Annotated Transcript
Introduction
Welcome to my annotated transcript, where you will find descriptions of each course in my Master of Arts in Educational Technology (MAET) program at Michigan State University, and how each impacted my educational practice.
Welcome to my annotated transcript, where you will find descriptions of each course in my Master of Arts in Educational Technology (MAET) program at Michigan State University, and how each impacted my educational practice.
Fall 2015--Online
CEP 810: Teaching for Understanding with Technology
Kimberly Powell and Emily Stone
This course introduced us to the framework of Technology, Pedagogy, and Content Knowledge (TPACK), which would guide our thinking about technology integration throughout the program. We also engaged in the Networked Learning Project, where we learned how to do something using only online sources and reflected on the process--I learned how to create flipped video lessons on EduCannon. In addition, we learned about expanding our Personal Learning Network (PLN) and designing a lesson that integrates technology in a "21st century," or future-focused way. Major assignments were published to a WordPress professional blog. CEP 810 provided the foundation upon which future courses would build.
CEP 811: Adapting Innovative Technology to Education
Amy Pietrowski and Janine Campbell
In this course, we explored "Maker Culture," through the use of remixing and repurposing to create products and experiences that were Novel, Effective, and Whole (NEW). We used a Maker Kit to design a lesson, the SketchUp program to design a classroom, and infographics to synthesize research on the Maker Movement. We also looked at how different learning theories aligned with Maker Education. Major assignments were published to my WordPress blog. This class really opened my eyes to different ways of using technology meaningfully and purposefully, both as a learner and an educator.
Summer 2016--Online
CEP 812: Applying Educational Technology to Practice
Andrew Steinman
In this final course in the Educational Technology Certificate program, we focused on wicked problems of practice, which are complex, incomplete problems that have multiple means of solving, and often lead to more problems. My group chose the wicked problem of "failure as a learning mode," and designed activities for students that would allow them to bump up against an obstacle, and develop a growth mindset. We also discussed issues like having a diverse "infodiet" or consumption of information, using technology to instill passion and curiosity in our students and ourselves, and of course the TPACK framework. Major assignments were published in my WordPress blog. This course made me think critically about multifaceted issues in the education world.
Fall 2016--Online
CEP 820: Teaching Students Online
Dr. Anne Heintz
In CEP 820, we learned all about online learning management systems (LMSs), and designed courses to teach students using online learning and/or blended learning. My course used Weebly as an LMS for my fourth graders' math unit on division, and included flipped lessons, interactive practice, and checks for understanding. I realized the importance of Universal Design for Learning (UDL) and communicating collaboratively using online tools through this course. I have continued to use blended learning for many aspects of my teaching practice to this day.
Summer 2017--Online
TE 846: Accommodating Differences in Literacy Learners
Marliese Peltier
This class focused on strategies to reach struggling literacy learners. Our major project was the Literacy Learner Analysis Project, where we selected a student with needs in literacy, performed diagnostic assessments to gain more insight into the area of need, and then designed lessons to teach the student the needed skills. My literacy learner struggled with nonfiction comprehension, so I performed reader interviews, and instructed him on skills to preview, unpack, and understand nonfiction text structure. The course gave me many resources and ideas for literacy interventions for readers with needs that the grade-level curriculum does not necessarily reach.
Summer 2017--East Lansing Hybrid Cohort
CEP 800: Learning in School and Other Settings
Danah Henriksen and Joshua Rosenberg
In this class, we reviewed many theories of educational psychology, and learned how they are connected to a variety of learners in a variety of contexts. Our major project was the Understanding Understanding project, where we investigated a topic around which there was some misconception. My group interviewed several individuals on the topic of U.S. geography, and found that people's misconceptions were impacted by some of the learning theories we'd studied. CEP 800 provided a lens through which to view students' behaviors and thinking.
CEP 815: Technology and Leadership
Danah Henriksen and Joshua Rosenberg
This class afforded us opportunities to lead in the field of educational technology. My group presented at a conference on the topic of growth mindset in the classroom. I also led a webinar with another group of classmates on the topic of encouraging reluctant teachers to use technology. I feel much more confident about taking on a leadership role in my school and district, and contributing to my professional community at large as a result of this course.
CEP 822: Approaches to Educational Research
Danah Henriksen and Joshua Rosenberg
In CEP 822, we looked at strategies and methods of educational research, and how to identify researchable topics and problems in education. We also learned the importance of evaluating research critically. A major project in this course was developing a grant proposal using research to defend our choices. I wrote a proposal for green screen and virtual reality technology for two of my Social Studies units in fourth grade. This course allowed me to refine my research skills, and find a real solution to a need in my professional practice.
Fall 2017--Online
CEP 818: Creativity in Teaching & Learning
Candace Marcotte and Carmen Richardson
In this class, we explored our own definitions and ideas surrounding creativity, and how to become more creative in our teaching and learning practices. We used a topic in our curriculum to investigate and experiment with the seven key trans-disciplinary cognitive tools of perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing, as per the text Sparks of Genius: The 13 Thinking Tools of the World’s Most Creative People by Robert and Michele Root-Bernstein. I used the topic of Michigan History to try and integrate more creative elements into my instruction. This class taught me both the importance of defining and assessing creativity well in the classroom, but also how to use different tools to get at creative thought.
CEP 807: Capstone Portfolio Course
Dr. Matthew Koehler, Brittany Dillman, Spencer Greenhalgh, and Sarah Keenan-Lechel
This course was a culmination to the MAET program, where I designed a digital portfolio, using Weebly, to showcase my learning and work throughout my Masters courses. I was able to highlight some of my favorite projects and my work experience, as well as reflect upon my past, present, and future goals for myself as an educator. I also used Flipgrid to reflect on each step of building the portfolio, and to give feedback to others. CEP 807 was a helpful way to synthesize all of my learning throughout the program, and look to my next steps as a teacher productively integrating educational technology.
