My Annotated Transcript

My journey through the Master of Arts in Educational Technology program has been one of growth, challenge, and meaningful reflection. This annotated transcript showcases the ten courses that shaped my thinking, sharpened my skills, and transformed my approach to teaching. Each entry includes the course title, instructor, and how it impacted me as an educator. Together, these courses tell the story of how I’ve evolved throughout the program.

Summer 2023

CEP 811: Adapting Innovative Technologies to Education

Instructor: Edie Erickson

This course pushed me to see myself not just as a teacher, but as a creative problem-solver and designer. Through the lens of maker education, I explored the value of play, experimentation, and failure in learning. I developed projects that encouraged remixing ideas, designing flexible learning spaces, and building inclusive environments grounded in UDL and constructivist thinking. One of the most valuable takeaways was learning how to help students embrace iteration and risk-taking as essential parts of innovation. CEP 811 reminded me that teaching with technology isn’t about flashy tools, it’s about cultivating curiosity and agency.

CEP 810: Teaching for Understanding with Technology

Instructor: Mary Weaver

This course laid the foundation for my thinking about how and why we use technology in the classroom. I dove into educational psychology, explored the TPACK framework, and reflected deeply on my own teaching mindset. I especially appreciated the opportunity to develop a 21st-century learning lesson plan that felt both meaningful and practical. Engaging with a professional learning network (PLN) also helped me connect with educators beyond my school walls. CEP 810 gave me a clearer vision of what it means to teach for understanding and how to use technology to get there.

Fall 2023

CEP 822: Approaches to Educational Research

Instructor: Michael Lachney

This course changed the way I read and engage with educational research. I learned how to ask better questions, how to critique studies, and how to design my own research proposal around a problem I care about. It was eye-opening to explore both quantitative and qualitative methods, and I gained a deeper appreciation for research. The course challenged me intellectually, but it also made research feel more approachable and useful. I now feel more confident using research to inform my teaching and advocate for change.

Spring 2024

CEP 805: Learning Mathematics with Technology

Instructor: Brittany Dillman

As a math teacher, this course felt especially relevant and empowering. I was encouraged to reimagine what math instruction can look like when technology is used purposefully. Each unit gave me the chance to explore a different content area, like geometry, algebra, and data, and design lessons that went beyond traditional worksheets or lectures. I gained confidence in integrating digital tools that support conceptual understanding, and I started seeing math as something more creative and dynamic. CEP 805 deepened my pedagogical knowledge and reminded me that math is most meaningful when it’s connected to real thinking and problem-solving.

Summer 2024

CEP 813: Electronic Assessment for Teaching and Learning

Instructor: Alison Keller

This course helped me reframe how I think about assessment, not just as a way to measure learning, but as a tool to promote it. We explored a wide range of approaches to digital and alternative assessments, and I reflected on my own beliefs about grading, feedback, and equity. Designing assessments that are meaningful, manageable, and aligned with my learning goals pushed me to be more intentional. One of the most valuable parts of the course was learning how to assess in ways that support student growth without overwhelming them or myself. I left this course excited to bring more thoughtful assessment practices into my classroom.

CEP 812: Applying Educational Technology to Issues of Practice

Instructor: Nicole Zumpano

This course centered on using technology to tackle real educational challenges. I explored the concept of “wicked problems,” collected and analyzed survey data, and developed a solution focused on fostering intrinsic motivation in math students. I appreciated how the course blended theory with action, and it gave me a structured process for thinking critically about the tough issues we face in schools. CEP 812 also gave me the confidence to try new things and iterate, knowing that meaningful change starts with small, informed steps.

Fall 2024

CEP 800: Psychology of Learning in Schools and Other Settings

Instructor: Blair Stamper

This course invited me to step into a metaphorical museum of learning. Each “wing” of the museum introduced a different theory of learning, from behaviorism and constructivism to culturally relevant pedagogy and adult learning. I found myself constantly reflecting on how these ideas play out in my own classroom, often seeing old challenges in a new light. The course helped me articulate my own beliefs about how students learn and pushed me to consider perspectives I hadn’t fully understood before. It was both deeply personal and professionally transformative.

Spring 2025

CEP 817: Learning Technology Through Design

Instructor: Anne Heintz

CEP 817 taught me to approach educational problems like a designer through curiosity, empathy, and prototyping. The design thinking process was messy at times, but that messiness was part of what made it so powerful. I worked on a real problem of practice from my own classroom and went through each phase: empathize, define, ideate, prototype, and test. I especially loved creating visuals like sniglets and bricolage models to reframe the problem in creative ways. This course reminded me that innovative teaching isn’t about having all the answers, it’s about staying open to possibilities.

Summer 2025

CEP 820: Teaching and Learning Online

Instructor: Anne Heintz

In CEP 820, I explored the complexities and possibilities of online learning through both the eyes of a teacher and a student. This course challenged me to think critically about how digital environments can promote equity, agency, and deep learning when thoughtfully designed. I developed a comprehensive online teaching unit, complete with asynchronous and synchronous elements, and learned how to build meaningful connections and engagement even without physical presence. The course pushed me to think about learner variability, accessibility, and how to scaffold experiences that promote independence and reflection. I am now better able to approach tech tools not as flashy add-ons, but as intentional supports for learning.

CEP 807: Capstone Portfolio Course

Instructor: Matthew Koehler

CEP 807 served as the bookend to my MAET journey as a place to reflect, synthesize, and celebrate growth. This course asked me to look across everything I’d learned, curate a meaningful showcase, and articulate how the program had shaped me as an educator. Through collaborative feedback, structured reflection, and iterative design, I was able to trace the development of my thinking about assessment, innovation, and student-centered learning. The capstone project - the creation of this professional portfolio - gave me the opportunity to not only display my work, but also narrate my learning in a way that felt personal, purposeful, and forward-looking.