Annotated Transcript - A Trip Down Academic Memory Lane
*CEP - Counseling, Educational Philosophy, and Special Education *TE - Teacher Education
CEP 807 Capstone in Educational Technology
Spring 2018
Dr. Matthew Koehler, Sarah Keenan-Lechel, Spencer Greenhalgh, and Brittany Dillman
The capstone course is the culmination of the Master of Arts in Educational Technology degree experience. The goal of the capstone is to provide the final assessment and synthesis of educational technology knowledge and skill development. The course provided the opportunity to unify the work completed in the Master of Educational Technology (MAET) program at Michigan State University. This course relied heavily upon peer review and input to develop quality components. The resulting portfolio is the digital summation of capstone course.
CEP 812 Applying Educational Technology to Issues of Practice
Fall 2017
Doug Frankish
CEP 812 allowed me to work with a small team during a process which spanned four weeks to understand the "wicked problem" of Rethinking Teaching. During this time, we used a group planning document to ask nearly 100 questions to better understand the problem. We met for online conferencing to discuss and reflect our problem five times for multiple hours in each session. With each meeting, our understanding of Rethinking Teaching evolved as we incorporated new research and data. We developed our own survey designed to reveal information concerning teacher collaboration, inquiry-based learning, and educational legislation. All of our research and analysis was then distilled into our final project.
CEP 800 Psychology of Learning in School and Other Settings
Summer 2017
Dr. Danah Henriksen & Josh Rosenberg
CEP 800 prepared me for the tremendous opportunity to present as a group member at an educational technology conference - #SteamLab2017. This conference included over 100 educators, administrators, and educational technology professionals. Our one hour presentation revolved around the practical usage of creating models and the benefits they bring to the learning and understanding. In this course, one of the major projects (Dream IT) was to develop a grant for technology specific purposes. I was influenced by earlier CEP courses in my grant subject as I proposed the inclusion of the littleBits Pro Library into my district.
CEP 815 Technology and Leadership
Summer 2017
Dr. Danah Henriksen & Josh Rosenberg
One of two major projects included in this course involved a webinar concerning the topic of coding and robotics. This webinar was developed and hosted by a small group I was involved in for the project. We developed questions, recruited expert panelists, and interviewed them on a live YouTube feed. Also included in this course was a final reflection of the learning in the hybrid cohort. This reflection required a look back at what had been learned and a look forward to the application of the learning in a personal learning manifesto. As a summary of my personal learning, I include a range of topics in educational technology, learning theory, and the application of educational technology in the classroom setting.
CEP 822 Approaches to Educational Research
Summer 2017
Dr. Danah Henriksen & Josh Rosenberg
The final course of the hybrid trio involved a collaborative project concerning understanding, specifically misunderstanding. This project was influenced by the writings of Lee Schulman and the concepts of amnesia, fantasia, and inertia. In the project Understanding Understanding, my small group created a video to highlight the misconceptions and misunderstandings of a simple concept – taste. Participants in the video were prompted with diagrams of the mouth and asked to explain how taste worked. This was in an effort to reveal their understanding of the topic and then to address their misconceptions. The project is meant to highlight the challenges teachers have in the classroom with students who use misinformation to guide their understanding of the world.
CEP 810 Teaching for Understanding with Technology
Spring 2017
Doug Frankish & Ron Houtman
I was exposed to a wide range of technologies and pedagogy to assist me in my pursuit of becoming a master in the educational technology field. I was able to refocus my teaching using the TPACK (Technology, Pedagogy, and Content Knowledge) framework to address the gaps in understanding learners have. The variety of technology used to support learning became a reference for my teaching. This course also provided the opportunity to participate in a variety of discussion with educators from around the state on the use of technology in education.
CEP 811 Adapting Innovative Technologies to Education
Spring 2017
Amy Pietrowski
CEP 811 opened my eyes to the importance of play in learning. The course revolved around the "maker movement" which focuses on... making things. The approach to "making" revolves around an experience in which the learning comes from tinkering and solving open-ended questions. The course included: creating and implementing a lesson built around a "maker kit," creating a classroom environment designed for learning, and participating in the maker movement.
Teaching Internship and Teacher Certification Courses
TE 804 Reflection and Inquiry in Teaching Practice II
Spring 2014
Dr. Christina Schwarz
TE 804 was the science specific course in the student teaching internship. This course involved a focus on instructional sequencing. As part of the course, I participated in collecting, analyzing, and interpreting data on teaching, learning, and educational policy. As an educator, I discussed dilemmas surrounding research on practice. Lastly, I was involved in appraising and reporting results of inquiry.
TE 803 Professional Roles and Teaching Practice II
Spring 2014
Yu-han Hung
TE 803 centered around teaching social studies. The development of social studies unit plans were used in the student teaching internship. In the course, we focused on creating school-agency alliances for fostering student learning. We emphasized strategies for working with families and community groups to improve responsiveness of the school curriculum to student needs. A crucially important component of the course focused on child advocacy in the school and community.
TE 802 Reflection and Inquiry in Teaching Practice I
Fall 2013
Laura Hopkins
TE 802 focused on literacy and literacy learning. The development of literacy unit plans were used in the student teaching internship.This course introduced qualitative and quantitative research methods on teaching and learning. The criteria for judging the validity and applicability of research-based knowledge was emphasized. The framing of educational problems worthy of inquiry was introduced. Lastly, the course involved designing and assessing studies of teaching practice.
TE 801 Professional Roles and Teaching Practice I
Fall 2013
Lindsay Keazer
In my initial masters level course, I was introduced to teachers' professional and ethical responsibilities. I was made aware of the connections of schools to other social agencies. I created and built on the relations of teachers to colleagues, families, other social service providers, and community leaders. Finally, I learned more about the roles in school governance.
