Annotated Transcript
Master of Arts in Educational Technology
Welcome to my Annotated Transcript. This page details all the courses completed during my Master of Arts in Educational Technology (MAET) program at Michigan State University. Each course includes a brief description, providing a comprehensive overview of the education and training I received while earning my master's degree.
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CEP: Counseling, Educational Psychology, and Special Education
Spring 2023
CEP 817: Learning Technology By Design
Anne Heintz
This course was the beginning of my MAET journey at Michigan State University. The focus of this class was on design. One of the first assignments we had was to find an example of good and bad designs in our every day life. My example of good design was our Keurig coffee pot that can brew a whole pot or a single cup. A gap in our couch was my bad design example and we have since then replaced our couch primarily because of that bad design. However, the biggest focus was not only on good and bad design but to explore and implement the Design Thinking Model from the Stanford Design School. In this model I learned the terms empathize, define, ideate, prototype and test in regard to Design Thinking. Over the course of the class, I implemented each phase of this model as I tried to come up with solutions of my selected problem of practice (PoP which was for school districts to develop a plan for professional development implementation because it doesn't always exist. I appreciate how my instructor challenged me to narrow the focus of my problem. In addition to learning about Design Thinking for myself, I was able to learn why it is important for our students and how it helps evolve their creative thinking.
Summer 2023
CEP 810, 811 and 812:
Hybrid - Mindsets for Innovation 2023
Alison Keller
These three courses were combined for the Master of Arts in Educational Technology (MAET) Summer Hybrid Program! This accelerated, six week experience included two weeks of online learning, followed by two weeks in person at Michigan State University and concluded with the last two weeks of online learning. Personally, the experience was unforgettable not only for the knowledge gained but the relationships built and fulfilling a lifelong dream to attend courses on the Michigan State University campus. Little did I know how much I would fall in love with the campus, the squirrels and taking courses in Erickson Hall. In the first weeks, I read the thought-provoking "A More Beautiful Question," by Warren Berger. I found the information in this book to be so eye opening and thought provoking to the point that I purchased the version of Berger's book that is specific to the classroom. I felt compelled to challenge my middle school students to ask more questions. This book, along with a variety of Ed. Tech. journals and articles, educated me on the importance of asking questions and having an open mindset to learning and implementing technology. It was in this course I was first introduced to the concept of Quickfires of which this perfectionist quickly had a love/hate relationship with. While on campus, I was privy to many educational experiences from completing a Quickfire in the W.J. Beal Botanical Garden and Campus Arboretum, viewing, discussing and analyzing contemporary art at the MSU Broad Art Museum, creating in the Hollander Makerspace Lab in the library, participating in a lecture about AI and ChatGPT at the Eli Broad College of Business and touring and studying in the STEM + Education building with a gorgeous view of the stadium. All of these experiences were learnings all of their own and didn't always have an official assignment or creation attached, we did reflect on our field trips and the exploration was unforgettable.
During the course I learned how to code and ways I could use it in my classroom to get 'em hooked, collaboratively researched the "Wicked Problem"of Banned Books with two of my classmates and created an All About Me yearbook assignment using TPACK (Technological Knowledge, Pedagogical Knowledge and Content Knowledge). Overall, one of my greatest learnings was using Youtube and social medial platforms to finally open up my paper quilling kit, put my fears aside and give it a try.
Fall 2023
CEP 813: Electronic Assessment for
Teaching and Learning
Katie Baleja
This course explored the origins of grading systems and various grading practices, including traditional methods and innovative approaches like ungrading. Throughout the course, I read articles about the history of assessment tools, such as the SAT, and examined the impact of these assessments on learners. I wrote blog posts reflecting on my best assessment, Pitching Rome, and and example of the worst assessment. Furthermore, I also discussed the dynamic role of assessment and data in instructional excellence. I also learned to create and refine assessments, developing a deep understanding of the different layers and needs involved in effective assessment creation across diverse content areas, techniques, structures, resources, and responses. Through this process, I continuously built upon my assessments, enhancing them with each unit as my knowledge expanded.
Spring 2024
CEP 815: Technology and Leadership
Kyle Shack
As a teacher leader and middle school teacher, this course help to enhance my leadership skills and understanding of educational leadership. The course began with a case study analysis to which I had to draft a response. Through readings and lectures, I explored various leadership styles and the use of technology in leadership. Assignments allowed me to practice leadership using technological tools, with my instructor providing guidance through articles and lectures and pushing me to think of situations and scenarios in different ways. I thoroughly enjoyed the conversation with my instructor in my Leadership Notebook and found all of the feedback to be specific and helpful. The course culminated in creating my Personal Master's in Educational Leadership, where I focused on five growth areas: delegation, conflict resolution, resilience and stress management, strategic thinking/planning, and strategic networking. Using selected resources, I was able to create a plan to help gain knowledge and grow in these areas.
CEP 820: Teaching and Learning Online
Anne Heintz
As a distance learning educator through the 2020 pandemic, it would have been great to have had the skills, knowledge, techniques and tools learned in this course at my disposal. I was introduced to research supported methods for creating an online course. There were a variety of readings, lecture materials and video to help support this learning. I appreciated the dialogue between classmates on different topics through our Questions and Spark assignments as it is always eye opening to hear the viewpoints of others. At the beginning of the course I created My Online Teaching Manifesto and at the end of the course we circled back to it again and made some revisions based on our newly gained knowledge. During this course I created a 7th Grade Social Studies Class Passports to Individuality slide deck as my Humanizing Tool or Strategy that could be used with my middle school students. In addition, I learned the importance of effective communication and having a clear policy to present to the students as well as the different ways to create interactive lessons or quizzes that could be used in the synchronous, asynchronous, face to face or hybrid setting with a few adjustments here and there.
Summer 2024
CEP 800: Psychology of Learning in School
and Other Settings
Ron Houtman and Cary Roseth
Throughout this class, the primary emphasis was on understanding the process of human learning. The design was unique in that it was through a museum lens where we explored each wing of a different theory of learning including behaviorist, cognitivist, social learning, critical theories and out of school learning. We were introduced to different key figures in each wing including Pavlov, Vygotsky and Skinner to name a few. Additionally, we engaged with a variety of artifacts including readings, videos and reflection, enriching our understanding of the content in each museum wing. Collaboratively, we used Flip to share our creations and thoughts with classmates which fostered a dynamic exchange of ideas and perspectives. The culminating creation was to develop my own theory of learning utilizing my experiences and newly gained knowledge from the course.
CEP 822: Approaches to Educational Research
David Wong
This course provides students an introduction to the fundamentals of educational research. Students receive an overview of theories of quantitative, qualitative and humanistic research while being provided opportunities to dive deep into research design across these approaches. The course creations are designed to foster practical, reflective and critical inquiry, which will provide students with the skills needed to bridge my graduate studies. Students engage with multiple readings on how to research, as well as do their own research on a topic of their choice.
CEP 807: Capstone Seminar
Matthew Koehler and Megan Harris
This was my culminating course in the MAET program. Throughout the course, I built this website to showcase my learning. I wrote essays reflecting on my journey to this point and outlining my future goals and necessary learnings to aid in my career path. Additionally, I outlined my key learnings and skills by displaying some of the assignment creations I completed throughout the courses. As my final course, it effectively captures my growth and accomplishments with technology integration as a student, educator and leader up to this moment.