Transcipt of my MAET Experience ... How we got here.
On this page I lay out the path I have followed to complete the MAET program. It includes ten courses with a brief description of my experience with them.
CEP 810: TEACHING FOR UNDERSTANDING WITH TECHNOLOGY Spring 2015
Instructors: Alison Keller & Ben Rimes As the first course in my Master’s in Educational Technology (MAET) program, CEP 810 introduced me to the ideas of professional learning networks (PLN), Technological Pedagogical Content Knowledge (TPACK), how to use and apply to learning, and reintroduced me to theories of learning and understanding. I was able to begin developing my PLN through social media and gain fluency with those technologies. We explored how to balance and properly apply technology to learning and teaching, and we spent a great deal of time engaging with learning theories to connect them to sound pedagogical and technological applications.
CEP 811: ADAPTING INNOVATIVE TECHNOLOGIES TO EDUCATION Spring 2015
Instructors: Amy Pietrowski & Melissa White
In CEP 811 we set out to repurpose the world for learning. We built upon what I had already developed in CEP 810 with my PLN and TPACK. I enjoyed exploring the maker movement and was inspired to change the way I look at learning. I was introduced to technologies like the Makey Makey that allow us to remake the world around us. It was an adventure into a world of creativity that has had an effect on my classroom and my personal life. I have always enjoyed making things, but this course has given me tools to inspire others to learn.
CEP 800 LEARNING IN SCHOOL AND OTHER SETTINGS Summer 2015
Instructors: Diana Campbell and Carrie Roseth
In CEP 800 we spent most of our time exploring how learning happens and gaining a deep understanding of learning theory. I was able to build a solid foundation of learning theory and practice applying that theory to teaching. I explored student misconceptions and experimented with podcasting using Soundcloud and Audacity. The primary exploration was centered around creating a lesson plan that addressed learning theory and integrated technology. It was a deep learning exercise that stretched my skills as an educator.
CEP 812: APPLYING EDUCATIONAL TECHNOLOGY TO PROBLEMS OF PRACTICESummer 2015
Instructors: Bill Marsland and Andrew Steinman
CEP 812 was all about solving wicked problems. Wicked problems are complex problems that have no obvious best solution. There are often multiple solutions and none that are perfect. We explored why we are unable to solve the big problems that face us and how we might go about solving them. I also had the opportunity to collaborate with a colleague to solve the problem of deep learning and student engagement. We were able to develop a solution involving blended learning. It stretched my problem solving and collaboration abilities to the limit, and I’m better for it.
CEP 815 TECHNOLOGY AND LEADERSHIP Summer 2015
Instructors: Ben Gleason and Sarah Keenan Faculty Supervisor: Dr. Leigh Graves Wolf
In CEP 815 we took what we have previously learned and applied it to principles of leadership concentrating on the intersection of education, technology, and leadership. Using the premise of designing a technology plan for a district we addressed the complex task of solving technology plans and administering them. The tasked raised a number of valuable discussions around the best practice for presenting ideas to stakeholders and addressing dissenting and disgruntled voices. It challenged me to see myself as more than an enthusiast and carefully assess my leadership skills. I was able to chart a course to continue developing as a leader in the future.
CEP 822 APPROACHES TO EDUCATIONAL RESEARCH Summer 2015
Instructors: Daniel Freer, Ha Nguyen, and Emma Wong
In CEP 822 we dove deep into educational research and data. I learned how to critically evaluate a piece of research for strength and validity. I also learned to compile my own data and report professionally on the results of my research. By learning the strengths of quantitative and qualitative data analysis I am able to apply those research skills to practice as I look to study the effectiveness of my own pedagogy and contribute to the research community. More importantly this course gave me a level of familiarity with research and the data involved that allows me to comfortably access research to further develop my pedagogy.
CEP 820 TEACHING STUDENTS ONLINE Fall 2015
Instructors: Dr. Anne Heintz and Liz Boltz
In CEP 820 we explored theory and best practice for creating online learning experiences. Projects ranged from creating professional development for educators to learning experienced for special needs students to my course for fourth grade math. I was able to learn a number of course management systems (CMS) and compare and contrast them. I was able to build an online course to support my instruction in division. During the process I explored and applied a number of web based technologies for the first time. The experience expanded my fluency with web based technologies more than any of my previous courses.
TE 846 ACCOMMODATING DIFFERENCES IN LITERACY LEARNERS Fall 2015
Instructor: Dongbo Zhang, Ph.D.
In TE 846 the course focused on two case studies in which I had to identify, assess, and design learning experience for two students in literacy. We explored various methods and best practices for literacy instruction at all levels. We also focused on designing experiences that would be accessible by a wide range of students with various challenges. English as a Second Language (ESL) was heavily emphasized. The importance of reaching those students was made very clear through readings and discussion which supported the course well. A long list of supplementary readings was always available as well.
CEP 817 LEARNING TECHNOLOGY THROUGH DESIGN Spring 2016
Instructors: Dr. Punya Mishra and Carmen Richardson
In CEP 817 the focus of the course was on the design process. The Stanford Model of Design was the framework for our course. Using that model we tackled a problem of practice of our own choice. I focused on student feedback and teacher workloads. It was a systematic process that is directly applicable to my pedagogy. Exploring the design process has put a structure to the creative process that I have never considered before. It has already been a valuable asset to my classroom.
CEP 807 MAET CAPSTONE COURSE Spring 2016
Instructors: Dr Matthew Koehler, Spencer Greenhalgh, and Sarah Keenan In this course I had the opportunity to reflect on my experiences in the MAET program. Reflections included goal setting, self evaluation, past projects, courses and research. Using those reflections I built a large online portfolio that accurately and creatively illustrates the MAET program. Furthermore, the capstone course has allowed me to set a trajectory for my next steps in development. It is a resource that I will be able to adapt for a number of audiences including parents, colleagues, and potential employers.