Graduate Transcript

Annotated Graduate Transcript

As I reflect on my journey through the Master of Arts in Education Technology (MAET) program at Michigan State University, I am reminded of the transformative experiences and invaluable knowledge I gained within their College of Education, Department of Counseling, Educational Psychology & Special Education (CEP). This program not only equipped me with cutting-edge skills in educational technology but also provided a solid foundation for my role as an educator in the digital age. Additionally, I earned a Graduate Certificate in Computer Science Education, which has significantly enhanced my programming skills and the ability to integrate Computational Thinking effectively into my teaching practice. This annotated transcript chronicles the courses that have shaped my professional development, highlighting the insights and competencies acquired that continue to influence my approach to education and leadership.

CEP 816: Technology, Teaching, and Learning Across the Curriculum

Dr. Megan Garza

Fall 2023

In CEP 816, I delved into innovative approaches to teaching with technology, focusing on leveraging new media to enhance learning outcomes. The course emphasized the evaluation of technology's affordances and constraints, considering context, audience, and purpose. I learned to recognize the often-overlooked literacy demands of various tools and explored both conventional and unconventional applications. Through the Design Principles and Strategies to Address Cognitive Load assignment, I developed lessons aimed at reducing cognitive overload by incorporating visual literacy. A key component was the New Media Technology Tools, where I utilized the TPACK framework to redesign instructional strategies for my student Career Research and Pathway Module. This process allowed me to dissect lessons into subcomponents, ensuring alignment with learning objectives and identifying any gaps, ultimately providing a comprehensive view of how students can achieve learning standards.

CEP 814: Computational Thinking for K12 Educators

Bill Marsland

Fall 2023

In this course on computational thinking (CT), I explored the essential skills and intellectual processes that underpin effective problem-solving and computer science education. The curriculum provided a deep dive into key CT sub-components, such as abstraction, algorithmic thinking, and pattern matching, emphasizing their application in both computing and non-computing contexts. By engaging with technical and pedagogical aspects, I learned to integrate CT into classroom settings, enhancing students' analytical and problem-solving abilities. Through hands-on projects, I designed systems and developed algorithms to address real-world issues, gaining insights into data analysis and machine learning. I also created simulations and models to contextualize CT principles, teaching students the importance of unbiased data and the potential of automation and machine learning in recognizing patterns and making informed decisions.

CEP-815: Technology and Leadership

Kyle Shack

Spring 2024

For this course, I embarked on a rigorous journey to develop as a technology leader, despite my decade of leadership experience. This course challenged me to examine the aims of education, the evolution of technology, and leadership principles, focusing on their intersection. Through the curriculum, I learned to manage the complex relationships between technology, teaching, and learning, assessing both potential benefits and challenges. The course covered professional development strategies, project management, and the ethical and social implications of technology integration. I developed methods for organizational change, designed implementation plans grounded in adult learning theories, and articulated a global vision for educational technology. Additionally, I created self-reflection processes to support my continuous growth and constructed actionable plans to lead learning communities in technology application. This comprehensive approach honed my ability to communicate my leadership style and core values to stakeholders, preparing me to navigate the evolving landscape of educational technology. CEP 815 was awarded the Best Technology Enhanced Course in the 2021 MSU AT&T Award Competition in Instructional Technology.

CEP 824: Programming Concepts for K-12 Educators

Bill Marsland

Spring 2024

In this course, I explored C The course introduced platforms such as Replit, Scratch, Google Apps Script, and W3Schools to facilitate the learning of advanced programming concepts, including functions and for loops. Through these tools, I developed a robust understanding of how programming can be integrated into educational contexts. A highlight of the course was designing a project where students created an app to address a specific need within their community or circle of influence. This design-based learning project not only reinforced my programming skills but also emphasized the practical application of technology in solving real-world problems, aligning with instructional goals.

