Master of Arts in Instructional Technology Program. Policies and Procedures Manual

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1 Master of Arts in Instructional Technology Program Policies and Procedures Manual Master of Arts in Instructional Technology Program School of Education The Richard Stockton College of New Jersey 101 Vera King Farris Drive Galloway, NJ MAIT Policy Manual page 1

2 The policies and procedures in this manual have been developed by the faculty of the Master of Arts in Instructional Technology Program (MAIT) at The Richard Stockton College of New Jersey. This manual is to be used in addition to the Stockton Bulletin. This manual has been developed to assist you in understanding Program expectations. We hope it proves to be a helpful resource during your enrollment in the Program. Every effort has been made to provide accurate information in this Manual. The College reserves the right to make changes at any time without prior notice. It is your responsibility to be knowledgeable about all the materials addressed in this manual. If you have any questions, please see the director or faculty members of the program. Be sure to keep this manual as a reference throughout your enrollment in the MAIT Program. Approved by Instructional Technology Faculty 01 Dean of the School of Education 01 Dean of School of Graduate and Continuing Studies 01 MAIT Policy Manual page

3 Table of Contents 1. MISSION OF THE PROGRAM:.... PROGRAM OBJECTIVES: PROGRAM ORIENTATION TECHNOLOCY COMPETENCE GRADUATION REQUIREMENTS Core Courses: Elective Courses: MAIT + Supervisor Endorsement (36 credits) Time Limits Awards and Recognitions MAIT PROGRAM FACTS COMMUNICATIONS Mailing Address: Electronic Communications: MAIT ACADEMIC POLICIES: Minimum Grades Degree Completion Final Project Prerequisites and Limits MAIT COMPUTER LAB (H101) GRADUATE ASSISTANT PROGRAM MAIT Policy Manual page 3

4 1. MISSION OF THE PROGRAM: The field of instructional technology deals with the improvement of human learning and performance with the aid of technologies. The mission of the MAIT program is to provide students with the necessary knowledge and skills to systematically develop instructional and support systems. Through a balance of theory and practice, the program emphasizes real-world application to make every course relevant to our students. With a strong theoretical foundation, the degree prepares its graduates to understand that technology is a tool to enhance learning and training.. PROGRAM OBJECTIVES: Upon completion of the instructional technology curriculum at The Richard Stockton College of New Jersey, students will: General Objectives Communicate effectively in visual, oral, and written form Specific Outcomes Write and edit text to produce messages that are clear, 1 concise, and grammatically correct in both print and electronic media. Create or select visuals that instruct, orient, or motivate in both print and electronic media. 3 Use active listening skills in all situations. Present and receive information in a manner that is appropriate for the norms and tasks of the group or team. Deliver presentations that effectively engage and 5 communicate using instructional technologies. Write and edit papers of an academic and professional 6 nature. Apply principles of message design to page layout and 7 screen design. 8 Use a variety of online communication methods and tools. MAIT Policy Manual page

5 Demonstrate conceptual understanding of the appropriate use of technologies Operate a variety of technologies in support of learning and instruction Demonstrate knowledge of uses of computers and technology in education, business and industry, and society Use terminology related to computers and technology appropriately in written and oral communications. Demonstrate knowledge of equity, ethics, legal, and human issues concerning the use of computers and technology; and practice responsible use of such technologies. Develop positive attitudes toward personal technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Analyze the characteristics of existing and emerging technologies and their uses within instructional technology. Use office suite productivity tools (word processing, spreadsheet, databases, etc.) to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Use technologies (document camera, whiteboard, courseware tools, etc.) that facilitate broadcast instruction, audio/video conferencing and/or online instruction and learning. Use computer-mediated communications (electronic mail, listservs, bulletin boards, social media, chats, etc.) for communications and research to support instruction. Use design tools (HTML, Webpage editors) tools for creating interactive Web-based materials and instruction. Demonstrate Use audio/video/tools (video camera, digital capture, digital editing, etc.) to facilitate presentations and/or instruction. Use design tools (multimedia, hypermedia and authoring systems) tools for creating interactive computer-based instruction. Use digital imaging technologies (scanner, digital camera, imaging software, etc.) to visually enhance instructional communications and presentations. Seek and share information and ideas among individuals with diverse backgrounds and roles. MAIT Policy Manual page 5

