College of Education Professional Education Unit

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1 College of Education Professional Education Unit PROGRAM SUBMISSION MASTERS OF ARTS IN EDUCATION EDUCATIONAL TECHNOLOGY WITH INSTRUCTIONAL COMPUTER TECHNOLOGY ENDORSEMENT RANK I IN EDUCATIONAL TECHNOLOGY WITH INSTRUCTIONAL COMPUTER TECHNOLOGY ENDORSEMENT INSTRUCTIONAL COMPUTER TECHNOLOGY ENDORSEMENT Governing Kentucky Regulation: Kentucky Education Professional Standards Board (2005) 16 KAR 5:010. Standards for accreditation of educator preparation units and approval of programs. September 15, 2010 Revised February 23,

2 Table of Contents Content Page 1. Conceptual Framework 3 A. Professional Education Unit at Morehead State University 3 B. Educational Technology Programs Links to Conceptual Framework 4 Table 1. Descriptive Table of the Educational Technology Programs and Requirements 5 2. Continuous Assessment 6 A. Links to the Conceptual Framework 6 B. Integration of Standards in Continuous Assessment 6 C. Candidate Assessment: Monitoring Checkpoints Multiple Assessments, and Feedback System Table 2. Gates and Key Assessments for Master of Arts in Education Educational Technology with Instructional Computer Technology Endorsement 7 7 Table 3. Gates and Key Assessments for Rank I in Educational Technology with Instructional Computer Technology Endorsement 8 Table 4. Gates and Key Assessments for Instructional Computer Technology Endorsement 9 D. Continuous Assessment of System: Multiple Assessments, Checkpoints and 10 Feedback Loops E. Code of Ethics and Professional Dispositions 11 F. Faculty Evaluations 11 G. Plan for Collecting P-12 Student Impact Data 11 H. Use of Technology for Program Assessment 11 I. Assurance that Assessments are Accurate, Fair, and Consistent Program Experiences 12 Table 5. Descriptive Table of Educational Technology Courses 13 A. Holistic Matrices: Kentucky Teacher Standards and Links to Educational Technology 15 Courses B. Holistic Matrices: Conceptual Framework and Standards and Links to Candidate 16 Assessments C. Holistic Matrices: Educational Technology Program Courses and Links to ISTE Standards 18 D. Holistic Matrices: Educational Technology Program Courses and Links to AECT Standards 19 E. Descriptive Table: KY Education Reform Act (KERA) Initiatives in Educational 20 Technology Courses F. Descriptive Table: The Education Professional Standards Board (EPSB) Themes 22 G. Program Faculty 25 H. Curriculum Contract Sheets 28 Curriculum Contract Sheet MA in Education Educational Technology 28 Curriculum Contract Sheet Rank I in Educational Technology 29 Curriculum Contract Sheet Instructional Computer Technology Endorsement 30 Appendix A: MSU College of Education Graduate Disposition Assessment 31 Appendix B: Exit Exam and Portfolio Rubrics 32 2

3 Document 1: Conceptual Framework A. Professional Education Unit at Morehead State University Community Engagement: A Light to and from the Mountains The Professional Education Unit at Morehead State University strives to promote the flow of Light to and from the Mountains by engaging with communities of learners at all levels and in a variety of contexts including P-12 students, pre-service candidates and in-service educators, university faculty and staff, and community members. We deliver high quality educator preparation programs that are informed by relevant national and international scholarship. Appalachian research, literature, and experience is integrated throughout curricula to ensure that candidates are equipped with the knowledge and skills needed to improve the schools, quality of life, and communities in eastern Kentucky and beyond. Four critical concepts have been identified to provide an intellectual framework and coherence to support candidates, colleagues, public school practitioners, and stakeholders in their understanding of the Unit s commitment to engage multiple communities and to prepare educators who are equipped to bring a Light to and from the Mountains. These concepts are: Informed Decision-Making; Diversity and Holistic Education; Collaboration and Coalition Building; and Empowerment. The knowledge and skill set needed to empower educators to apply these concepts is developed as they move through their academic program. Five performance areas have been identified to guide the focus and context used in Unit decision-making and course and program outcome development and assessment. The Unit and the faculty within individual programs assess the degree to which its graduates: 1) master the content knowledge, professional and the twenty first century skills needed to make an optimal contribution to whole student learning in educational settings; 2) are competent in the collection and use of data to inform decision- making and to demonstrate accountability for student learning; 3) demonstrate professional dispositions; 4) are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively bridge the gaps (economic, achievement, and geographic) ensuring optimal learning for all students; 5) engage in authentic field experiences in collaboration with committed school based partners and are empowered to improve the quality of education throughout this region and beyond. The entire Morehead State Conceptual Framework Document is available on line at: 3

