Keeping Up with EdTech and EdPsych

Call for 2018-2019 #MAET Instructional Team

We frequently field inquires about teaching with the MAET program. In addition to our regular program faculty, we often have a need for other instructors to assist with course delivery. We have formalized procedures for expressing interest and on a yearly basis, around the first part of the new year, accept interest applications for the upcoming academic year.

The window is now open to express interest in joining our team for the 2018-2019 academic year.  We are seeking qualified, energetic educational technology leaders. In short, we are working to gather a team of individuals who embody in practice the 7 trans-disciplinary habits of mind and who demonstrate what Thomas Friedman calls CQ and and PQ — curiosity quotient and passion quotient. Appointments to the instructional team are on a yearly basis with the possibility of renewal based upon evaluation.
Teaching with MAET is a part-time adjunct position. We welcome applicants who may already have positions elsewhere as educational technology professionals. Teaching assignments may vary from 1-3 courses per academic year depending on need and instructor availability. We are seeking both lead instructors and course assistants.

You can indicate your interest for the 2018 – 2019 academic year by filling out the following form by March 12, 2018:

November 2017 Newsletter

August 2017 MAET Newsletter

MAET Summer 2017 Connections

Every summer, MAET students are learning online, in East Lansing, and in Galway. For several years, we have been using this opportunity to connect our students who are taking advantage of the variety of program formats that we offer (check out our project from last year). This summer, we would like to help you illuminate a major takeaway that you had through your summer coursework! You’ll find details below for this project. One important piece to emphasize is that you will be taking and submitting two pictures via email to You’ll find examples of the two different photos you should snap below. It’s important to make sure that your photos are in landscape format and not portrait. Please submit your light bulb moment entry by August 21st to be included in our final product. If you have any questions about how to get involved, please feel free to reach out.

Light Bulb Moment

Examples of the two photos to submit: 

One photo should have your light bulb moment close to you and the other should have your light bulb moment closer to the camera for easy reading. Using your phone to snap the pics works perfectly!

Lightbulb moment example 1

Lightbulb moment example 2

April Newsletter – 2017

Welcome, Maria!

Maria SerratoWe are delighted to announce Maria Serrato as the newest member of our MAET team. Maria officially joined us in April as our new Program Assistant. Maria comes to us from University Advancement, where she served as the Lead Coordinator for the MSU Greenline telemarketing program. She has worked with the University since 2013 in a few offices across campus, so she brings with her a wide array of experiences. In July, Maria will be finishing up a Bachelors of Arts in Interdisciplinary Humanities with a focus in Community Development, English, and Women’s Studies with a Specialization in Chicano Latino Studies.

Maria is the proud mother of two beautiful daughters and has been a part of the East Lansing community since coming to Michigan State in the Fall of 1999. Giving back and helping others is very important to Maria. She has served as a Crisis Intervention Counselor, Community Educator, Assistant Coordinator for MSU’s Annual Dia de la Mujer Conference, and has recently started a new initiative called Capital Area Latina Youth (CALY). This program fosters empowerment, education, cultural advancement, and leadership among Latina youth in grades 4-12.

As Program Assistant, Maria will often be the first point of contact for students interested in the MAET and graduate certificate programs. She will also handle student inquiries and admissions.

We’re excited to welcome Maria to Team MAET!

Designing the Ultimate PD Experience

What could professional development look like if teachers were involved in the design?

Using design thinking, we can further engage teachers and administrators in conversations around adult learning and the needs of educators in specific contexts. Through design thinking, we are able to create an experience that is truly collaborative and encourages people to share their ideas and receive feedback immediately. For our purposes, we use the Stanford Design Thinking Model and our focus is on K-12 educators as the user. It’s important to remember that there are other models out there, those of which may be better suited for your learning community and that a school is full of a wide variety of users – teachers, students, parents, administrators, support professionals, community members, and so on. So, shake off what you have come to expect from professional development (PD) and let’s think radically about what it could be!

Designing the Ultimate PD

Empathize: Describe the user and their current PD experience.

Define: Define a problem statement.

Ideate: Generate radical alternatives.

Prototype: Build and test your radical idea.

Test: Share your solution with users and get feedback.

Ideas for Implementation

If you are interested in running a similar design challenge in your district or school, here are some pro tips and things to consider:

  1. Will the design team include administrators and teachers? If so, how will you form groups so that you can leverage the variety in perspectives?
  2. Think through the flow between partner and group discussions. You’ll notice in our presentation and guided worksheet, each person was assigned a letter: A, B, C, or D.
  3. Set up the space so that is conducive to partner and group work. Clear table-tops for prototyping and open wall space works well for generating ideas on sticky notes. Be sure to have open walking spaces for the facilitator to move around the room and for participants to view prototypes from other groups.
  4. Stick to the time limits and explain to the design team ahead of time that you will be holding them to these limits.
  5. If this is the first time that your colleagues will participate in a design challenge, make sure to debrief about the experience. You’ll find some questions at the end of our presentation to prompt this discussion.

