ANNOTATED TRANSCRIPT

Annotated Transcript

Here you can view my annotated transcript. This will review the courses from my time in the Master of Arts in Educational Technology (MAET) program at Michigan State University. You can view the course numbers and titles, the instructors, brief course descriptions, and my learning outcomes. The courses are organized by year and semester.

Regarding the MAET Summer Hybrid Program: I took part in the MAET Summer Hybrid Program for two years. In this program, each year, I took three courses in an intensive hybrid blend of in-person and online learning and collaboration over a six week period. The unique structure of the program allowed for concepts and coursework from all three graduate courses to be blended in order to deliver a single, cohesive learning experience in which ideas were clearly connected across courses. Because of this, my descriptions are for the blend of courses overall, rather than each individual course.

Note regarding abbreviations: Courses are abbreviated as follows: Teacher Education (TE) and Counseling, Educational Psychology, and Special Education (CEP).

FALL 2014

TE 802: REFLECTIONS AND INQUIRY IN TEACHING PRACTICE I

INSTRUCTOR: NATASHA PEREZ

In this course, we learned about qualitative and quantitative research practices around teaching and learning. We also learned how to assess the validity & usefulness of research-based information. We also explored how to decide which issues in the realm of education are worthy of inquiry. With that, we studied and designed methods to study teaching.

SPRING 2015

TE 803: PROFESSIONAL ROLES IN TEACHING PRACTICE II

INSTRUCTOR: KYLE GREENWALT

This course focused on the value of community within a classroom and school. Moreover, we also explored the benefits of working with the local community and families. Developing these relationships better fosters student learning and help to meet students' needs. Additionally, we explored how schools, teachers, and the community can advocate for students.

SUMMER 2017

CEP 810: TEACHING FOR UNDERSTANDING WITH TECHNOLOGY

CEP 811: ADAPTING INNOVATIVE TECHNOLOGIES IN EDUCATION

CEP 812: APPLYING EDUCATIONAL TECHNOLOGY TO ISSUES OF PRACTICE

INSTRUCTORS:

CHRIS SEALS

MARY WEVER

MAET Summer Hybrid Program - Year 1

In the first year of the hybrid program, I was able to receive a Graduate Certificate in Educational Technology.

Key concepts focused on throughout the six weeks included the Technology, Pedagogy, and Content Knowledge framework (TPACK). Alongside examining technology and its meaningful applications for education across content areas, I also learned about the value of play and creativity through an exploration of the maker movement. As a part of the course, I helped to plan and host a Maker Faire with my peers. Additionally, throughout these courses, I became more engaged in the realm of inquiry and creativity in education after reading Warren Berger's A More Beautiful Question. Notably, this interest led to direct changes in my own classroom instruction.

In terms of collaboration, I worked with my peers to tackle a wicked problem in education, namely, teaching complex thinking. Collectively, as a cohort, we examined various different issues of practice through our wicked problem projects. We presented these at our presentations at the end of the in-person portion of the hybrid program. A learning experience I deeply valued came through my opportunity to engage and build upon my professional learning network (PLN). A major piece of work that helped to develop my presence online and my PLN was through the development and maintenance of a blog sharing my learning and reflections.

The most notable way these courses impacted my practice is through my increased appreciation for student choice. During this course, I was introduced to the idea of Genius Hour, and the following year I brought it into my classroom. Although it was difficult to convince my colleagues to get on board, I was prepared to answer their questions and thoroughly explain my rationale, and I have my first year in the hybrid program to thank for that.

SUMMER 2018

CEP 800: LEARNING IN SCHOOLS AND OTHER SETTINGS

CEP 815: TECHNOLOGY AND LEADERSHIP

CEP 822: APPROACHES TO EDUCATIONAL RESEARCH

INSTRUCTORS:

BRITTANY DILLMAN
DAVE GOODRICH

MAET Summer Hybrid Program - Year 2

In my second year with the MAET Summer Hybrid Program, I explored new educational technologies and strategies while considering their potential implications for education.

During this semester, we focused heavily on education research methods. We were also tasked with completing a research project of our own. I developed a research question and completed a research paper focused on the implications of technologies and new literacies on students from low-income communities in terms of access, equity, and achievement. This research was important to me because it is directly related to my school setting. Something particularly challenging was my deep dive into the concepts of new literacies, creative thinking, and computational thinking and their relationship to education at all levels.

Also during the 2018 hybrid program, I was able to further develop and explore ideas such as mindset, the ethics of educational technology, Universal Design for Learning, and accessibility. All the while I became more skeptical of the experts as explored in depth in the text read throughout the course, When Can You Trust the Experts by Daniel Willingham. Becoming less susceptible to claims about research-based interventions (and the like) has helped me speak up more with colleagues when I feel a challenge should be made against decisions being made. This semester greatly improved my ability to be a leader in my school because of my knowledge regarding educational technology and its potential implications.

A major takeaway from this set of courses for me was the learning I did through a research project regarding equity and access to technology in schools. Through my research, I learned many ways to more thoughtfully implement technology and how I provide instruction as well. I fully realized the uneven playing field students face in the classroom when it comes to their experiences with technology. To be a successful educator in a technology-infused world, these considerations are vital for the success of all students.

FALL 2018

CEP 807: PROSEMINAR IN EDUCATIONAL TECHNOLOGY

INSTRUCTORS:
MATTHEW KOEHLER

ARIC GAUNT
SARAH KEENAN-LECHEL
SUKANYA MOUDGALYA

The final course of the MAET program is a capstone course focused on developing a digital portfolio. To put it simply, the purpose of this portfolio, ultimately, is to paint a picture of me, Ms. Bryan, as an individual. This portfolio chronicles my journey through the MAET program by showcasing my work, courses taken, and my growth as an educator.

That being said, building this portfolio was a challenge and a lesson in patience! However, because of the format of the course, I felt room to breathe as learning in this course relied heavily on peer and instructor feedback, an iterative-friendly learning process, reflection, and goal setting. Education is a process, not a product.

Guadalupe Bryan

Teaching, Technology, & Tolerance