Spring 2018
Dr. Matthew Koehler, Sarah Keenan-Lechel, Spencer Greenhalgh, and Brittany Dillman
The capstone course is the culmination of the Master of Arts in Educational Technology degree experience. The goal of the capstone is to provide the final assessment and synthesis of educational technology knowledge and skill development. The course provided the opportunity to unify the work completed in the Master of Educational Technology (MAET) program at Michigan State University. This course relied heavily upon peer review and input to develop quality components. The resulting portfolio is the digital summation of capstone course.
CEP 812 Applying Educational Technology to Issues of Practice
Fall 2017
Doug Frankish
CEP 812 allowed me to work with a small team during a process which spanned four weeks to understand the "wicked problem" of Rethinking Teaching. During this time, we used a group planning document to ask nearly 100 questions to better understand the problem. We met for online conferencing to discuss and reflect our problem five times for multiple hours in each session. With each meeting, our understanding of Rethinking Teaching evolved as we incorporated new research and data. We developed our own survey designed to reveal information concerning teacher collaboration, inquiry-based learning, and educational legislation. All of our research and analysis was then distilled into our final project.
CEP 800 Psychology of Learning in School and Other Settings
Summer 2017
Dr. Danah Henriksen & Josh Rosenberg
CEP 800 prepared me for the tremendous opportunity to present as a group member at an educational technology conference - #SteamLab2017. This conference included over 100 educators, administrators, and educational technology professionals. Our one hour presentation revolved around the practical usage of creating models and the benefits they bring to the learning and understanding. In this course, one of the major projects (Dream IT) was to develop a grant for technology specific purposes. I was influenced by earlier CEP courses in my grant subject as I proposed the inclusion of the littleBits Pro Library into my district.
CEP 815 Technology and Leadership
Summer 2017
Dr. Danah Henriksen & Josh Rosenberg
One of two major projects included in this course involved a webinar concerning the topic of coding and robotics. This webinar was developed and hosted by a small group I was involved in for the project. We developed questions, recruited expert panelists, and interviewed them on a live YouTube feed. Also included in this course was a final reflection of the learning in the hybrid cohort. This reflection required a look back at what had been learned and a look forward to the application of the learning in a personal learning manifesto. As a summary of my personal learning, I include a range of topics in educational technology, learning theory, and the application of educational technology in the classroom setting.
CEP 822 Approaches to Educational Research
Summer 2017
Dr. Danah Henriksen & Josh Rosenberg
The final course of the hybrid trio involved a collaborative project concerning understanding, specifically misunderstanding. This project was influenced by the writings of Lee Schulman and the concepts of amnesia, fantasia, and inertia. In the project Understanding Understanding, my small group created a video to highlight the misconceptions and misunderstandings of a simple concept – taste. Participants in the video were prompted with diagrams of the mouth and asked to explain how taste worked. This was in an effort to reveal their understanding of the topic and then to address their misconceptions. The project is meant to highlight the challenges teachers have in the classroom with students who use misinformation to guide their understanding of the world.
CEP 810 Teaching for Understanding with Technology
Spring 2017
Doug Frankish & Ron Houtman
I was exposed to a wide range of technologies and pedagogy to assist me in my pursuit of becoming a master in the educational technology field. I was able to refocus my teaching using the TPACK (Technology, Pedagogy, and Content Knowledge) framework to address the gaps in understanding learners have. The variety of technology used to support learning became a reference for my teaching. This course also provided the opportunity to participate in a variety of discussion with educators from around the state on the use of technology in education.
CEP 811 Adapting Innovative Technologies to Education
Spring 2017
Amy Pietrowski
CEP 811 opened my eyes to the importance of play in learning. The course revolved around the "maker movement" which focuses on... making things. The approach to "making" revolves around an experience in which the learning comes from tinkering and solving open-ended questions. The course included: creating and implementing a lesson built around a "maker kit," creating a classroom environment designed for learning, and participating in the maker movement.
Teaching Internship and Teacher Certification Courses
TE 804 Reflection and Inquiry in Teaching Practice II
Spring 2014
Dr. Christina Schwarz
TE 804 was the science specific course in the student teaching internship. This course involved a focus on instructional sequencing. As part of the course, I participated in collecting, analyzing, and interpreting data on teaching, learning, and educational policy. As an educator, I discussed dilemmas surrounding research on practice. Lastly, I was involved in appraising and reporting results of inquiry.
TE 803 Professional Roles and Teaching Practice II
Spring 2014
Yu-han Hung
TE 803 centered around teaching social studies. The development of social studies unit plans were used in the student teaching internship. In the course, we focused on creating school-agency alliances for fostering student learning. We emphasized strategies for working with families and community groups to improve responsiveness of the school curriculum to student needs. A crucially important component of the course focused on child advocacy in the school and community.
TE 802 Reflection and Inquiry in Teaching Practice I
Fall 2013
Laura Hopkins
TE 802 focused on literacy and literacy learning. The development of literacy unit plans were used in the student teaching internship.This course introduced qualitative and quantitative research methods on teaching and learning. The criteria for judging the validity and applicability of research-based knowledge was emphasized. The framing of educational problems worthy of inquiry was introduced. Lastly, the course involved designing and assessing studies of teaching practice.
TE 801 Professional Roles and Teaching Practice I
Fall 2013
Lindsay Keazer
In my initial masters level course, I was introduced to teachers' professional and ethical responsibilities. I was made aware of the connections of schools to other social agencies. I created and built on the relations of teachers to colleagues, families, other social service providers, and community leaders. Finally, I learned more about the roles in school governance.