6 proficiencies in information literacy Apply research and theory to the practice of instructional technologies Analyze needs, goals, and learners as it applies to instruction Identify and locate various forms (print and electronic media) information sources. Evaluate information critically and competently by judging the accuracy, relevance, and completeness of sources and information in relation to a range of topics and information problems. Organize an information product(s) in the most effective way(s). Develop information seeking strategies to enhance one's personal knowledge. Use information accurately and creatively for personal and professional purposes. Determine underlying biases, assumptions and perspectives of information sources. Apply fundamental research skills in support of the design and development of instructional materials. Demonstrate ability to produce intellectual communications (literature reviews, articles, academic papers) using dominate format style of the field (APA). Use literature reviews as a foundation for developing instructional products. Identify and discuss the strengths and weaknesses of major theories and literatures of field. Provide theoretical rationale for design and development decisions Develop and conduct a needs assessment and/or goal analysis to substantiate the design and development of instructional materials/products. Develop and conduct a task analysis to substantiate the design and development of instructional materials/products. Develop and conduct a environment/content analysis to substantiate the design and development of instructional materials/products. Develop and conduct a learner analysis to substantiate the design and development of instructional materials/products. MAIT Policy Manual page 6

7 Design learning experiences and environments Compile data from needs assessments/goal analysis to answer questions as to whether instruction is the answer to a perceived learning problem. Use data from needs assessments/goal analysis to establish a rationale for the design and development of specific instructional materials/products. Identify a broad range of observed and hypothetical characteristics and environmental factors of the perceived learners who will benefit from the delivery of new instruction. Choose and apply models for the formulation and interpretation of analyses. Interpret and communicate analyses to establish a rationale for the design and development of specific instructional materials/products. Describe and/or document specific learner characteristics that influence the selection and implementation of new instruction. Reflect upon the elements of a situation before proceeding with design and development solutions, and other instructional strategies. Create objectives and content that accommodate learner needs and characteristics. Select, modify, or create a design and development model appropriate for a given project. Select and use a variety of techniques to define and sequence the instructional content and strategies. Choose effective instructional strategies aligned with goals and instruction. Apply appropriate rules and principles derived from learning theory to the design of instructional materials. Analyze and select media appropriate for a given project. Design instruction that reflects an understanding of the diversity of learners, groups of learners, and the environments in which they will demonstrate their learning. Select motivational strategies appropriate for the target MAIT Policy Manual page 7

8 learners, task, and learning situation. Develop effective instructional/informational materials Manage learning environments by utilizing processes and resources 1 Select or modify existing instructional materials. Create electronic presentation materials (electronic slide shows, visuals) and/or non electronic materials (manuals, handouts, etc.) Create hypermedia and/or multimedia materials (webpages, 3 standalone programs) Create instructional materials for distance and online learning. 5 Create visuals for all media. Apply instructional design principles to select appropriate 6 technological tools for the development of instructional and professional products. Apply learning and cognitive theories to the development of 7 instructional materials. 1 Provide constructive feedback. Facilitate technology-enhanced, 1 st century learning environments. Promote local and global collaboration, partnerships and 3 relationships among individuals. Provide for effective implementation of instructional products and programs. Direct, coach, support and monitor performance of 5 individuals as they endeavor to perform effectively in learning environments. Apply project management techniques to various learning, 6 training, and performance contexts. Apply the principles of human performance to the 7 effectiveness of the environment. Motivate individuals to perform effectively in learning 8 environments. Promote the use of technology for higher level thinking and 9 problem solving. 10 Oversee technology to support learner-centered strategies. Evaluate all components 1 Report evaluation information. MAIT Policy Manual page 8

9 of learning and instruction Demonstrate leadership skills Conduct evaluation (formative, summative, confirmation) of instructional materials and methods. 3 Use multiple evaluation techniques. Create evaluation tools. 5 Identify and utilize models of evaluation. 1 Adopt strategies and solutions in light of change. Update and improve knowledge, communication skills and attitudes related to instructional technologies. Exhibit leadership attributes with individuals and groups 3 (e.g., intrapersonal skills, interpersonal skills, group dynamics, team building). Motivate individuals to perform effectively in learning environments. Make ethical and moral decisions in terms of the accuracy 5 and completeness of the information upon which they will be based. Develop and sustain social relationships (e.g., professional 6 organizations). 7 Identify and resolve ethical issues. 8 Delegate, communicate and lead by example. 9 Facilitate cooperative and collaborative groups. 3. PROGRAM ORIENTATION The program serves: 1) students who seek or will continue employment in the P-1 schools; ) students who wish to pursue coordinator or supervisor positions in P-1 schools and districts; and 3) students seeking or holding careers in business, industry, military, or non-profit organizations. The program is composed of both core and elective courses. The core courses focus on important issues related to learning, instruction, research and the impact of technology, and include an overview of a variety of technologies, software applications and Webbased tools. The elective courses are designed to extend the core skills into more specialized environments, and to give students opportunities to enhance their personal MAIT Policy Manual page 9

