MAET Transcript
nThis page lists all of the courses I took as part of the Master of Arts in Educational Technology program. A short description is give for what we learned and accomplished in each course.
Teaching for Understanding with Technology
Instructor - Mary Wever
We learned that our understanding of learning has become much more refined over the past few decades. At the same time, digital technology has become intricately linked to education even though the products are rarely designed for that purpose. Teachers are on the battlefield and their best weapon is repurposing technology to better fit the needs of the classroom. They must bring their teaching into the 21st Century by becoming part of the global community, encouraging creativity and problem solving, and guiding students rather than leading them to learn.
Instructor - Mary Wever
We learned that our understanding of learning has become much more refined over the past few decades. At the same time, digital technology has become intricately linked to education even though the products are rarely designed for that purpose. Teachers are on the battlefield and their best weapon is repurposing technology to better fit the needs of the classroom. They must bring their teaching into the 21st Century by becoming part of the global community, encouraging creativity and problem solving, and guiding students rather than leading them to learn.
Adapting Innovative Technologies in Education
Instructor - Edith Erickson
We started by exploring failure and how it can be useful in learning new technologies and sometimes even lead to great inventions. From there, we chose a new technology to research, and the manual that came with the technology was our “textbook.” They challenged us to explore, knowing that we might not be successful the first few times we tried the technology. It was challenging but rewarding. We continued from exploring the application by creating a new learning experience that revolved around the technology we had chosen.
Instructor - Edith Erickson
We started by exploring failure and how it can be useful in learning new technologies and sometimes even lead to great inventions. From there, we chose a new technology to research, and the manual that came with the technology was our “textbook.” They challenged us to explore, knowing that we might not be successful the first few times we tried the technology. It was challenging but rewarding. We continued from exploring the application by creating a new learning experience that revolved around the technology we had chosen.
Applying Educational Technology to Issues of Practice
Instructor- Emily Stone
In this course, I learned about the different types of problems: well-structured, ill-structured, and wicked. The most challenging (mostly impossible) to solve are wicked problems. They are so challenging to solve because the variables involved are ever-changing, and once you crack one part of the problem, something else changes. A lot of problems in education are wicked problems. Another large part of this course was learning about the importance of questions. By asking questions, then organizing and reorganizing those questions, followed by choosing the most critical questions, we can guide our learning on any topic.
Instructor- Emily Stone
In this course, I learned about the different types of problems: well-structured, ill-structured, and wicked. The most challenging (mostly impossible) to solve are wicked problems. They are so challenging to solve because the variables involved are ever-changing, and once you crack one part of the problem, something else changes. A lot of problems in education are wicked problems. Another large part of this course was learning about the importance of questions. By asking questions, then organizing and reorganizing those questions, followed by choosing the most critical questions, we can guide our learning on any topic.
Approaches to Educational Research
Instructor - Dr. David Wong
At the beginning of the Educational Research course, we learned about the often troubled relationship teachers have with research. Next, we learned how to understand, evaluate, and use research to inform our teaching practice. There was a primer on statistics where we reviewed how to examine the distribution, central tendency, and dispersion of data points. We followed that unit with practice in critiquing the design of a study and the analysis of data. Ethics in research was also a topic that we explored in depth. At the end of the course, we chose a topic, searched for research studies related to it, and wrote a research review using APA citations.
Instructor - Dr. David Wong
At the beginning of the Educational Research course, we learned about the often troubled relationship teachers have with research. Next, we learned how to understand, evaluate, and use research to inform our teaching practice. There was a primer on statistics where we reviewed how to examine the distribution, central tendency, and dispersion of data points. We followed that unit with practice in critiquing the design of a study and the analysis of data. Ethics in research was also a topic that we explored in depth. At the end of the course, we chose a topic, searched for research studies related to it, and wrote a research review using APA citations.
Learning in School and Other Settings
Instructors - Brittany Dillman & Kimberly Alberts
In this course, we learned about many different views on how learning occurs. The exploration began with a look at how habits are formed and changed. Then we moved on to exploring expertise and schemas, which was followed by social learning. In the second half of the semester, we saw apparent differences between in-school learning and out of school learning. As we wrapped up our semester, we looked closely at assessment and how it measures student growth. The course’s final project was to create our personal learning theory, which reflected our learning throughout the semester.
Instructors - Brittany Dillman & Kimberly Alberts
In this course, we learned about many different views on how learning occurs. The exploration began with a look at how habits are formed and changed. Then we moved on to exploring expertise and schemas, which was followed by social learning. In the second half of the semester, we saw apparent differences between in-school learning and out of school learning. As we wrapped up our semester, we looked closely at assessment and how it measures student growth. The course’s final project was to create our personal learning theory, which reflected our learning throughout the semester.
