Annotated Transcript
This page provides a summary of the courses I took at Michigan State University to achieve my Master of Arts in Education Technology (MAET) degree. Along with the course name, instructor, and description information, the courses are listed in chronological order.
Instructor : Brent Jackson, Melissa Hale
The focus of TE 802 is facilitating purposeful, productive, and powerful discourse. I had an opportunity to focus on math teaching in small group instruction, unit planning and adapting instruction using formative assessment. This was the first time I realized that teaching mathematics involves not only imparting content knowledge, but also communicating our basic values, beliefs, and practices to diverse audiences. In the community math assignment, we discussed societal issues through the lens of mathematics.
Instructor: Kimberly Arsenault
In the third course of my teacher preparation program, TE803, I collaborate with teachers from a wide range of disciplines, as opposed to working exclusively with math colleagues. I had the option to consider learning outside of school in order to advance students' education. In order to better adjust the curriculum at the school to the needs of the students, I also reviewed with the student's community the significance of.
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Instructor: Brent Jackson
This was the final course in my teacher preparation program, and its focus was on reflecting on feedback received from my mentor teacher and my field instructor. In order for me to be more responsive to professional learning demands, they provide me with real-time feedback on my strengths and areas requiring improvement. This was a distinct year for me to start experiencing remote teaching because COVID strike the United States in the final few months of this course.
Instructor: David Wong
In this course, I was able to perform educational research using the following three steps: description of an interesting educational problem, review of other people’s educational research, and design of my educational research. It was beneficial to investigate the Flipped Classroom approach and its impact on student learning in an epidemic environment. I developed a research project to investigate how the effectiveness of flipped classrooms may be evaluated with the help of measurable data and comments from students.
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Instructors: Ron Houtman & Chris Sloan
The focus of CEP 800 is on fundamental psychological perspectives for understanding learning in school and other settings. We emphasize behaviorism, various varieties of cognitivism, and sociocultural viewpoints.
I also have the opportunity to create a poster to discuss with parents how we can help students to become learning experts. The biggest takeaway from this course is the effectiveness of a teaching strategy depends not only on the ongoing development of teachers but also on the expansion of the external environment.
Instructor: William Marsland
With a goal to implement computational thinking (CT) abilities in K–12 classrooms, CEP 814 focuses on understanding the pedagogy of fundamental programming concepts, inclusive computing culture, and linking visual programming tools to text-based programming languages. First, we discussed how CT builds on the capabilities and constraints of computing, and we learned useful CT concepts that we might use to learn across disciplines in addition to our daily lives.
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Instructor: Matt Drazin
CEP 824 Programming Concepts for K-12 Educators
CEP 824 enables me to apply these fundamental programming concepts to the development of classes for our daily instruction. I have created a list of lessons that utilize Computer Science knowledge(such as s (Scratch, Python, Pencil Code), and for assessment purposes, some of them are unplugged, allowing students to practice their CT abilities without computers. CT skills to create engaging classroom tools to solve problems in K-12 subject areas.
CEP 833 Creativity in K-12 Computing Education
CEP 833 focuses on the intersections between creativity and computing in cross-disciplinary K-12 contexts and subject areas. We used Use→Modify→Create framework, which is very precious in the classroom because it gradually makes students comprehend the materials, and then they produce on their own. In this lesson, I have opportunities to not only work on math lessons involving Computer Science, but also in another content areas, such as music, art, and world languages.
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Instructor: William Marsland
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Instructor : Stephanie Jennings
The course CEP 813 examines the strengths and weaknesses of the general assessment procedures in school systems. We investigated the purpose, efficiency, and digital environment of each assessment method. Furthermore, we choose one assessment's genre and prepared a critical review of the assessment to discuss the future outlook on that genre. We even incorporate metagaming concepts into the evaluations.
Instructor : Matthew Koehler
CEP 807: Capstone Portfolio Course
As the Capstone Portfolio Course, CEP 807 provides me with the chance to reflect on the work I've produced during the past 10 courses in my master's program. The website you are currently exploring is the major project I created for this course. In order to become a lifelong learner after finishing my master's, I also maintain, improve, and arrange my future goals.