10 interests in the field. Students can develop a customized curriculum from elective courses that is tailored to their needs. Some program courses may satisfy course requirements for a Supervisor s Endorsement in the State of New Jersey.. Technology Competence Although there is no required computer course before admission into the program, due to the nature of the program, students are expected to possess basic computer skills. These basic skills are not taught inside of the program. These are: Basic Operating Systems skills saving in designated places distinguishing save and save as copying and pasting files Basic word processing skills Basic Internet skills communication through utilizing WWW searching information on the Internet If students do not possess these skills, they should take relevant courses or workshops (for example, INTC 610 or ETTC workshops) that will not count toward the degree. 5. GRADUATION REQUIREMENTS To earn an MAIT degree, students must successfully complete a minimum of 33 hours of graduate credit including a final project. Students must maintain a GPA of 3.0 or better throughout their time in the program. In addition, students must receive a B or better in all core courses. Each student must complete 5 courses (15 credits) from the core courses, and 6 courses (18 credits) from the elective courses: 5.1. Core Courses: INTC 5001 INTC 510 INTC 5160 Technology and Learning Visual Design and Communications Instructional Design and Development MAIT Policy Manual page 10

11 (Prerequisite: INTC 5001, or permission of instructor) INTC 5170 Research in Instructional Technology (Prerequisite: INTC 5001, INTC 510, and INTC 5160; to be taken in the semester immediately preceding enrollment in INTC 5810) INTC 5810 Capstone: Final Project (Prerequisite: completion of the core courses and having no more than one non-core course remaining.) The purpose of the Final Project, INTC5810 Capstone, is for degree candidates to demonstrate their ability to synthesize their overall knowledge from the program into a practical application with a supporting paper and an oral presentation. 5.. Elective Courses: In addition, students must complete six elective courses. Students are strongly encouraged to work with their advisor to develop a customized curriculum tailored to their needs. The elective courses are grouped by related areas to assist students in course selection. INTC 530 INTC 580 INTC 590 INTC 530 INTC 5330 INTC 530 INTC 510 INTC 50 INTC 550 INTC 5560 INTC 5590 INTC 5701 INTC 5800 EDUC 613 Supervision and Leadership for Technology Grant Writing Leadership in Instructional Technology Media Design and Evaluation Integrating Technology in the Curriculum Web Design Adult Learning Human Performance Improvement and Tools Project Management Approach to Educational Change E-learning Special Topics in Instructional Technology (offered as needed) Internship (1-3 credits) (Prerequisite: completion of core, at least three elective courses and permission of instructor) Independent Study (Prerequisite: permission of instructor) Curriculum Development, Implementation, and Evaluation 5.3. MAIT + Supervisor Endorsement (36 credits) A student holding a New Jersey Teaching License who wishes to earn the Supervisor Endorsement from the New Jersey Department of Education may do so by first completing the MAIT degree requirements, then taking an additional course, EDUC 610 Principles of supervision, from the Master of Arts in Education (MAED) program. MAIT Policy Manual page 11

12 Students must have taught for three years to be eligible. The specific courses, that the student must take, are: Required courses as part of MAIT degree (9 credits): INTC 5330 Integrating Technology in the Classroom INTC 530 Supervising and Coordinating Educational Technology EDUC 613 Curriculum Development, Implementation, and Evaluation Additional course from MAED after completing MAIT (3 credits): EDUC 610 Principles of Supervision Upon reaching their final semester in the MAIT program, the student must apply for the Supervisor Endorsement program with the School of Graduate Studies. Once accepted, they must then take EDUC 610 to complete the course requirements for the Supervisor Endorsement. After fulfilling all the requirements of the New Jersey Department of Education, the student should contact the School of Education office to officially apply for the endorsement. 5.. Time Limits The time limit for use of INTC credits toward the MAIT degree is six years (excluding the time of leave of absence) from the initial semester in which students took courses in the program. If students wish to extend this time limit, they must submit a written request for an extension to the program director Awards and Recognitions Program Distinction A Master of Arts in Instructional Technology with Distinction may be awarded to those MAIT students whose coursework and professional contribution is of outstanding quality. The award will be based on consensus of the MAIT program faculty with consideration of the student's academic excellence and outstanding contribution to the program and/or profession. MAIT Policy Manual page 1

