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Destiny Moore:
Annotated Transcript
A collection of my course studies while in the MAET program at Michigan State University
CEP 815
Fall 2015
Technology and Leadership
Instructors: Missy Cosby & Aman Yadav
This course was designed to help students transition into roles as technology leaders. In this course, I was pushed to become a reflective thinker. No longer was I just a techie teacher, I had to transform into someone who was prepared to take on a leadership role. During my time in this course, we examined the goals of education, the history and evolution of technology and principles of leadership. The intersection of these three elements was where I ultimately landed. I had to examine myself and decide what type of leader I wanted to become. CEP 815 was the place where I began to trust myself and transition into a leader that was prepared to change the relationship between technology and learning.
Capstone in Educational Technology
Instructors: Dr. Matthew Koehler
This course was designed to help me put all of the things I had accomplished during my time in the Masters of Educational Technology Program together. During my time in this program, I was pushed to create a professional presence that truly represented who I was. Through many purposeful and well planned out tasks, this website was born. This website is the embodiment of my wealth of knowledge and skills as a graduate of the MAET program.
CEP 807
Fall 2015
CEP 800
Summer 2014
Psychology of Learning in School and Other Settings
Instructors: William Cain, D. Henriksen, Joshua Rosenberg
This course was designed to help me think of teaching and learning as a relationship. More specifically, I was asked to examine how technology-based instructional tools impact learning. As a student in this course, I had to examine the role that technology can play for both the teacher who teaches and the student who learns. In this class, I was able to conduct an in-depth interview with my students that examined the impact and usefulness of an online assessment known as Performance Series.
CEP 822
Summer 2014
Approaches to Educational Research
Instructors: E. Wong and T. LI
In this course, I was asked to find an issue that was present in education that I wanted to research. Throughout the semester, I researched year round schooling and then created a research proposal. Within this proposal, I analyzed and critiqued the research that I had found, shared the methods in which the research was conducted and ultimately created a research proposal. In my proposal, I inquired if students who received year-round schooling had higher levels of achievement than their 180-day counterparts.
CEP 812
Spring 2014
Applying Educational Technology to Issues of Practice
Instructors: William Marsland, Michelle Schira Hagerman
This course was a course where I was asked to solve a "wicked problem of practice" present in education. Through this class, I examined the concept of failure as a learning mode. As a member of a think tank, my fellow group members and I addressed how failure may actually be a useful way to help students learn. We created a failure as a learning mode presentation as well as a video, that shared the ways in which students (learners) learned from their failure.
CEP 820
Spring 2014
Teaching Students Online
Instructors: Anne Heintz, S. Sawaya
CEP 820 was the first course where I was exposed to what teaching and learning would look like in an online setting. Through this course, I created an online course module. I was asked to examine my online presence and the way that teaching and learning would take place in an online setting. I was asked to create an entire module that included course materials as well as two fully fleshed out units. It was through this course that I was asked to examine the ways in which an instructor could foster relationships even within an online context.
CEP 811
Fall 2013
Adapting Innovative Technologies to Education
Instructors: William Marsland, M. Schira Hagerman
CEP 811 was the first course where I was introduced to the Maker Movement and TPACK. More specifically, this course asked me to examine how other tools could be repurposed for educational use. For one of my assignments, I was asked to use a Maker Kit to create. Using very little money and a hint of creativity, I was able to use the maker kit to create a doorbell for my classroom to help address a classroom management issue that I faced. In this course, I began to see that just because a tool was made for one purpose, it didn't mean that that tool couldn't be used to help my students while teaching and learning in the classroom.
CEP 810
Fall 2013
Teaching for Understanding with Technology
Instructors: Kimberly Powell, M. Schira Hagerman
CEP 810 was a course that really pushed me as a learner. It was one of the first courses that allowed me to see learning from the eyes of my students. As a student in CEP 810, I was asked to learn how to do something while only using the internet as my teacher. As I struggled through learning how to knit via Youtube, I was able to see just what constraints and affordances there are while teaching and learning from the internet.
TE 803
Spring 2011
Professional Roles and Teaching Practice II
Instructors: Michael Broda & Alisa Lund
This course was a course that was a part of my teacher certification during my time as an undergraduate at Michigan State University. During my time in this course, I continued to develop my skills and my presence as a novice educator. As I conducted my student teaching I was required to conduct case studies and dive deeply into the school context which I now was a part of. In addition to conducting a case study, I also began to develop my teacher portfolio.
TE 804
Spring 2011
Reflection and Inquiry in Secondary English Teaching Practice II
Instructors: Betsey Ferrer
TE 804 was a course that carried me from an English major to an educator who was a professional. In this course, I was required to hone my skills as an English Language Arts teacher. In addition to mastering my content, I had to also begin to look a dialogic instruction as a means of ensuring that my students were able to master the presented content. I also conducted an inquiry-based project that examined the impacts of implicit ACT instruction on ACT scores.
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