Instructors


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Michelle Schira Hagerman
Kristen Kereluik
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schiraha@msu.edu
kereluik@msu.edu
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MAETY1Instructor@gmail.com
MAETY1Instructor@gmail.com
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mschirahagerman
kristen_kereluik
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@mshagerman
@kristenkereluik

The Courses

The courses are listed separately here, but they will be taught so that expectations for each course are met through the completion of integrated assignments. Each major assignment will be informed by ideas that cut across all three courses. Smaller assignments will address specific topics unique to each course. Only major assignments are graded. In class, ungraded assignments and activities contribute to your growth as a learner, teacher and ed tech specialist.
The successful completion of these three courses leads to the MSU Certificate in Educational Technology. Certificates will be sent to students after the MAET summer program is complete.
CEP 810
The focus for the entire Educational Technology Certificate Program in general, and for CEP 810 in particular, is to improve teaching through technology use. This course consists of two parallel strands: effective use of technology in education, and learning issues related to technology use.
The use of the Internet is an integral part of the course, both because of its power to improve the effectiveness of the course and because of the importance of the Internet in Education. Assignments are designed to enable practicing teachers to apply their learning to immediate and actual application in their own teaching setting, often completing course work by using technology to do what they would have had to do independent of taking CEP 810.
The core products for this course include:
  1. A personal educational introduction
  2. Educational applications of digital tools for communicating, analyzing data, and presenting ideas
  3. A lesson plan using the Internet as an integral tool
  4. An analysis of a technology innovation in education
  5. A presentation arguing aspects of the appropriateness of technology use in educational settings

Major Assignments for this course include:

  1. Personal learning ortfolio

  2. Web-based inquiry project

  3. Technology for learning presentation

CEP 811
In this course, participants learn to apply instructional principles and methods to educational problems; to develop individualized media and computer applications for use in a professional setting; and to adapt advanced software options to promote learning.
Specifically, the focus is on the development of stand-alone instructional resources using a range of tools. Such development includes the description of the instructional problem, the development of instructional objectives and criterion measures related to solving the instructional problem, the development and testing of a technology-based solution to the instructional problem, and the final evaluation of the product.
Participants will work both in small groups and individually to develop such instructional programs. In addition, participants will serve as evaluators of both group- and individually-generated instructional programs.
The core products for this course include:
  1. An educational web page
  2. A stand-alone instructional resource focused on a grade level and content that is selected by the participant. Upon completion of the course, this resource is generally ready for use by participants’ own students focused on content in the participants’ own classes.
  3. An online search activity
  4. A blog

Major Assignments for this course include:

  1. Web-based inquiry project (includes online search activity)

  2. New literacies think aloud screencast (included as part of your web-based inquiry project)

  3. Technology for learning presentation with multi-genre project representations of ideas

  4. Personal learning portfolio reflective blog posts

CEP 812
In this course, you will define, implement, and evaluate technology-based solutions to educational problems and opportunities in school settings. Building on the work completed in CEP 810 and 811, you will again add to your portfolio of applications of technology in the educational setting.
Specifically, this course will focus on the identification of a significant instructional problem, the development of a detailed proposal directed at the solution to the defined problem, and the development of a desktop presentation designed at presenting the proposal. Participants will work both in small groups and individually to develop such proposals and desktop presentations. In addition, participants will serve as evaluators of both group- and individually-generated proposals and desktop presentations.
The core products for this course include:
  1. A personal technology plan
  2. Special Interest Group (SIG) presentation and annotated research summary on topics selected by participants
  3. The design, implementation, and evaluation of a technology-based project that addresses an existing educational problem or opportunity in participants’ own educational settings.
  4. A podcast

Major Assignments for this course include:

  1. Personal learning portfolio

  2. SIG Presentation and podcast

  3. Wicked problem of practice assignment

During our four weeks together, you will complete several ungraded assignments. These activities are designed to support your learning. Examples of ungraded assignments include (but are not limited to):

  • Tech round tables

  • Online learning lesson plan design

  • Critical discussions of readings

  • Research activities

  • Various Quickfire activities

In sum, the first-year program will focus on three key questions:
1. How do I understand the term and classification educational technology?
2. How do I make decisions to integrate technologies into my teaching in ways that support student learning?
3. What theoretical and practical foundations do I need to inform my technology integration choices?
And, given that we've all come to this incredible place -- Dublin -- to engage with these questions, we'll also do our best to integrate our unique learning context into the work we do.