Learning Technology by Design
Instructors - Bret Staudt-Willet & William Bork
In this course, we learned about the steps in the Stanford design process. During the course, we worked our way through the design process by first identifying a problem within our classroom. Then we took the issue through the rest of the design modes of empathizing, defining, prototyping, and testing. Within each unit, we practiced the skill and then applied it to our problem. Working a problem through the stages of design thinking was very useful. The design process has a lot of applications in the education field.
Instructors - Bret Staudt-Willet & William Bork
In this course, we learned about the steps in the Stanford design process. During the course, we worked our way through the design process by first identifying a problem within our classroom. Then we took the issue through the rest of the design modes of empathizing, defining, prototyping, and testing. Within each unit, we practiced the skill and then applied it to our problem. Working a problem through the stages of design thinking was very useful. The design process has a lot of applications in the education field.
Electronic Assessment
Instructors - Dr. Christopher Sloan & Alison Keller
We began the course by exploring the Social Efficiency Movement of the early 20th Century, which created the assessment system that is still in use today. We focused on formative assessment for a large portion of the course and made a new formative assessment for our classes. We created an Assessment Design Checklist which is a list of questions we should ask ourselves as we are creating assessments. Each of the checklist questions represents a culminating idea from the explorations and readings done in the course. We spent time learning about the affordances and constraints of digital tools for assessment.
Instructors - Dr. Christopher Sloan & Alison Keller
We began the course by exploring the Social Efficiency Movement of the early 20th Century, which created the assessment system that is still in use today. We focused on formative assessment for a large portion of the course and made a new formative assessment for our classes. We created an Assessment Design Checklist which is a list of questions we should ask ourselves as we are creating assessments. Each of the checklist questions represents a culminating idea from the explorations and readings done in the course. We spent time learning about the affordances and constraints of digital tools for assessment.
Teaching Students Online
Instructors - Dr. Anne Heintz & Dr. Liz Owens Boltz
In this course, we explored what an online course should include, the Learning Management Systems on the market, as well as quality markers to look for in online courses. We also weighed the affordances and constraints of a variety of models of online learning including the blended (or Hybrid) design. We explored UDL (Universal Design for Learning) and used the principles of UDL to make improvements to our lessons that would help them fit the needs of ALL learners. The importance of clear and continuous communication was presented and we were encouraged to find ways to keep students engaged using peer to peer communication.
Instructors - Dr. Anne Heintz & Dr. Liz Owens Boltz
In this course, we explored what an online course should include, the Learning Management Systems on the market, as well as quality markers to look for in online courses. We also weighed the affordances and constraints of a variety of models of online learning including the blended (or Hybrid) design. We explored UDL (Universal Design for Learning) and used the principles of UDL to make improvements to our lessons that would help them fit the needs of ALL learners. The importance of clear and continuous communication was presented and we were encouraged to find ways to keep students engaged using peer to peer communication.
Technology, Teaching, and Learning Across the Curriculum
Instructor - Dr. Liz Owens Boltz
This course introduced us to the concept of New Media Text and Tools (NMTT). After exploring how NMTT can give feedback and expand the lesson’s multimodality, we learned how it could optimize learning. The next topic we spent time exploring was cognitive load and how multimedia lessons can affect our students’ ability to learn the material. Throughout the course, large projects required us to apply what we were learning to create something useful for our classroom.
Instructor - Dr. Liz Owens Boltz
This course introduced us to the concept of New Media Text and Tools (NMTT). After exploring how NMTT can give feedback and expand the lesson’s multimodality, we learned how it could optimize learning. The next topic we spent time exploring was cognitive load and how multimedia lessons can affect our students’ ability to learn the material. Throughout the course, large projects required us to apply what we were learning to create something useful for our classroom.
Proseminar in Educational Technology
Instructor - Dr. Matthew Koehler
The proseminar in educational technology was our final course in the master’s program. In this course, we created a professional portfolio in the form of a website. Each week, we created a portion of the website and gave other students feedback in the class related to their creations. At the end of the semester, we scheduled ourselves for a 90-minute exhibition. In this exhibition, we talked about our website and our synthesis of coursework and learning throughout the degree program.
Instructor - Dr. Matthew Koehler
The proseminar in educational technology was our final course in the master’s program. In this course, we created a professional portfolio in the form of a website. Each week, we created a portion of the website and gave other students feedback in the class related to their creations. At the end of the semester, we scheduled ourselves for a 90-minute exhibition. In this exhibition, we talked about our website and our synthesis of coursework and learning throughout the degree program.
All photos on this site are the work of Jill Kalyankar