13 6. MAIT PROGRAM FACTS The Instructional Technology Program is part of the School of Education Director of the Program: Douglas Harvey, D.Ed. (effective Sept 1, 013) Dean of the School of Education: Claudine Keenan, Ed. D. Dean of the School of Graduate and Continuing Studies: Lewis Leitner, Ph.D. Office of the School of Education: J-01 Office of the School of Graduate and Continuing Studies: F-101 MAIT computer lab: H-101 Faculty Office Hours: Posted on faculty office door, available by calling the School of Education Office (65-688), or reviewing a given course syllabus. Primary Faculty Name Address Phone Amy Ackerman, Ph.D Douglas Harvey, D.Ed Jung Lee, Ph.D COMMUNICATIONS 7.1. Mailing Address: Students must provide the college with their current address and telephone number. All official college mailings and phone calls will be directed according to the provided information, and it is incumbent upon the student to maintain the information is current. 7.. Electronic Communications: Year round, students are required to read their GoStockton Portal account and read all appropriate program/faculty Web sites including BlackBoard as specified by the respective instructor. All official communication from the college and the program will be sent to the student at their official GoStockton Portal account only. The MAIT Policy Manual page 13

14 program also maintains a social media presence at 8. MAIT ACADEMIC POLICIES: Students must adhere to all college-wide policies as described in the Bulletin. The program policies are additional requirements. Certain program policies are more stringent than those for the College at large. In those instances, students are required to adhere to the program policies as stated in this manual. Certain course policies are more stringent than those for the program at large. Such course policies are included in the course syllabus and students are required to adhere to the course policies. Students are responsible to learn and adhere to all policies of the college, program, and instructional technology courses Minimum Grades The program places a minimum standard on grades a student must earn in individual courses. A student must earn a B or better in all core courses and maintain an overall 3.0 GPA. Failure to earn these minimum grades will result in the student being placed on Academic Probation, (see section 11.6). 8.. Degree Completion To earn the M.A. in Instructional Technology degree, students must successfully complete a minimum of thirty-three (33) hours of graduate credit in accordance with the established curriculum of the program, including a final project. Students must maintain a minimum GPA of 3.0 or better throughout their time in the program. In addition, students must receive a B or better in all core courses Final Project Prerequisites and Limits To take the INTC 5810 course, a student must have completed the INTC 5170 course with a B or better. The INTC 5810 Final Project course must be completed within one (1) calendar year of completion of thirty (30) credits of coursework toward the degree. Failure to complete the INTC 5810 course within this time frame will result in Dismissal from the MAIT Policy Manual page 1

15 program. Students matriculated prior to 005 To address the fact that a student who officially matriculated into the MAIT program prior to the 005 academic year did not have INTC 5170 as a prerequisite for INTC 5810, such a student must have a Final Project proposal approved in writing by the instructor of record scheduled to teach INTC 5810 for the semester in which the student plans to enroll. The student is responsible for meeting with the instructor of record no later than the first day of classes the semester prior to taking INTC 5810, and must meet regularly with that instructor throughout that semester as agreed to at the initial meeting. If in the academic judgment of the instructor of record a student fails to maintain adequate progress toward, or will be unsuccessful in, crafting an approvable proposal by the end of the semester, he or she will be denied enrollment for INTC 5810 the following semester, Should this occur, the student will be allowed one more attempt to complete the Final Project proposal within the next academic year. Failure to complete the proposal a second time will result in dismissal from the program. Once a proposal is approved, the student must complete the INTC 5810 Final Project course within one (1) calendar year. Failure to complete the INTC 5810 course within this time frame will result in Dismissal from the program. 9. MAIT COMPUTER LAB (H-101) H-101 is a School of Education lab. Students who are enrolled in INTC courses have access to the lab with their ID card during any semester during which they are enrolled. MAIT Policy Manual page 15

16 10. GRADUATE ASSISTANT PROGRAM Selection Procedure The current Program Director reviews all applications, and nominates candidates to the Dean of Graduate Studies for final approval. Nominations are made on the basis of applicant merits, academic achievement, and faculty recommendation. MAIT Policy Manual page 16

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