Master of Arts in Education - Technology & Learning
They say that life is a series of lessons, and I have learned many by completing my Master of Arts in Education through the Michigan State University College of Education's MAED program. This section of my portfolio is dedicated to showcasing highlights from my master's coursework, as well as identifying how the program has shaped my professional practice and plans for future learning.
Please visit the pages under the Learning tab (top menu) or use the links at the bottom of this page to explore some examples of work from my master's program focused in Technology and Learning.
See my Resume Page for an online and printable PDF version of my traditional vitae, or check out my Infographic Resume.
Check out my Infographic Resume to see how my interest in teaching with technology has grown over the course of my career.
MAED Timeline & Program Overview
Technology & Learning Concepts - Purpose & Form
Using the TPACK Model
As with any instructional activity, it is important to consider each teaching context uniquely, and to select technology which supports student learning. The venn diagram (LEFT) illustrates the concept of Technology, Pedagogy and Content Knowledge also known as T-PACK (developed by MSU College of Education MAET instructors Punya Mishra & Matthew Koehler, 2008). This framework for instructional design relies upon the understanding of not only the technology itself, the core content and the teaching methodology; but also the unique intersection of all three of those which determines the best choice for any particular lesson.
Through the careful analysis of these elements of the TPACK model combined with student feedback, I select instructional materials and methods to support student learning and progress toward daily and long-term learning targets.
Learning with Technology - A Playful Attitude
In the column to the right are some guidelines from a web article, "Learning to Learn Software: Ten Heuristics" (Dickson, 2009), which can be used when approaching new technology tools and Web 2.0 resources. Although each of the ten heuristics are unique, all point toward the development of flexibility and an open sense of play when learning. Equally important is the notion that mistakes are encouraged, and hands-on or "learn by doing" approaches are as important as those which involve theoretical constructs.
Research indicates the importance of having a sense of play when learning how to use a new software or digital tool. More and more, students will be required and expected to adapt to an ever-changing, increasingly digital landscape of information. It is important that they begin to learn how to navigate this landscape safely, responsibly, and efficiently.
In order to best utilize the amazing wealth of resources available to them, it is important to teach students to approach new tech tools, media, and software without fear and trepidation, but rather the ravenous attitude of an explorer in search of new great territory to increase their depth of knowledge.
"Learning to Learn Software: Ten Heuristics" (Dickson, 2009)
Web article (above) by Dr. Patrick Dickson (2009), MSU College of Education. Retrieved via Web August 10, 2013 from: https://www.msu.edu/course/cep/813/web/learningtolearnsoftware.htm