4 B. Educational Technology Programs and Links to the Conceptual Framework The Educational Technology programs (Master of Arts in Education Educational Technology, Rank I in Educational Technology, and Instructional Computer Technology Endorsement) programs are linked to the conceptual framework and its theme Community Engagement: A Light to and from the Mountains in a number of ways. The program is designed to promote a Light to and from the Mountains by ensuring that educators enrolled in the program as candidates are able to address 21 st century learners living in a global world, explore emerging technology and issues associated with them, and accommodate diverse learners in an online format to meet the student s distance-based needs. A description of how the core courses for the educational technology programs address the conceptual framework performance areas can be seen below. EDUC 621 Technology for the 21 st Century Teacher ties into the idea of strengthening the educational environment by examining different technologies that can be used to enhance teaching and learning for 21 st century learners (Conceptual Framework Performance Areas 1 & 5). EDUC 680 Introduction to Instructional Design and Technology focuses on examining the history of instructional design and how different instructional design models can be used to enhance the learning environment as well as address diverse learning styles and needs of students (Conceptual Framework Performance Areas 1, 4 & 5). EDUC 611 Introduction to Action Research and Grant Writing for Educators provides hands-on learning of how to find funding sources and create grants proposals that can be used to strengthen the classroom environment as well as how to conduct action research to investigate the effectiveness of classroom learning as well as help inform decisionmaking based on collected and evaluated data (Conceptual Framework Performance Areas 1, 2, 3, & 5). EDUC 628 Technology, Education and Culture explores the philosophical and ethical use and impact of technology in the enhancement of learning environments and diverse learners as well as exploring the issues of learning gaps and ways that technology can be used to bridge the gaps (Conceptual Framework Performance Areas 1, 4, & 5). In addition to the core courses, several professional development courses are used to further enhance the abilities of program candidates to design environments where students construct knowledge and develop skills. Examples from some of the non-core courses that can be taken in the educational technology programs are listed below. EDUC 644 Multimedia Design for the Classroom provides opportunities for how educators can utilize various forms of multimedia to enhance the learning environment and engage the students in constructing knowledge (Conceptual Framework Performance Areas 1, 4 & 5). EDUC 688 Educational Games and Simulations explore how educators can utilize various forms of games (board, computer, video games, etc), and simulations as well as the design of games and simulations to enhance the learning environment and create engaging learning activities for students (Conceptual Framework Performance Areas 1, 4, & 5). 4

5 EDUC 625 Assistive Technology focuses on enhancing the abilities of teachers to utilize technology to meet the technological needs of diverse populations of learners (Conceptual Framework Performance Areas 1, 4, & 5). EDUC 681 Individualized Learning Systems focuses on teachers conducting needs analysis data and developing instructional content and assessments to ensure maximum learning for various populations of students (Conceptual Framework Performance Areas 1, 2, 4 & 5). EDUC 685 Principles of Distance Education focuses on teachers utilizing technology to develop online learning environments and to meet the technological needs of learners (Conceptual Framework Performance Areas 1 & 5). EDEL 600 Workshop provides opportunities for students to learn about cutting edge issues regarding educational technology. The courses utilized within the educational technology programs have been selected or designed to help candidates meet the growing challenge of teaching in an environment where learners are high technology users and are growing up experiencing technology in all aspects of society. Most importantly, these programs are intended to advance the technological and instructional design skills of candidates to better design environments that are supportive to students constructing knowledge and developing skills. Table 1 provides a breakdown of each of the programs, required credit hours, and program requirements. Table 1. Descriptive Table of the Educational Technology Programs and Requirements Educational Technology Program Master of Arts in Education Educational Technology with Instructional Computer Technology Endorsement Rank I in Educational Technology with Instructional Computer Technology Endorsement Instructional Computer Technology Endorsement Required Credit Hours 36 hours minimum including: 12 hours of Core Courses 24 hours of Professional Development Courses 60 hours including a Masters degree or 30 hours beyond a Rank II certification including: 12 hours of Core Courses 18 hours of Professional Development Courses 15 hours including: 12 hours of Core Courses 3 hours of Professional Development Courses Program Requirements 1. Complete all Core Courses 2. Completion of all professional development courses 1. Complete all core courses 2. Complete minimum of 6 hours (MSU non-degree programs require 18 hours minimum) to meet KY requirements for a Rank I. 1. Complete all core courses 2. Complete one course from the following: EDUC 625, EDUC 644, EDUC 685, EDUC 688, CIS 634, CIS 650 5

