EDLD 5302: Concepts of Educational Tech

EDLD 5302 challenged me to rethink how change happens in education. Rather than accepting traditional systems as fixed, this course pushed me to examine how innovation, mindset, and intentional leadership can transform learning environments. It emphasized that meaningful change begins with questioning what no longer serves learners and having the courage to design something better.

For me, this directly connects to the development of the Surgical Technology Educators Program (STEP). As I reflected on the transition from clinical expert to academic leader, I recognized gaps in structured support for new educators. EDLD 5302 helped me frame that problem not as a limitation, but as an opportunity for innovation. The course strengthened my belief that leadership is developed, not assumed, and that sustainable change requires vision, strategy, and a growth mindset.

Growth Mindset vs. Fixed Mindset

Transitioning from the operating room to academic leadership requires more than clinical expertise; it requires a shift in mindset. Many surgical technology educators enter teaching and program director roles highly skilled in practice but without formal preparation in pedagogy, leadership, or accreditation processes. This transition can feel overwhelming. However, as Carol Dweck (2006) explains, “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work” (p. 7).

A growth mindset reframes challenges not as proof of inadequacy, but as opportunities for development. Instead of thinking, “I’m not prepared for this role,” educators can adopt the powerful word Dweck emphasizes: “yet.” Leadership skills, instructional design, and accreditation literacy are not fixed traits; they are cultivated over time through intentional effort, reflection, and structured support.

The Surgical Technology Educators Program (STEP) is grounded in this principle. By promoting mentorship, professional development, and continuous learning, STEP supports educators in moving from uncertainty to confident leadership. In healthcare education, mindset influences not only individual growth but also program stability and student success. Embracing a growth mindset is not optional; it is essential for building sustainable, high-quality surgical technology programs.

Reference

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

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