I started this process when I began my student teaching internship through Michigan State University (MSU). MSU required interns to take two courses alongside our two semester student teaching experience. I was able to pick the process of achieving my Master's Degree back up when I chose to apply the credits I already obtained to the Master's in Educational Technology (MAET) program at MSU. Below you will find the descriptions of each course and the knowledge I acquired throughout this long journey.
The following courses were taken alongside my student teacher internship and were directly correlated to what was being taught in the classroom.
Fall
TE 801- Professional Roles and Teaching Practice (Math)
Dr. Higinio Dominguez This was one of two classes that began my Master's Degree journey. This course focused on math inquiry and pedagogy. This course encouraged me to link math concepts to real-world situations and include hands-on experiences. As I created various lessons based on both qualitative and quantitative research, I was able to collaborate and reflect with Dr. Dominguez, my peers, and mentor teacher along the way. The process allowed me to really gain more insight and knowledge of what was essential when teaching math. |
TE 802- Professional Roles and Teaching Practice (ELA)
Sarah Little This course was all about literacy and how it is the foundation for all subject areas. We looked at how literacy was not only taught during a "reading block" in a classroom but how it could and should be integrated in to every subject through reading, writing, and listening. We had the opportunity to collaborate with our peers who were placed in similar classroom settings in order to create a unit plan that fit within our schools curriculum guidelines. We eventually were able to teach this unit in our internship classrooms. |
The following courses were taken alongside my student teacher internship and were directly correlated to what was being taught in the classroom.
Spring
TE 803- Professional Roles & Teaching Practice (Social Studies)
Betty Okwako TE 803 focused on teaching Social Studies and was taken during the second semester of my internship. I collaborated with my mentor teacher on requirements that had to be met as I wrote a unit plan on the Declaration of Independence. I was able to incorporate various pieces of children's literature and even music to help engage and interest students in the topic. The reflection that followed, allowed me to look back and see what went well and how I would improve it the next time around. |
TE 804- Professional Roles & Teaching Practice (Science)
Rochelle Rubin This course focused on science and the best ways to approach teaching it. It involved using the EPE (Experiences, Patterns, and Explanations) model which focused on inquiry based science instruction. Introducing a new science topic should involve discussion that allows students to bring in what they already "know" about the topic, this allows teachers to see where they need to start and what misconceptions need to be debunked. EPE also encourages real-world connections and experiences that allow students to develop their own understanding through patterns. This course challenged me to think outside the box, I was able to create a unit plan that I was very proud of as a result. |
Summer
The following classes were taught and overlapped during a six week hybrid summer cohort instructed by
Mary Wever and Elizabeth Boltz.
Mary Wever and Elizabeth Boltz.
CEP 810- Teach Understanding With Technology
Here, I learned that using technology in a classroom was not simply doing math on an ipad, but using technology as a tool to help you teach the goal in mind. Keeping the TPACK model (Technology, Pedagogy, and Content Knowledge) in mind as you plan your lessons will help your students engage in a deeper understanding of knowledge. We were able to practice this by revising and creating lesson plans through a TPACK scope. We also explored the benefits of using and expanding our Personal/Professional Learning Networks (PLN) to learn and share new ideas. |
CEP 811- Adapting Innovative Technology to Education
This course opened my eyes to the Maker Education world. We explored various learning tools such as Maker Kits and learned that the kits are not limited to their intended purposes, but open doors to many learning opportunities. This course also allowed us to explore a variety of ways to share our ideas and discoveries through our PLN (Professional Learning Network) including hosting our our own Maker Faire. This course inspired me to rethink learning in the classroom and how to engage learners through a more innovative experience. |
CEP 812- Apply Educational Technology to Practice
Wicked Problems are problems that do not have an easy solution, but instead a best possible solution.
I was given the opportunity to work with my peers in a "think tank" to explore possible solutions to one of these Wicked Problems. Throughout this process we made sure we were not limiting the resources of our information and research, utilized tools such as Zoom to collaborate remotely, and collected/shared our information using Blendspace. I now know that though these problems may be "wicked", with the right resources, collaboration, tools and an open mind, we are able to find the best possible solutions.
Wicked Problems are problems that do not have an easy solution, but instead a best possible solution.
I was given the opportunity to work with my peers in a "think tank" to explore possible solutions to one of these Wicked Problems. Throughout this process we made sure we were not limiting the resources of our information and research, utilized tools such as Zoom to collaborate remotely, and collected/shared our information using Blendspace. I now know that though these problems may be "wicked", with the right resources, collaboration, tools and an open mind, we are able to find the best possible solutions.
Fall
CEP 800- Learning in School & Other Settings
Dr. Cary Roseth & Dr. Douglas Campbell The psychology of how students learn is important when looking at our classroom, what we teach, and how we teach it. CEP 800 looked at theories such as Social Learning, Behaviorism,and Cognitivism and how they relate to our students in and out of a classroom setting. By looking at students and classrooms through a psychological scope, I am able to make more educated choices that help foster student learning. |
CEP 822 Approaches to Educational Research
Dr. Paul Morsink Benjamin Gleason & Patrick Beymer You can't always believe what you read or hear. This course emphasized this concept and helped me determine what research was viable to use and how to use it. I was able to use this information to write a research proposal or DreamIT project. I am now prepared to present the idea of using Genius Hour in a classroom to help increase intrinsic motivation. I also have the knowledge and skills needed to write grants and other proposals as the opportunities present themselves. |
Spring
TE 846- Accommodating Differences in Elementary Literacy Learners
Dawnmarie Ezzo This course not only fulfilled requirements for the MAET program, but also allowed me to acquire my Professional Teaching Certificate. I was able to review the developmental process of learning to read while also learning what best practices are needed instructionally to teach the various steps along the way. This course also discusses what assessment practices can be used to appropriately find students' instructional learning level in order to differentiate instruction. We were able to practice this process on an individual level by engaging in a child study. |
CEP 807- Capstone Portfolio Course
Dr. Matthew Koehler Aric Gaunt & Spencer Greenhalgh This is the finish line for completing the MAET program. You are given many opportunities to look back at everything you've learned throughout your MAET journey and reflect on how this program has improved your understanding of using technology in the classroom. The finished product of this course is an online portfolio that showcases not only what you've accomplished, but also where you would like this program to take you. This process would not have been possible without the collaboration and feedback of others taking this course. |