6 Document 2: Continuous Assessment A. Links to the Conceptual Framework The Unit s Conceptual Framework states in our mission to prepare engaged educators in Eastern Kentucky, that we promote the flow of Light to and from the Mountains. We believe many voices provide perspectives and resources that contribute to the generation of knowledge. Additionally, we recognize that integrating these resources throughout curricula leads to the effective preparation of educators who are inter-culturally competent regional stewards. Our candidates must demonstrate the knowledge, skills and dispositions that are established by state and national learned societies as being critical to success as an initial or advanced teacher, school counselor, or administrator. The Professional Education Unit (PEU) developed and implements a Continuous Assessment System (CAS) to ensure the goals of the PEU are met and are consistent with the mission of the University. Continuous assessment is interwoven into curriculum and standards-driven instruction. It also plays an important role in Unit evaluation. While assessments occur at the individual level (precandidates, candidates, and advanced program candidates), evaluation occurs at the program and Unit levels, including evaluation by alumni and the professional educational community. The CAS provides for both the ongoing assessment of candidate achievement (knowledge, skills, and dispositions) and the ongoing evaluation of program quality within the Professional Education Unit. Implementation of the CAS provides data used for decision-making focused on maintaining or extending the quality of programs as well as candidate performance levels. Faculty, academic administrators, school-based personnel, and candidates are committed to, and invested in, the development and implementation of the Continuous Assessment System. B. Integration of Standards in Continuous Assessment Standards-based assessment is interwoven throughout all teacher education programs. Graduate courses have been designed to address selected standards, course outcomes identify the standard themes students are expected to fulfill, and course assessments determine the level of proficiency achieved by each student. Standard alignment has been documented in relation to the Kentucky Teacher Standards, the KERA Initiatives, the Education Professional Standards Board Themes, the International Society for Technology in Education (ISTE), and the Association for Educational Communications and Technology (AECT) standards. Course alignment with standards has been reviewed as part of Morehead State University s required Annual Program Review Assessment (through 2007) and most recently as part of the Curriculum Audit process (2008). Information regarding the specific ways the educational technology programs fulfill standards is presented in Document 3 of the Program Review. The entire Continuous Assessment System is available online at 6

