SUMMER 2016 | |||
COURSE | INSTRUCTORS | TITLE | DESCRIPTION |
CEP 810 | R. Houtman E. Stone | Teaching Understanding with Technology | This was the course that laid much of the foundation for the rest of my experience in the MAET program. My big takeaway was learning and thinking about how to apply the Technological Pedagogical Content Knowledge framework (TPACK) in my teaching and instruction. Throughout the course, we read journals pertinent to TPACK and engaged in activities that tasked us with making practical application of TPACK principles. |
CEP 811 | J. Campbell M. White | Adapting Innovative Technology to Education | In this course, I was introduced to Maker education as well as other principles related to student-centered instruction. I was challenged to rethink how social studies can be taught. The idea of students learning through repurposing or teachers repurposing technology for instructional and student-centered learning. Tasking students with remixing to construct knowledge and understanding was the highlight of this course. |
SPRING 2017 | |||
COURSE | INSTRUCTORS | TITLE | DESCRIPTION |
CEP 812 | W. Marsland | Apply Educational Technology to Practice | This course especially resonated with me because much of it focused on the power of questions which lies at the heart of my teaching philosophy of intellectually empowering my students through inquiry-based instruction. Much of the course incorporated A More Beautiful Question by Warren Berger. Learning how to ask more potent questions dovetailed with wrestling with wicked problems. I had the opportunity to collaborate with one of my peers as we attempted to explore the wicked problem of the achievement gap. |
SUMMER 2017 | |||
COURSE | INSTRUCTORS | TITLE | DESCRIPTION |
CEP 800 | C. Cheng C. Roseth | Learning in School & Other Settings | Learning in School & Other Settings gave me the opportunity to dive deeper into what recent research has discovered about the human endeavor of learning. With these newfound understandings of the mechanisms that drive learning I revised my own teaching philosophy by writing my own personal theory of learning. |
FALL 2017 | |||
COURSE | INSTRUCTORS | TITLE | DESCRIPTION |
CEP 815 | K. Shack | Technology and Leadership | In this course, I had the opportunity to introspectively reflect on my role as a technology leader in my school community. Among the many readings, we considered, The Harvard Business Review suggested that there were certain leadership types all of which come with their own strengths and weaknesses. We considered a number of scenarios and debated which leadership style was exhibited. Along the way, I learned about myself as a leader and what direction I wish to direct my energies as a leader in technology. |
SUMMER 2018 | |||
COURSE | INSTRUCTORS | TITLE | DESCRIPTION |
CEP 820 | C. Cheng A. Heintz | Teaching Students Online | This course is one I felt great confidence and one in which I had strengths because of previous experiences creating online courses. We evaluated a number of course management systems and then selected one to create and design our own online course. I chose Schoology over the other CMS systems I evaluated. I still apply the additional schema I acquired in this course with Google Classroom in my own instruction in all of my social studies classes. |
SPRING 2019 | |||
COURSE | INSTRUCTORS | TITLE | DESCRIPTION |
CEP 817 | E. Boltz B. Staudt Willet | Learning with Technology through Design | The Stanford Design School Model served as the foundation of this course. One of the surprising takeaways for me was applying empathy with the user when thinking about designing instruction that could best address the needs of all learners. I have made it part of my practice to infuse empathy in my instruction and I now see my lesson plans as lesson designs. Additionally, we were tasked with identifying a problem of practice in our own teaching practice then apply the principles from the Stanford Design School to designing a solution. |
SUMMER 2019 | |||
COURSE | INSTRUCTORS | TITLE | DESCRIPTION |
CEP 813 | S. Keenan-Lechel | Electronic Assessment | One of the key takeaways from this course was using assessment as learning rather than just assessment of learning. The most exciting activity in this course was designing a game-based assessment in which students navigate through a game in which they had to evaluate how various primary sources could be used in historical argumentation. When I shared these with my colleagues were excited about the possibilities too which we will implement in our World History curriculum. |
CEP 822 | E. Wong | Approaches to Educational Research | In this course, I had the opportunity to dive deeper into how to evaluate the usefulness and quality of educational research. We were tasked with building criteria which we would use to search for and evaluate research articles pertaining to a problem of practice of our choice. I left the course with a new schema on how to quickly evaluate a research article as a candidate for my further consideration and most importantly, new strategies in how to critically analyze such sophisticated readings. |
FALL 2019 | |||
COURSE | INSTRUCTORS | TITLE | DESCRIPTION |
CEP 807 | A. Gaunt M. Koehler B. Thomas | Proseminar in Educational Technology | This was my culminating bookend to my MAET experience. It was an opportunity to engage in some patiently rigorous curating of my work and learning throughout the course. It also provided me with more focus as I reflected on my journey and set future goals for how I wish to direct my energies and inertia from my accomplishments in the program. |