Keeping Up with EdTech and EdPsych

New Online Graduate Certificate in K12 Computer Science Education

MAET is pleased to announce our new online Graduate Certificate in K12 Computer Science Education, which prepares K12 teachers to teach computational thinking and computer science ideas at the elementary and secondary level. Domains include computational thinking, algorithmic thinking, abstraction, programming tools, and creative thinking. Teachers learn to teach these concepts and skills through culturally relevant pedagogy, attending to how culture and context impact student learning. This nine credit graduate certification includes following three online courses:

CEP 814: Computational Thinking for K12 Educators

This course focuses on applying computational thinking (CT)  to domain-based contexts, with an emphasis on how to make CT transparent to K12 students. In this course, students will discuss CT with practitioners and will work to understand the wider impacts of computing. The course learning objectives are as following:

Understand the main concepts/skills involved in CT

Applying CT to disciplinary / domain-based contexts in K-12 classrooms

Understanding impacts of computing

Making CT “transparent” to K12 students

CEP 824: Programming Concepts for K12 Educators.

This course will use a wide array of digital programming tools to introduce the fundamental concepts of a programming, the basics of computing and computing systems, and connecting each of these ideas to instructional approaches for K-12 settings and subject areas. The course learning objectives are as following:

Utilize digital programming tools (Scratch, Pencil Code, Python)

Demonstrate understanding of core concepts shared between programming tools

Understand pedagogy of CS – misconceptions, scaffolding, basic programming concepts, inclusive computing culture, bridging visual programming tools to text-based programming languages, assessment

Apply programming tools to solve problems in K-12 subject areas.

CEP 833: Creativity in K12 Computing Education

This course focuses on the intersections between creativity and computing in cross-disciplinary K12 contexts and subject areas. The course learning objectives are as following:

Understand how creative artifacts can be used in K12 CT/CS contexts

Understand ways to construct learning environments that support creativity (pedagogy)

Understand ways to assess student performance in relation to creativity.

CS in K12 Grad Cert

For more information, contact:

Dr. Aman Yadav
Director, Masters of Arts in Educational Technology
Associate Professor, Educational Psychology and Educational Technology
Michigan State University
East Lansing, MI 48824
ph: 517-884-2094
twitter: @yadavaman

#MAET at #MACUL18

Every year, Team MAET looks forward to connecting with area educators at the Michigan Association of Computer Users in Learning (MACUL) Conference — it gives us a chance to meet online students in person, reconnect with our alumni, and meet educational professionals from across the region. On Thursday, March 8, some of the students, instructors, and alumni attending the conference came together for a quick meet-up and #MAET photo:

MAET at MACUL18

We also love having the chance to attend the many sessions facilitated by members of the MAET community! If you weren’t able to participate in person this year, use the hashtags #MAET and #MACUL18 for a recap of the conversation.

This year, MAET hosted a Recharging Station throughout the duration of the conference. This offered attendees the opportunity to recharge their devices (which tend to get quite a workout at MACUL), pick up a bookmark with self-care resources for teachers, and share their own personal ‘recharging’ strategies. We’ve compiled those strategies below. Thanks to everyone who stopped by to contribute ideas! Let’s continue the conversation online — share your strategies for self care with us @MAET on Twitter!

Additional Resources for Teacher Self-Care

Self-Assessments

mindfulteachers.org/2014/11/how-burnt-out-are-you-quiz.html

stress.org/self-assessment

Strategies
cultofpedagogy.com/teacher-self-care

teachthought.com/pedagogy/25-tips-reduce-teacher-burnout/

edweek.org/tm/articles/2014/05/20/ctq-pillars-signs-of-solutions-for-burnout.html

Self-Care Digital Toolbox

Mindfulness

mindfulteacher.com

mindfulteachers.org

Spring 2018 MAET Newsletter

Call for 2018-2019 #MAET Instructional Team

We frequently field inquires about teaching with the MAET program. In addition to our regular program faculty, we often have a need for other instructors to assist with course delivery. We have formalized procedures for expressing interest and on a yearly basis, around the first part of the new year, accept interest applications for the upcoming academic year.

The window is now open to express interest in joining our team for the 2018-2019 academic year.  We are seeking qualified, energetic educational technology leaders. In short, we are working to gather a team of individuals who embody in practice the 7 trans-disciplinary habits of mind and who demonstrate what Thomas Friedman calls CQ and and PQ — curiosity quotient and passion quotient. Appointments to the instructional team are on a yearly basis with the possibility of renewal based upon evaluation.
Teaching with MAET is a part-time adjunct position. We welcome applicants who may already have positions elsewhere as educational technology professionals. Teaching assignments may vary from 1-3 courses per academic year depending on need and instructor availability. We are seeking both lead instructors and course assistants.

You can indicate your interest for the 2018 – 2019 academic year by filling out the following form by March 12, 2018:

bit.ly/MAETinstruct2018

November 2017 Newsletter

August 2017 MAET Newsletter

MAET Summer 2017 Connections

Every summer, MAET students are learning online, in East Lansing, and in Galway. For several years, we have been using this opportunity to connect our students who are taking advantage of the variety of program formats that we offer (check out our project from last year). This summer, we would like to help you illuminate a major takeaway that you had through your summer coursework! You’ll find details below for this project. One important piece to emphasize is that you will be taking and submitting two pictures via email to edutech@msu.edu. You’ll find examples of the two different photos you should snap below. It’s important to make sure that your photos are in landscape format and not portrait. Please submit your light bulb moment entry by August 21st to be included in our final product. If you have any questions about how to get involved, please feel free to reach out.

