Summer 2020
CET 721 - Web Authoring
DSU - Dr. Kevin Smith
Summer 2020 - 1 Credit
Summer 2020 - 1 Credit
Summary
This course is an introduction to web authoring in education. The course consists of two components: information presentation in hypermedia (using FrontPage), and digital graphic creation. Participants will learn the fundamentals in these two areas as well as their applications in educational settings.
In this class, we set up our own teacher website and got our exit portfolio started for the MSET program. When building these websites, we made sure to create websites that are easy to navigate for our audience. After taking this course, I will make sure to keep a current website for my audience, keep a simple layout, and make sure information is easily accessible.
This course is an introduction to web authoring in education. The course consists of two components: information presentation in hypermedia (using FrontPage), and digital graphic creation. Participants will learn the fundamentals in these two areas as well as their applications in educational settings.
In this class, we set up our own teacher website and got our exit portfolio started for the MSET program. When building these websites, we made sure to create websites that are easy to navigate for our audience. After taking this course, I will make sure to keep a current website for my audience, keep a simple layout, and make sure information is easily accessible.
Textbooks
No textbook for this course |
CET 753 - Network Management in Education Institutions
DSU - Dr. Tom Farrel
Summer 2020 - 3 Credits
Summer 2020 - 3 Credits
Summary
Network management of educational institutions and networks. Topics include protocols, security, configuration of storage, backup and performance, printing, remote access, virtual private networks, tuning and troubleshooting.
Network management of educational institutions and networks. Topics include protocols, security, configuration of storage, backup and performance, printing, remote access, virtual private networks, tuning and troubleshooting.
Artifacts
Lab Reports |
Textbooks
Palmer, Michael Hands-On Microsoft Windows Server 2016 Published By Cengage Learning Boston, MA |
LT 731 - Multimedia Production
DSU - Dr. Kevin Smith
Summer 2020 - 3 Credits
Summer 2020 - 3 Credits
Summary
In this course students learn principles of visual design, use of sound and color, and hands-on production of text and animated resources for use in educational and training materials for the development of interactive multimedia and hypermedia lessons and presentations.
Multimedia comes in different forms and can be present in many ways. Concepts such as white space, typography, colors and contrast, and grouping visuals and text are covered in this course. When using this in education, it is important to be intentional with your information. LT 371 consisted of creating visuals, animations, and videos for learning. Different tools, such as Nearpod, WeVideo, Book Creator, and Canva, were used to help create products that can be used to present information in a meaningful way in the classroom or to peers.
In this course students learn principles of visual design, use of sound and color, and hands-on production of text and animated resources for use in educational and training materials for the development of interactive multimedia and hypermedia lessons and presentations.
Multimedia comes in different forms and can be present in many ways. Concepts such as white space, typography, colors and contrast, and grouping visuals and text are covered in this course. When using this in education, it is important to be intentional with your information. LT 371 consisted of creating visuals, animations, and videos for learning. Different tools, such as Nearpod, WeVideo, Book Creator, and Canva, were used to help create products that can be used to present information in a meaningful way in the classroom or to peers.
CET 792 - ST: Gamification in Education
DSU - Dan Klumper
Summer 2020 - 2 Credits
Summer 2020 - 2 Credits
Summary
In this course, students will be introduced to the teaching method of gamification, as a way to increase student motivation and learning. Students in this course will develop an understanding of the philosophy, concepts, mechanics and tools of gamification in education. Students will gain insights into what the layer of gamification looks like and then develop a plan for implementation in the real life classroom.
In this class we learned the principles of gamification and how they can be applied to the classroom. From items to quests to boss battles, we applied a theme to our classroom and designed a unit. It is important to start simple, you do not have to have every little piece complete. There is nothing wrong with experimenting a gamification piece in the classroom. My gamified world consists of a Star Wars theme for elementary computers. Go ahead an check it out below, may the force be with you.
In this course, students will be introduced to the teaching method of gamification, as a way to increase student motivation and learning. Students in this course will develop an understanding of the philosophy, concepts, mechanics and tools of gamification in education. Students will gain insights into what the layer of gamification looks like and then develop a plan for implementation in the real life classroom.
In this class we learned the principles of gamification and how they can be applied to the classroom. From items to quests to boss battles, we applied a theme to our classroom and designed a unit. It is important to start simple, you do not have to have every little piece complete. There is nothing wrong with experimenting a gamification piece in the classroom. My gamified world consists of a Star Wars theme for elementary computers. Go ahead an check it out below, may the force be with you.
Textbooks
“EXPLORE Like a Pirate.” By Michael Matera |
LT 712 - Principles of Learning for Instructional Technology
USD - Dr. Dan Mourlam
Summer 2020 - 3 Credits
Summer 2020 - 3 Credits
Summary
This course provides an overview of the application of teaching and learning theories for diverse audiences. The focus will be on creating learning environments that are active and learner centered. This course will emphasize individual and technological approaches to the acquisition, processing, and application of information from a variety of sources. Topics for discussion include problem-based and inquiry-guided learning, curriculum development, on-line learning, constructivist principles, web-based instruction, distance education, and best practices in technology integration.
