Master of Arts in Educational Technology (MAET)
Course Work
Introduction
During my time at Michigan State University in the Educational Technology Master's degree program I have grown in knowledge and expanded my thinking on creatively solving educational problems using technology. The items found in my showcase are some of my favorite projects and assignments that display skills and strategies I have learned throughout this program. Below is a brief description of the project and a link to view the entire project.
During my time at Michigan State University in the Educational Technology Master's degree program I have grown in knowledge and expanded my thinking on creatively solving educational problems using technology. The items found in my showcase are some of my favorite projects and assignments that display skills and strategies I have learned throughout this program. Below is a brief description of the project and a link to view the entire project.
Leadership
Types of Leaders
Vision Statement
My second artifact I continued to investigate leadership, education, and technology. I studied the role of each in creating effective change within an organization. In this final paper of the course, I express my vision for education in the 21st century.
This is an excerpt from the vision statement: My vision for education involves teachers and students working collaboratively on discovery and inquiry learning. Teachers must constantly be updating their pedagogy and content knowledge. Students must have opportunities to take control of their learning and seek answers to the many questions they have. A great education must equip students with 21st century skills and the ability to think critically about the world around them. |
Collaboration
Rethink Teaching: The F.U.S.E. Learning Model
For my third artifact, I am sharing a group project where our group collaboratively investigated ways to solve a "wicked" problem of education. Our problem was finding a way to limit direct instructional time to allow for more focus on student-centered learning.
Throughout a six-week process, our team hybridized elements of the Flex, Rotation, and Flipped Models to create a new model that lends itself to efficiency in the classroom: the F.U.S.E. Learning Model. The F.U.S.E. Learning Model is Facilitated Unrestricted self-paced blended learning models in a Student-centered learning Environment. |
Blogging in the Classroom
My next artifact comes from a collaborative project on student blogging. Blogging in the classroom can be useful in measuring student growth and defending the learning goals accomplished through a self-reflective tool. It has potential for collaboration and allows students to create and publish their learning which can create more autonomous learners. During my time in the MAET program at Michigan State University, I collaborated with two other students (Zach Ripley and Erin Muldowney) to create a presentation (using Google Slides) and proposal (using Google Docs) for using student blogging as a tool to formatively assess student growth.
Photo Credit: Photo taken from commons.wikimedia.org/wiki/File:Blog_(1).jpg on 8/4/17
Educational Technology Survey and Analysis
During my third semester in the Master of Arts in Educational Technology (MAET) program, I surveyed a group of teachers asking questions about technology usage in the classroom. My survey was created using Google Forms and asked a series of questions about how confident they feel teaching with technology, the value of technology in the classroom, what type of professional development they would benefit from (in terms of educational technology), and what their views of the biggest problems in integrating technology into the classroom were. I had 17 teachers participate in my survey and I have analyzed the data in this google document. I hope you take a look at the results and my analysis of the data. The survey was open from June 10th, 2014 to June 15th, 2014. I included this as an artifact because it is important for me to understand how other educators and colleagues outside of the MAET program view the importance of technology in schools.
During my third semester in the Master of Arts in Educational Technology (MAET) program, I surveyed a group of teachers asking questions about technology usage in the classroom. My survey was created using Google Forms and asked a series of questions about how confident they feel teaching with technology, the value of technology in the classroom, what type of professional development they would benefit from (in terms of educational technology), and what their views of the biggest problems in integrating technology into the classroom were. I had 17 teachers participate in my survey and I have analyzed the data in this google document. I hope you take a look at the results and my analysis of the data. The survey was open from June 10th, 2014 to June 15th, 2014. I included this as an artifact because it is important for me to understand how other educators and colleagues outside of the MAET program view the importance of technology in schools.
Purpose and Projects
Passion Quotient and Curiosity Quotient in Education
Excellent teachers are passionate about inspiring and motivating students to question the world around them and grow their skills. Inspired by an article by Thomas L. Friedman, published by the New York Times titled “It’s P.Q. and C.Q. as Much as I.Q.” I reflected upon the role of a teacher. In the article, Friedman discusses the great influence of technology on our society and explains how in the last 10 years we have become “Hyperconnected”. He talks about the great potential of technology, but also the great problems that it has created. For my project, I created an info-graphic, using Piktochart, to display how I demonstrate P.Q. (Passion Quotient) and C.Q. (Curiosity Quotient) in my profession and how I use technology to inspire students to be passionate, curious, and lifelong learners. Here is my INFOGRAPHIC.
Understanding T.P.A.C.K. Project
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For my next artifact, I have to explain my introduction to TPACK (Technological, Pedagogical, and Content Knowledge). This is important to me because the TPACK framework shapes the way I use technology and how I plan my lessons. It is the essence of my educational technology philosophy and explains the sweet spot of these different knowledges coming together. In this artifact, “Cooking with TPACK”, you see video created to demonstrate the creative flexibility of TPACK. In the video you will see me using: a bowl, a plate, and a utensil chosen by someone with no knowledge of my task. The task was chosen at random: make a peanut butter & jelly sandwich. The task shows how the technology I have may not be the “best” for the job, but with creative thinking and “repurposing” of the technology, I am able to achieve the objective.
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Photo Credit: Reproduced by permission of the publisher, © 2012 by tpack.org (taken on 8/4/2017)
Digital Literacy Lesson Plan for Economics
Digital literacy in the learning process is crucial for creating 21st century learners and equipping them with the skills necessary to succeed in our ever changing world. I have created a lesson that establishes a space for students to learn by analyzing information and then using it to play. The lesson is about government spending and budgeting. This lesson comes toward the backend of my class in the macroeconomics section. I teach seniors at a school district that has technological capabilities to fulfill this ambitious lesson. This lesson will require computer access and will take place over 4 or 5 days. This lesson will support “21st century” learning and promote an objective of creating autonomous “technology-literate” learners. The complete lesson plan and rationale can be viewed HERE. I also used my class website (located HERE) to enhance organization and student ease in understanding objectives, while staying organized.
Photo Credit: Photo taken from /www.tmuc.edu.pk/blog (8/4/17)