Annotated Transcript
Summer 2012
CEP 810: Tech Understanding with Technology (C. McCarthy and J. Spicer)
I took CEP 810 in the summer, and it was my first online class as well as the introductory course to the MAET program at Michigan State University. We had a lot of discussions and readings as to the most effective ways to utilize different software, always keeping the classroom in mind. We were able to view tutorials and discuss integrating different facets of the internet and Web-based programs we may not have had experience with prior to this course.
Fall 2012
CEP 811: Adapting Innovative Technology to Education (A. Pietrowski and J. Spicer)
CEP 811 focused on introducing certain tools and technologies of which we hadn’t yet been exposed. The objectives were clear, and I was familiarized with the Universal Design for Learning (UDL) Principles and a Stand Alone Instructional Resource (STaIR) which are both beneficial in terms of their creation and application. We were able to be creative and meaningful in our understanding of effective teaching strategies when integrating technology into the classroom. We discussed how to use tools that will be the most relevant to students’ learning and what will resonate the most. Many times we introduce technology because we think we have to, but well-thought out plans like the STaIR and the implementation of UDL principles will make integrating technology at certain points effective and significant. Additionally, we were even able to create a website which could be utilized in future classes.
Spring 2013
CEP 812: Apply Educational Technology to Practice (C. Marcotte, E. Stone, L. Wolf)
CEP 812 was by far the most difficult of the courses but also extremely beneficial. Our job was to plan, based on our classroom/student needs, how best to integrate technology with traditional teaching. We had an on-going project titled The Wicked Problem Project (WPP). It had multiple components and required us to use a variety of mediums to engage with our problem of practice. Mine specifically was the lack of a shared space for students and teachers in terms of their work. We had to create a podcast, a video, and other written descriptions of our plan and implementation while keeping in mind TPACK (Technological Pedagogical Content Knowledge) as we structured our problem. Not only did we have the WPP, but in a group we had to create a Flipped Presentation for Professional Development, a way of teaching other teachers during professional development a tool they could utilize through video. As it was online this took a lot of communication and collaboration to develop our final product. The last portion was assigned to have us reflect on our own growth. We had to develop a Professional Learning Plan and present it to the rest of the class.
CEP 810: Tech Understanding with Technology (C. McCarthy and J. Spicer)
I took CEP 810 in the summer, and it was my first online class as well as the introductory course to the MAET program at Michigan State University. We had a lot of discussions and readings as to the most effective ways to utilize different software, always keeping the classroom in mind. We were able to view tutorials and discuss integrating different facets of the internet and Web-based programs we may not have had experience with prior to this course.
Fall 2012
CEP 811: Adapting Innovative Technology to Education (A. Pietrowski and J. Spicer)
CEP 811 focused on introducing certain tools and technologies of which we hadn’t yet been exposed. The objectives were clear, and I was familiarized with the Universal Design for Learning (UDL) Principles and a Stand Alone Instructional Resource (STaIR) which are both beneficial in terms of their creation and application. We were able to be creative and meaningful in our understanding of effective teaching strategies when integrating technology into the classroom. We discussed how to use tools that will be the most relevant to students’ learning and what will resonate the most. Many times we introduce technology because we think we have to, but well-thought out plans like the STaIR and the implementation of UDL principles will make integrating technology at certain points effective and significant. Additionally, we were even able to create a website which could be utilized in future classes.
Spring 2013
CEP 812: Apply Educational Technology to Practice (C. Marcotte, E. Stone, L. Wolf)
CEP 812 was by far the most difficult of the courses but also extremely beneficial. Our job was to plan, based on our classroom/student needs, how best to integrate technology with traditional teaching. We had an on-going project titled The Wicked Problem Project (WPP). It had multiple components and required us to use a variety of mediums to engage with our problem of practice. Mine specifically was the lack of a shared space for students and teachers in terms of their work. We had to create a podcast, a video, and other written descriptions of our plan and implementation while keeping in mind TPACK (Technological Pedagogical Content Knowledge) as we structured our problem. Not only did we have the WPP, but in a group we had to create a Flipped Presentation for Professional Development, a way of teaching other teachers during professional development a tool they could utilize through video. As it was online this took a lot of communication and collaboration to develop our final product. The last portion was assigned to have us reflect on our own growth. We had to develop a Professional Learning Plan and present it to the rest of the class.
