Master of Arts in Educational Technology MSU Courses
Spring 2013: CEP 807 Capstone Portfolio Course
Professor Matthew Koehler
This course provided an opportunity to reflect on my educational journey at Michigan State University by creating an online professional portfolio. By using examples of exemplary portfolios from MAET graduates and feedback from fellow classmates, I designed my online portfolio using the web hosting site of my choice, Weebly. I selected examples of my course work for my technology showcase as well as selected student projects. This course gave me the opportunity to synthesize my work for an audience of fellow educators. In the future, I plan to create similar opportunities for high school students to create their own online portfolios.
My assistant instructor for this course was Chris Sloan.
My assistant instructor for this course was Chris Sloan.
Fall 2012: CEP 820 Teaching K12 Students Online
Instructor Michelle Schira-Hagerman
In this course, I reviewed design features and rubrics for judging the quality of online courses. In line with assessment criteria from the National Education Association, I created my own online course using the web hosting site of my choice, Haiku LMS. My online course is entitled "Mythology: A Journey Through Six Cultures" and is based on a semester-long high school course I designed and taught at Valdez High School in 2012. To explore my online course, use the code YSP2X and create a free Haiku account as a student.
Spring 2012: CEP 882 The Nature and Design of Compelling Experiences
Professor David Wong
This course focused on an exciting range of "compelling experiences" in diverse fields including film, artwork, music, architecture, and fashion. One of my projects investigated the nature and design of Chris Jordan's thought-provoking artwork, seen in the image on the left and in my video linked to this image. Chris Jordan's artwork integrates aesthetics with environmental ethics and shocking statistics. Professor Wong's course explored ways to create compelling projects and lessons in the classroom by using design features from our own memorable experiences. My projects for this course are featured on my blog, "Learning is Talking, Teaching is Listening"
My assistant instructor for this course was Heidi Klautke.
My assistant instructor for this course was Heidi Klautke.
Summer 2011: CEP 800, 815, 822: East Lansing Summer Cohort
Professor Punya Mishra
CEP 800: Learning in School and Other Settings
CEP 815: Technology and Leadership
CEP 822: Approaches to Educational Research
This intensive two-week long summer seminar with three concurrent courses transformed my outlook on teaching with technology. Professor Mishra emphasized the creative and fun aspects of teaching lessons on essential skills/content using the framework of TPACK: Technological Pedagogical Content Knowledge. This "Explore, Create, Share" video by Professor Mishra illustrates the jumping off point for our summer seminar. Instead of using technology tools to re-package the "same old" lecture-style teaching, we used technology to re-invent our pedagogical approach to integrated, project-based content.
Most of my work during these two weeks at MSU was done collaboratively with my five member team--the "Google Earthlings." Our team name referred to our geographical diversity and our culminating project on geographical understanding. The assistant instructors for these three courses were Kristen Kereluik and Brandon Blinkenberg.
At the end of the two-week long summer seminar, we worked independently for another month on our projects and DreamIT proposals.
CEP 815: Technology and Leadership
CEP 822: Approaches to Educational Research
This intensive two-week long summer seminar with three concurrent courses transformed my outlook on teaching with technology. Professor Mishra emphasized the creative and fun aspects of teaching lessons on essential skills/content using the framework of TPACK: Technological Pedagogical Content Knowledge. This "Explore, Create, Share" video by Professor Mishra illustrates the jumping off point for our summer seminar. Instead of using technology tools to re-package the "same old" lecture-style teaching, we used technology to re-invent our pedagogical approach to integrated, project-based content.
Most of my work during these two weeks at MSU was done collaboratively with my five member team--the "Google Earthlings." Our team name referred to our geographical diversity and our culminating project on geographical understanding. The assistant instructors for these three courses were Kristen Kereluik and Brandon Blinkenberg.
At the end of the two-week long summer seminar, we worked independently for another month on our projects and DreamIT proposals.
Spring 2010: CEP 812 Applying Educational Tech to Problems of Practice
Professor J. Codde
In this course, I integrated state and national technology standards into my classroom practice and communication with families. I created my first website to showcase and synthesize my work in CEP 811 and 810, including a WebQuest, a research project on the use of Promethean Interactive Whiteboards, and my technology plan based on the ISTE national tech standards.
Fall 2009: CEP 811 Adapting Innovative Technologies to Education
Professor Tammy Maginity
CEP 811 focused on integrating multi-media and online resources to create useful educational tools. For one assignment, I developed a non-linear powerpoint for Valdez Youth Court students as a fun, interactive way to review essential information for the required "Bar Exam". In 2013, my powerpoint was still being used by Valdez Youth Court members.
I took this course concurrently with CEP 810. This was my first experience with online graduate-level coursework, and it transformed the way I felt about my professional role as an educator in a technology-rich classroom. As Eleanor Roosevelt said, "We must do that which we think we cannot." I had always felt that the "Tech people" in my school possessed confidence and tech-savvy that I could never attain. At the end of these two courses--CEP 811 and 810--I realized that I could develop these skills and confidence with a reasonable amount of time and effort.
I took this course concurrently with CEP 810. This was my first experience with online graduate-level coursework, and it transformed the way I felt about my professional role as an educator in a technology-rich classroom. As Eleanor Roosevelt said, "We must do that which we think we cannot." I had always felt that the "Tech people" in my school possessed confidence and tech-savvy that I could never attain. At the end of these two courses--CEP 811 and 810--I realized that I could develop these skills and confidence with a reasonable amount of time and effort.
Fall 2009: CEP 810 Teaching for Understanding with Computers
Professor J. Codde
In CEP 810, my goal was to identify specific educational needs that could be met using technology tools with students. I learned how to use web 2.0 tools such as VoiceThread to add depth and find an authentic audience for student projects. Using the school's existing technology, such as ActivInspire and Promethean Boards, I created innovative, creative projects with kindergarten and 5th grade students.
In the fall semester of 2009, I was seeking a teaching position in a very competitive school district in the small town of Valdez, Alaska. Although I had worked for twelve years as a certified teacher and was highly qualified in all subjects K12, I was passed over for teaching positions and hired as a para-professional for SpEd students. This was a professional setback, yet it provided the catalyst and the time to work on my MAET degree. The happy ending to this story is that I was hired in January, 2011 as the Gifted and Talented teacher for students K12 in the Valdez City School District. This job allows me to innovate and design creative learning experiences using the skills I developed in the Master of Arts in Educational Tech program.
In the fall semester of 2009, I was seeking a teaching position in a very competitive school district in the small town of Valdez, Alaska. Although I had worked for twelve years as a certified teacher and was highly qualified in all subjects K12, I was passed over for teaching positions and hired as a para-professional for SpEd students. This was a professional setback, yet it provided the catalyst and the time to work on my MAET degree. The happy ending to this story is that I was hired in January, 2011 as the Gifted and Talented teacher for students K12 in the Valdez City School District. This job allows me to innovate and design creative learning experiences using the skills I developed in the Master of Arts in Educational Tech program.