Michigan State University Annotated Transcript
During my Master of Arts in Educational Technology journey, I had the opportunity to engage in a variety of coursework that pushed my thinking in new directions. Below is a transcript that serves as a timeline of this journey. You will find the courses covered under the subject areas: Counseling, Educational Psychology, and Special Education (CEP). This transcript breaks down the course name, instructors, and year/semester completed.
CEP 815: Technology and Leadership
Instructors: Candace Marcotte, Dr. Punya Mishra, Kyle Shack, Dr. Leigh Graves Wolf
The beginning of my journey into the Master of Arts in Educational Technology was a non-traditional one. This course was completed during my Michigan State University-Wipro STEM and Leadership Fellowship. This year-long cohort of 25 STEM teachers from the Chicago Public Schools navigated current technology and research based methods to think about what it really means to teach with technology and to lead others in their own exploration whether they are students or colleagues. We were asked to look closely at our motivation as technology educators and develop a Dream IT project that leveraged technology to support an instructionally based project. My project was to help students understand the “Roots of STEM”. Students explored the core ideas in each of the STEM disciplines (science, technology, engineering, and math), while also understanding how they intertwine and overlap.
CEP 806: Learning Science with Technology
Instructor: Dr. Punya Mishra
As the second course in my Michigan State University-Wipro STEM and Leadership Fellowship, I was able to look more closely at a content area I am most experienced with - science. I was excited to pull together my knowledge of science instruction with what I was learning about best practice in technology integration. The Next Generation Science Standards (NGSS) help frame the work we do in science and specifically recognizes technology as part of scientific discovery. My project centered around creating a STEM lesson that taught students the story of Henrietta Lacks, the medical ethics involved with scientific research, and how citizen science is helping in the fight against cancer.
CEP 805: Learning Math with Technology
Instructors: Dr. Rohit Mehta, Dr. Punya Mishra
This course was the third covered under the Michigan State University-Wipro Stem and Leadership Fellowship. Similar to CEP 806, our team interactions looked holistically at the intersection of STEM disciplines elevating the “T” in STEM. The cohort was divided into teams where educators from various specialties came together to co-plan and collaborate. Although my role was mainly as a science and technology teacher, mathematics is not mutually exclusive in the science classroom. I was able to work with my colleagues in the fellowship and collaborate on their math Dream IT projects as they helped me work through my science project.
CEP 810: Teaching for Understanding with Technology
Instructors: Kimberly Powell, Emily Stone
CEP 811: Adapting Innovative Technologies to Education
Instructors: Janine Campbell, Amy Pietrowski
Using the Technological Pedagogical Content Knowledge (TPACK) framework, students in this course explore the foundational elements needed to teach with technology. By highlighting the importance of using technology to enhance learning and instruction rather than using technology as a means to an end, we explored and shared examples of how this looks. We asked key questions about the mindsets needed to effectively integrate technology in the classroom. I analyzed my own professional learning network to explore ways to stay engaged in the TPACK framework and created classroom lessons to leverage technology to support student scientific research methods for large projects.
Using the Maker Movement to center our ideas around, this course continued to push our thinking around technology to recognize that a growth mindset and critical thinking can help us see how we can leverage existing technology to create new opportunities. I chose to use littleBits to create a science lesson that used them in a novel way to allow students to explore how inventions help drive innovation and technological advancements in society. By viewing examples of how littleBits have been combined to make inventions, students were challenged to work in teams to design an invention and test the prototype with the littleBits.
CEP 812: Applying Educational Technology to Issues of Practice
Instructor: Alison Keller
Curiosity and creativity are essential to solving our world’s “wicked problems”. Sir Ken Robinson’s TED Talk titled “Do schools kill creativity?” eloquently challenges our ability to solve difficult problems given a fixed mindset we develop as adults. Educators must challenge their students to achieve a growth mindset while helping students build a toolkit of critical thinking strategies. CEP 812 uses this opportunity to reflect on how educators can use technology to encourage student growth mindset and critical thinking. Failure, in our society, is so often seen as a weakness whereas this course recognizes that some of our best ideas are born from failure. For this course, I collaborated with the technology coordinator of the school I worked at in order to see how we could diversify the use of technology across all grade levels to support student critical thinking.
CEP 800: Learning in School & Other Settings
Instructor: Dr. Andrew Saltarelli
CEP 800 is a philosophical and pedagogical analysis of how learning happens. Our work throughout the course ultimately was designed to frame our philosophy of teaching and personal theory of learning. Connecting theories of practice to classroom work illustrates the importance of how research should drive practices in learning environments. It’s crucial to inform classroom instruction, but also recognizes learning is not isolated to or controlled by formalized learning spaces such as a classroom. Our own learning experiences shape who we are as educators and we must explore what motivates us but also challenge our own thinking to make sure we are educators for all.
CEP 817: Learning Technology By Design
Instructors: Dr. Carmen Richardson, Brett Willet, Candace Marcotte
Design thinking is a foundational piece of educational technology. We have many challenges to overcome in this technological age, so we must persevere as problem solvers and critical thinkers. By exploring design solutions through the lens of the Stanford d.School Design Thinking Bootleg, students flare and focus thinking throughout the process to explore nuances of a project from multiple angles. Starting with empathy, this becomes a meaningful opportunity to understand what could work best for the end user. Students have the opportunity to choose various projects to navigate and try out various methods to create a design solution. One of my projects allowed me to create a useful resource website for educators and administrators in the district by asking for their criteria before designing.
CEP 822: Approaches to Education Research
Instructors: Swati Mehta, Ciu Cheng, Dr. David Wong
Education research is crucial to the advancement of pedagogy to inform our practice in and out of the classroom. CEP 822 allows for an exploration of what constitutes meaningful research and how to navigate the vast amount of resources available to educators. For me, I was able to dive deeper into the topics of toxic stress and how it affects student learning and well being. As an education researcher, it is important to understand the foundations of reliable and effective research. More importantly, education research should be a reciprocal act between researcher and subject where both parties are working in conjunction with each other. By understanding and even possibly participating in education research, educators can seek evidence that frames their pedagogy and instructional practices.
CEP 807: Capstone Portfolio Course
Instructors: Dr. Matthew Koehler, Aric Gaunt
This capstone course allows for students to synthesize their work over the course of the master’s program (although it isn’t exclusive to MAET students). I was given the opportunity to connect with other students across the MAET and Master of Arts in Education (MAED) programs, to see their work but also provide feedback. Throughout the course, students build a portfolio step-by-step each week to highlight milestones throughout the MAET program. Feedback is also received by course instructors which adds to the wide range of reflection opportunities.