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This annotated transcript provides an overview of the graduate coursework I completed as part of the Master of Arts in Educational Technology (MAET) program at Michigan State University. Each course includes a brief reflection describing the knowledge, skills, and experiences I gained throughout the program. The courses are organized chronologically by semester to illustrate the progression of my learning and professional growth.
Course Code: CEP = Counseling, Educational Psychology, and Special Education
Dr. Blair Stamper
This was one of my first courses in the MAET program and served as an introduction to the science of learning through major learning theories, cognitive science, and educational psychology. Throughout the semester, I examined how learning occurs across a variety of settings while considering the implications for classroom instruction. One of my favorite aspects of this course was challenging many of the assumptions I had previously held about how people learn. The culminating project was the development of my personal theory of learning, represented through the Living Tree, a visual metaphor illustrating the beliefs that guide my teaching. This course provided the theoretical foundation that shaped my thinking and influenced my learning throughout the remainder of the MAET program.
Bill Marsland
This course introduced me to computational thinking as a framework for problem solving across all content areas rather than solely within computer science. As my first intentional experience with coding, I explored concepts such as decomposition, abstraction, pattern recognition, and algorithmic thinking through hands-on projects, lesson design, and reflective writing. More importantly, I learned the value of tinkering, experimenting, and embracing mistakes as an essential part of the learning process. The culminating project was the creation of an interdisciplinary Maps and Navigation unit that blended geography, computational thinking, and technology. This course not only introduced me to coding through MakeCode Arcade, but also fundamentally changed how I view problem solving, creativity, and technology integration in elementary education.
Anne Heintz & Ola Ogungbemi
This course focused on investigating authentic problems in education through research and thoughtful technology integration. Throughout the semester, I examined how educational technology can support meaningful change while considering the complexities of real classroom environments. Reading A More Beautiful Question by Warren Berger reignited my curiosity and challenged me to view educational problems through the lens of inquiry rather than quick solutions. My work centered on the challenge of isolated instruction and culminated in a Wicked Problem project that combined educational research with instructional design to propose practical solutions grounded in my classroom experience. More than anything, this course strengthened my confidence as a researcher and reminded me how powerful thoughtful questions can be in driving meaningful change.
Dr. Brittany Dillman
This course challenged me to rethink the relationship between mathematics, technology, and meaningful learning. Through readings, discussions, and reflective blog posts, I examined how technology can deepen conceptual understanding rather than simply digitize traditional instruction. I designed lessons and activities that emphasized authentic problem solving, mathematical reasoning, and student inquiry. Meaningful feedback throughout the semester continually challenged my thinking and pushed me to look beyond technology as simply a device and instead view it as a tool for learning. The course culminated in a reflection centered on meaningful data exploration and student-centered mathematical experiences. More than any other course in the program, this experience reignited my passion for mathematics education and inspired me to continue pursuing deeper learning in the field.
Bill Marsland
This course introduced me to the foundations of computer programming through a variety of coding environments, including Scratch, Python, Pencil Code, Google Sheets macros, and other beginner-friendly platforms. Through hands-on projects, I developed a stronger understanding of programming logic, computational thinking, and the value of learning through experimentation and debugging. Python, in particular, was one of the most challenging parts of the course. While I often found myself struggling to understand the syntax and structure, this course gave me the foundation and confidence to keep trying. Looking back, I now appreciate how those early challenges prepared me for the much more creative and successful programming experiences I had later in the MAET program.
Matthew Koehler
This course serves as the culmination of my Master of Arts in Educational Technology experience. Throughout the semester, I have reflected on my growth while designing and refining a professional portfolio that showcases my learning, writing, and classroom work. Each module has emphasized iterative design, peer feedback, and thoughtful reflection as essential components of the revision process. The portfolio continues to evolve through regular revisions and additions that demonstrate my development as an educator. This course has challenged me to thoughtfully represent both my learning journey and my professional identity.
Bill Marsland
This course expanded on the programming foundations I developed earlier in the MAET program by exploring creativity through computing using the use-modify-create process. Through projects in Scratch, SonicPi, Pickcode, micro:bit. I strengthened my computational thinking while learning to embrace experimentation, debugging, and persistence as essential parts of the programming process. One of my favorite aspects of the course was realizing how much my confidence had grown. Python, which I had found especially challenging in an earlier course, became a creative tool as I designed my own interactive adventure game. I also enjoyed exploring physical computing with the micro:bit and gained a deeper appreciation for the philosophy behind Scratch and how its creators intentionally designed the platform to foster creativity, exploration, and accessible learning for all students. By the end of the course, I viewed programming not only as a technical skill, but as a creative tool for learning, teaching, and problem solving.
Liz Boltz
This course is currently in progress and explores how emerging technologies can be thoughtfully adapted to support teaching and learning. As I continue through the semester, I will update this annotation to reflect the key ideas, experiences, and projects that have shaped my learning.
Deborah McHorney
This course will focus on designing meaningful learning experiences that promote deep understanding through thoughtful technology integration. Upon completing the course, I will update this annotation to reflect the knowledge, skills, and experiences I gained throughout the semester.
Lisa Linnenbrink-Garcia
This course will explore educational research methods and their application to classroom practice. Once the course is complete, I will revise this annotation to summarize the major concepts, projects, and insights that contribute to my continued growth as an educator.
Alexis Flandes 