The Master of Arts in Educational Technology (MAET) Program at Michigan State University provides educators a place to develop the thoughtful use of technology to support teaching and learning. It is not about the use of technology simply for technologies sake; but instead for educators to combine the use of content knowledge, pedagogical knowledge and technological knowledge (TPACK) to find the "sweet spot" in which to combine these to make the most meaningful impact for students. The program can be completed in steps; first earning the technology certificate, then the NP endorsement and then finally the Master's of Arts in Educational Technology.
Year 1 Summer Cohort
CEP 810: Teaching for Understanding with Technology
CEP 811: Adapting Innovative Technologies in Education
CEP 812: Applying Educational Technology to Issues of Practice
Instructors Jodi Spicer & Allison Keller
These three courses were taken concurrently as part of a six-week hybrid (2-weeks on-campus, 4-weeks online) experience. In this, my first summer of the Masters of Arts Program for Educational Technology at MSU, I learned just how important it is to consider student learning styles and to provide students with varied options as often as possible for showing, through technology or otherwise, what they have learned. Having students all use the same tool or resource for a given lesson may work well for me, but it may not be the best learning environment for my students. A major focus of this course grouping was TPACK; thinking about how the technology being used will support the teaching strategies and make the content more accessible to students, as well as looking at those teaching strategies and considering how our approaches to our students will make the content we are trying to teach them more accessible and understandable.
Professor David Wong, Ph.D.
As a science teacher, I found this course to be the most engaging of all of my MAET courses. The course had three main inquiry projects; the first of these was to assess how students find information using the internet, the second compared the potential benefits and challenges of learning science with internet simulations and the third project had us comparing science learning online vs. learning science in a face-to-face environment.
Year 2 Summer Cohort
CEP 800: Psychology of Learning in School and Other Settings
CEP 815: Technology and Leadership
CEP 822: Approaches to Educational Research
Professor Punya Mishra, Ph.D. with Laura Terry and David Goodrich
These three courses were taken concurrently as part of a six-week hybrid (2-weeks on-campus, 4-weeks online) experience. These courses focused a great deal on creative thinking and purposeful repurposing of tools and ideas. We delved further into the idea of TPACK and how to tie technology, pedagogy and content together in meaningful ways. Through the book, Why Don't Student's Like School, by Daniel T. Willingham, I truly examined how and why my students feel and act they way they do in the classroom and began to gain a better insight into how I might shift my instruction to better meet their needs as learners. In our group project, Understanding Understanding, my group looked at misconceptions and/or alternate conceptions people have related to how rainbows form. This was a fun project that allowed us to learn not only about how people's perceived understanding of content can get in the way of true understanding, but also allowed us to work on video and audio editing through the creation of a final video piece for the assignment. Finally, in my DreamIT proposal, I looked at redesigning my Earth Science course by bringing together project-based learning and the flipped-classroom model of instruction.
Professor Anne Heintz
For CEP 820, Teaching K-12 Students Online, I chose to use Weebly to create my course website/module. Weebly is not a true Learning Management System, but rather a website creation tool. I created a module for my Weather and Climate Unit. Through peer review, I was given feedback that helped make the design more user-friendly for students of all ability levels. From what I learned in the creation of this module, I have since modeled several more modules on my class website after this one. Students and parents found it to be beneficial to their learning this year.
Professor Patrick Dickson
Through CEP 813, I was able to further develop my professional portfolio, as well as guide my own students in the creation of their first-ever electronic portfolios. I truly loved the format of this course and the "houses" and "buddy" system used by Professor Dickson. Having a "house group" to share ideas and receive feedback from and a specific "buddy" within the house to bounce ideas off of was extremely beneficial. I used the "buddy" system with my students as well prior to giving my own feedback to students and found it to be very helpful for myself and my students. Having an online meeting at the end of the course to celebrate our accomplishments and share our portfolios with our "house" in an online chat was exciting and inspiring.
Please visit "My Classroom" page. I am particularly pleased with this page and how it showcases the ways I am using technology with my students and shares several pictures of them collaborating and engaged in learning. The "My Classroom" page was completed as a part of the CEP 813 course.
Professor Matthew Koehler with Andrea Zellner, Joshua Rosenberg and
This, my final course in the MAET Program at MSU, has been a journey of self-reflection and growth. The primary focus of this course was for students to complete their professional digital portfolio and to reflect upon our goals, consider our plans for future learning and describe our learning throughout the MAET Program.
Please visit my "Final Reflections and Essays". These essays were completed as a part of the CEP 807 course.