MAET​
JOURNEY​
MAET COURSES
Transfer Credit, 2014
Sarah Welch
This online graduate course from Morningside College taught me to structure and plan units and curriculum by using a planning matrix. The matrix helps educators to organize and align lessons with established standards. Art teachers must plan their curriculum across grade levels, and make sure that concepts are built upon from year to year. This course helped me to understand how to see the big picture when planning and organizing curriculum for all subjects.
CEP 810: Teaching for Understanding with Technology
Summer 2016
Emily Stone & Ron Houtman
I am now thinking about technology in the classroom in new ways. I learned that technology in the classroom is not simply about digitizing old tools, it’s about revolutionizing the educational experiences we provide to students.
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This course challenged me to begin streamlining my workflow. My husband and I have started using digital tools to communicate and coordinate our to-do lists and calendars. When we organize our life, we free up our mental bandwidth, which allows us to reach our creative potential.
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I was also given the task of learning a new skill using only YouTube and online forums. This assignment awakened me to the new reality that educators find ourselves in; online learning communities allow students to learn any skill in any location. Experts are creating video tutorials. Online forums provide communities where learners can ask questions, collaborate, and problem-solve together. Technology has changed the way we learn.
CEP 811: Adapting Innovative Technologies in Education
Summer 2016
Amy Pietrowski
CEP 811’s theme was Maker Education, which was new to me. We began the class by making a remix video using clips from other videos. This challenged me to redefine my concept of creativity. It is not that creators innovate out of thin air. We are influenced by our world and everything in our world is a remix. We learn from one another, we are inspired from one another, and no one creates in a bubble, away from the influence of others.
CEP 811 challenged me to envision how I can use Maker Education in my own classroom. The most difficult assignment was a 21st Century lesson plan that incorporated recycled items and a maker kit. For my maker kit, I chose a 3D printer. I ended up creating a volume lesson that I am extremely proud of. As educators, we must also be makers. We must challenge ourselves to create lessons that engage students with new technologies and provide them with opportunities to make their own creations.
CEP 812: Applying Educational Technology to Issues of Practice
Summer 2016
Bill Marsland & Edie Erickson
In CEP 212, I explored wicked problems, which are complex multi-dimensional problems that don't have one clear answer. The course focused on fostering a questioning culture in schools in order to create innovators. Without good questions, we fail to find the right answers. Projects for the class included exploring a digital tool that can be used to support students with special needs, creating a wicked problem infographic, and working collaboratively on a wicked problem project.
CEP 800: Learning in School and Other Settings
Fall 2016
Chin-Hsi Lin
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The course was broken down into 6 Modules to include: What is Learning?, Expertise: What is it and how do we get there?, Learning in School and Out, The Power of Habits, Learning as Social, and Tools and Learning. The class was largely structured around readings and discussions. Topics ranged from Observational Learning, technology as tools, to Behaviorism.
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This was one of my favorite classes because I enjoyed the reading topics, and TED Talks featured in the class. I particularly liked discussing how habits are formed. I challenged myself to develop healthier habits, and used research-based methods to support the successful adoption of better behaviors. By recognizing cues, and gathering social support, I am able to change my habits to create a healthier, happier, and more productive life for myself.
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The final project for the course included a revised learning theory essay.
TE 831: Teaching School Subject Matter with Technology
Spring 2017
Doug Hartman
The purpose of this class was to teach educators how to integrate technology into their classrooms in a meaningful and effective way. Topics for the course included the National Educational Technology Standards (NETS), Technological Pedagogical and Content Knowledge Theory (TPACK), Universal Design for Learning (UDL), lesson remixing, online and blended learning, 21st Century Skills, creativity in education, digital citizenship, as well as digital storytelling. Class assignments included exploring and reflecting on technology tools (their capabilities and limits), writing a remixed lesson plan that integrates technology, creating a Vodcast, and recording a voice-thread reflection project.
CEP 820: Teaching Students Online
Spring 2017
Anne Heintz & Carmen Richardson
Online and blended learning holds new possibilities for teachers and learners. In this class, we analyzed and discussed the affordances and limits of several online learning management systems. Throughout this rigorous course, I created an online multi-lesson module course for upper-elementary students. My online module was built to include student collaboration, assessment, and original multi-media content. Topics for the class included Universal Design Learning, communication and collaboration, assessment, and online literacies.
CEP 822: Approaches to Educational Research
Summer 2017
Cui Cheng
Educational research helps teachers and administrators make the best decisions for themselves and their students. It is imperative that educational professionals know how to sort through, analyze, and interpret the research. Teachers benefit from reading research, because it helps clarify effective and best practice. Being able to collect resources, and determine if research findings are relevant and useful is an important skill for educator professionals.
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In this class, I collected quality research articles about alternative school schedules. My research included block scheduling, late start schedules, but focused primarily on the four-day school week. I had an interest in this subject because the school that I work for has a four-day week schedule.
CEP 807: Proseminar/Capstone in Educational Technology
Summer 2017
Matthew Koehler
I took the Capstone class during my final semester at Michigan State University. This class required me to create a summative portfolio of my work. While making my portfolio, I had the opportunity to reflect on my experience in the Master's of Educational Technology program. We wrote a goal reflection essay, a future goals essay, and a synthesis essay in this course. I felt a proud sense of accomplishment by collecting and showcasing all my work. The final portfolio is a website that includes a biography, resume, showcase, and essay collection, as well as some other personalized pieces of flare.
CEP 815: Technology and Leadership
Summer, 2017
Kyle Shack & Rohit Mehta
Transforming education with technology often requires us to be leaders in our professional communities. This class taught me about the different types of leaders, and we discussed the qualities that make an effective leader. This class also helped me refine my vision for education, so that I can communicate that vision and lead others to use technology in a way that inspires and transforms their practice.
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We discussed the obstacles that leaders often face, the weaknesses they have, and learned ways to overcome those through self-reflection, self-awareness, and collaboration. All of us are leaders in some regard. I strive to be a leader for positive change in my school.