation, and cognitive design principles could transform a digital course into a rich, interactive learning experience.

Much of my early work was responding to requests, troubleshooting accessibility issues, and implementing quick fixes. I found satisfaction in supporting faculty, yet I felt something was missing. I wanted to move beyond simply managing content. I wanted to create learning environments that fostered understanding and engagement. That realization inspired me to pursue a graduate degree that would deepen my knowledge of instructional design. Entering the M.Ed. in Educational Technology program became my opportunity to bridge the gap between function and purpose. The most significant lesson I’ve learned through this program is that educational technology is not about the tools, it’s about the learning experience those tools enable. Early in my career, I often focused on mastering software or building visually appealing courses. I’ve gained an understanding that the true art of instructional design lies in how each element works together to support a learner’s cognitive and emotional journey.

One of the most powerful takeaways has been the importance of learner-centered design. Through courses like EDTC 6321 and 6323, I came to appreciate how aligning instruction with learners’ motivations, backgrounds, and accessibility needs creates more equitable outcomes. For example, when designing the What is F1? RLO, I had to step into the mindset of someone entirely new to the topic and consider what visuals, pacing, and structure would make the experience intuitive. That empathy-driven approach is something I now bring to every design decisions.

Another lesson came from evaluation and reflection. The formative evaluations in my Lights, Camera, Connection project showed me how valuable it is to step back and let the data tell the story. Feedback from peers and end users highlighted things I couldn’t see from my own perspective. The process reinforced that design is never static; it evolves through collaboration, feedback, and testing.

If I could give advice to my past self, it would be this: Don’t be afraid to iterate, collaborate, and fail forward. Early in the program, I wanted my projects to be perfect from the start. I’ve since learned that the best designs come from an open, iterative mindset. Every critique is an opportunity to refine your ideas and create something more meaningful. I’d also remind myself that theory and creativity aren’t opposites—they’re partners. Allowing for a stronger creative process.

Lastly, I’ve learned the importance of balancing innovation with ethics. As I worked on my AI Prompt Engineering proposal, I realized that the future of education depends not just on adopting new technologies, but on using them responsibly. This means designing with transparency, accessibility, and inclusivity in mind—values that I intend to uphold in all my future work.

To any student entering this program, I would say: embrace the process, lean into collaboration, and let curiosity guide you. Educational technology is as much about human connection as it is about innovation. When you design with empathy and purpose, you don’t just create courses—you create opportunities for transformation.

As I move forward in my career, my primary goal is to continue advancing as an instructional designer and educational technologist who bridges innovation with accessibility. I plan to apply the knowledge and frameworks gained through this program to expand professional development initiatives for faculty, particularly in the areas of AI integration and digital story telling. I envision developing training ecosystems that empower instructors to design with purpose, guided by research and empathy rather than trend or convenience.

Another key aspiration is to mentor new course developers and designers, helping them understand not only the “how” of instructional design but also the “why.” The faculty I’ve worked with over the years have taught me that technology adoption succeeds only when paired with trust, clarity, and confidence. I hope to create workshops, modules, and collaborative design sessions that reinforce that philosophy.

In the long term, I see myself contributing to institutional strategy by helping colleges and universities adopt human-centered, data-informed approaches to instructional innovation. Whether through leading design teams or teaching future educators, I aim to foster environments where learning is personal, inclusive, and transformative.

This program has not only shaped my professional identity but also reignited my purpose: to make education more meaningful through thoughtful design, collaboration, and compassion. I leave the program with gratitude, confidence, and a renewed commitment to using technology as a bridge—connecting educators and learners in powerful, and lasting ways.

Sincerely,
Julian Garcia