CEP 810: Teaching for Understanding with Technology
Kimberly Powell and Emily Stone
This course introduced us to the framework of Technology, Pedagogy, and Content Knowledge (TPACK), which would guide our thinking about technology integration throughout the program. We also engaged in the Networked Learning Project, where we learned how to do something using only online sources and reflected on the process--I learned how to create flipped video lessons on EduCannon. In addition, we learned about expanding our Personal Learning Network (PLN) and designing a lesson that integrates technology in a "21st century," or future-focused way. Major assignments were published to a WordPress professional blog. CEP 810 provided the foundation upon which future courses would build.
CEP 811: Adapting Innovative Technology to Education
Amy Pietrowski and Janine Campbell
In this course, we explored "Maker Culture," through the use of remixing and repurposing to create products and experiences that were Novel, Effective, and Whole (NEW). We used a Maker Kit to design a lesson, the SketchUp program to design a classroom, and infographics to synthesize research on the Maker Movement. We also looked at how different learning theories aligned with Maker Education. Major assignments were published to my WordPress blog. This class really opened my eyes to different ways of using technology meaningfully and purposefully, both as a learner and an educator.
Summer 2016--Online
CEP 812: Applying Educational Technology to Practice
Andrew Steinman
In this final course in the Educational Technology Certificate program, we focused on wicked problems of practice, which are complex, incomplete problems that have multiple means of solving, and often lead to more problems. My group chose the wicked problem of "failure as a learning mode," and designed activities for students that would allow them to bump up against an obstacle, and develop a growth mindset. We also discussed issues like having a diverse "infodiet" or consumption of information, using technology to instill passion and curiosity in our students and ourselves, and of course the TPACK framework. Major assignments were published in my WordPress blog. This course made me think critically about multifaceted issues in the education world.
Fall 2016--Online
CEP 820: Teaching Students Online
Dr. Anne Heintz
In CEP 820, we learned all about online learning management systems (LMSs), and designed courses to teach students using online learning and/or blended learning. My course used Weebly as an LMS for my fourth graders' math unit on division, and included flipped lessons, interactive practice, and checks for understanding. I realized the importance of Universal Design for Learning (UDL) and communicating collaboratively using online tools through this course. I have continued to use blended learning for many aspects of my teaching practice to this day.
Summer 2017--Online
TE 846: Accommodating Differences in Literacy Learners
Marliese Peltier
This class focused on strategies to reach struggling literacy learners. Our major project was the Literacy Learner Analysis Project, where we selected a student with needs in literacy, performed diagnostic assessments to gain more insight into the area of need, and then designed lessons to teach the student the needed skills. My literacy learner struggled with nonfiction comprehension, so I performed reader interviews, and instructed him on skills to preview, unpack, and understand nonfiction text structure. The course gave me many resources and ideas for literacy interventions for readers with needs that the grade-level curriculum does not necessarily reach.
Summer 2017--East Lansing Hybrid Cohort
CEP 800: Learning in School and Other Settings
Danah Henriksen and Joshua Rosenberg
In this class, we reviewed many theories of educational psychology, and learned how they are connected to a variety of learners in a variety of contexts. Our major project was the Understanding Understanding project, where we investigated a topic around which there was some misconception. My group interviewed several individuals on the topic of U.S. geography, and found that people's misconceptions were impacted by some of the learning theories we'd studied. CEP 800 provided a lens through which to view students' behaviors and thinking.
CEP 815: Technology and Leadership
Danah Henriksen and Joshua Rosenberg
This class afforded us opportunities to lead in the field of educational technology. My group presented at a conference on the topic of growth mindset in the classroom. I also led a webinar with another group of classmates on the topic of encouraging reluctant teachers to use technology. I feel much more confident about taking on a leadership role in my school and district, and contributing to my professional community at large as a result of this course.
CEP 822: Approaches to Educational Research
Danah Henriksen and Joshua Rosenberg
In CEP 822, we looked at strategies and methods of educational research, and how to identify researchable topics and problems in education. We also learned the importance of evaluating research critically. A major project in this course was developing a grant proposal using research to defend our choices. I wrote a proposal for green screen and virtual reality technology for two of my Social Studies units in fourth grade. This course allowed me to refine my research skills, and find a real solution to a need in my professional practice.
Fall 2017--Online
CEP 818: Creativity in Teaching & Learning
Candace Marcotte and Carmen Richardson
In this class, we explored our own definitions and ideas surrounding creativity, and how to become more creative in our teaching and learning practices. We used a topic in our curriculum to investigate and experiment with the seven key trans-disciplinary cognitive tools of perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing, as per the text Sparks of Genius: The 13 Thinking Tools of the World’s Most Creative People by Robert and Michele Root-Bernstein. I used the topic of Michigan History to try and integrate more creative elements into my instruction. This class taught me both the importance of defining and assessing creativity well in the classroom, but also how to use different tools to get at creative thought.
CEP 807: Capstone Portfolio Course
Dr. Matthew Koehler, Brittany Dillman, Spencer Greenhalgh, and Sarah Keenan-Lechel
This course was a culmination to the MAET program, where I designed a digital portfolio, using Weebly, to showcase my learning and work throughout my Masters courses. I was able to highlight some of my favorite projects and my work experience, as well as reflect upon my past, present, and future goals for myself as an educator. I also used Flipgrid to reflect on each step of building the portfolio, and to give feedback to others. CEP 807 was a helpful way to synthesize all of my learning throughout the program, and look to my next steps as a teacher productively integrating educational technology.