Class Structure

The MAET program is grounded in a common structure framed by four activity types -- Knowledge, Explore, Create and Share.
Knowledge Activities are designed to teach core content and ideas. Knowledge activities include common readings, lectures, discussions and debates that will help you build background knowledge and support the exploration, creation and sharing of the work you will do.
Explore Activities are designed to get you playing with tech tools so that you can begin (and continue) to think about their use in your own professional context. These activities are always hands on and always meant to get you thinking about how you might use a given technology to support student learning and/or your own professional growth.
Create Activities are the in-class and out-of-class activities that ask you to create a product. Sometimes these products are small, discrete and simple; other times, they are more sophisticated and complex. Major creations will demonstrate your understanding of key theoretical and technological knowledge.
Share Activities are opportunities to collaborate with colleagues, create things together, to get feedback and provide feedback to others. Most of the time, these activities will include only our cohort. Occasionally, you will share thoughts with second and third-year students as well.
Importantly, we consider knowledge, explore, create and share activities to be interdependent and inextricably linked to one another and your learning processes. Each week, we will engage in a variety of these activities but we do not always differentiate them as discrete elements.

Our Daily Schedule

Monday to Thursday
8:30-12:00 Classtime
12-1:00 Lunch
1:00-3:30 Classtime
3:30-4:00 Office Hours
A chance for you to meet with Michelle and/or Kristen about your work
Friday
9:00-11:00 Classtime
11:00-12:00 MAET Program Cross Share
12:00-1:00 Lunch
Note: Daily agendas will be posted (and updated) on the Daily Plans page in this wikispace.

Evaluation

The MAET program is designed to support your development and growth as a professional. Since you are all professionals, we therefore assume that each of you will come to this program ready to push your limits. We assume that you will work hard and learn as much as you can through your experiences in this program. It is our intention to create an environment where you feel completely uninhibited and able to explore the wonderful world of educational technology without concern for grades. We want you to do things you've never tried before without worrying about "perfection" or "failure" or "doing it right". Most of your work will therefore NOT be formally graded. We will be looking for consistent evidence of intellectual curiosity, a developing understanding of educational technologies and effective ways to integrate them into your classroom, and unbridled exploration of the questions of greatest importance to YOU. We'll be looking for evidence of play in your work -- if you're having fun and just "playing around" then we'll know you're engaged and learning :) We will NOT be assigning point values to much of what you do because, in our opinion, it's inappropriate. We will, however, give you plenty of constructive feedback along the way. If we see you struggling, we'll do our best to support your development. In sum, check your worries about grades at the door and be ready to push your limits.
Of course, we do need to assign you grades in the end so we can't dispense with formal evaluation entirely. Your major assignments will be graded. We will tell you, in advance, how these assignments will be evaluated so that you can think critically about how to integrate the criteria into your work. The major assignments will build on the ungraded work you will do in class. You will also receive constructive commentary on these major assignments.

Grading

You will receive final grades for each of CEP 810, 811 and 812. Evaluation criteria for individual major assignments are provided on the assignment pages. Each major assignment will be equally weighted in determining the final grade for each course.
You should also know that MSU and the MAET program have minimum grade requirements.
MSU Minimum GPA Policy
MSU, the College, the CEPSE Department, and the MAET program all have a policy that requires MA students to maintain a minimum cumulative GPA. “If, upon completion of 18 or more graduate credits, the student has not attained a grade-point average of 3.00 or higher, he or she becomes ineligible to continue work toward the master’s degree in the College.” - from Academic Standards, University Graduate Policy – Education, p.1.
MSU Minimum Course Grade Policy
There is also policy regarding credit and grades for MA courses. According to MSU policy, students cannot receive credit for any course with a grade below 2.0. You will have to take an extra course if you earn below a 2.0 grade on any course.
In particular graduate programs, the number of 2.0 grades acceptable for credit may be expressly restricted and/or levels higher than the 2.0 minimum may be established for the fulfillment of degree requirements. (In the MAET program, no 2.0 grades can be applied toward your degree) – from MSU General information, policies, procedures, and regulations, p. 22.
Academic Honesty Policy
“The principles of truth and honesty are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing protect the validity of University grades. This means that all academic work will be done by the student to whom it is assigned, without unauthorized aid of any kind. (See General Student Regulation 1.00, Scholarship and Grades, for specific regulations.) Instructors, for their part, will exercise care in the planning and supervision of academic work, so that honest effort will be positively encouraged.” - from MSU General information, policies, procedures, and regulations, p. 24.

