This course blew my mind on the regular! The number of aha moments about society and systemic ableism and intersectionality of systemic isms was mind boggling. This course affected not only my advocation for students in the k-12 system but informed my own struggles with systemic ableism as a professional with a disability. I have completely changed my teaching practice to focus much more heavily on universal design and entry points for as many diabilities as I can muster. It has shaped my interaction with students to focus more on the individual and thier relationship to education and with out a doubt thier relationship with their educators. I am finding it so timely given my current class composition. In my opinon this should be a required course!

I gained so much from this course; it truly transformed my teaching from day one.
I had very positive collaborative experiences and learned so much. We built a game, which enhanced my knowledge about game design and its relevance to education.
​I also gained insight into the detrimental consequences of gaming culture through time, such as hegemony, gender bias, and LGBTQ+ issues. Below are a few examples of projects from this course. 

This course was designed to be done entirely on Ipad or Iphone. However, most of us used our computers, because we found the lag time in the server to be too troublesome to use our mobile technology. I was introduced to Touchcasts as an interactive mobile broadcasting tool. We explored how the curated world is blown wide open with access to internet and handheld, robust mobile technology. Even virtual reality can be mobile now. Below are some examples of projects from ETEC 523.

This course has significantly altered my planning and designing of teaching. The  Keyword discussions of the concepts covered throughout the course were insightful and informative. I find myself frequently re-reading and re-watching content.

Designing learning environments with intention, inclusivity, sensitivity and developing technology in mind, is nothing short of herculean at times. However, it's also very intuitive and quite easy if you keep in mind pedagogy and research. I can't wait to apply this to my planning in the year to come. Here is a list of incredible video resources I keep going back to.

This course encouraged critical analysis of methodology used to undertake research with validity. The class explored ethics in research and completed the CORE training.  We discussed the mechanisms that make both qualitative and quantitative studies robust, ethical, and valid. We explored mixed studies, quasi-experimental, and many other research designs, with the aim of understanding the criteria required to satisfy ethics committees and peer reviews. This course really changed the way I view education publications covering "best practice" and pedagogy. I am far more critical of what I consider to be legitimate education research. As a result, I now support my thinking with much more rigorous, investigative publications. 

This course was an in depth look at how psychology and neuroscience affect pedagogy. It was a great discussion course with lots of peer feedback and discussion about various topics related to Behaviorism, Constructivism, and many other theories of Psychology as they pertain to the way educational pedagogy drives instruction and institutional policy. I explored the myths created by the fallacies distilled from over simplified Neuro-psychology with in educational pedagogy. It was eye opening to shine a light on things that were very prevalent as best practices in the past and how erroneous their footing was when research was really explored. 

Throughout this course we examined educational technology through the lens of an Analyst. We examined the pitch as mechanism to determine the viability of a product and how critical those pitches, in various forms, are to the buyer, investors and consumers. Kickstarter and the likes are full of those kinds of pitches. We engaged in a period of research and feed back about existing companies and then pitched for ourselves.  I used the pitch model right away in my teaching practice to have students evaluate companies they were generating for graphic design purposes. It lent a critical eye to aspects of the process I hadn't yet included with students. 

With in a group of MET students we explored the role of Mobile technology in education through the lens of Learning Management System (LMS) and their efficacy with mobile devices. We explored the market share and feasibility of the LMS outside of o GAFE ( google apps for education) by engaging class members in a week long discussion about is the LMS  market dead aside from GOOGLE?