TEACHER
LEARNER
THINKER
Lesson Plan Using TPACK
Through the MAET program I have learned and applied the skills to integrate technology into my instruction better by focusing on understanding the Technological, Pedagogical and Content Knowledge (TPACK) related to a topic. In this Earth Science lesson I applied the TPACK concept to allow students to creatively display their learning.
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Grant Writing - Dream It!
Dream It! allowed me to think outside the box and write a grant proposal to support students within my field. As a Special Education teacher, I decided to focus on students who are considered homebound and cannot attend school for medical reasons. Within this proposal, I connect my ideas directly to the TPACK model.
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Maker Faire
I was a part of a small group that was given the opportunity to learn what a Maker Faire was, organize and promote a Maker Faire, and design a station at the Maker Faire for participants of all ages and backgrounds. Through this [stressful] yet fun experience my group and I met the challenge. I created a station at the faire with a colleague that explored conductors and insulators through Makey Makey technology. Overall, Maker Faires prompt the idea of learning through discovery and play!
Wicked Problem
A wicked problem can be considered a complex problem with no real "perfect solution". As a part of my educational technology masters course MAET, my group and I were challenged to solve a wicked problem specific to education: Keeping Education Relevant. In order to solve our wicked problem, my group asked numerous questions, researched the wickedness of the problem, conducted surveys, and ultimately created our best bad solution.
Network Learning Project
This project provided the challenge to learn something new that I have always wanted to learn. There was one restriction: I was only allowed to rely on technology to learn this skill. From this project, I decided to learn how to change the oil in my car. Through this experience, I realized the importance of questioning and using digital resources to learn.
This showcase page highlights my coursework through the Master of Arts in Educational Technology (MAET) program at Michigan State University.
My showcase is divided into the areas of TEACHER, LEARNER, and THINKER. This framework displays purposeful technology integration, ways to learn and discover with technology, and collaborative projects. In the Teacher collection, you can see examples of lessons, grant proposals, and presentations that highlight the use of Technological Pedagogical Content Knowledge (TPACK). In the Learning collection, you can see examples of using digital resources to learn and explore. In the Thinker collection, you can see examples of projects that involved collaboration that pushed my thinking in how to adapt technology in education. Please explore the artifacts further by clicking the links under the images.
Showcase
Reproduced by permission of the publisher, © 2012 by tpack.org
Conference - STEAM Lab 2017
During the summer of 2017, I collaborated with two other peers within the MAET program to host a session at the STEAM Lab conference in Lansing, Mi. My group presented on utilizing infographics at the elementary, middle, and high school levels. In our presentation, we provided information for half of this session and then allowed our participants to practice with creating an infographic. This experience allowed me to share my knowledge and practice along with network with other professionals to expand my skill set.
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Hosting a Webinar
As a collaborative group with two of my peers, we organized a live webinar focusing on encouraging reluctant teachers to use technology. We invited three special guests that served as experts on this topic. Our discussion focused on collaborating with other educator and the importance of time to help reluctant teachers. To carry out this webinar, I learned how to operate GoogleHangouts to host this live event.
Understanding, Understanding
In this project, I worked collaboratively with two peers to explored the understanding that individuals had about geography in the U.S.A. Together we researched our topic, drafted interview questions, conducted interviews, interpreted our results, and documented our learning in a polished video. Overall, we learned that individuals confidence in geographical questions was higher than their actual ability to correctly answer the questions.