CEP 800: Psychology of Learning in Schools and Other Settings

Ron Houtman and Dr. Cary Roseth

Summer 2024

This was a foundational course exploring six primary theories of learning: behaviorism, cognitivism, social, critical, out of school and adult learning theories. This demanding yet enjoyable course utilized various technology tools like Flip, Adobe, and AI to deepen my understanding of these theories. It was an intellectually stimulating experience that inspired many of my blog posts. Throughout the course, I developed my own theory of learning, with industry-recognized terms and scholarly citations. As a Career and Technical Education (CTE) teacher, I naturally gravitated towards constructivism and constructionism. However, delving into other cognitive theories revealed the benefits of integrating diverse approaches into my teaching practice. This course enriched my pedagogical strategies, equipping me with a comprehensive understanding of learning theories that continue to inform my teaching practice.

CEP 833: Creativity in K-12 Computing Education

Bill Marsland

Summer 2024

Through this course, I applied the Four C Model of Creativity to instructional design, which helped me frame creativity in terms of mini-c (personal creativity), little-c (everyday creativity), Pro-C (professional creativity), and Big-C (eminent creativity). I engaged in "learning by design" programming using tools such as Trinket, Sonic Pi, Micro:bit, and Open Processing, which allowed me to create interactive and engaging educational experiences. Furthermore, I developed curriculum based on the Four P's of Creative Learning: Projects, Passion, Peers, and Play, along with the principles of Universal Design for Learning (UDL). This approach encouraged my to construct projects for students that ignite their passions, collaborate with peers, and learn through play. The course fostered a collaborative learning community where we supported each other through questioning, sharing, and ideation, making the exploration of creativity in computing both relevant and impactful to our teaching practices. CEP 833 was awarded as the Best Fully Online Course in the 2020 MSU AT&T Award Competition in Instructional Technology.

CEP 822: Approaches to Educational Research

Dr. Cary Roseth

Fall 2024

In this course, I gained comprehensive knowledge into the theories and methodologies behind quantitative, qualitative, and humanistic research. The course introduced me to research design elements, including descriptive and inferential statistics, interview design, and the analysis of technological artifacts. Through assignments designed for practical and critical inquiry, I developed skills to connect graduate studies with my professional work. A significant aspect of this course was developing and conducting my own educational research, which focused on comparing teaching strategies to enhance student engagement and learning outcomes. This process involved creating an annotated bibliography to support my research Additionally, I conducted a teacher satisfaction research project and survey, gaining valuable insights. This foundational course enriched my pedagogy by integrating research-backed strategies into my teaching practice.

CEP 810: Teaching for Understanding with Technology

Dr. Anne Heintz

Spring 2025

In CEP 817, Learning Technology by Design, I immersed myself into the multifaceted world of design, focusing on both process and product. The course emphasized design as a framework for addressing educational issues, guided by the Stanford d.school's design thinking model. Key components of the design process—empathize, define, ideate, prototype, and test—were central to our exploration. We examined examples of good and bad design in everyday life and contemplated the broader question of "What is design?" For my Problem of Practice (PoP) project, I applied these design process components to develop a curriculum for teaching students about programming functions. By empathizing with students' learning needs, defining educational goals, ideating creative solutions, prototyping curriculum elements, and testing them in an educational setting, I leveraged my experience as an educator to create practical and impactful solutions.

Capstone Seminar

Dr. Matthew Koehler and Megan Eikey

Spring 2025

In the capstone seminar of the MAET program, I developed an online portfolio that encapsulates my journey and achievements throughout the program. This portfolio serves as both a summative and formative assessment, showcasing a collection of writings, reflections on coursework, and my best work. I personalized my portfolio with a focus on computer science, Career and Technical Education (CTE), and my educational vision and philosophies. The course emphasized the value of iteration, with continuous formative feedback from peers and instructors guiding improvements. The process of creating and iterating on the portfolio enhanced my ability to clearly articulate my educational philosophy and the integration of technology in my teaching practice. At the conclusion, I present my portfolio where it is evaluated by MAET course instructors and faculty for its demonstration of competence in using technology to support teaching and learning.

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