In this 4 week course, we developed a technology-rich active learning (TRAL) experience. Through group discussion, we developed a definition of TRAL. After our discussion and understanding of TRAL, we moved on to understanding the concepts and understanding of Technological Pedagogical Content Knowledge (TPACK) and Gold Standard Project Based Learning (PBL). During LT 712, we were given a chance to create a PBL unit experience for students. Our unit alligned with the principles of PBL and to engage learners that also tied into TRAL.
This course provides an overview of the application of teaching and learning theories for diverse audiences. The focus will be on creating learning environments that are active and learner centered. This course will emphasize individual and technological approaches to the acquisition, processing, and application of information from a variety of sources. Topics for discussion include problem-based and inquiry-guided learning, curriculum development, on-line learning, constructivist principles, web-based instruction, distance education, and best practices in technology integration.
In this 4 week course, we developed a technology-rich active learning (TRAL) experience. Through group discussion, we developed a definition of TRAL. After our discussion and understanding of TRAL, we moved on to understanding the concepts and understanding of Technological Pedagogical Content Knowledge (TPACK) and Gold Standard Project Based Learning (PBL). During LT 712, we were given a chance to create a PBL unit experience for students. Our unit alligned with the principles of PBL and to engage learners that also tied into TRAL.
Textbooks
Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators By Mary C. Herring, Matthew J. Koehler, and Punya Mishra Setting the Standard for Project Based Learning By John Larmer, John Mergendoller, and Suzie Boss Foundations of Educational Technology By J. Michael Spector |
Fall 2020
CET 756 - Introduction to Instructional Programming
DSU - Tina Beldon
Fall 2020 - 2 Credits
Fall 2020 - 2 Credits
Summary
This course involved ways that computer programming can be implemented in the classroom and also in the school. This class covered different websites and resources that teachers can use to teach students, K-12, about computer programming. Computational thinking was explored throughout this course, which is an attitude that is essential in computer science.
The websites and resources that were used throughout the course included Code.org, Scratch, CodeHS, Google CS First, and others. Programming does not only deal with computer science, but can be offered in all subject areas. Students are able to express their interests through coding and develop skills in computer science. Computational thinking is expressed through computer science and applied through other classes as well.
This course involved ways that computer programming can be implemented in the classroom and also in the school. This class covered different websites and resources that teachers can use to teach students, K-12, about computer programming. Computational thinking was explored throughout this course, which is an attitude that is essential in computer science.
The websites and resources that were used throughout the course included Code.org, Scratch, CodeHS, Google CS First, and others. Programming does not only deal with computer science, but can be offered in all subject areas. Students are able to express their interests through coding and develop skills in computer science. Computational thinking is expressed through computer science and applied through other classes as well.
LT 785 - Research Methods in Educational Technology
DSU - Dr. Katie Anderson
Fall 2020 - 3 Credits
Fall 2020 - 3 Credits
Summary
This course covered components of research. Over the duration of this course, we covered steps involved in a research process. Those steps included: identifying a research problem, reviewing the literature, specifying a purpose and research questions or hypothesis, collecting quantitative/qualitative data, analyzing and interpreting quantitative/quantitative data, and reporting and evaluating research.
Throughout this course we communicated through Flipgrid and tested our knowledge through quizzes over chapter readings and exercises. A mini action research plan was developed throughout the course of the semester. This action research plan was to be under the topic of educational technology. For my action research plan, I chose to research instruction time during online learning. This came to mind as schools across the United States are being asked to do online learning. As I researched this topic, I understand more about how much time a student needs for instruction time while they are online, and how teachers can utilize that time with their lessons.
This course covered components of research. Over the duration of this course, we covered steps involved in a research process. Those steps included: identifying a research problem, reviewing the literature, specifying a purpose and research questions or hypothesis, collecting quantitative/qualitative data, analyzing and interpreting quantitative/quantitative data, and reporting and evaluating research.
Throughout this course we communicated through Flipgrid and tested our knowledge through quizzes over chapter readings and exercises. A mini action research plan was developed throughout the course of the semester. This action research plan was to be under the topic of educational technology. For my action research plan, I chose to research instruction time during online learning. This came to mind as schools across the United States are being asked to do online learning. As I researched this topic, I understand more about how much time a student needs for instruction time while they are online, and how teachers can utilize that time with their lessons.
Textbooks
Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 6th Edition By: John W. Creswell and Timothy C. Guetterman |
Spring 2021
CET 720 - Leading Evaluation and Change in the Educational Technology Environment
DSU - Dr. Kevin Smith
Spring 2021 - 3 Credits
Spring 2021 - 3 Credits
Summary
In this course, the material that was covered was broken down into two parts. The first half of the semester covered leadership in educational technology. The book "The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity" was the foundation of the first half of the course. We learned how empowering our students can make a difference in their learning. The 8 characteristics of being an innovator created an outlook of what leaders can do and be in their own school district. An innovation and leadership project was presented within my school district. I chose to go over Seesaw with a second grade team within my school district. This project required me to think about how teachers could use this in their classroom, being an empathetic teacher for them while presenting this tech tool. I was also taking a risk in showing this to the second grade team, hoping that they could use this tool for the next year.
