Below, you will find a description of each course I completed for the Master of Arts in Educational Technology program at Michigan State University. The course descriptor, CEP, denotes the Department of Counseling, Educational Psychology, and Special Education.
CEP 810: Teaching for Understanding with Technology, Fall 2019
In this course, I was introduced to the basic theories, frameworks, and strategies for learning and instruction in the 21st century. I was challenged to explore my own learning process and compare it to the theories being taught. This helped me learn how to better scaffold instruction to help students acquire and transfer their knowledge. I was also challenged to examine my personal learning network and leverage it to continue growing and networking.
CEP 813: Electronic Assessment for Teaching and Learning, Fall 2019
Bret Staudt Willet & William Bork
This course taught me about the importance of formative assessment in education and how we can leverage tools and technology to aid the feedback students receive. Students can receive feedback from games, peers, and teachers, and the whole point of feedback is to steer students in the direction they need to discover and learn the material for themselves. Several things are necessary to ensure successful feedback to students - the assignment must align to the overall learning objectives of the unit and course, and students must be able to see how the feedback from each assignment supports their overall learning.
CEP 817: Learning Technology by Design, Spring 2020
Bret Staudt Willet & William Bork
In this course, I learned how to use the Stanford Model for Design Thinking in order to solve a problem of practice of my choice. My chosen problem was that my students were not retaining and using proper grammar. We went through the five stages of design - empathize, define, ideate, prototype, and test - and learned various tips and tricks to aid our work in each stage. Although the process seemed intuitive, it took a lot of hard work, processing, and reiterating to create a final result. In the end, I learned that design work is iterative and cyclical.
CEP 811: Adapting Innovative Technologies in Education, Spring 2020
In this course, I learned how Innovation and creativity are crucial for the advancement of education. Constructivist and constructionist theories of learning (Piaget and Papert) promote the necessity of students making and innovating in order to internalize material and learn how to express themselves/their knowledge to the world. 21st Century Learners are already connected to the global world via the internet - there is a sharing of ideas occurring, and students are creating content online. Therefore, we need to encourage global connectedness in the classroom and promote the sharing of ideas by creating lessons that stimulate student interest.
CEP 815: Technology and Leadership, Summer 2020
Candace Robertson & Kyle Shack
In this course, I learned about various leadership styles and how to continue developing as a leader in the field of education. I identified my personal leadership style and practiced leading complex change through various projects. My projects involved evaluating and planning policies, casting vision for the future, building relationships and managing teams, and assessing the social and ethical implications of technology integration.
CEP 800: Learning in School and Other Settings, Summer 2020
Dr. Ron Houtman, Kyle Shack, & Dr. Chris Sloan
Throughout this course, I learned about the various theories and even myths that have dominated educational thought throughout the 20th and 21st Century. I was able to metacognitively think about my own experiences as a learner while I compared each of these theories with my own beliefs about how people learn. Learning is very complex and incorporates a mixture of inward thought with outward expression; therefore, much of the research and learning theories heavily involve the use of neuroscience as well as social science. We continue to learn more about the way the brain works and the impact that social interaction has upon our cognitive functioning, so developments in our understanding of the learning process are sure to continue evolving.
CEP 822: Approaches to Educational Research, Summer 2020
This course gave me an in-depth look at how to conduct educational research. We learned various theories of conducting one’s own research and disseminated quantitative data sets. Our learning culminated in a literature review of a topic of our choice. We then carefully selected research reports based on their impact scores and how consistently the data was collected.
CEP 820: Teaching Students Online, Fall 2020
Dr. Anne Heintz
During this course, we learned how to evaluate online courses using various rubrics such as the iNACOL rubric. We also assessed the affordances and constraints of various content management systems and discussed how different teaching methodologies can be adapted for an online environment. The course culminated in us choosing one content management system to develop our own online course. To my online course, I incorporated various methods of engagement, multiple modes of assessment, and several web accessibility tools.
CEP 812: Applying Educational Technology to Issues of Practice, Fall 2020
In this course, I learned about the various classification of problems such as a well-structured problem, an ill-structured problem, and a wicked problem. Using Warren Berger’s book, A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, we discussed how utilizing a process of inquiry and iterative design can help move us closer to solutions to any type of problem. I chose my own wicked problem of practice in education to tackle and designed a project to consider the types of solutions that are available. I designed a survey and disseminated its data and synthesized my work with various research to discover possible solutions.
CEP 807: Proseminar in Educational Technology, Spring 2021
Dr. Matthew Koehler & Aric Gaunt
This is the proseminar course for the Educational Technology program. In this course, we designed a portfolio to showcase our work throughout the MAET program. In my portfolio, I highlight projects that developed my skills in key areas of educational leadership. I also highlight information about myself such as my background, my experience, and what one can expect to see in my classroom on a daily basis. Furthermore, this course helped develop my skills at developing and launching a website.