TRANSCRIPT
This page outlines my graduate coursework in the Master of Arts in Educational Technology (MAET) program at Michigan State University (MSU). The description of each class provides the instructors, course objectives, and my learning experience. Courses fall under Teacher Education (TE) or Counseling, Educational Psychology, and Special Education (CEP).
FALL 2015
TE 802
REFLECTIONS AND INQUIRY IN TEACHING PRACTICE I
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Dr. Jennifer VanDerHeide
My first graduate course coincided with my student-teaching year. TE 802 focused on evaluating my own teaching practice and approaching problems of practice with inquiry-based research. I researched the role of student talk in the English Language Arts classroom, specifically seeking ways to use student talk to create positive learning experiences. I developed a list of teaching activities that encouraged productive student talk and monitored the effectiveness of each activity in my own classroom. I also presented the results of my inquiry to my colleagues. Overall, TE 802 taught me how to be a reflective, thoughtful educator in my practice.
SPRING 2016
TE 803
PROFESSIONAL ROLES IN TEACHING PRACTICE II
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Dr. Gerardo Aponte
TE 803 challenged me to take a critical look at my responsibilities as a teacher in the classroom, in my community, and in society as a whole. This course was concurrent with my student-teaching year, so I was able to apply my learning directly to my community and context. One of the main projects was to read the Michigan Professional Educator’s Code of Ethics and reflect on times that I was confronted with ethical problems in my practice. This discussion of ethics also refined my beliefs about teaching to include professional responsibilities to my school and educational communities at large. I sought leadership roles through joining school committees and presenting at educational conferences. TE 803 was key in giving me a vision for what it means to be a teacher today.
TE 804
REFLECTIONS AND INQUIRY IN TEACHING PRACTICE II
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Dr. Jennifer VanDerHeide
This course continued my learning from TE 802, as I conducted a second inquiry-based research project. I focused on the issue of student engagement in my English Language Arts class. To begin, I surveyed the students about what their preferences for teaching styles and learning experiences. Based on students' responses, I tested their opinions in my own teaching by applying their recommendations. Additionally, I used their responses to interview teachers in my building about their teaching philosophies and teaching practice. This project not only refined my practice by being more focused on student engagement, but it also established inquiry as a central value to my teacher identity.
SUMMER 2017
CEP 810
TEACHING FOR UNDERSTANDING WITH TECHNOLOGY
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CEP 811
ADAPTING INNOVATIVE TECHNOLOGIES IN EDUCATION
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CEP 812
APPLYING EDUCATIONAL TECHNOLOGY TO ISSUES OF PRACTICE
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Dr. Christopher Seals
Mary Wever
CEP 810, 811, and 812 marked the beginning of my time in the Master of Educational Technology (MAET) program at MSU. These three courses challenged my mindsets and approaches to learning, technology, and teaching. First, I learned how to apply three dimensions of knowledge, Technological Pedagogical Content Knowledge (TPACK), simultaneously to design learning experiences that best meet the needs of my students and content area. I also discovered maker education and revised my teaching goals to be more student-centered and inquiry-based, while considering the affordances and constraints of technology in assisting the learning process. Additionally, I worked with my colleagues to research a complex problem in educational practice and present concrete ways that technology could help address the problem. Lastly, I expanded my Professional Learning Network to connect with other educators and stakeholders who can help me improve my practice and meet my teaching goals. Overall, these three courses taught me how to purposefully integrate technology into my teaching in order to promote critical thinking skills that are essential to student success in and outside the classroom.
SUMMER 2018
CEP 800
LEARNING IN SCHOOLS AND OTHER SETTINGS
CEP 815
TECHNOLOGY AND LEADERSHIP
CEP 822
APPROACHES TO EDUCATIONAL RESEARCH
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Brittany Dillman
Dave Goodrich
In these three courses, I reconsidered what it means to be a teacher, learner, and leader. As a teacher, I came to a better understanding of learning theories such as cognitivism, behaviorism, and situative perspective and how those learning theories impact my teaching. I revisited the Technological Pedagogical Content Knowledge (TPACK) to assess how I design learning experiences for my students. As a learner, I was challenged to re-conceptualize the role of failure as a catalyst for creativity. I allowed myself to make mistakes and enjoy the journey toward knowing, and I redesigned my classroom norms to promote failure in our community. As a leader, I researched relevant topics for my practice, specifically the pervading phenomenon of teacher burnout. This research on teacher burnout taught me strategies to lessen burnout and increase job satisfaction, and it is a project that I plan to use for future leadership opportunities in my district and community. Overall, I explored my teacher identity and determined new goals for my teaching to design better learning experiences for my students and to promote healthier perspectives in the teaching profession.
FALL 2018
CEP 807
PROSEMINAR IN EDUCATIONAL TECHNOLOGY
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Dr. Matthew Koehler
Aric Gaunt
Sarah Keenan-Lechel
Sukanya Moudgalya
The final course in MAET was centered around the project of completing my online portfolio. Creating and designing my portfolio demonstrated competency in applying technology to professional practice. The writing and completion of my portfolio summarized my learning throughout my graduate program, while providing a defense of my work through examples and reflections. The course culminated in presenting my portfolio in a group setting in a clear and professional manner.