7 C. Candidate Assessment: Monitoring Checkpoints, Multiple Assessments, and Feedback System The educational technology programs utilize a series of gates and assessments to monitor candidate s progress within their program. Tables 2-4 provide specific information on the individual educational technology programs related to gates and key assessments that must be completed by candidates. Definitions: Gate- A gate is a predetermined candidate checkpoint in the program. Each candidate s performance status is checked to ensure achievement of, at least, the minimum required performance level on required assessments. Candidate success results in movement through a gate. Key Assessments are those that are used to make program admission, continuation, or completion decisions about all undergraduate candidates in the initial teacher certification program. Data from these assessments inform us about program quality. Table 2. Gates and Key Assessments for Master of Arts in Education Educational Technology with Instructional Computer Technology Endorsement Gates Assessment Data Outcome Decision Maker(s) 1) Admission to Program Conditional Admission to Graduate Studies. Meets General Requirements but fails to satisfy GRE requirements (can take 12 hours) Unconditional Admission to Program Meets all general and program requirements for admission to the MA in Education Ed. Tech. 2) Eligibility for Exit Requirements (Exit Exam and Professional Portfolio) Combined Verbal/Quantitative GRE Score of 750 GRE Writing Proficiency Score of 2.5 Standard or Provisional Teaching Certificate, a statement of eligibility for teaching, or documentation stating role of educational support. Those candidates seeking to develop expertise in the area of educational support will be able to obtain the Master s Degree, but it cannot be used for initial teacher certification. Overall undergraduate GPA (2.75) Fulfillment of the following: 3.0 graduate GPA Successful completion of 27 hours of approved graduate credit including the program core courses Initial review of application documents is conducted in the graduate office and then forwarded with recommendation to the Department Chair. Department chair approves recommendation and assigns advisor and applicant is informed in writing of admission recommendation by the graduate office Candidate notifies advisor of intent to complete the exit exam and portfolio Review of Academic Record /transcript Candidate notified when ineligible to begin exit exam University Graduate office Department Chair of Foundational and Graduate Studies in Education Candidate Advisor Advisor 3) Program Completion Successful completion of required exit exam(s) Program coordinator assigns two faculty to review exit exam and portfolio. Results are provided to program coordinator Program coordinator/ed. Tech. faculty 7

8 Successful completion of professional portfolio Successful completion of all required course work Candidates are informed of exit exam and portfolio results and eligibility for graduation. 3.0 graduate GPA 5) Alumni Surveys Alumni surveys are collected every 5 years (beginning in 2010). Electronic means are used to collect Alumni data. Educational Technology Program Coordinator; Department Chair of Foundational and Graduate Studies in Education Table 3. Gates and Key Assessments for Rank I in Educational Technology with Instructional Computer Technology Endorsement Gates Assessment Data Outcome Decision Maker(s) 1) Admission to Program Conditional Admission to Graduate Studies. Meets General Requirements but fails to satisfy GRE requirements (can take 12 hours) Unconditional Admission to Program Meets all general and program requirements for admission to the Rank I in Ed. Tech. 2) Eligibility for Exit Requirements (Exit Exam and Professional Portfolio) Combined Verbal/Quantitative GRE Score of 750 GRE Writing Proficiency Score of 2.5 Standard or Provisional Teaching Certificate, a statement of eligibility for teaching, or documentation stating role of educational support. Those students seeking to develop expertise in the area of educational support will be able to obtain the Master s Degree, but it cannot be used for initial teacher certification. Must hold Masters Degree from an accredited institution or completed a Fifth-Year program. Fulfillment of the following: 3.0 graduate GPA Successful completion of 27 hours of approved graduate credit including the program core courses Initial review of application documents is conducted in the graduate office and then forwarded with recommendation to the Department Chair. Department chair approves recommendation and assigns advisor and applicant is informed in writing of admission recommendation by the graduate office Candidate notifies advisor of intent to complete the exit exam and portfolio Review of Academic Record /transcript Candidate notified when ineligible to begin exit exam University Graduate office Department Chair of Foundational and Graduate Studies in Education Candidate Advisor Advisor 3) Program Completion Successful completion of required exit exam(s) Successful completion of professional portfolio Program coordinator assigns two faculty to review exit exam and portfolio. Results are provided to program coordinator Candidates are informed of exit exam and Program coordinator/ed. Tech. faculty 8