Major Assignments and Due Dates (due dates subject to change)

Personal Learning Portfolio

  • Plan Due: July 6, 2012
  • Due: July 26, 2012

Web-Based Inquiry Project

  • Plan Due: July 11, 2012
  • Due: July 25, 2012

Technology For Learning Presentation

  • Due: July 16 & 17, 2012

Special Interest Group Presentation

  • Due: July 25, 2012

Wicked Problem of Practice Project

  • Plan Due: July 13, 2012
  • Due: July 20, 2012

All assignments should be posted to, embedded in or linked to your webspace. Please post the URL to your webspace on the Colleague Connections page of the course wiki so that Michelle, Kristen and your MAET colleagues can connect to, and appreciate your work.

Expectations

You can expect us to:
  • Plan the course AND alter that plan as needed. We will take advantage of unforeseen events that capture our collective interests, and then juggle class topics and activities as necessary.

  • Give you feedback – both written and oral. We value the work you will be doing. Therefore, we will strive for a quick turnaround on assignments and provide rich feedback.

  • Bring our expertise into the classroom. This includes our formal study of educational technology and professional K12 classroom experience.

  • Be patient when you are struggling with ideas.

  • Provide clarification and ongoing support when you need it.

Here is what we expect from you:
  • Participation in class. Throughout the day, you will have several breaks. During these times, you may work on personal email, IM, Skype, web-surf, and so on, if you wish. During both the lecture & discussion and studio sessions, we ask you to refrain from personal activities since they detract from the overall quality of the class experience for everyone. If we ask you to put your “lids down” — that means we’re going to engage in a non-laptop/Internet mediated activity.

  • Creativity. We want you to be open to new ideas and push yourself. Take advantage of the safety that our class provides. Take risks and try new things.

  • Make this class your own. What will you do to foster your learning and the learning of your peers?

  • Complete assignments. There will be at least one daily reading that you will be asked to complete. We will discuss these readings as a class. We ask that you share your thoughts on the readings via Twitter and/or on our FaceBook Group.

  • Masters level quality writing and production. (We will discuss the definition of quality early on in the summer.)

  • Be open to constructive feedback and criticism and work on revising and polishing your work to perfection.

  • Courage. Courage to challenge what you read or hear. Courage to talk with the instructors if there are concerns – before they become burdensome. We ask that you participate and engage in the course material fully. We recognize that there are many forms of participation beyond that of talking aloud (such as posting ideas to blogs/twitter/etc). Do not consider this to be a cumbersome chore, but an opportunity to contribute to our learning community. We are part of your Personal Learning Network.

Course Materials

On a daily basis you will be expected to have your laptop and a digital recording device (this could be the photobooth on your laptop, a digital audio recorder, cell phone, or digital camera.) Things will happen spontaneously in the classroom and being able to capture these spur of the moment activities will be helpful.
Course book

Brockman, J. (2011). Is the Internet changing the way you think? The net's impact on our minds and future. New York: Harper Perennial.

Links to Readings are posted on the Readings page.
Thank You to Former Course Designers
Michelle and Kristen thank all of the CEP 810, 811 and 812 instructors whose ideas and vision for the certificate program have informed our current program design. We have appreciated your example and have been inspired by your work. Thanks are extended to Sara Beauchamp-Hicks, Mike DeSchryver, Leigh Graves Wolf, Carrie Albin, John Bell, Brandon Blinkenberg, Joseph Codde, Kathryn Dirkin, Nick Sheltrown, Tae Shin, Tammy Maginity, Ted Prawat, John Bell, Andrea Zellner, Michelle Hart, Sue Way, Chuck Commeret, Sandra Plair, Melissa White, Carolyn McCarthy, Sue Wright (we hope we haven't missed anyone). Of course, Michelle and Kristen accept full responsibility for the current iteration of these courses -- any problems, errors, omissions, oversights, and general bêtises are ours and ours alone.