Below is my annotated transcript. It contains course codes names, instructors, and semesters from Michigan State University's Master of Arts in Educational Technology (MAET) program. It also contains a description of my learning and creations from each course.
TE 803: Professional Roles & Teaching Practices II
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I took this course simultaneously with my internship (student teaching year) in a fourth and fifth grade split class at Burton Elementary School in Grand Rapids, Michigan. During the spring semester that I was enrolled in this course, I was also doing my lead teaching segment. That meant that I was fully in the classroom (not my college classes) and in charge of all classroom teacher duties (classroom management, planning, teaching, grading, parent contacts, etc) for six weeks. During TE 803, I also explored powerful social studies teaching. I planned an inquiry-based unit for students to explore the colonization of the United States and the early structures surrounding the history of the late 1700s. I also explored special education and how to differentiate, accommodate, and modify my curriculum for student needs. Collaborating with a group of colleagues, I helped to create a resource guide for teaching students with Emotional Impairment (EI).
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TE 804: Reflection & Inquiry on Teaching Practices II
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I took this course simultaneously with my internship (student teaching year) in a fourth and fifth grade split class at Burton Elementary School in Grand Rapids, Michigan. During the spring semester that I was enrolled in this course, I was also doing my lead teaching segment. That meant that I was fully in the classroom (not my college classes) and in charge of all classroom teacher duties (classroom management, planning, teaching, grading, parent contacts, etc) for six weeks. During TE 804, I explored powerful science teaching, particularly aligned to the Next Generation Science Standards (NGSS). I planned an inquiry-based science unit on traits and inheritance and led my students through the unit, while also reflecting on and refining my practice as a science educator.
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CEP 810: Teaching for Understanding with Technology
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This course started with the foundations of what it means to learn and how we do it. Knowing about learning, understanding, and conceptual change in general became applicable to learning about TPACK (a framework for how technology impacts pedagogy and content in the classroom). Teaching and learning in the 21st century is not vastly different than the past, but powerful educators know that it requires encouraging modern skills for a globalized society, thinking critically about our learning goals and they are reached, and providing access for all. To demonstrate and synthesize our learning, we created blogs, videos, and a lesson plan.
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CEP 811: Adapting Innovative Technologies in Education
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This course explored making and innovating, particularly in classrooms and using technology. We explored and worked with innovative technology throughout the course, and used that to develop a lesson plan for our students. A few key concepts included seeing failure as iteration, copyright and fair use laws, filter bubbles, Universal Design for Learning, and intersectionality. We continued to blog and create using Google Suite products, video software, etc.
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CEP 833: Creativity in K-12 Computing Education
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Throughout CEP 833, I learned to use simple coding platforms to be used at the K-12 level. We explored coding in web-based platforms such as Scratch and Trinket, as well as the micro:bit which was a physical application. I developed my own coding skills and lesson plan ideas for using coding platforms with students. With a focus on creativity and meaningful experiences, I considered how computing can enhance core subjects and engage students.
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CEP 814: Computational Thinking for K-12 Educators
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This course explored the computational thinking skills used in computer science education. We discussed algorithms, heuristics, modeling, automation, and more, and how they apply to computer science in the K-12 setting. We read articles and worked with software that can help students develop their computational thinking skills. Even at the lowest elementary education level, students can be interested to computational thinking and computer programming.
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CEP 800: Learning in School and Other Settings
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In this course, we explore learning in and out of the classroom. We reviewed a variety of theories of learning from notable psychologists, including Skinner’s behaviorism, Vytosky’s Zone of Proximal Development, Piaget, Bandura and his Bobo dolls, situated perspective, and more. We put our learning about learning together into a theory of learning. We also explored other phenomena associated with learning, including habit development and adult learning. There was a unit dedicated to a choice research topic where I explored learning with dyslexia.
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CEP 824: Programming Concepts for K-12 Educators
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This course taught me a great deal about coding and challenged my skills as a programmer. We explored what disciplinary programming concepts are, as well as analogies to break them down and teach them to students. Our final product was an ultimate computer science lesson plan where we applied the concepts learned in class to our practice. I grew as a programmer and educator in a variety of ways.
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CEP 822: Approaches to Educational Research
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This course focused on approaches to research, and in particular, educational research. We had three major tasks during CEP 822: choose a compelling issue in education to research, review other research literature on the issue, and design our own research study to investigate our issue of choice. We explored both quantitative and qualitative methods and the value that each brings to the table when conducting research. I chose to explore the topic of professional development needs and what guidance can be found in how to train teachers to successfully integrate technology in the classroom. The course also highlighted the importance of APA citations and giving credit to sources.
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CEP 807: Capstone Portfolio
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During our capstone portfolio class, I updated this website with my graduate work. It serves to showcase who I am as a person, learner, and educator. I reflected on goals and accomplishments throughout the MAET program, as well as developed my website building capabilities. The capstone serves as a final course from MAET, as well as a starting off point for my post-master's career.
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