Brandy Wales

 CS 493 - Curriculum Development and Assessment in K-12 Schools  

Spring 2014 - Dr. Barbara S. Rieckhoff 

Before embarking on my Master of Arts in Educational Technology (MAET), I took Curriculum Development and Assessment in K-12 Schools at DePaul University. This course was designed to prepare future supervisors and administrators to lead their schools. I learned to design, implement, and refine curricula and assessments. Emphasis was placed on aligning instruction and assessment with standards, in a variety of diverse learning environments. 

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CEP 810 - Teaching for Understanding with Technology

Spring 2016 - Emily Stone and Ron Houtman​

In my first class of the MAET program, I took Teaching for Understanding with Technology. In this course, I researched the theories of learning, broadened my Personal/Professional Learning Networks (PLNs), was provided the framework for Technological Pedagogical Content Knowledge (TPACK), and explored creative ways to use technology. In one memorable assignment, we were charged with the task of learning something new through only the use of YouTube. I taught myself to use green screens with my students, which has been interwoven into my curriculum since.

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CEP 811 - Adapting Innovative Technologies in Education

Spring 2016 - Melissa White and Stacey Schuh

Adapting Innovative Technologies in Education was one of my favorite courses in the MAET program. With a focus on Maker Education, each assignment inspired me to think of new ways to help my students move from consumers of technology to creators of content. After researching how MakerSpaces are changing the way teachers teach and students learn, I used Google Sketchup to redesign my classroom and created an infographic on the Maker Education movement. Furthermore, I designed a maker lesson plan that combined Scratch with MakeyMakey to teach math.

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CEP 812 - Applying Educational Technology to Issues of Practice

Spring 2016 - Andrew Steinman

Applying Educational Technology to Issues of Practice focused on using a variety of technological tools to examine and brainstorm solutions for wicked problems in education. Students were split into think tanks, and in these groups we learned the importance of creating a collaborative culture of participation in order to facilitate meaningful change. Along with my classmates, I tackled the wicked problem of innovation as learning ethic. We concluded that in order to prepare students for their futures, the focus of education must shift away from teacher-centered learning toward problem-based learning, wherein students collaborate and use technology as a tool to solve problems.

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CEP 800 - Learning in School and Other Settings

Summer 2016 - Diana Campbell

In the course Learning in School and Other Settings, I researched a variety of psychological perspectives that make learning complete. By evaluating case studies, I learned how students process information differently. This prepared me to better support a variety of learning styles. A book I read in this course that really had an impact on my life professionally and personally was The Power of Habit: Why We Do What We Do in Life and Business, by Charles Duhigg. After being charged with breaking one of my own habits, I better understand how learners synthesize information.

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CEP 822 - Approaches to Educational Research

Summer 2016 - Yining Zhang and Ming Lei

The focus of Approaches to Educational Research was analyzing and critiquing published studies on education. To begin, I learned methods for collecting and interpreting data using Excel. Then, after learning how to critique reports, I chose to research if homework should or should not be assigned. To do this, I analyzed scholarly articles that showed the advantages and disadvantages of providing elementary students with homework. I compared their methods for data collection, populations surveyed, and findings. Thereafter, I created a research literature review with implications for my own practice. 

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CEP 815 - Technology and Leadership

Fall 2016 - Dr. Aman Yadav and Missy Cosby

Technology and Leadership examined the management of educational technology with a leadership lens. In this course, I examined various types of leaders and their styles when executing professional development,  building relationships, and maintaining current technologies. With a classmate, I tackled the tough problem of authentic professional development by designing an App Playdate. Finally, as a culminating assignment, I wrote a vision statement with the theme of creating a culture of change.

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CEP 817 - Learning Technology by Design

Spring 2017 - Carmen Richardson, Cui Cheng, and Diana Campbell

The primary focus of Learning Technology by Design was a thorough study of the Design Thinking Process. I examined each step of the process (empathize, define, ideate, prototype, and test) to gain a true understanding for how it can be applied in classroom curriculum. What fascinated me the most about this class was learning authentic ways to incorporate Design Thinking across the curriculum, particularly in Maker Education. 

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CEP 820 - Teaching Students Online

Spring 2017 - Dr. Anne Heintz and Carmen Richardson

Teaching Students Online began with the exploration of a variety of Learning Management Systems (LMS). I assessed their primary functions, advantages and disadvantages. After weighing pros and cons of each LMS, I learned how to share information with others by creating my very own online course using Weebly. The course I designed, Elementary Design Thinking, teaches teachers how to use Design Thinking in their elementary math, science, humanities curriculum.

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CEP 807 - Proseminar in Educational Technology

Summer 2017 - Dr. Matthew J. Koehler, Aric Gaunt, Sarah F. Keenan, and Brittany Dillman

In the final capstone course of the MAET program, Proseminar in Educational Technology, I developed a cumulative portfolio to demonstrate my learning through the program. In addition to showcasing graduate work, I designed my portfolio to highlight my teaching practices and strengths as an educator. Because I think an online portfolio is the best way to bring teaching to life, I included many photos and videos of the work my students have done.