CEP 800: Learning in School and Other Settings CEP 815: Technology and Leadership CEP: 822: Approaches to Educational Research Instructors: Emily Bouck, Sean Sweeney I completed these three courses in Galway, Ireland at the National University of Ireland, Galway in the summer of 2016. These accelerated courses were covered in four weeks in the overseas cohort of the Master of Arts in Educational Technology (MAET) program. I had the unique opportunity to work with my cohort to design, coordinate, and execute a day-long international educational technology conference in 12 days. In addition to helping plan the conference, I was able to present at the conference on sketchnoting to a group of educators that teach around the world. These courses also allowed me to collaborate with a team to conduct research on co-teaching and its effectiveness. This project was focused on research methodologies, largely inspired by Daniel Willingham and his book When can you Trust the Experts? Finally, I worked as an instructional designer/consultant to help a classmate solve a problem of practice. The coursework completed during this year of study were primarily based on leadership and research, preparing us to move beyond the classroom and into different roles in our districts or communities.
Spring 2016
CEP 807: Proseminar in Educational Technology Instructors: Dr. Matthew Koehler, Spencer Greenhalgh, Sarah Keenan This course represents the culmination of all my graduate coursework. I created this online portfolio of my work, and in turn, this course served as a reflection on all of my Master of Arts in Educational Technology coursework. This course was entirely online, allowing me to explore Piazza and Zoom, two online platforms that assisted in the feedback portion. Throughout the process, I was able to provide and receive feedback from classmates to improve my site. Finally, I had to write three reflective essays during this course, that allowed me to dissect my past, present and future as a teacher and learner.
Summer 2015
CEP 810: Teaching for Understanding with Technology CEP 811: Adapting Innovative Technologies in Education CEP 812: Applying Educational Technology to Issues of Practice Instructors:Mary Wever, Liz Boltz These hybrid courses, which combined two weeks of face-to-face classes in East Lansing, and three weeks of online learning, were an accelerated "year one cohort" to the Master of Arts in Educational Technology (MAET) program. In these courses, I was introduced to TPACK (Integration of Technology Pedagogy and Content Knowledge) and UDL (Universal Design for Learning), and had to create my own lessons and activities incorporating these frameworks. I found my own voice in the tech-world in this course, becoming an engager, rather than a lurker and utilizing Twitter as a professional development resource. I also had the opportunity to be a maker at our Maker Faire while in East Lansing, and create my dream classroom on SketchUp at home. We read James Paul Gee's The Anti-Education Era, and engaged in discussion on the importance of working together, to create a collective intelligence, where we as a society can solve hard (or Wicked) problems. In one of the more difficult, and rewarding projects, three of my classmates and I worked to solve a Wicked Problem in Education, categorized by the NMC Horizon Report, during the online portion of the course.
Spring 2015
TE 803: Professional Roles and Teaching Practice II Instructor:Kristina Crandall This course was completed in conjunction with TE 804, during my second semester of student teaching. These courses were also blended. Our focus in this course was on data collection and analysis, which we used to inform our teaching practices in our focus class. In addition, we spent time researching different disabilities we might see in our classrooms, and creating lesson plans with extensions or modifications that would assist struggling students.
TE 804: Reflection and Inquiry in Teaching Practice II Instructor: Dr. Natasha Perez This course, completed in conjunction with TE 803, had several purposes. First, we focused on our teaching portfolio, which had to be created online, and had to include all of our internship work. In addition, we spent our time in East Lansing discussing formative and summative assessment and differentiation in our classrooms. Finally, we focused on what would be needed for our job hunt, workshopping with classmates to create materials and brainstorm interview questions.
Fall 2014
TE 802: Reflection and Inquiry in Teaching Practice I Instructor: Dr. Natasha Perez I completed this course in conjunction with TE 801, during my first semester of student teaching at Michigan State University. This was a blended course, where I attended some classes in East Lansing, and some classes virtually. The focus of this class was on behavior management and classroom norms. We also focused on building relationships, and getting to know students in our focus class (the class we would lead teach all year).