Fall 2014 CEP 810 w/ Instructors: Ben Rimes and Missy McCarthy
In CEP 810, Teaching Understanding with Technology, the initial focus was on how people learn. We learned about how individuals construct knowledge and about some learning theories such as behaviorism. Moving beyond the initial stages of learning, we explored the differences between novices in a subject area and experts; how experts approach problems with a variety of heuristics that allow them to expend less energy when completing the same task. The culminating concept in the class was the TPACK framework. The idea that learning is maximized when Technology, Pedagogy, and Content Knowledge (TPACK) combine and are used together by the teacher.
In CEP 810, Teaching Understanding with Technology, the initial focus was on how people learn. We learned about how individuals construct knowledge and about some learning theories such as behaviorism. Moving beyond the initial stages of learning, we explored the differences between novices in a subject area and experts; how experts approach problems with a variety of heuristics that allow them to expend less energy when completing the same task. The culminating concept in the class was the TPACK framework. The idea that learning is maximized when Technology, Pedagogy, and Content Knowledge (TPACK) combine and are used together by the teacher.
Spring 2015 CEP 811 w/ Instructors Amy Pietrowski and Mary Wever
In CEP 811, Adapting Innovative Technology to Education, we continued to work with the TPACK framework. This time, we were attempting to look at the world around us with a lens for education. The idea was that the majority of technology today that we dub as “educational technology,” wasn’t created initially for education. Instead, the technology was found by educators and adapted to meet the needs of education. As a means to examine our world differently we discussed the “maker movement,” where students are learning through creation and recreation or repurposing. Combining “maker culture” with TPACK allowed for vast possibilities both in how students learn as well as how they can present their learning.
In CEP 811, Adapting Innovative Technology to Education, we continued to work with the TPACK framework. This time, we were attempting to look at the world around us with a lens for education. The idea was that the majority of technology today that we dub as “educational technology,” wasn’t created initially for education. Instead, the technology was found by educators and adapted to meet the needs of education. As a means to examine our world differently we discussed the “maker movement,” where students are learning through creation and recreation or repurposing. Combining “maker culture” with TPACK allowed for vast possibilities both in how students learn as well as how they can present their learning.
Spring 2015 CEP 812 w/ Instructors Colin Gallagher and Sean Marie Sweeney
In CEP 812, Applying Educational Technology to Problems of Practice, we first examined well-structured problems, ill-structured problems, and wicked problems. As a part of this we explored James Paul Gee’s The Anti-Education Era: Creating Smarter Students through Digital Learning. Here Gee explained why people struggle to solve ill-structured and wicked problems, and then better approaches to these problems. From this point we identified a wicked problem of practice ourselves and worked in teams to create solutions to these problems.
In CEP 812, Applying Educational Technology to Problems of Practice, we first examined well-structured problems, ill-structured problems, and wicked problems. As a part of this we explored James Paul Gee’s The Anti-Education Era: Creating Smarter Students through Digital Learning. Here Gee explained why people struggle to solve ill-structured and wicked problems, and then better approaches to these problems. From this point we identified a wicked problem of practice ourselves and worked in teams to create solutions to these problems.
Summer 2015 CEP 820 w/ Instructors Trixi Beeker and Anne Heintz
In CEP 820, Teaching Students Online, we examined online curricula for learners of all ages. As a part of this exploration we compared and contrasted a few different online lesson platforms. We then used two of them to create online lessons. Finally we chose a single platform to create an entire online unit.
In CEP 820, Teaching Students Online, we examined online curricula for learners of all ages. As a part of this exploration we compared and contrasted a few different online lesson platforms. We then used two of them to create online lessons. Finally we chose a single platform to create an entire online unit.
Spring 2016 CEP 805 w/ Instructors Dr. Ralph Putnam and Diana Campbell
In CEP 805, Learning Math with Technology, not too surprisingly we focused on educational technology specifically for math. I’ve always been a 7-12th grade math teacher; so one aspect I found interesting was looking at tools available for elementary aged students as well. We looked at a large variety of digital tools that would be beneficial to teaching math during the class. At the end of the class we compiled the tools and resources that we had reviewed and believed useful into an online resource library. My library was specifically focused on Pre-Algebra and Algebra resources.
In CEP 805, Learning Math with Technology, not too surprisingly we focused on educational technology specifically for math. I’ve always been a 7-12th grade math teacher; so one aspect I found interesting was looking at tools available for elementary aged students as well. We looked at a large variety of digital tools that would be beneficial to teaching math during the class. At the end of the class we compiled the tools and resources that we had reviewed and believed useful into an online resource library. My library was specifically focused on Pre-Algebra and Algebra resources.
