BRIDGET BENNETT
Passionate Teacher :: Technology Enthusiast :: Life-Long Learner
ANNOTATED TRANSCRIPT
FALL 2017
Capstone in Educational Technology
Instructors
Dr. Matthew Koehler
Sarah Keenan-Lechel
Spencer Greenhalgh Brittany Dillman
Course Description:
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This was the final course in the Master of Arts in Educational Technology program, which was completed entirely online. With constant feedback from my Capstone Cohort, I created an online portfolio to showcase my learning. The portfolio highlights the major learning I have completed throughout the program. It also allowed me to create an online platform for my students, parents, and fellow educators to visit.
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Hybrid Course Description:
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I was part of the summer hybrid cohort which combined all three classes into one session of blended online learning and face-to-face instruction at Michigan State University. We focused our learning on how the brain learns, based on how it is taught and how learners personal experiences impact their learning. With this knowledge I learned how to use Backwards Design to write a grant based on the misconceptions of my students. I focused my learning on the implementation of a technology tool to enhance the content knowledge. I also used Backwards Design to plan a presentation at a local technology conference. Through these courses I also learned how to research problems in education through a diverse collection of interviews, analyzing statistical data, and synthesizing the research problem. From this particular research, I learned about how people learn and what experiences impact them. I also completed research about the effectiveness of technology in education by planning and hosting a webinar. The collaborative learning environment and concepts of these three courses prepared us for the final Capstone course. Together we learned about leadership, educational research, and the importance of psychology in education technology.
SUMMER 2017
SUMMER 2016
Applying Educational Technology to Issues of Practice
Hybrid Course Description:
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I was part of the summer hybrid section which blends online instruction with scheduled in-person classroom time for all three courses. From these courses I learned about the world of educational technology, and the Technological Pedagogical Content Knowledge (TPACK) system. I used this new system to create, and enhance, lessons with technology integration. Through the use of Quick Fires, I quickly learned how to try new tech-tools and experience what my students go through on a daily basis. The hands-on approach of learning technology from this summer hybrid section has directly impacted my role as a teacher. We learned how to use only online sources to tackle an obstacle of our choice, and proved the power of learning in an online world. During our two weeks on campus, we also spent a lot of time researching about the experience of being a maker and hosted Maker Faire of our own. We learned about online research, and explored a problem with no solution called a Wicked Problem. The weekly projects and close reading of Warren Berger’s “A More Beautiful Question” were fast paced and changed my perspective on being a learner and teacher.
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SPRING 2012
Teacher Preparation Program Course Description:
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In the elementary Teacher Preparation Program at Michigan State, I gained knowledge and skills to teach all subjects. During this section I learned about the importance of understanding data to inform instruction. Through the lens of teaching science content, I created a science assessment and then used backwards design to write a unit plan. After collecting data throughout teaching the unit, I learned about the importance of understanding the misconceptions of my students to make adjustments to my instruction based on student success.
FALL 2012
Instructor
Dr. Aaron Bodle
Professional Roles and Teaching Practice II
Teacher Preparation Program Course Description:
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In the elementary Teacher Preparation Program at Michigan State, I gained knowledge and skills to teach all subjects. During this section I learned about the importance of community within education, and spent time researching the neighborhood and culture of my internship location. I also wrote a social studies unit plan with the understanding of student needs in mind. Additionally, I created an assortment of assessments for this unit plan in order to advocate for the many different learning styles within the community.
Reflection and Inquiry in Teaching Practice II
Instructor
Timothy Bennett
Instructor
Dr. Steph Strachan
Reflection and Inquiry in Teaching Practice I
Teacher Preparation Program Course Description:
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In the elementary Teacher Preparation Program at Michigan State, I gained knowledge and skills to teach all subjects. From this section, I learned age level appropriate teaching practices to use in the classroom. We discussed classroom management skills, elements of the learning environment, and designed inquiry based questions around these two basic concepts. As the course progressed we discovered the difference in qualitative versus quantitative learning. We analyzed student work, and designed meaningful assessments to better understand our students.