Spring 2011

CEP 810: Teaching for Understanding with Technology

Melissa White

This Educational Technology Certificate course was designed to introduce masters students to the MAET program.  A vast assortment of technologies were made known to students and given examples as to how they might be incorporated into the classroom.  These include Twitter, Blogger, WikiSpaces and more, allowing for a Personal Learning Network to be designed.  Groups were created in the class and students worked together to create a presentation centered around English as a Second Language Learners and technology resources that might be helpful in the many subject areas.

 

Summer 2011

CEP 811: Adapting Innovative Technologies to Education

Melissa White

This Educational Technology Certificate course revolves around creation of a STand-Alone Instructional Resource (STAIR) that will aid students in learning a topic.  Similar to CEP 810, a multitude of technologies were shared, this time more geared toward professional groups and resources that teachers could use for ideas and future development.  My lesson was based on a previous assignment I used for 9th grade students to learn about different cell types.  I was able to get all of the resources needed to complete the assignment into one place.  This is still being used by my colleagues to teach this material.

 

Spring 2012

CEP 812: Applying Educational Technology to Issues of Practice

Dr. Sanda Plair

As a final course in the Educational Technology Certificate program, students work both as a group and as individuals to create presentations that tackle problems.  Group work included time spent video chatting with new technology, recording and synthsizing final animations about using a site called GoAnimate.  Personally, we undertook the Wicked Problem Project to find solution to something students struggle with in our classrooms.  I found alternate ways for my students to study for assessments that is fun, meaningful to them and allows for me to receive immediate feedback.  This was using a quizzing/polling website called Socrative.

 

Summer 2012

CEP 822: Approaches to Educational Research

Dr. Danah Henriksen

This course informs students about research in the field of education.  This was done by students choosing their own topic and being helped through the process of finding good information, analyzing and drawing our own conclusions.  I geared my learning around divorce and its effect on K-5 students, which was particularly interesting to me because I was facing that exact situation.  The course provided tools that demonstrated how research can create an informed professional practice stance.  Quality resources were found, general layout of an arguementative paper and production, supported by evidence were manifested in essay form.

 

Fall 2012

CEP 800: Psychology of Learning in School and Other Settings

Dr. Danah Henriksen

This course is built around the idea of finding what and how students learn and know.  To help better understand what students understand, teachers must allow for more creativity in their lesson plans.  By creating a truly powerful learning experience, students can be effected cognitively, emotionally, and behaviorally.  In this student's will become more excited about their own learning.  Methods that are personally connected to our classes and mindfully of misunderstandings/gaps in learning a lesson was created to tackle a tough topic.

 

Summer 2013

CEP 820: Teaching Students Online

Sandra Sawaya

This course gave MAET students, who have been the online learners throughout there MSU program, to be the teachers in a virtual setting.  Exposure to many Content Management Systems (CMS) allowed for informed decisions to be made when selecting our own.  I used Moodle to create a hybrid (partial face to face and online) learning for my students. I envisioned that personal connection that humans make with one another fitting into laboratory demonstration time and student doing some home learning of lecture, peer feedback, etc.

 

Fall 2014

TE 846: Accommodating Differences in Literacy Learners

Amanda Smith

As a requirement to receive an endorsed Professional Education Certificate, provisional teachers must complete a course in reading disabilities and differentiated instruction with field work.  This course fulfills both requirement and counts as an elective course for the MAET program.  I selected an ESL student in my 9th grade class (primary language is Chinese) to work with.  I created an individual lesson plan for him, including pre-assessment and post-assessment, although I continued to work with him the entire school year.  We amended assignments, decoded information and worked to improve general vocabulary along with the science terms I was teaching.

 

Spring 2015

CEP 815: Technology and Leadership

Dr. Aman Yadav and Benjamin Gleason

This course had many different levels that built upon one another.  All was set as us being the leaders within our classroom, schools, districts and lives.  Technology was incorporated in content, being a technology leader, even administrator.  The final project was creation of a “guiding document” that summarizes (or visualizes) the vast knowledge necessary to do my job: Technical knowledge, disciplinary knowledge, management, organization, and so on.  I approached this from my job being a teacher and a father.

 

Summer 2015

ED 800: Concepts Of Educational Inquiry

Dr. Steven Weiland and Nathan Clason

This course is introductory to both MAET and MAED programs.  It was grounded in the concepts of inquiry to address educational problems.  I found the strong philosophical, psychological, historical connections to be most interesting.  Seeing how the roles of information and communications technologies relate to applications of inquiry have aided me in my educational practices.

 

Fall 2015

CEP 807: Capstone in Educational Technology

Dr. Matthew Koehler,  Spencer Greenhalgh, Joshua Rosenberg

MAET students are given a place to integrate all aspects of their coursework.  Connections to real life and post-masters work are acknowledged and accounted for.  Students create a portfolio to provide a synopsis of their evolution as a learner, teacher and person over the duration of their masters work.  Students are given the opportunity to view, give feedback and receive feedback from peers as the weekly modules and assignments are completed.  A final exhibition and critique of these portfolios ends the course, but the portfolio will hopefully continue to be adapted.