Michigan State University Master of Arts in Educational Technology
Throughout my journey to my Master’s, I have had opportunities to take amazing courses, travel overseas, and work collaboratively in a way that I didn’t know was possible. Below are a list of the courses that I have completed with descriptions of the concepts that I have mastered.
INSTRUCTOR: Emily Stone
During my first semester at Michigan State, I had the opportunity to take CEP 810 which deals with teaching for understanding using technology. During this course, I learned how important it is to repurpose technology, work with colleagues around the world using my Professional Learning Network and ensure that technology supports content and does not just provide busy work for the students. In addition, I was able to learn how to use iMovie through Help Forums on the Apple website and YouTube videos.
INSTRUCTOR: Leigh Wolf
During my second class with the Master of Arts in Educational Technology program at MSU I learned how to repurpose media through the use of Creative Commons. I created videos using Mozilla Popcorn Maker and pictures that were under Creative Commons. I was also able to use innovative technology, such as the Raspberry Pi, to research and further my understanding of Technological, Pedagogical, and Content Knowledge (TPACK). I also learned the importance of asking for help and reaching out to different resources through Twitter and Facebook.
INSTRUCTOR: Emily Stone
Through this course, I learned of Universal Design for Learning (UDL). The UDL allows teachers to use adaptive technologies to make learning easier and more engaging for students who are struggling or are part of the Special Education program. I also had the opportunity to work on a Wicked Problem dealing with Failure. A Wicked Problem is a problem of practice that is difficult or impossible to solve. Through the use of Skype, Google Hangout, Google Docs, and Prezi, I was able to work with four people from around the world. We completed research to define the meaning of failure in the classroom and how it affects students in the classroom. We found that students fear failure and rely on getting the “A” in class rather than learning from their mistakes. One of the solutions we came up with was to create classroom expectations and a supportive environment to help students deal with the fear of failure.
INSTRUCTOR: Anne Heintz
During CEP 820, I had the opportunity to create an online course for students. The course I created is considered a hybrid course which means students would be using the online course as well as meeting face-to-face. The content for the course was inspired by my own face-to-face 8th grade class. It is geared towards 8th graders who are learning about Plate Tectonics. The course is divided up into three sections: “What is Plate Tectonics?”, “How do Plates Move?”, and “What is Pangea?” At the end of each section of the unit, students have an assignment that allows them to show off the knowledge they have acquired while learning about Plate Tectonics. At the end of the course, students take an online test that would be administered during class time.
During my second year, I decided to attend the MAET program overseas in Galway, Ireland. Throughout the four week intensive program in Ireland, I was able to complete three courses.
INSTRUCTORS: Sean Sweeney and Emily Bouck
Through this course, I learned more about solving problems of practice. In my own classroom, students struggle with the idea of density. Students can easily plug in information to a formula to find density, but they struggle with explaining density, explaining how volume and mass change, and applying the idea of density to explain the impact of temperature on changes in density. Using my knowledge of content and pedagogy, I attempted to solve this problem by implementing technology to enhance the learning of my students.
INSTRUCTORS: Sean Sweeney and Emily Bouck
In Technology and Leadership, I had the opportunity to work with a group of educators and create the 7th annual Global Resources in Education and Technology Conference or GREAT14. During GREAT14, I presented on the topic of Cyber Bullying. A colleague and I collaborated to find research-based tips that teachers could bring back and implement in their classroom right away. In addition, we facilitated a discussion that included educators from all over the world. It was an amazing experience to work with educators with different backgrounds and to be part of the production of a conference and be a presenter of a session.
INSTRUCTORS: SEAN SWEENEY AND EMILY BOUCK
To get a better understanding of people’s understanding about maps, a group of colleagues and I set out to interview a large group of people. Our goal was to understand if there was a misconception about the size of the continents and where this misconception originated. Originally, we believed that the use of flat maps in classrooms caused this misconception. Even though many interviewees chose the same map, each person’s ordering of the continents were inconsistent. This led us to conclude two new hypothesizes including having a narrow view of the world and how a person learns about the world in school.
INSTRUCTOR: Danah Henriksen
Engagement in the classroom is always something I struggled with as a teacher. Throughout this course, I was able to go through the steps of design (empathy, defining a problem, ideation, prototyping, and testing). I was able to interview students and teachers about engagement to empathize with both parties. I also researched ideas, and created a plan to improve engagement in the classroom. Finally, I tested my ideas in the classroom. Through this research, I found engaging technological ideas such as Kahoot, and Plickers to help with Formative Assessments and engage students in their learning.
INSTRUCTOR: Patricia Edwards
The Accommodating Different Literacy Learners course meets the Michigan Reading Requirement for teachers. During this course, I worked with two struggling literacy learners. Through the use of pre-tests and readings, I was able to identify areas of difficulty and create lesson plans to improve the students’ reading level. After three meetings, I post-tested the students to see if improvement was made in their literacy skills.
INSTRUCTOR: Matt Koehler
During this course, I focused on organizing and showcasing all of my work in the MAET program. I had the opportunity to reflect on my goals going into the program and my plans as a life-long learner. I worked collaboratively and shared my site throughout the design phase to my peers and received feedback in many different ways. Finally, I learned how to improve my work within WordPress.