Light Bulb Moment

Examples of the two photos to submit: 

One photo should have your light bulb moment close to you and the other should have your light bulb moment closer to the camera for easy reading. Using your phone to snap the pics works perfectly!

Lightbulb moment example 1

Lightbulb moment example 2

April Newsletter – 2017

Welcome, Maria!

Maria SerratoWe are delighted to announce Maria Serrato as the newest member of our MAET team. Maria officially joined us in April as our new Program Assistant. Maria comes to us from University Advancement, where she served as the Lead Coordinator for the MSU Greenline telemarketing program. She has worked with the University since 2013 in a few offices across campus, so she brings with her a wide array of experiences. In July, Maria will be finishing up a Bachelors of Arts in Interdisciplinary Humanities with a focus in Community Development, English, and Women’s Studies with a Specialization in Chicano Latino Studies.

Maria is the proud mother of two beautiful daughters and has been a part of the East Lansing community since coming to Michigan State in the Fall of 1999. Giving back and helping others is very important to Maria. She has served as a Crisis Intervention Counselor, Community Educator, Assistant Coordinator for MSU’s Annual Dia de la Mujer Conference, and has recently started a new initiative called Capital Area Latina Youth (CALY). This program fosters empowerment, education, cultural advancement, and leadership among Latina youth in grades 4-12.

As Program Assistant, Maria will often be the first point of contact for students interested in the MAET and graduate certificate programs. She will also handle student inquiries and admissions.

We’re excited to welcome Maria to Team MAET!

Designing the Ultimate PD Experience

What could professional development look like if teachers were involved in the design?

Using design thinking, we can further engage teachers and administrators in conversations around adult learning and the needs of educators in specific contexts. Through design thinking, we are able to create an experience that is truly collaborative and encourages people to share their ideas and receive feedback immediately. For our purposes, we use the Stanford Design Thinking Model and our focus is on K-12 educators as the user. It’s important to remember that there are other models out there, those of which may be better suited for your learning community and that a school is full of a wide variety of users – teachers, students, parents, administrators, support professionals, community members, and so on. So, shake off what you have come to expect from professional development (PD) and let’s think radically about what it could be!

Designing the Ultimate PD

Empathize: Describe the user and their current PD experience.

Define: Define a problem statement.

Ideate: Generate radical alternatives.

Prototype: Build and test your radical idea.

Test: Share your solution with users and get feedback.

Ideas for Implementation

If you are interested in running a similar design challenge in your district or school, here are some pro tips and things to consider:

  1. Will the design team include administrators and teachers? If so, how will you form groups so that you can leverage the variety in perspectives?
  2. Think through the flow between partner and group discussions. You’ll notice in our presentation and guided worksheet, each person was assigned a letter: A, B, C, or D.
  3. Set up the space so that is conducive to partner and group work. Clear table-tops for prototyping and open wall space works well for generating ideas on sticky notes. Be sure to have open walking spaces for the facilitator to move around the room and for participants to view prototypes from other groups.
  4. Stick to the time limits and explain to the design team ahead of time that you will be holding them to these limits.
  5. If this is the first time that your colleagues will participate in a design challenge, make sure to debrief about the experience. You’ll find some questions at the end of our presentation to prompt this discussion.

Where should you get started? You may need to modify these materials for your purposes, but check out the presentation that we created and use to facilitate design challenges around this topic. In addition, here is the guided worksheet which the design challenge participants use.

Design Thinking Resources

What is Design Thinking?

Stanford’s d.school Reading List

Virtual Crash Course in Design Thinking

An Educator’s Guide to Design Thinking

Design Thinking for Educators by IDEO

Research

Bill and Melinda Gates Foundation. (2014). Teachers know best: teachers views on professional development. Retreived from:   http://k12education.gatesfoundation.org/wp-content/uploads/2015/04/Gates-PDMarketResearch-Dec5.pdf

Corcoran, T. B., Shields, P. M., and Zucker, A. A. 1998, March. The SSIs and professional development for teachers. Menlo Park, CA: SRI International.

Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Education Research Journal, 38(4), 915–945.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12.

Schlager, M. S., & Fusco, J. (2003). Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse? The Information Society, 19(3), 203–220. http://doi.org/10.1080/01972240309464  

Troen, V., & Bolles, K. (1994). Two teachers examine the power of teacher leadership. In D. R. Walling (Ed.), Teachers as leaders. Perspectives on the professional development of teachers (pp. 275-86). Bloomington, IN: Phi Delta Kappa Educational Foundation.

Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting With Teacher Professional Development: Motives and Methods. Educational Researcher, 37(8), 469–479. http://doi.org/10.3102/0013189X08327154

Zepeda, S. J. (2012). Professional development: What works (2nd ed.). Larchmont, NY: Eye on Education.

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