ANNotated Transcript
Summer 2014
Wipro MSU Urban STEM and Leadership Fellowship
Dr. Punya Mishra, Dr. Akesha Horton, Candace Marcotte, and Kyle Shack
Dr. Punya Mishra, Dr. Akesha Horton, Candace Marcotte, and Kyle Shack
As part of the fellowship, I explored technology, pedagogy, and content to design transformative learning experiences in science, technology, engineering, and math (STEM) disciplines. Through face to face and online learning, I worked collaboratively with course instructors and colleagues to enhance my pedagogy and build STEM capacity in schools. The first three courses of the master's in educational technology were taken in conjunction with the fellowship. As part of the coursework, I designed an interdisciplinary environmental justice unit, interviewed author of Science Matters, James Trefil, and collaboratively presented my learning with cohort members at the AERA conference in April 2015. In 2016, I accompanied course instructors to SITE conference in which I shared my teaching and learning experiences as a member of Cohort 1.
CEP 815: Technology and Leadership
Dr. Punya Mishra, Dr. Akesha Horton, Candace Marcotte, and Kyle Shack
Dr. Punya Mishra, Dr. Akesha Horton, Candace Marcotte, and Kyle Shack
This course explored the relationship between teaching, learning, and technology. As part of the course, I explored research related to knowledge needed for 21st century learning. Topics also included: developing creativity, learning theories, the Technological Pedagogical Content Knowledge (TPACK) theory, and teaching for conceptual change. Additionally, I applied my knowledge of the TPACK theory to create a year long interdisciplinary unit about environmental justice and published an original science lesson in the book, Roots of STEM.
Fall 2014
CEP 806: Learning Science with Technology
Dr. Punya Mishra, Dr. Akesha Horton, Candace Marcotte, and Kyle Shack
Dr. Punya Mishra, Dr. Akesha Horton, Candace Marcotte, and Kyle Shack
In this course, I studied how technology could be integrated into instructional practices to foster a content rich science classroom. Technological tools and other repurposed tools were examined in relation to TPACK. Through analysis of a student selected science text, interview with the author, and interview reflection, it was apparent that diverse experiences such as interacting with science professionals, could enhance teaching and learning in the science content area. Lesson plans, unit plans, and other instructional materials were created with technology integration.
Spring 2015
CEP 805: Learning Math with Technology
Dr. Punya Mishra, Dr. Akesha Horton, Candace Marcotte, and Kyle Shack
Dr. Punya Mishra, Dr. Akesha Horton, Candace Marcotte, and Kyle Shack
This course explored how technology could support mathematics instruction and student learning. In addition to exploring ways to repurpose technology for a student usage in a math classroom, we also explored how to use authentic teacher created videos for instructional purposes. Rather than video recording a mini-lesson, videos were created as anticipatory sets for math units, real world problem solving, and to tackle student misconceptions. The course challenged students to rethink math instruction by infusing creativity and innovation.
Fall 2016
During this course, I developed my professional learning network while exploring learning theories, TPACK, repurposing technology for classroom usage, and shifting mindsets to teach technology. Through coursework, I created and maintained a professional blog to showcase coursework and to engage in a dialogue with my peers. I also engaged in a network learning project in which I developed calligraphy skills solely using Youtube videos and blogs. My classmates and I publicly shared our learning via Twitter and engaged in chats using the hashtag, #cep810 and #MAET.
CEP 811: Adapting Innovative Technology to Education
Melissa White and Stacey Schuh
Melissa White and Stacey Schuh
This course continued to explore learning theories, TPACK theory, and developing my professional presence online. My classmates and I explored the Maker Education movement. We designed innovative instructional experiences using repurposed maker kits. We learned to adapt technologies such as SketchUp, Piktochart, Evernote, and ChibiTronics kits, for classroom purposes. I continued to maintain a blog showcasing my work as publicly sharing coursework to the greater educational technology community on Twitter.
Spring 2017
CEP 812: Apply Educational Technology to Practice
Carmen Richardson, Rachelle Galang, and Alison Keller
Carmen Richardson, Rachelle Galang, and Alison Keller
In this course, I explored how to use technology to tackle wicked problems in education. I collaboratively worked with a small group of peers to tackle the achievement gap. My peers and I developed a deeper understanding of our wicked problem through Zoom video conferences, collaboratively building a website showcasing our problem and solutions, and blog reflections exploring these issues. Our final product integrated written text, infographics, and resources available to tackle the wicked problem.
CEP 817: Learning Technology Through Design
Carmen Richardson, Cui Cheng, and Diana Campbell
Carmen Richardson, Cui Cheng, and Diana Campbell
This course investigated problem solving in education using Design Thinking. As part of the course, I engaged with the modes of Design Thinking including: empathize, define, ideate, prototype, and test. During each mode, I worked to tackle my problem of practice consisting of creating a science, technology, engineering, and math (STEM) infused literacy classroom. During each mode, I engaged in Design Thinking strategies and developed possible solutions to the problem. Work from each phase was publicly shared on a course blog.
Summer 2017
CEP 800: Learning in School and Other Settings
Dr. Cary Roseth and Cui Cheng
Dr. Cary Roseth and Cui Cheng
During this course, I continued to explore learning theories to create my personal theory of learning supported by research. I examined my experiences as a learning in a variety of settings, in relation to research based learning theories. Through weekly discussion board posts, feedback from peers, and module reflections, I refined my personal learning theory, created and reflected on a new habit, and to create a grant proposal reflective of my personal learning theory. My final project grant proposal was published on Donors Choose and funded in August 2017.
CEP 822: Approaches to Educational Research
Dr. E. David Wong and Cui Cheng
Dr. E. David Wong and Cui Cheng
In this course, I explored qualitative and quantitative research methods, how to find quality research, and simulated how to collect and analyze survey data. Based on my learning, I drafted a focus, rationale, and collected potential resources to write a research review. The focus of my review was to explore student responses to the implementation of reading interventions relating to comprehension, fluency, and vocabulary as well as the implications on my practices as a middle school literacy teacher. My final research review paper included a synthesis of my research methods, synthesis of my findings, and implications on my teaching.
Fall 2017
CEP 807: Capstone Educational Technology
Dr. Matthew Koehler, Sarah Keenan-Lechel, Spencer Greenhalgh, and Brittany Dillman
Dr. Matthew Koehler, Sarah Keenan-Lechel, Spencer Greenhalgh, and Brittany Dillman
As part of my master's program final evaluation, I created an online portfolio showcasing my learning in the MAET program. Through scaffolded modules, published a showcase of work samples, wrote original reflections, and compiled artifacts demonstrating my professional learning. I engaged in weekly video reflections and feedback with classmates to make modifications to my portfolio content and design. Beyond coursework, my professional portfolio will serve to connect with educational professional for professional development and other future professional opportunities.
