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Fall 2010

Instructors: Carrie Albin, Tammy Maginity, and Emily Stone

CEP 811: Adapting Innovative Technologies to Education
CEP 810: Teaching for Understanding with Computers

Spring 2010

Instructor: Susan Way

In this course, we began to explore technology in an educational setting including basic productivity software including Microsoft Word, Excel and PowerPoint, and the Internet.  One of the course objectives included revisiting the three models of teaching and learning and the situations best for each.  In doing so, we were first introduced to looking at ways to improve teaching and learning through the use of technology.  While I felt proficient in these areas upon beginning the class, I found that this course began to lay the foundation for thinking about the ways in which technology can be used to support student learning. 

This course stressed the possibilities of adapting technologies such as web 2.0 tools to education.  Through repurposing these technologies, we learned how to expand on concepts explored in CEP 810.  In addition to learning tools such as Diigo and Zoho, we created WebQuests to put our studies into practice.  The WebQuest I developed helped me begin to understand the ways in which the growing number of digital resources, particularly primary sources, provide a wealth of opportunities for students conducting research.  This understanding continues to influence the ways in which I use digital resources for the study of history. 

This course focused on the idea that one of the goals of education is to create compelling experiences for students.  In CEP 882, we explored deeply moving experiences through reading and looking at how other professionals create compelling experiences, as well as seeking out compelling experiences in our own lives.  We then explored how to apply these ideas to our eduational settings.  This course significantly impacted the way that I think about learning experiences for students.  It provided a new lens through which to look at many ideas and concepts that are centeral to teaching and learning.  I find that I am more conscious about how I seek to create compelling experiences. 

CEP 812 rounded out the Educational Technology Certificate program (along with CEP 810 and 811).  The course focused on ways to address education-related problems through a range of technologies including blogs and websites.  We worked in Special Interest Groups and created personal TechQuests.  Other topics included ethics in the use of technology for education.  In this course I was able to first explore how a blog could enhance learning as well as how I can look at technology for ways to solve problems.  This course helped me see how various technologies might be re-purposed in ways that support the content I am teaching. 

Winter 2014

Instructors: Dr. David Wong and Ha Thanh Nguyen

CEP 882: The Nature and Design of Compelling Experiences

Fall 2010

Instructor: Carolyn McCarthy

CEP 812: Applying Educational Technologies to Practice

Summer 2014

Instructors: Dr. Danah Henriksen, Jon Good, and Rohit Mehta

CEP 800: Learning in School and Other Settings
CEP 815: Technology and Leadership

Summer 2014

Instructors: Dr. Danah Henriksen, Jon Good, and Rohit Mehta

CEP 822: Approaches to Educational Research

Summer 2014

Instructors: Dr. Danah Henriksen, Jon Good, and Rohit Mehta

Fall 2014

Instructors: Dr. Punya Mishra and Rohit Mehta

CEP 818: Creativity in Teaching and Learning

 

The following is a comprehensive list of all courses taken during my time in the Master of Arts in Educational Technology (MAET) program at Michigan State University.  A course description including how the course impacting me along with the semester the class was taken and the instructor helps to give a complete look into my work.  Please visit the showcase for examples of work from these courses.

CEP 820: Teaching Students Online

Fall 2014

Instructor: Dr. Anne Heintz

Spring 2015

Instructor: Dr. Matthew Koehler

CEP 807: Capstone in Educational Technology

In CEP 800 we explored past and present learning theories by also looking at our own experiences as learners.  By examining these, we were able to then apply these ideas to utilize technology to enhance learning opportunities for students.  This came together in a DreamIT project where we developed a proposal that would bring together all of these concepts.  I enjoyed the opportunity to think big about how technology could transform learning for students.  I continued to be reminded of the ways in which history education can be enhanced through the use of technology.  By reading Why Don't Students Like School, I was able to consider my own teaching practices and how I could apply the key ideas to improve student learning, particularly with the use of technology. 

Through exploring how we can be technology leaders in our schools and other settings, we examined multiple perspectives and the ways in which we can be responsible for helping to cultivate positive relationships between technology, teaching, and learning.  We planned and implemented webinars to demonstrate our understanding of this process and to practice our leadership in the area of technology in education.  This course became particularly meaningful for me as my new role unfolded during these studies.  While serving as co-leader does not seem to automatically include technology, I feel that being in this position will allow me to continue to serve in this manner.  I found it helpful to look at tensions in leadership and see how they apply to technology and leadership in general. 

This portion of the East Lansing Summer Cohort focused on different approaches to educational research and how to identify problems in education that can be researched.  We examined the process of research through the Understanding Understanding project, including developing interview protocols and conducting interviews that helped lead to a final product.  I found that this process can be helpful in a number of situations and will likely continue to serve a role in my learning as I continue to work toward playing a meaningful part in school improvement.  As we explored common misconceptions and how to create conceptual change, I felt that many basic ideas developed and studied in undergraduate were further examined, which created a fresh way to look at transformative learning.

Through this course, we explored how creativity can play an important role in teaching and learning.  In doing so, we learned how to expand our own creative thinking while also apply these ideas to our teaching.  We studied Sparks of Genius by Robert and Michele Root-Bernstein and focused on developing and applying seven trans-disciplinary key cognitive tools that help to foster creativity.  I appreciated how through this course we sought to give creativity a concrete and relevant place in student learning.  Even before the course was over I found myself looking for ways to incorporate these thinking tools into my lessons as a way to create transformative learning opportunities that challenge the way students think and lead to innovation. 

This class focused on what quality online instruction looks like and how to create these learning experiences for students.  We reviewed several Course Management Systems (CMS), and chose one to work most closely with throughout the semester.  Throughout the semester we each created an online module for a class we were teaching to.  Readings focused on different views and trends in online learning, and topics of discussion ranged from online literacy to assessment.  One of the most beneficial aspects of this course was the ways in which I began to see how blended learning could play a larger role in my teaching and connected to some of the ideas that I started exploring in CEP 811.  I enjoyed looking at how to use blended learning and an online course module to continue to develop meaningful ways for students to experience the vast number of digital resources available for them to study history. 

In this culminating course, students bring together all that they have learned and created during their time in the MAET program.  The final project is a web-based portfolio that serves as a way for students to display their competency in using technology to support teaching and learning.  Students also engage in peer feedback as they seek to create a professional product.  Throughout the process of creating my portfolio, I discovered new ways to bring together what I have learned, including common themes and threads.  As I move beyond this program, having these ideas to come back to will continue to help me to integrate technology in meaningful ways. 

Annotated Transcript

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