Blog Post #1

 In this class, I’m hoping to learn how educational technology can actually work for students rather than just existing as another thing to click through. As a creative writing and interdisciplinary humanities major, I’m curious about how digital tools can support creativity without killing the soul of the work. I want to understand how technology can be used intentionally, especially in writing and discussion based classes, rather than just as busy work. Since my long-term goal is to earn an MFA and eventually become a professor of creative writing, I’m interested in how I might use what I learn here to design engaging courses in the future, especially as classrooms become more hybrid and tech-reliant. 

I’ve used technology in school pretty consistently, from learning management systems like Canvas to shared documents and online discussion boards. Most of my writing process already happens digitally (mainly google docs), whether that’s drafting essays or workshopping literary fiction pieces. I’m generally confident with technology and tend to pick things up quickly, which makes me more interested in why certain tools are used, not just how. I’ve also noticed that when technology is used well, it can open up better conversations and make feedback more dynamic, but when it’s used poorly, it can feel impersonal and repetitive. 

poem by james morley is licensed under CC BY-NC

Outside of class, my personal learning network is centered around writing, literature, and film. I write constantly, gravitate towards literary fiction, and currently write arts and culture pieces for FSView, which has taught me a lot about editing, deadlines, and writing for an audience. I learn through reading novels and essays, watching and analyzing film (shoutout letterboxd), and engaging with criticism and interviews online. I also rely heavily on professors, peers, and editors for feedback and discussion, which helps shape how I think about both creative work and analysis. Overall, I’m always learning across platforms and disciplines, usually by following curiousity rather than a strict structure.