I have spent the last six weeks as part of the Year Two Hybrid Cohort for the Master of Arts in Educational Technology (MAET) program at Michigan State University. In this section of my website, you will find a portfolio of the course work that I have completed for this portion of my work towards fulfilling the requirements of the MAET program (CEP 822). You can view this portfolio in two ways. On this page, the assignments are categorized by type (Major Group Projects, Major Individual Projects, and Minor Projects). Additionally, you can use the navigation bar above to click on MAETy2 and see the projects based off of the course that they are affiliated with.
Major Group Projects
Understanding Understanding Project (CEP 822)
One of the major assignments that we did this summer is Understanding Understanding. You can see the directions here. Essentially, we were tasked with coming up with a concept that we felt there were misconceptions about, create a planning document. do research including surveys, create a script/questions, interview people, and then create a video that would explain the misconceptions and attempt to find the source of them.
Emily Sherbin, Jocelyn Paez, and I tackled the question of Digital Privacy. As part of this assignment, we created the video as mentioned and we also created a website that includes our survey, our script, our video, our findings, and resources that you can utilize.
This assignment was brand new to the MAETy2 program, so we had fun blazing a new trail. You can read the directions here. My partners for this assignment were Shari Saddison and John Howell. Essentially, we were tasked with developing a professional development program that related to STEAM education that we would then present at a conference with roughly 140 attendees. My group chose to present on QuickFires. More specifically, we focused on how attendees could create their own QuickFires using lessons that they were already doing. As part of the presentation, we created a website that we intended to be a resource for people interested in using QuickFires in their classroom. You can view pictures of attendees by using the #quickfiresk12 hashtag. You can also view our presentation here.
For this assignment, our group (Jocelyn Paez, Emily Sherbin, and myself) were responsible for organizing and conducting a live webinar utilizing YouTube Live and Google Hangouts on Air. The directions for this project can be found here. My group chose to do a Webinar on this topic: Technology to assist learning II: Meeting the diverse needs of your students, assistive technologies, particularly through the idea of Universal Design for Learning (UDL).
As we tackled this assignment, we created a planning document where we posted research, questions, ideas of who to invite, the email that we sent out, the blog post we sent for the MSU Bridge site, resources, and technical information about how to do the Webinar. Emily and Jocelyn primarily led the question and answer session, while I controlled microphones, made sure everything was working and monitored Twitter and YouTube comments, as well as advertising on Twitter throughout the Webinar. We had several guests including Marnie Diem (Tech Director at Hillel Day School), Stephen Blosser (Assistive Technology Specialist at Michigan State University), Mike Ryan (Research Associate at Georgia Tech in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC)), and Randy Brookins (fourth grade teacher who previously worked with special needs student at CHOA). To view the webinar, click on the advertisement I created below.
Major Individual Assignments
Dream IT Project (CEP 800)
The Dream IT Project was an opportunity for us to develop a proposal that could be utilized to obtain a grant for technology that we could use in our classroom (or in my case school). My proposal revolves around getting a class set of 30 devices that can be used to utilize Google Expeditions and other Virtual tour applications. The Dream IT project has five parts, which are Part I: Brief project description, Part II: Outline the transformation you would like to see in your teaching and your students’ learning, Part III: Presenting the Total PACKage, Part IV: Evaluation, and Part V: How does your project connect with other key issues in educational technology? If you prefer, you can view the project all on one page here.
Final Reflection Paper (CEP 815)
The last major individual project (other than compiling this portion of the website) was a reflection paper that asked me to look back over what I learned as I participated in the course work this summer and also to look forward to determine what I am going to focus on to continually improve as an educator. You can find the reflection here.
Below you will find some of the smaller assignments that we did during our time. One is a “nonmotivational” poster (bottom image). I chose this picture and tagline to bring attention to Dweck’s work on utilizing proper feedback that focuses on praising the process or effort versus praising intelligence. The upper right image is the result of trying to find a pattern in a small sample size of data. It is a tongue in cheek response that shows that if we aren’t careful we can make data say virtually anything we want it to. The upper left image is an attempt to use nature to teach an educational topic (in this case concentric circles. Finally, the presentation at the bottom was a group creation for the first of our two chapters from Willingham’s When Can You Trust the Experts? For our other chapter, we created a flow chart. Unfortunately, I have lost that image.