Spring 2016 CEP 815 w/ Instructors Benjamin Gleason, Dashika Cosby, and Aman Yadav
In CEP 815, Technology and Leadership, we learned about and explored taking a leadership role pertaining to technology within a school, district, or other professional setting. As a part of this we discussed the SAMR Model of technology use. This refers to how technology is being implemented and utilized. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. These refer to a scale of whether technology is simply replacing something else to enhancing lessons to allowing for creation previously unattainable. During this class we crafted a vision statement for our use and integration of technology both within our own classrooms and within the school as a whole.
In CEP 815, Technology and Leadership, we learned about and explored taking a leadership role pertaining to technology within a school, district, or other professional setting. As a part of this we discussed the SAMR Model of technology use. This refers to how technology is being implemented and utilized. SAMR stands for Substitution, Augmentation, Modification, and Redefinition. These refer to a scale of whether technology is simply replacing something else to enhancing lessons to allowing for creation previously unattainable. During this class we crafted a vision statement for our use and integration of technology both within our own classrooms and within the school as a whole.
Summer 2016 CEP 800 w/ Instructors Diana Campbell and Carmen Richardson
In CEP 800, Psychology of Learning in School and Other Settings, I had another opportunity to focus on learning theories. We discussed how novices and experts view content differently. Then we put this theory to practice by having classmates considered experts in various fields narrate a video and compare it with the narration of a novice in the field. During this class I also crafted my Personal Learning Theory and Philosophy of Education. These exercises helped me to review my own teaching practice and narrow my overall focus and goals.
In CEP 800, Psychology of Learning in School and Other Settings, I had another opportunity to focus on learning theories. We discussed how novices and experts view content differently. Then we put this theory to practice by having classmates considered experts in various fields narrate a video and compare it with the narration of a novice in the field. During this class I also crafted my Personal Learning Theory and Philosophy of Education. These exercises helped me to review my own teaching practice and narrow my overall focus and goals.
Summer 2016 CEP 822 w/ Instructor Benjamin Gleason
In CEP 822, Approaches to Educational Research, the class was broke into three primary parts. We had two small research assignments to help understand the overall process of educational research and to explore various databases of peer-reviewed material. The second part of the class was focused on statistical analysis of data. Having strengthened those two areas, we identified a question that pertains to our own teaching practice and created a meta-analysis of research on the topic.
In CEP 822, Approaches to Educational Research, the class was broke into three primary parts. We had two small research assignments to help understand the overall process of educational research and to explore various databases of peer-reviewed material. The second part of the class was focused on statistical analysis of data. Having strengthened those two areas, we identified a question that pertains to our own teaching practice and created a meta-analysis of research on the topic.
Fall 2016 CEP 816 w/ Instructors Binbin Zheng and Diana Campbell
In CEP 816, Teaching and Learning Across Curriculum, we learned about New Media Technology Tools (NMTT). We also examined the differences between reading traditional texts and new digital texts. Another large emphasis in the class was practicing screencasting. Throughout the class we worked on a project that remade a traditional unit into our “Dream Project.” The Dream Project incorporated NMTT that made the text and tasks more adaptable to all those participating in the lesson.
In CEP 816, Teaching and Learning Across Curriculum, we learned about New Media Technology Tools (NMTT). We also examined the differences between reading traditional texts and new digital texts. Another large emphasis in the class was practicing screencasting. Throughout the class we worked on a project that remade a traditional unit into our “Dream Project.” The Dream Project incorporated NMTT that made the text and tasks more adaptable to all those participating in the lesson.
Spring 2017 CEP 807 w/ Instructors Matthew Koehler, Aric Gaunt, and Spencer Greenhalgh
In CEP 807, Capstone Portfolio Course, we created this online portfolio. The portfolio is a summary of both myself as a professional as well as what I have learned throughout the MAET program and how my perceptions and beliefs have changed. Some of the largest aspects of the course have been the showcase page of the website, where we highlight a variety of the projects, papers, and work we’ve completed during the masters program. Another large aspect of the class is this annotated script, summarizing what we’ve completed in each course taken. Although there are many more parts to the portfolio and course, the third that I’ll highlight here is the synthesis essay. This essay is a summary of what I’ve learned during the program and how my approach to education may have changed because of the course.
In CEP 807, Capstone Portfolio Course, we created this online portfolio. The portfolio is a summary of both myself as a professional as well as what I have learned throughout the MAET program and how my perceptions and beliefs have changed. Some of the largest aspects of the course have been the showcase page of the website, where we highlight a variety of the projects, papers, and work we’ve completed during the masters program. Another large aspect of the class is this annotated script, summarizing what we’ve completed in each course taken. Although there are many more parts to the portfolio and course, the third that I’ll highlight here is the synthesis essay. This essay is a summary of what I’ve learned during the program and how my approach to education may have changed because of the course.