Fall 2021
CEP 810: Teaching for Understanding with Technology
Debbie McHorney-Enokian
Technology is a tool to assist contemporary classrooms. In this course, we learned about how people learn and the importance of understanding your students' preconceived ideas and what skills and abilities they bring to the class. We discussed how technology in education requires the TPACK framework, which is a blending of content knowledge, pedagogical knowledge, and technology. Additionally, we experienced the power of learning networks that extend outside of traditional classrooms, and discussed the importance of the incorporation of soft skills or “21st century” skills into our classrooms. We concluded with discussion some challenges with accessibility and privacy that exist with integration of technology and learning. Research was presented in a dynamic web blog which is located in the drop down menus above.
CEP 811: Adapting Innovative Technologies in Education
Colin Gallagher
The ever changing nature of technology makes it both a challenge and inspiration for dynamic and 21st century teaching. In this course, I learned about the maker movement and how they relate to education. We looked at the backgrounds that students bring to the class, and how agency and choice allows them to thrive. We discussed intersectionality, and that we are not one thing, but a series of cultures combined, and how that should be considered when designing curriculum. Using this information, we dabbled in material and created a variety of assessments, from “remix” videos, to lesson plans, the concepts of the course were backed up by the coursework itself. This was one of the most impactful courses, and it reminded me that learning in my classroom is two ways, and I learn as much from my students as they learn from me.
CEP 812: Applying Educational Technology to Issues of Practice
Debbie McHorney-Enokian
Our students often dwell too long on seeking the solution to problems that are not clearly defined. This course focused on the power of innovation through questions, and how we can motivate our students through questions. I looked at a wicked problem, or a question where the variables are constantly shifting, and what can be done to solve a specific problem. My question focused on teachers and the increasing reports of being overworked and underappreciated. I created a survey and analyzed the results from 80 responses and found that much of the feeling of being overworked stemmed from paperwork and the No Child Left Behind policy. This concluded with some suggestions on how to streamline paperwork with technology. Ultimately, it reminded me of the importance of students understanding the goal and having all the information to find the correct solutions.
Spring 2022
CEP 817: Learning Technology by Design
Dr. Anne Heintz
Dr. Liz Boltz
Crafting an effective lesson is a process of trial and error, and this class focused on the design process including, empathizing, defining, ideating, prototyping, and testing. We selected a problem of practice, and then designed a prototype to help solve the problem. My PoP was “How to make English 12 more interesting”. Research directed me towards using student interests to develop assignments that they connect with, and then allow them choice in the product that they made. I designed an Independent Reading assignment that had them analyzing a theme or mood from the book using visual art or a playlist. The art option was far more popular, and after some reflection with students, it was deemed “easier”. Despite that, the assignment was a success and students did seem more engaged with it. This course provided a much needed reminder that we often have to “fail forward” and those bumps along the road are necessary to be as effective as possible.
CEP 820: Teaching Students Online
Dr. Anne Heintz
As public schools begin to use technology to provide more dynamic and accessible instruction, online course management systems (CMS) have become increasingly powerful with an ability to streamline presentation of curriculum and grading while maintaining effectiveness. This course focused on the various platforms used to engage with students in online learning, the various standards and rubrics that are used to engage and assess students, and technology that can be used to further engagement and help build community. Throughout the course, I designed a flipped classroom for a Board Game Design elective. This course focused on the history of gaming and mechanisms, and would culminate in a design prototype. The Board Game Design course used the Google Suite to provide students a “Developer's Notebook” where their design would be iterated upon based on interactive feedback.
Summer 2022
CEP 833: Creativity in K-12 Computing Education
Bill Marsland
I would have never considered attempting to bring coding into my English Language Arts classroom if not for this course. The course focused on introductory coding platforms including Sonic Pi, Micro:bit, and Scratch to challenge the students to connect to their content areas. I designed lessons to have students do stage blocking in Scratch, craft soundtracks to books in Sonic Pi, and randomize creative writing options with the Micro:bit. While many of these may not be practical, they did remind me of the power of experimenting and considering how I can connect ELA across the curriculum. My projects inspired me and left me with a sense of satisfaction that I would love to bring to my classroom, and realistic implementation of these concepts is a work in progress that I am eager to pursue.
Summer Hybrid
CEP 800: Learning in School and Other Settings
CEP 818: Creativity in Teaching and Learning
CEP 822: Approach to Educational Research
Dr. Brittany Dillman
Conducted in a 6 week intensive summer hybrid model that had both online and in-person classes, the summer hybrid program focused on learning in a variety of settings, utilizing creativity to challenge our students, and looking at research on how we learn. The online and in person experiences worked in tandem to provide a complete experience with research, and experimentation happening online, and practice, discussion, off site experiences, and revision, being handled in person. We also met curators of a museum and planetarium and discussed how these nontraditional learning settings develop curriculum and content. Each of these experiences were filtered through creativity exercises where we took ideas and presented them in abstract ways. We would also analyze the experience by looking at various research on learning methods. This culminated with a massive unit plan revision. I selected to edit my Macbeth unit plan focusing on project based learning and student choice. While three distinct classes, the way the classes were united in theme and application illustrated the value of planning, preparedness, and clear objectives. The program felt like a synthesis of many of the MAET concepts, and its dynamic nature illustrated the power of technology in education.
Fall 2022
CEP 807: Capstone Seminar
Dr. Matthew Koehler
Our ability to learn is only as good as our ability to reflect and synthesize new concepts into new actionable ideas. The capstone portfolio tasks us with that reflection and synthesis and presenting the information in a digital portfolio. This portfolio was developed through dynamic revision based on feedback from Dr. Koehler as well as ongoing discussions from my peers facilitated using Flip.com. This portfolio, presented on this site, provides a professional portrait of both my graduate school experience and my professional practice.