Annotated Transcript
To graduate from Michigan State University with my Master of Arts in Educational Technology (MAET) degree, I needed to complete 30 credit hours (10 3-credit classes). I choose this program for several reasons, one being that I could take summer classes in a cohort hybrid format (2 weeks face to face and 4 weeks online). I started taking classes in the summer of 2014, and I took my final class in the summer of 2017.
CEP 810 - Teaching for Understanding with Technology
Instructors: Dr. Michelle Schira Hagerman, Craig McMichael and Spencer Greenhalgh In this course, I was introduced to the TPACK (Technological, Pedogogical, and Content Knowledge) model for effective technology integration. I learned to focus on the relationship between the technology, pedagogy, and content knowledge while designing lessons. I was introduced to new technologies and ways to effectively use them in my classroom to meet the needs of all students. Also, I worked on using the power of the internet to build my PLN (professional learning network). This course reinforced the idea that students learn best when they are exploring, discovering, investigating, analyzing, and synthesizing. CEP 811 - Adapting Innovative Technologies in Education
Instructors: Dr. Michelle Schira Hagerman, Craig McMichael and Spencer Greenhalgh In this course, I was introduced to the maker movement. I was exposed to different maker kits and applications that can be used to help students learn. I even spent time learning how to repurpose technology that was not intended for educational purposes so my students could use it to discover concepts and communicate their findings. I learned how to design learning experiences that incorporated play and creation. My class held the first Maker Faire at Michigan State University. My group used Scratch to design a pinball game that participates could interact with and add their own coding to. CEP 812 - Applying Educational Technologies to Problems of Practice
Instructors: Dr. Michelle Schira Hagerman, Craig McMichael and Spencer Greenhalgh This course focused on conducting research to find solutions to WICKED problems in education. WICKED problems are complicated situations and are impossible to solve because of their intricacy. My group focused on solving the WICKED problem of how to redesign the American educational system. We researched other effective educational systems and their best practices. Via Google Hangout and Google Docs we collaborated our ideas and came up with our best “bad” solution. I also developed lessons that incorporated technology that fit the Universal Design for Learning (UDL) guidelines so my lessons would be accessible to all students. |
EDU 845 - Strategies for Struggling Readers and Writers in the Secondary Classroom
Instructor: Kimberly Arp In this course, I was exposed to several ways to incorporate reading and writing into the math classroom. I designed lessons that made students’ thinking and understanding more visible by having them verbally explain or write their thought process out. I also created several small activities that I used in my classroom like anticipated reading guides and comparison problems that required students to reflect on their own thinking and write out detailed answers. This class helped me develop a consistent way for my student to annotate directions and word problems that my entire department has since adopted. |
CEP 820 - Teaching Students Online
Instructors: Dr. Anne Heintz and Trixie Beeker In this course, I examined the affordances and constraints of learning through a digital platform. I started by reviewing research about online learning and reviewed several online lessons/courses using the Exemplary Online Instruction Rubric proved by California State University. Then I investigated several LMS (learning management systems) and their strengths and weaknesses. Finally, I designed a hybrid math module about systems of linear equations that I could use with my students. This module included many aspects of a traditional face to face classroom that allow students to gain a deeper understanding and transfer the knowledge to other setting such as multiple representations (videos, readings, and graphics), a chance to practice with feedback, and a discussion board to ask questions or explain their understanding. TE 831 - Teaching School Subject Matter with Technology
Instructor: Dr. Jon Wargo This course focused on strategies and methods for teaching school subject matter with technology and not just using technology to teach. I reviewed how learning theories affect how technology is used in the classroom and TPACK. I was introduced to the SAMR (Substitution, Augmentation, Modification, and Redefinition) model of integrating technology into the classroom. The major component in this class was designing a lesson to repurpose a piece of technology to help students achieve a learning outcome. I designed a lesson where students used a motion detector to gain a deeper understanding of distance vs time and velocity vs time graphs and ultimately discover the concept of rate of change and its meaning. In the end, I learned about some new technologies and how to get the most out of them. |
CEP 800 - Learning in School and Other Settings
Instructors: Dr. Danah Henriksen and Spencer Greenhalgh In this course, I reviewed several learning theories including behavioralism, cognitivism, and socioculturalism and how each theory shapes how a lesson is designed and the depth of knowledge the student will reach. I read the book Why Don’t Students Like School by Daniel T Willingham to learn more about how the mind works and how I can leverage that in my classroom. With my group, I made a short video about how to design lessons so students will remember the content and another video about alternate ways to teach material that is traditionally practiced through drilling. I wrote a grant proposal for a classroom set of Microsoft Surface Pro 4s so my students could participate in more inquiry based lessons and learn math concepts through discovery instead of memorization. In the end, I could see the distinct difference between how students learn best through authentic problems and the traditional lesson structure. CEP 815 - Technology and Leadership
Instructors: Dr. Danah Henriksen and Spencer Greenhalgh This course concentrated on helping me develop a leadership role in educational technology. I continued to develop my PLN , and I took a deeper look at educational tensions in terms of leadership, professional development, and integrating technology into the classroom. My classmates and I compiled a wiki of technologies and ways to use them to close the gap between underserved students and privileged students. The main piece of the course was the webinar that my group planned and hosted about meeting the needs of students using assistive technologies. My group worked with a wide range of professionals in the educational field to highlight ways high and low tech items can be used to make learning accessible to all students. CEP 822 - Approaches to Educational Research
Instructors: Dr. Danah Henriksen and Spencer Greenhalgh This course highlighted some ways to conduct educational research starting with effective ways to question to gather data and ending with writing a proposal. My group conducted our research on peoples understanding of density. We developed a series of questions and demonstrations to gather the though process and understanding of our subjects. Based on the data we gathered and additional research, we concluded that many people have a misconception of density. Their misconception stems from previous knowledge and personal experience. This project helped me see that knowing my students’ prior knowledge about a math concept will affect how they understand the concept and my teachings need to tap into their prior knowledge so misunderstandings can be corrected. |
CEP 807: Proseminar in Educational Technology
Instructors - Dr. Matthew Koehler, Brittany Dillman, Aric Gaunt, and Sarah Keenan This is the final course in the Master of Arts in Educational Technology (MAET) program. In this course, I designed an online professional portfolio to showcase the best work I have created during my journey in MAET. This work highlights my skills and abilities to use technology to implement lessons that deepen my students’ understandings. In this course, I also reflected on how the MAET program has shaped my understanding of how to teach with technology and given me resources to help myself and those around me become better teachers. |