CEP 810: Teaching Understanding with Technology
Instructor: W. Marsland, A. Pietrowski, L. Wolf
As an introductory course in the Master of Arts in Educational Technology, this class offered a broad sampling of the multiple facets of integrating technology with education. In this course, I was introduced to multiple technology tools, resources, and skills to aid in technology integration. Many of my assignments and reflections were shared as posts in my teaching blog as I chronicled my experimentation with Maker tools such as little bits. I also explored new technology concepts such as gamification in the classroom.
CEP 811: Adapting Innovative Technology to Education
Instructors: A. Pietrowski, L. Wolf
In today's ever-changing world of technology, it is critical for educators to be adaptive and innovative. CEP 811 was an eye-opening experience in which I learned how to look at technology through different lenses. Focusing on Universal Design for Learning (UDL) and experimentation with technologies, I grew into a more innovated educator with projects such as developing a MOOC (Massively Open Online Course) proposal, multiple Makers experiments, and Experience Design experiment. These projects stretched my ideas about integrating technologies into my classroom.
CEP 812: Applying Educational Technology to Practice
Instructors: C. Gallagher, M. Schira Hagerman
In this course, I investigated how a wide variety of technologies can be authentically applied to educational problems of practice such a web-based animation, information gathering, podcasting, and screencasting. With each project and assignment, I learned to view problems of practice in a new way, expanding on how I approached, and ultimately, attempted to solve these problems both individually and collaboratively. For my culminating project, I dove deeper into the wicked problem of the flipped classroom model with a group of classmates. There are many wicked issues with flipping a classroom such as implementation, technology skills and access, funding, and support.
TE 846: Accommodating Differences in Literacy Learners
Instructor: K. Cook
This course fulfilled the State of Michigan requirement for re -certification in Education. Researching deeper into the vastly different needs of literacy learners, I reinforced what I had learned from three years of teaching upper elementary reading. This class provided a different view on trouble-shooting literacy issues as well as additional resources for my classroom. In-depth case study of two individual students with different reading issues gave me a truly authentic experience and helped focus on a variety of instructional strategies for literacy learners.
CEP 816: Technology, Teaching & Learning Across the Curriculum
Instructors: R. Spiro
Technology, teaching, and learning - each of these threads may stand alone, but when woven together, they create a much stronger strand. In this course, I learned how to bring together recent understandings of technology and application to teaching and learning across the curriculum. I got a deeper look into technology, teaching, and learning while researching and applying the TPACK (Technology Pedagogical Knowledge Content) model. I also was introduced to a number of new Web 2.0 and Open Source Education tools,
CEP 815: Technology & Leadership
Instructors: B. Gleason, A. Yadav
During this course, we discussed the importance of leadership in an organization that hopes to utilize technology. The comparison was often made to the business world which provided a unique perspective when taking the concepts into education. My eyes were opened to new and different viewpoints of educational technology, as we often looked at it from the roles of administrators and directors. I created several documents where I was taking on the role of an educational technology leader to display how I would process and handle a situation such as a 1:1 technology initiative.
CEP 822: Approaches to Educational Research
Instructors: Dr. Freer, H. Nguyen, E. Wong
This course helped me find and use educational research to try and solve problems I experience while teaching or in education as a whole. I learned how to more thoughtfully aggregate and analyze research information to help support my theories in education. My own research project began with reviewing literature related to my topic. Then I created a research plan in which I outlined how I would implement my findings in my classrooms. Finally, I created a proposal that summarized my findings, sources, and my suggestions for improvements regarding my topic.
CEP 800: Learning in School & Other Settings
Instructors: D. Campbell, C. Roseth
CEP 800 focused on creating teaching artifacts using audio, video, and web applications. In this course we used Twisted Wave and Sound Cloud to create a podcast interview that diagnosed how students interpret the way people think or learn. We used their input combined with our research to explain and instruct on learning styles. Additionally, we created a digital storybook using movie making software to demonstrate a lesson in our subject area. I created a digital story about how my son and I learned to fly a drone. I also designed a lesson plan that incorporates technology with pedagogy for use in my elementary classroom.
CEP 820: Teaching Students Online
Instructors: E. Boltz, A. Heintz
This course was by far contained the most immediately applicable tools and knowledge of any of my graduate classes. I gained first hand knowledge of Course Management Systems (CMS), otherwise known as Learning Management Systems (LMS). After exploring various CMS options, I created a short unit of study in Schoology. This was incredibly meaningful for me because I was able to apply this new found knowledge directly to my teaching and develop a well-designed curriculum that meets the needs of my students.
CEP 807: Capstone to Educational Technology
Instructors: S. Greenhaigh, S. Keenan, M. Koehler
The 'capstone' to my MAET graduate degree, this course was a semester long reflection of my own learning and growth. Each module contained assignments such as in-depth essays or creating artifacts such as this annotated transcript. All of my work, along with the highlights from all my other courses, was pulled together into this capstone project: my online teaching portfolio. This process, while valuable professionally, means so much more to me on a personal level because it affirms my personal growth with the hard work and risks I took on my graduate journey as a Spartan.