9 Successful completion of all required course work portfolio results and eligibility for graduation. 3.0 graduate GPA 5) Alumni Surveys Alumni surveys are collected every 5 years (beginning in 2010). Electronic means are used to collect Alumni data. Educational Technology Program Coordinator; Department Chair of Foundational and Graduate Studies in Education Table 4. Gates and Key Assessments for Instructional Computer Technology Endorsement Gates Assessment Data Outcome Decision Maker(s) 1) Admission to Program Conditional Admission to Graduate Studies. Meets General Requirements but fails to satisfy GRE requirements (can take 12 hours) Unconditional Admission to Program Meets all general and program requirements for admission to ICT Endorsement. 2) Eligibility for Exit Requirements (Exit Exam and Professional Portfolio) Combined Verbal/Quantitative GRE Score of 750 GRE Writing Proficiency Score of 2.5 Standard or Provisional Teaching Certificate, a statement of eligibility for teaching, or documentation stating role of educational support. Those students seeking to develop expertise in the area of educational support will be able to obtain the Master s Degree, but it cannot be used for initial teacher certification. Overall undergraduate GPA (2.75) Fulfillment of the following: 3.0 graduate GPA Successful completion of 12 hours of approved graduate credit including the program core courses Initial review of application documents is conducted in the graduate office and then forwarded with recommendation to the Department Chair. Department chair approves recommendation and assigns advisor and applicant is informed in writing of admission recommendation by the graduate office Candidate notifies advisor of intent to complete the exit exam and portfolio Review of Academic Record /transcript Candidate notified when ineligible to begin exit exam University Graduate office Department Chair of Foundational and Graduate Studies in Education Candidate Advisor Advisor 3) Program Completion Successful completion of required exit exam(s) Successful completion of professional portfolio Successful completion of all required course work Program coordinator assigns two faculty to review exit exam and portfolio. Results are provided to program coordinator Candidates are informed of exit exam and portfolio results and eligibility for graduation. Program coordinator/ed. Tech. faculty 9

10 3.0 graduate GPA 5) Alumni Surveys Alumni surveys are collected every 5 years (beginning in 2010). Electronic means are used to collect Alumni data. Educational Technology Program Coordinator; Department Chair of Foundational and Graduate Studies in Education D. Continuous Assessment System: Multiple Assessments, Checkpoints and Feedback Loops Each of the educational technology programs (Masters, Rank I, and Endorsement) utilizes the same three levels of continuous assessment of candidates. These assessments include an exit exam, digital portfolio, and program assessment. A description of each assessment follows: 1. Exit Exam Candidates are able to request the exit exam after completing a minimum of 27 hours and the required core courses (EDUC 611or EDF 600, EDUC 621, EDUC 628, and EDUC 680). The exit exam consists of candidates selecting one question for each of the required core courses and responding to the question in a research-paper format with cited references of support. Candidates are given three weeks to submit their exit exam upon being given the list of exam questions. Once the candidate submits the exit exam it is reviewed using a standard rubric. Candidates are required to obtain a score of 160 out of 200 for a passing average of 80%. The first exit exams were administered in Currently, there is a 100% pass rate. 2. Digital Portfolio Candidates will submit a digital portfolio of projects from the required core courses and other artifacts the candidate can select to include to demonstrate preparation to demonstrate skills in the use of educational technology. In addition to the projects, the candidate provides a reflection of each submitted project, personal assessment of portfolio work, resume, and a letter to the reviewer. Once submitted, the portfolio is reviewed using a rubric based on state and national standards. Candidates are required to obtain a score of 3.0 on each of the portfolio rubric areas that include competence in meeting the technology standards of the Kentucky Teacher Standards, International Society for Technology in Education (ISTE) facilitator standards, and the Association for Educational Communications and Technology (AECT) standards and on the required components section. The first digital portfolios were submitted in Currently, there is a 100% pass rate. 3. Program Assessment Beginning in Fall 2010 an alumni survey will be sent to graduates of the Ed. Tech programs to gauge the impact of their specific Ed. Tech. program on their learning as well as the effectiveness of the skills developed for P-12 instruction. The results of the data will be used to make decisions regarding the program. 10

