Coursework

Fall 2005

TE 801
Professional Roles & Teaching Practice I
G. Sykes
TE 802
Reflection & Inquiry Teaching Practice I
K. Hodges & N. Speer

The first half of my internship year. Most of the time was spent at Holt High School teaching Honors Functions Statistics and Trigonometry and Advanced Placement Statistics. Most Fridays interns met at MSU to debrief and discuss pedagogy and classroom management. The first half of the day (TE 801) was based on internship location and was mixed content. The second half of the day (TE 802) we were with our content cohort.

Spring 2006

TE 803
Professional Roles & Teaching Practice II
G. Sykes

TE 804
Reflection & Inquiry Teaching Practice II
K. Hodges & N. Speer

The second half of student teaching. The highlight of TE 804 was to do a study with another mathematics intern. I studied students’ understanding of logarithms with my partner. This meant not only collecting data, but seriously studying the content topic, previous research and instructional methods. This project still influences how I discuss logarithms with Algebra II students.

Summer 2011

Concurrently
CEP 810 Teaching for Understanding with Technology
CEP 811 Adapting Innovative Technologies to Education
CEP 812 Applying Educational Technology to Problems of Practice
J. Spicer & A. Keller
Syllabus

These three courses were taught concurrently and blended with integrated assignments. We spent time looking at our Professional Learning Communities and how to grow them. We studied how to look for new instructional practices, technology based or otherwise, especially using the internet. A point of emphasis was looking at how to apply technology and how that meshes with instructional and design principles. The largest project was to study a difficult topic in our content area and determine how to appropriately use technology to better help our students understanding. All of this was done with the TPaCK framework, making sure that we were integrating technology, our content and pedagogy practices to their best possible advantage.

Fall 2011

CEP 820
Teaching K-12 Students Online
Michelle Schira Hagerman and Sara Beauchamp-Hicks
Syllabus

We started with different reasons why an online class or unit might be beneficial. Each of us picked a content management system (CMS), I used Moodle, and designed a unit. Not only did we learn how to use the CMS, we made sure that we discussed and addressed issues like communication, pedagogy, and group work. We were encouraged to have a unit assessment that allowed for creativity; all in all a far cry from most computer based instructional programs I had previously witnessed.

TE 846
Accommodating Differences in Literacy Learners
L. Disney

A state mandated course that looked at reading comprehension. I worked with a couple of students one-on-one. The course had a special emphasis on phonics.

Summer 2012

CEP 800/815/822 Concurrently
Learning in Schools and Other Settings
Technology and Leadership
Approaches to Educational Research
P. Mishra & L. Terry

These three courses were taught also concurrently and blended with integrated assignments. While most education courses touch on student understanding one way or another, there was a heavy emphasis on understanding. We reviewed the evolution of child developmental theories and the core text, written by Willingham, was the work of a cognitive scientist. We had a group project that was about understanding, specifically amnesia, fantasia and inertia. We also spent time looking at the state and national technology standards and discussed how we would be leaders back in our local districts with regards to technology. Our final project was to identify a content topic that our students struggle with and use the TPaCK framework to tackle the problem. This meant we had to identify the tools and technology we would need and support our pedagogical practice.

Fall 2012

CEP 807
Capstone Portfolio Course
M. Koehler & J. Rosenberg & A. Zellner

The culmination of the Masters of Arts in Education Technology. A showcase of the work we have done, but additionally a reflection on that work. We revisited not only what we have accomplished but even our goals we had coming into the program. Not only did we look back, we also looked forward, what are our plans after we graduate. How will we continue to grow as educators.