Where should you get started? You may need to modify these materials for your purposes, but check out the presentation that we created and use to facilitate design challenges around this topic. In addition, here is the guided worksheet which the design challenge participants use.

Design Thinking Resources

What is Design Thinking?

Stanford’s Reading List

Virtual Crash Course in Design Thinking

An Educator’s Guide to Design Thinking

Design Thinking for Educators by IDEO


Bill and Melinda Gates Foundation. (2014). Teachers know best: teachers views on professional development. Retreived from:

Corcoran, T. B., Shields, P. M., and Zucker, A. A. 1998, March. The SSIs and professional development for teachers. Menlo Park, CA: SRI International.

Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Education Research Journal, 38(4), 915–945.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12.

Schlager, M. S., & Fusco, J. (2003). Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse? The Information Society, 19(3), 203–220.  

Troen, V., & Bolles, K. (1994). Two teachers examine the power of teacher leadership. In D. R. Walling (Ed.), Teachers as leaders. Perspectives on the professional development of teachers (pp. 275-86). Bloomington, IN: Phi Delta Kappa Educational Foundation.

Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting With Teacher Professional Development: Motives and Methods. Educational Researcher, 37(8), 469–479.

Zepeda, S. J. (2012). Professional development: What works (2nd ed.). Larchmont, NY: Eye on Education.

ME and #MAET

Share your work with the world. ME and #MAET

MAET students, alumni, and instructors are making things happen all around the world! We are using ME and #MAET to highlight the awesome work that you’re doing in your learning community. Maybe you’re trying a new technology out in your classroom, developing a pilot program, leading professional development, or traveling to a conference? Please take a moment to snap a pic and share it with us so that we can celebrate your work and map MAET around the world.

As we’re always striving to be good digital citizens, please do not include the faces of your students in photos that you submit. If you are including colleagues (for example, when co-planning or leading a PD), please make sure that you have their permission to take and share the photo with us.

How do I share my ME and #MAET moment?

Once you have the shot, the next step is easy! You can submit your moment here: You will have to login using your MSU NetID. If you’re an alumni and are having issues accessing your account, please submit your photo via email to

If you have any questions or would like us to send you an MAET button, please contact us at

Computer Science in the Content Areas

Computer Science involves “the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society” (Tucker, 2006). The types of skills that underpin the work that computer scientists do are referred to as Computational Thinking. There’s a common misconception that computational thinking is limited to coding or programming — but the thinking processes and approaches that help with computing are also useful in many other domains.

Let’s BUST some of the common myths related to computational thinking:

Myth #1: It’s just about computers.

BUSTED: Although computers can be used to help solve problems and support students in becoming computational thinkers, limiting computational thinking solely to the use of computers is an oversimplification.

Myth #2: It’s the same thing as math.

BUSTED: Mathematics in school is about solving traditional math problems, whereas computational thinking is about using problem solving strategies to generate solutions that can be automated.

Problem Decomposition

Computational thinking involves problem decomposition: the process of breaking a problem into manageable parts. This allows us to find the most effective ways to solve problems, and also allows problems to be tackled by a team working together. Computational thinking involves problem solving strategies that– among other skills — include algorithms, abstraction, and automation.


Algorithms involve identifying and planning the steps or rules for completing a project. For example, students might write follow instructions for playing a piece of music, completing a recipe, or conducting a collaborative project (such as a play or research project).


Abstraction is the process of reducing a complex problem or concept to its bare essence.  For example, in building a model of the solar system, students would create the planets, but not all of the stars. Other examples of abstraction include summarizing a story or playing the game 20 Questions, activities that encourage learners to focus on essential details.


Automation is the use of digital tools and technology to automate the solution to a problem in an efficient way. For example, students could simulate the stock market, engage in historical reenactment, or use NetLogo (free software) to manipulate variables within, or to create, a simulation.

CSTA and ISTE identify 9 core computational thinking ideas for K-12 classrooms that include: data collection, data analysis, data representation, problem decomposition, abstraction, algorithms & procedures, automation, parallelization, and simulation (as illustrated in the image below):

Computational Thinking Concepts


Additional Resources


Computer Science Clubs

Courses for Educators

Teaching Resources & Activities


Tucker, Allen, (2006), Deek, F., Jones, J., McCowan, D., Stephenson, C., and Verno, A. A Model Curriculum for K-12 Computer Science: Final Report of the ACM K-12 Task Force Curriculum Committee. Association for Computing Machinery (ACM), New York, New York.

September Newsletter – 2016

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