11 E. Code of Ethics and Professional Dispositions Currently the educational technology programs utilize a standard graduate level disposition form used by multiple MSU College of Education advanced programs. Since advanced teacher candidates are already certified classroom teachers, the dispositions that are assessed in the Morehead State University College of Education are: 1) The candidate is a life long learner who values continuous evaluation of his/her performance and engages in professional development and 2) The candidate is an action researcher who values continuous student assessment, communicates results to students and others, and uses findings to improves the teaching learning component. The course in which the disposition is conducted is EDUC 611 Introduction to Action Research and Grant Writing for Educators. This course was selected due to the content of the course as well as it being a core course in the program. The disposition assessment is listed in Appendix A. F. Faculty Evaluation Evaluation of faculty across the University occurs annually. All faculty members are required to input workload and performance information into the Faculty 180 database system annually. The three areas of evaluation are Teaching Effectiveness, Professional Achievement, and Service. Morehead State University Tenure Policy (Pac-27) and Promotion Policy (Pac-2) along with the College of Education s Faculty Evaluation Plan establish the criteria to be used for faculty evaluation. Candidates evaluate faculty teaching and course delivery. Faculty peers, the department chair, the dean and provost evaluate faculty performance in all areas of evaluation and provide written feedback to each faculty member addressing their performance strengths and areas of concern. The College of Education Faculty Evaluation Plan is located at Personnel policies are located at the following web site, G. Plan for Collecting Impact on P-12 Student Learning Candidates within the educational technology programs are exposed to a variety of instructional design models, which have a focus on assessment of learning. Candidates utilize various assessments to address student achievement of instruction in which technologies are utilized. Data from an alumni survey that will be distributed in the fall 2010 will be used to investigate the impact of skills developed within the program on P-12 student learning. H. Use of Technology for Program Assessment Beginning with the academic year Morehead State University implemented the WEAVE system. WEAVE is a web-based assessment system that helps manage accreditation, assessment, and quality improvement processes. Prior to WEAVE the Datatel Webadvisor, AIMS system, and unit assessment processes were used to provide candidate advising and program assessment information. Departmental faculty evaluations are also collected on Blackboard. Additionally, Survey Monkey with the encryption option will be used to collect follow-up data from educational technology program alumni every five years. 11

12 I. Assurance that assessments are accurate, fair, and consistent Candidate and program assessments rely on multiple sources ensuring a balance of input and triangulation of data. One example is the use of both exit exam questions and a portfolio. The questions provide a way of measuring candidate understanding of conceptual elements within the program and the portfolio provides evidence skill development through the inclusion of projects developed by candidates. Additionally, there are aspects of the portfolio such as the reflections, portfolio self-assessment, and the letter to the reviewer that provide an opportunity for input from the candidates. Taken as a whole, these data allow for more than a snapshot of program or candidate effectiveness and quality. Another way of providing accurate, fair, and consistent assessments is through the provision of a standard rubric that is used to evaluate the exit exam and portfolio. The rubric ensures that all candidates are evaluated on the same basis and also ensures that the portfolio is evaluated based on state and national standards. An example of the exit exam and portfolio rubric can be seen in Appendix B. To ensure candidates have a process that can be implemented when they have an academic or due process concern regarding the accuracy or fairness of a policy or grade, the university has developed and published the Academic Grievance Procedure. All students have the right to file an Academic Grievance. The grievance procedures are located at Document 3: Program Experiences The Educational Technology programs are divided into two sections of core courses and professional development courses. The core courses make up twelve (12) of the required hours of the programs. The core courses include Introduction to Action Research and Grant Writing for Educators, Technology for the 21 st Century Teacher, Technology, Education, and Culture, and Introduction to Instructional Design and Technology. The professional development courses vary depending on the specific educational technology program: MA in Education Educational Technology has 24 hours of professional development courses, Rank I in Educational Technology has 15 to 18 hours of professional development courses, and the Instructional Computer Technology Endorsement has 3 hours of professional development courses. The professional development courses focus on a variety of skill developments. These courses include Multimedia Design for the Classroom, Individualized Learning Systems, Principles of Distance Education Delivery, Educational Games and Simulations, Workshop, Management of Telecommunications and Networking, and Innovation, Technology, and Organizational Change. The educational technology programs are delivered in a fully online format. There is a heavy emphasis on project/problem-based learning with authentic tasks developed for use within the candidate s schools and classrooms Table 5 provides the courses within the educational technology programs and catalogue descriptions. 12

