What Is a Lifelong Learner?
There are a number of ways someone can be a lifelong learner. In my case, the meaning of a lifelong learner is someone who never ceases in the pursuit of learning more about how students learn best, what pedagogy is best practice, how to improve school culture, the most effective ways to get parents and the community involved, etc. A lifelong learner is someone who is motivated to learn new things or never stop improving his/her craft. The MSET program allowed me to learn a number of things I might have never considered important to be an effective educator, such as programing, hardware, and even gaining insight into how trauma affects a student's life.
MSET Objectives
Some of the objectives that align to this theme include:
- Be proficient in the use and application of computer software.
- Be proficient with a programming language.
- Develop the skills needed to maintain computer programs, computer systems, and networks. Be aware of professional organizations in the field of computer education and technology and their impact on the field of education.
MSET Courses
CET 751 - Computer Hardware and Networking Essentials
This course covered a variety of topics within the span of computer hardware and networking. As the only face-to-face course I will be taking as part of the MSET program, I found a lot of value in completing this course in person rather than from a distance. Using hands-on methods were valuable, as I was able to identify hardware components of many of the machines we use in schools, such as desktop computers, laptops, projectors, etc. While I never anticipate being a computer repairman, I find value in being able to identify parts of the machines if problems do occur.
This course was intriguing in that we were able to do a number of things and cover a plethora of material in a week. For example, we were able travel to nearby schools to see their networking infrastructure, conduct research on computer hardware and offer suggestions within a budget, see the development of DSU's cyber research labs, and have genuine conversation with peers about their experiences with technology in their schools and classrooms. As a result of this class, I feel more prepared to make informed decisions about technology in schools.
Research Paper
Research Presentation
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CET 756 - Introduction to Instructional Programming
In this course we covered the basics of reading and writing code. Before we began this multi-step process, we discussed the meaning of computational thinking and problem solving and how these ideas are related to one another and how they lead into being able to write code effectively. Another discussion point throughout the course was the book "Code Breaker" by Brain Aspinall. This book covers the need for learners to be able to communicate and problem solve to master the requirements of today's world.
As for writing code, we began by using the Scratch problem. This teaches the user about functions, variables, and the wide variety of possibilities that can be forged through relatively simple coding methods. We then migrated into another company focused on computer science education called Code.org and viewed their options for resources and curriculum. We explored the curriculum sets by the grade spans (K-5; 6-8; 9-12) and how the benefits of implementation. Code.org offers a block-building software to Scratch, as well as "unplugged" activities that promote computational thinking.
Although I am not a computer science or technology teacher, I can see the benefits of implementing opportunities for learners to learn these skills in order to translate that thinking into the other content areas.
Virtual Pet
Egg Jump Game
Pong Game
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ED 592 - Trauma Sensitive Teaching
This one-day workshop provided me with the opportunity to learn something outside the immediate realm of educational technology while still earning credit towards my MSET degree. Even if the focus of the workshop was more geared towards emotional and social implications that learners experiences both at and outside of school, the presenters did a fine job of making connections with how technology can play a role in the abuse and neglect a child may experience.
In addition to the speakers who detailed the importance of educators being aware of the emotional well-being of students, the workshop gave myself and other participants a deeper look into two resources that educators may find useful for their classroom: Sanford Inspire and Sanford Harmony.
Reflection Video
Identifying Signs of Child Abuse and Neglect
Reporting Child Abuse and Neglect
Supporting Trauma-Exposed Students
Understanding the Impact of Trauma on Students
Working Against Racial Bias
This course covered a variety of topics within the span of computer hardware and networking. As the only face-to-face course I will be taking as part of the MSET program, I found a lot of value in completing this course in person rather than from a distance. Using hands-on methods were valuable, as I was able to identify hardware components of many of the machines we use in schools, such as desktop computers, laptops, projectors, etc. While I never anticipate being a computer repairman, I find value in being able to identify parts of the machines if problems do occur.
This course was intriguing in that we were able to do a number of things and cover a plethora of material in a week. For example, we were able travel to nearby schools to see their networking infrastructure, conduct research on computer hardware and offer suggestions within a budget, see the development of DSU's cyber research labs, and have genuine conversation with peers about their experiences with technology in their schools and classrooms. As a result of this class, I feel more prepared to make informed decisions about technology in schools.
Research Paper
Research Presentation
---
CET 756 - Introduction to Instructional Programming
In this course we covered the basics of reading and writing code. Before we began this multi-step process, we discussed the meaning of computational thinking and problem solving and how these ideas are related to one another and how they lead into being able to write code effectively. Another discussion point throughout the course was the book "Code Breaker" by Brain Aspinall. This book covers the need for learners to be able to communicate and problem solve to master the requirements of today's world.
As for writing code, we began by using the Scratch problem. This teaches the user about functions, variables, and the wide variety of possibilities that can be forged through relatively simple coding methods. We then migrated into another company focused on computer science education called Code.org and viewed their options for resources and curriculum. We explored the curriculum sets by the grade spans (K-5; 6-8; 9-12) and how the benefits of implementation. Code.org offers a block-building software to Scratch, as well as "unplugged" activities that promote computational thinking.
Although I am not a computer science or technology teacher, I can see the benefits of implementing opportunities for learners to learn these skills in order to translate that thinking into the other content areas.
Virtual Pet
Egg Jump Game
Pong Game
---
ED 592 - Trauma Sensitive Teaching
This one-day workshop provided me with the opportunity to learn something outside the immediate realm of educational technology while still earning credit towards my MSET degree. Even if the focus of the workshop was more geared towards emotional and social implications that learners experiences both at and outside of school, the presenters did a fine job of making connections with how technology can play a role in the abuse and neglect a child may experience.
In addition to the speakers who detailed the importance of educators being aware of the emotional well-being of students, the workshop gave myself and other participants a deeper look into two resources that educators may find useful for their classroom: Sanford Inspire and Sanford Harmony.
Reflection Video
Identifying Signs of Child Abuse and Neglect
Reporting Child Abuse and Neglect
Supporting Trauma-Exposed Students
Understanding the Impact of Trauma on Students
Working Against Racial Bias