It seems like just a few short weeks ago I was reading through the CEP811 syllabus trying to figure out what a Maker Kit was and how I would be able to “repurpose” something for this course. The thought of failure came to mind, but I was determined to take on the challenges, and I am so glad I stayed on task! The class set-up was extremely practical, and the expectations were clear and direct. Although the class is over relatively quickly, I still feel I met the course objectives (see image below).
The CEP811 course objectives as stated in the syllabus
I believe I did learn how to repurpose lesson plans and tools to fit them into my curriculum. My blog posts on Blended Learning and Thrifting are great examples of how the reuse of images, sounds, and inanimate objects can produce meaningful and inspiring lesson plans. My choice of Maker Kit did prove to be challenging for the Thrifting lesson; however, I am so glad I was able to utilize it in my classrooms. My students loved Snap Circuits Jr., and several have even asked for them as birthday presents – yay technology! Given the chance again, I probably would have tried MakeyMakey, but I would still recommend my Maker Kit to my PLN.
One of the most challenging assignments for me was the week we learned Google SketchUp. I was excited to learn a new (and free) computer program, and I was optimistic because I had enjoyed Mozilla PopcornMaker so much. SketchUp allowed me to redesign my teaching environment to best accommodate various learners. The thought process was fun, and I liked choosing my ideal classroom, but the tool was difficult to use. I watched the tutorials, and I had my students test it out while I watched; however, it was still too confusing for me. I found it difficult to maneuver around the diagram, and the warehouse items were hard to manipulate.
It is always fulfilling to see something you posted being shared among other educators and colleagues. This semester, I shared all of my assignments both on my wordpress.com blog and on Twitter (@erinmuldowney). On more than one occasion, my work was retweeted or followed. Coming into the MAET program, I had never used Twitter, and blogging was a relatively new concept in my career. Now, I can see how powerful social media is for learners and educators!
One statement that resonates the most with me comes directly from the CEP811 syllabus, and it is under the section “MAET Evaluation Philosophy”:
As adult learners, we are most interested in your growth — and you will be evaluated on the basis of how far you go, not on the basis of where you started.
There is no doubt that I have come out of this course with a deeper knowledge of student assessment and Universal Design for Learning (UDL) tied into learning theories/styles. My background as a technology teacher is not extensive, and I do feel confident in my teaching. I believe I owe part of that confidence to the innovative assignments required in CEP811. Here is a list of the free computer programs/websites, which I used in this course, that I was able to integrate into my lessons in the last 8 weeks:
- Snap Circuits Jr. (Maker Kit)
- Mozilla PopcornMaker
- Google SketchUp
- PaperRater.com (UDL tweet)
- StoryMaker (UDL tweet)
Obviously, I have already chosen to use many of the ideas presented on the topic of Maker Education, and I will continue to do so throughout my career. I saw the benefits of using Snap Circuits Jr. in my classroom, and after looking for UDL related websites, I found even more options for my lessons. Next year, I plan to integrate my Maker Kit into more lessons, and I am looking into getting a couple more sets for increased productivity. The Maker Kit was highly effective for the purpose of teaching about circuitry and parts of the computer.
Resources are plentiful, and anyone can access the websites and programs we learned about in CEP811; however, I am choosing to use them because I see my students engaged and excited by them. Based on what I learned regarding evaluation and assessment, there are many ways to check for understanding and effectiveness. When I taught my lesson about circuits, I used questioning to check for understanding. While the students were working, I would ask questions rather than give the answer, even if it would expedite the process. As a result, I started noticing the students questioning each other. It was a great, first-hand, experience of dynamic learning!
Fortunately, I am not following a set curriculum for my lessons. I am able to be creative with my lesson plans as long as I am following the Michigan Educational Technology Standards for each grade. The MAET program has inspired me to try new things and explore new programs with my students, and we are all benefiting.
Overall, there is nothing that I would change about CEP811. I liked working with group members to collaborate on a conference proposal because I was able to hear other perspectives and learn from my peers. This course was a challenge I enjoyed, and I am looking forward to continuing my MAET journey this summer!
Sources:
Sweeney, S. (n.d.). Spring 2014 CEP 811 Syllabus & Guiding Document [SWEENEY] – Google Docs. Spring 2014 CEP 811 Syllabus & Guiding Document [SWEENEY] – Google Docs. Retrieved April 30, 2014, from https://docs.google.com/document/d/1gTmeX6yg3obvVe_kkhzCu2IBqW0nOsWIEgeHrGMkBa0/edit
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