CEP 802A
Fall 2012
SHOWCASE
This transcript highlights the courses I completed to earn my master's degree through the Master of Arts in Educational Technology (MAET) program at Michigan State University. The courses are listed in chronological order.
ANNOTATED TRANSCRIPT
Inquiry in Special Education I: Mild Impairments
Instructors: Dr. Troy Mariage and Claudia Pagliaro
This course focused on learning about methods related to teaching mathematics and problem-solving to students with emotional or learning disabilities. Throughout the course, we learned about qualitative and quantitative research methods. Along with to this class, I was completing my student teaching in an Elementary Resource Room in Ann Arbor, Mi. I was able to apply methods related to this course while at my student teaching placement in addition to lesson design and implementation.
Assessments for Mild Disabilities
Instructors: Dr. Gary Troia
During this course, I was able to experience and interact with several standardized assessments used within the Special Education Field. I administered the Wechsler Individual Achievement Test–Third Edition (WIAT-III) to a student at my student teaching placement school. With the results, I composed a thorough report addressing my finding from the test and interpreting the results. As a final component of the class, we addressed the strengths and weaknesses of many standardized tests used within the special education field in schools.
CEP 802A
Fall 2012
Literacy Instruction for Mild Disabilities
Instructors: Dr. Troy Mariage
Summer
2016
Summer Hybrid Course - The summer hybrid course was a six week course that consisted of two weeks of instruction on Michigan State's campus and four weeks of online instruction.
Click on each course to learn more about each specific class.
Instructors: Allison Keller and Mary Wever
I completed three courses as part of the summer hybrid year one section which was composed of both online instruction and in-person classroom time. From these courses, I submerged myself into the world of educational technology. Through articles and class discussion, I learned about the Technological Pedagogical Content Knowledge (TPACK) framework. I used this framework to create, and enhance, lessons with technology integration. I was introduced to Quick Fires Challenges, as a way to learn and push my thinking in a hands-on way. Quick Fires can be considered as a mini-lesson that poses a challenge with rules and a time limit. I learned how to use only online resources as a way to learn a new skill of changing my oil. I showcased my learning in a video and reflective posts. One major task during the two weeks on campus was to create and host a Maker Faire. During the online portion, my small group and I explored potential solutions to a Wicked problem (a problem with no one solution). Lastly, throughout the six weeks, I read and reflected on Warren Berger’s book “A More Beautiful Question”. The content of the book connected with many of concepts throughout the program.
I was part of the summer hybrid cohort year two. Similar to the year one cohort, this hybrid section combined three classes through both online instruction and in-person classroom time at Michigan State University. During the in-person class time, we read about and discussed how the brain learns. As we reviewed finding from educational psychology we related it to how learners personal experiences impact their learning. This information supported a project called understanding, understanding. My group researched participants understanding of U.S Geography. Using design thinking, I was apart of a trio that created and presented at a local technology conference on the use of infographics in classrooms. I completed a grant proposal using the backward design approach ad organizing it through the Technological Pedagogical Content Knowledge (TPACK) framework. Through these courses, I also researched and connected with other educational professionals to hold a webinar discussing, how to support reluctant teachers in using technology. Overall, I learned about educational leadership, quality research, and the underlying importance of psychology in education and educational technology.
Summer Hybrid Course - The summer hybrid course was a six week course that consisted of two weeks of instruction on Michigan State's campus and four weeks of online instruction.
Click on each course to learn more about each specific class.
Instructors: Dr. Danah Henriksen and Josh Rosenberg
Summer
2017
CEP 804A
Spring 2013
This capstone course was the final class in the Master of Arts in Educational Technology (MAET) program through Michigan State University. I completed this course entirely online. During this course, I created an online portfolio to showcase my learning throughout my whole MAET experience. As I build my portfolio I reflected on my work and asked for peer and instructor feedback using the online tool FlipGrid. In addition, I reviewed several of my peer's portfolios and provided them with productive feedback. Overall, the portfolio highlights the important skills and learning I have accomplished throughout the program.
Capstone in Educational Technology
Instructors: Dr. Matthew Koehler, Brittany Dillman, Spencer Greenhalgh, and Sarah Keenan-Lechel
This course covered a variety of researched-based methods for effective literacy instruction for students with special learning needs. During the course, we looked into the research behind researched-based instruction. We also learned the importance of using researched based instruction verse non-research based methods. One primary researched based literacy practice we learned about was project-based learning (PBL). As a final project, I implemented a PBL unit for a student at my student teaching placement. My final project showcased my research, lessons, and overall reflection of the unit implemented.