The second half of this project was over evaluating and transforming educational technology within school districts. We took a look at how professional development is important for teachers so they are able to implement technology in their classrooms effectively. We looked at technology plans that school districts used and how they were implemented. We were put in a scenario to decide what our school district may need for an educational technology plan.
The final project for this course was an Ignite Talk that recapped information throughout the semester.
In this course, the material that was covered was broken down into two parts. The first half of the semester covered leadership in educational technology. The book "The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity" was the foundation of the first half of the course. We learned how empowering our students can make a difference in their learning. The 8 characteristics of being an innovator created an outlook of what leaders can do and be in their own school district. An innovation and leadership project was presented within my school district. I chose to go over Seesaw with a second grade team within my school district. This project required me to think about how teachers could use this in their classroom, being an empathetic teacher for them while presenting this tech tool. I was also taking a risk in showing this to the second grade team, hoping that they could use this tool for the next year.
The second half of this project was over evaluating and transforming educational technology within school districts. We took a look at how professional development is important for teachers so they are able to implement technology in their classrooms effectively. We looked at technology plans that school districts used and how they were implemented. We were put in a scenario to decide what our school district may need for an educational technology plan.
The final project for this course was an Ignite Talk that recapped information throughout the semester.
Textbooks
The Innovator's Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity By George Couros The EdTech Advocate's Guide to Leading Change in Schools By Mark Gura |
LT 741 - Introduction to Distance Education
DSU - Dr. Lynette Molstad Gorder
Spring 2021 - 3 Credits
Spring 2021 - 3 Credits
Summary
This course focused on distance education and was applicable to teachers that took this class because of the pandemic. This class was perfectly timed with students being online. Even though this class focused on distance education, the information taught can be used in a face-to-face class. To be an effective teacher online, you must be prepared, be knowledgeable, connect and build a community of learners, conduct assessments, and use multiple methods of instruction.
Throughout the course, we used different ways of assessments that we can also use for our own teaching. One way was through discussion boards, - questions were thoughtfully answered and others could analyze and reply to your answers. There were case studies - case studies served as scenarios that we could potentially be in and using resources to support our answers. Last, but not least is through products - products gave students the opportunity to create products that were applicable to their own teaching.
This course focused on distance education and was applicable to teachers that took this class because of the pandemic. This class was perfectly timed with students being online. Even though this class focused on distance education, the information taught can be used in a face-to-face class. To be an effective teacher online, you must be prepared, be knowledgeable, connect and build a community of learners, conduct assessments, and use multiple methods of instruction.
Throughout the course, we used different ways of assessments that we can also use for our own teaching. One way was through discussion boards, - questions were thoughtfully answered and others could analyze and reply to your answers. There were case studies - case studies served as scenarios that we could potentially be in and using resources to support our answers. Last, but not least is through products - products gave students the opportunity to create products that were applicable to their own teaching.
Summer 2021
CSC 692 - GenCyber Teachers Camp
DSU - Rob Honomichl
Summer 2021 - 3 Credit
Summer 2021 - 3 Credit
Summary
The GenCyber Teachers Camp was a week long camp that was held on the DSU campus. During this week, computer science and cyber secturity were taught. As a participant in the the GenCyber Camp, I was able to work hands-on with programming, cyber security, networking, Raspberry Pi computers, circuits, and more! The cyber security principles were the main focus during this week long course. As a result of all of these, the task of the camp was to create two lesson plans on how to implement topics into our own classrooms.
The GenCyber Teachers Camp was a week long camp that was held on the DSU campus. During this week, computer science and cyber secturity were taught. As a participant in the the GenCyber Camp, I was able to work hands-on with programming, cyber security, networking, Raspberry Pi computers, circuits, and more! The cyber security principles were the main focus during this week long course. As a result of all of these, the task of the camp was to create two lesson plans on how to implement topics into our own classrooms.
Textbooks
No textbook for this course |
Fall 2021
LT 716 - Systematic Design of Instruction
DSU - Hannah Mosterd
Fall 2021 - 3 Credits
Fall 2021 - 3 Credits
Summary
Systematic Design of Instruction focus on the instructional design process through a systematic approach. Some of the main focuses in this course was instructional methods, learning goals and outcomes, assessments, and technology use. We as students were asked to think from the role of an instructional designer throughout the course. The first part of this course focus on the main areas of instructional design. The second part of the class consisted on creating an instructional design product and instructing it within your school district. The project that I chose for this instructional design product focused on instruction 4th grade teachers to utilize the math application - Boddle.
Systematic Design of Instruction focus on the instructional design process through a systematic approach. Some of the main focuses in this course was instructional methods, learning goals and outcomes, assessments, and technology use. We as students were asked to think from the role of an instructional designer throughout the course. The first part of this course focus on the main areas of instructional design. The second part of the class consisted on creating an instructional design product and instructing it within your school district. The project that I chose for this instructional design product focused on instruction 4th grade teachers to utilize the math application - Boddle.
Textbooks
Real World Instructional Design: An Iterative Approach to Designing Learning Experiences By Katherine Cennamo & Debby Kalk |