Our goal this summer is to develop your expertise in the areas of educational technology, research, and leadership. Building on what you have already learned in the past, this focus should allow you to depart this summer returning to your schools as strong confident leaders in both theory and practice with educational technology.
The integrated summer seminar includes three courses: CEP800, CEP815 & CEP822. The titles and catalog descriptions of these three courses are as follows:
CEP 800: Learning in school and other settings
Learning as active, socially-mediated construction of knowledge in school, home, community, and work settings. What is learned, how it is taught and learned, and what learners bring to the setting.
CEP 815: Technology & Leadership
Professional development strategies. Project management, planning and evaluation. Relationship building. Ethical and social implications of technology integration.
CEP 822: Approaches to Ed Research
Alternative methods of educational research. Identifying researchable problems in education and developing a research proposal. Applications of descriptive and inferential statistics for analyzing and critiquing published studies.
Throughout our time together we will explore various uses of technology and what is currently known–or believed–about human learning and development. After all, in order to use technology in meaningful ways, we must understand who it is that will use the technology and their abilities at a specific age and/or grade. A study of learning, however, cannot be conducted without including subject matter. It is impossible to determine if learning has occurred if we do not understand what is to be learned. Consequently, our seminar adds content to our study. The relationship between these three areas (Technology, Pedagogy & Content) is represented in the diagram above.
There will be three major projects for Year 2; and one ongoing project throughout the MAET program:
Throughout the 4 weeks, we will also provide additional small assignments to help prepare you for class discussions or activities. The activities might include finding and bringing in artifacts from your classroom instruction, conducting informal inquiry, among others. Although these projects will not be graded individually, they are required and your completion of them will contribute to your course participation grade. We will also have demo slams on Fridays (to be explained during class) and ongoing quickfire challenges – both within Year 2 and across the Years.
You will receive an individual grade for each of the Year 2 courses.
|Dream IT (50%)||GREAT#13 Conference (50%)||Understanding Understanding (50%)|
|Participation (20%)||Participation (20%)||Participation (20%)|
|Reading discussions (20%)||Reading discussions (20%)||Reading discussions (20%)|
|ePortfolio (10%)||ePortfolio (10%)||ePortfolio (10%)|
Rather than individual rubrics for each of the major projects – given a challenge with actually assessing how one achieved a 95% vs. a 90% on a creating and implementing a conference – we will focus on providing in-depth and constructive feedback. We will provide you feedback on your work throughout the summer – including both major assignments, minor assignment, and in-class activities. The feedback may be written, verbal, or through some other means. In addition, to our feedback, you may receive feedback from peers as well. With the feedback, we will make it clear if you are meeting the expectations of the course and, if needed, suggestions for improvement. In addition, we will make it clear what are the expectations for each of the major assignments and the type of feedback you may expect. If at anytime in our experience together you feel as if you are not receiving adequate feedback for your professional growth and development, never, ever hesitate to approach me and ask for clarification.
Throughout our summer and your work, we also welcome you to respond to any of our feedback. We are happy at any time to re-review any work students make while responding to feedback. The focus is the course and the assignments are on understanding.
- Be prepared: Being prepared means having read and thought about assigned readings, conducted outside research, or having worked on a computer project. We expect you to read the required readings and your out-of-class research “hard;” that is, read them with questions, ideas, and conjectures in mind. Four good general questions are:
- What is the author saying?
- Where does what the author is saying fit into his or her argument?
- What would it be like to believe what the author is saying?
- What parts of the paper or chapter were puzzling, confusing, surprising?
- Participate: Although classroom activities will vary, at times we will have small group and whole-class discussions of class activities, reading assignments, and other topics that may arise. The success or failure of each discussion depends in large part on your participation. We expect each of you will be able to contribute something to our discussions and will do so regularly. You are smart, capable people and the topics, readings, and assignments are designed to engage your interest and experiences.
Participation in class discussions will be evaluated both quantitatively and qualitatively. Different class members participate in different ways. Whereas some students may speak often, others may tweet. It is possible, however, to speak often and say little or to speak seldom but say much. It is important that we recognize how often we participate AND our contributions to the class’ thinking about important topics–one without the other is an incomplete assessment of participation.
- Learn from and with your peers: Classes work best when students view one another as knowledgeable and expect to learn as much from classmates as from the teacher. Also expect to challenge our ideas and those of your classmates (gently) and have yours challenged by us. We make no headway if we nod our heads politely but push neither ourselves, the readings, or others to deeper understandings.
- Be confused, irritated, and misunderstood, as well as appreciated, applauded, and surprised: The readings, discussions, and assignments should provoke a range of feelings and responses. Try to understand what makes you feel comfortable or uncomfortable, what you take for granted and what surprises you, what others understand or misunderstand about your ideas.
- Play: We firmly believe that learning happens best when it is fun. A lot of the fun will happen in our everyday interactions. We have also tried to institutionalize the fun that we can have. Clearly, there are no hard and fast rules but we see this as an opportunity for us to play with ideas (which often requires a deep understanding of the ideas in the first place).
- Attend: This should go without saying, but, you must attend every class. We do understand unexpected illnesses may arise, and it is important that you contact us if you run into unexpected situations.
Note of thanks: This set of courses has evolved over the past several years, incorporating the work and thinking of all the people who have taught them. The assignments, activities, and written materials (including the content of this syllabus) were developed by various groups and individuals and subsequently revised and reconfigured to result in the current versions. The primary responsibility for this version rests with Emily Bouck and Sean Sweeney, although we borrowed greatly from the 2013 MAET Year 2 East Lansing syllabus (Punya Mishra, Danah Henriksen, and William Cain) and the 2012 MAET Year 2 Oversea syllabus (Leigh Graves Wolf). Others who deserve credit (and none of the blame) are, in alphabetical order: Sara Beauchamp-Hicks, Brandon Blinkenberg, Emily Bouck, Greg Casperson, Shane Cavanaugh, Chris Clark, Mike DeSchryver, Mark Girod, David Goodrich, Kathryn Hershey, Troy Hicks, Amanda Hoffman, Kristen Kereluik, Jesse Knott, Matt Koehler, Candice Marcotte, Cindy Okolo, Ralph Putnam, Jim Reienke, Jack Smith, Laura Terry, Penny Thompson, Raven Wallace, Leigh Graves Wolf, David Wong, and Aman Yadav.
Academic Honesty Policy: “The principles of truth and honesty are recognized as fundamental to the 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 supervisions of academic work, so that honest effort will be positively encouraged” (MSU General Information, Policies, Procedures, and Regulations, p. 24).
MSU Student Regulations: Participation in MSU courses assumes students will abide by the University’s Student Regulations (See Spartan Life, http://www.vps.msu.edu/SpLife/). Violations of these codes or legal statues may results in penalty of your course grade or dismissal from the course and/or University.
MSU Minimum GPA Policy: MSU, the College of Education, the CEPSE Department, and the MAET program all have a policy requiring MA students to maintain a 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, s/he comes ineligible to continue work toward the master’s degree in the College” (Academic Standards, University Graduate Policy – Education, p. 1).
MSU Minimum Course Grade Policy: According to MSU policy, students cannot receive credit for any course with a grade below 2.0. You have to take an extra course if you earn below a 2.0 in any course. Note, in the MAET program, no 2.0 grades can be applied towards your degree (MSU General Information, Policies, Procedures, and Regulations, p. 22).