Summer 2013, Galway, Ireland
This was by far the best experience I have had with the MAET program. I was able to step out of the online world and into another country with our peers who were not just inside the computer. We had one text titled Why Students Don’t Like School by Daniel T. Willingham.
CEP 800: Learning in School and Other Settings (S. Sweeney, E. Bouck, and L. Graves-Wolf)
CEP 800 focused on learning as the most important active role to be taken in our classrooms by students and by teachers. It discussed what is learned, how it is taught and learned, and what learners bring to any setting. It talked a lot about theories including behaviorism and constructivism which have allowed us to use science to better understand how people learn and understand. TPACK was at the center of our studies of technology as an educational tool. We produced a web-page grant proposal as well as an ePortfolio as the culminating projects for this course.
CEP 815: Technology and Leadership (S. Sweeney, E. Bouck, and L. Graves-Wolf)
CEP 815 centered around educational leadership. We talked about ways to manage one’s own learning in the 21st century with technology constantly changing and growing. We need to get out there and make our own discoveries of new and useful technologies. Our end result was an international Educational Technology (EdTech) conference we put on in the third week. We were in charge of all aspects of this #Great13 conference. This helped us to develop skills for our own professional development and that of other teachers.
CEP 822: Approaches to Ed Research (S. Sweeney, E. Bouck, and L. Graves-Wolf)
CEP 822 looked at different ways of completing educational research. We discussed research proposals, problems in education, and how to apply statistics to analyze published studies. Our end goal was to understand how our students learn and whether certain methods of teaching are the best ways to make students understand what we want them to learn. We looked at common misconceptions in the learning process in general and then researched, compiled data and took interviews, and critically looked at the evidence to produce a summary of results in relation to our original hypothesis. The project was titled Understanding Understanding.
Fall 2013
CEP 807: Capstone Ed Technology (M. Koehler)
This is my final course in finishing the MAET Graduate Program. Its focus is to have each student reflect on the work they have done up to this point along with reflecting on the construction of the ePortfolio that will showcase all that we have accomplished. The work can be shared with colleagues, students and parents, and it is a work in progress as we are constructing our own portfolio. Allowing for feedback with help, constructive criticism/suggestions and praise has and will continue to be useful in helping each of us develop our final MAET/CEP project.
This was by far the best experience I have had with the MAET program. I was able to step out of the online world and into another country with our peers who were not just inside the computer. We had one text titled Why Students Don’t Like School by Daniel T. Willingham.
CEP 800: Learning in School and Other Settings (S. Sweeney, E. Bouck, and L. Graves-Wolf)
CEP 800 focused on learning as the most important active role to be taken in our classrooms by students and by teachers. It discussed what is learned, how it is taught and learned, and what learners bring to any setting. It talked a lot about theories including behaviorism and constructivism which have allowed us to use science to better understand how people learn and understand. TPACK was at the center of our studies of technology as an educational tool. We produced a web-page grant proposal as well as an ePortfolio as the culminating projects for this course.
CEP 815: Technology and Leadership (S. Sweeney, E. Bouck, and L. Graves-Wolf)
CEP 815 centered around educational leadership. We talked about ways to manage one’s own learning in the 21st century with technology constantly changing and growing. We need to get out there and make our own discoveries of new and useful technologies. Our end result was an international Educational Technology (EdTech) conference we put on in the third week. We were in charge of all aspects of this #Great13 conference. This helped us to develop skills for our own professional development and that of other teachers.
CEP 822: Approaches to Ed Research (S. Sweeney, E. Bouck, and L. Graves-Wolf)
CEP 822 looked at different ways of completing educational research. We discussed research proposals, problems in education, and how to apply statistics to analyze published studies. Our end goal was to understand how our students learn and whether certain methods of teaching are the best ways to make students understand what we want them to learn. We looked at common misconceptions in the learning process in general and then researched, compiled data and took interviews, and critically looked at the evidence to produce a summary of results in relation to our original hypothesis. The project was titled Understanding Understanding.
Fall 2013
CEP 807: Capstone Ed Technology (M. Koehler)
This is my final course in finishing the MAET Graduate Program. Its focus is to have each student reflect on the work they have done up to this point along with reflecting on the construction of the ePortfolio that will showcase all that we have accomplished. The work can be shared with colleagues, students and parents, and it is a work in progress as we are constructing our own portfolio. Allowing for feedback with help, constructive criticism/suggestions and praise has and will continue to be useful in helping each of us develop our final MAET/CEP project.
Photo taken by Emily Mullins in Connemara, Ireland.