13 Table 5. Descriptive Table of Educational Technology Courses Program: Educational Technology Programs (Masters, Rank I, & Instructional Computer Technology Endorsement Course Prefix Course Title Catalogue Course Description and Number Core Courses EDUC 611 Introduction to Action Research and Grant Writing for Educators. This class is designed to provide public school teachers and other professional staff with the knowledge and skills they need to use action research strategies to seek solutions to instructional issues including instructional technology and to write grant proposals to EDUC 621 EDUC 628 EDUC 680 EDUC 644 Technology for the 21 st Century Teacher Technology, Education, and Culture Introduction to Instructional Design and Technology Professional Development Courses Multimedia Design for the Classroom help fund these and other school projects. This course is an introductory/intermediate graduate level computer course for teachers. It is designed for those new to computers, as well as those who want to learn more about how computers can be integrated effectively into the classroom. The curriculum for this course is based on the International Society in Education (ISTE) recommended foundations in technology for all teachers that have been adopted by the National Council for Accreditation of Teacher Education (NCATE). This foundational class is a humanities based study designed to provide students with a larger intellectual context for understanding, evaluating, and making effective use of new educational technologies. It explores historic technologies that had a major impact upon western education and culture and the current and potential impact of recent digital technologies. This course is focused on defining the field of instructional design and educational technology. Trends, issues, and directions of the field will be explored within this course, with students conducting discovery learning about particular instructional design models. Introduction to the design, development, utilization, management, and evaluation of multimedia technologies to enhance classroom teaching and learning with an emphasis on audio editing, digital photography, digital video, and slide presentation software. Students shall produce classroom instructional multimedia products and evaluate their impact within the classroom. EDUC 625 Assistive Technology This course is designed to introduce the school professional to the use of assistive technologies in schools and how to better understand assistive technology used for students with disabilities. This course will also research the available assistive technologies and their appropriate integration into the classroom. EDUC 681 Individualized Learning Systems Introduction to basic individualized learning systems; how they are designed, produced, and utilized. Student shall design and produce examples of learning activity packets and programmed instructional materials. Technological applications for individualizing learning such as programmers and portable computers will also be covered. 13

14 Program: Educational Technology Programs (Masters, Rank I, & Instructional Computer Technology Endorsement Course Prefix Course Title Catalogue Course Description and Number EDUC 685 Principles of Distance Education Delivery This course is designed to investigate the principles guiding distance education and its effective implementation. Several modes of distance learning and the use of multiple delivery methods will be explored. This course will include theory of practice, the examination of current practice, methods to analyze current practice, and current issues that surround effective EDUC 688 Educational Games and Simulations distance education. Introduction to the design, production, utilization, and evaluation of educational games and simulations. Students shall produce an educational game and educational simulation of his or her own design, which will be evaluated and revised by tryout with selected target groups. EDEL 600 Workshop Workshop for specifically designated task orientation in education. May be repeated in additional subject areas. Maximum of six semester hours may be earned under this course number CIS 634 CIS 650 Management of Telecommunications and Networking Innovation, Technology, and Organizational Change Concepts fundamental to achieving telecommunications in a computer environment. Topics will include LANS, WANS, distributed networks, the Internet, Intranets, computer telephony integration and management issues related to the analysis and application of the systems. Technology including network protocols and the OSI model; media including twisted pair, coaxial, hybrid coax and fiber; connectivity technology including bridges, routers and gateways; cellular, satellite and microwave, wireless. Students will create a Web page using HTML to simulate the use of Internet technologies for corporate intranets. This course examines the literature on innovation, technology, and organizational change in order to understand the variables that impact organizational development, growth, and performance. The primary focus is on strategic planning and leadership for effective implementation of organizational change. It examines key elements of technology and innovation that can transform and energize businesses and public entities. These elements include commerce, knowledge management, and business operations. This course stresses both the practical and academic view to meet the needs of business students. 14

15 1.Demonstrate Applied Content Knowledge 2. The Teacher Designs and Plans Instruction 3. The Teacher Creates and Maintains Learning Climate 4. The Teacher Implements & Manages Instruction 5. The Teacher Assesses and Communicates Learning Results 6. The Teacher Demonstrates Implementation of Technology 7. The Teacher Reflects on and Evaluates Teaching & Learning 8. Collaborates w/ colleagues/ parents/ others 9. Evaluates Teaching & Implements Professional Development 10. Demonstrates Leadership in the School & Community A. Holistic Matrices: Kentucky Teacher Standards and Links to Educational Technology Courses Program: Educational Technology Programs (Masters, Rank I, & Instructional Computer Technology Endorsement) Kentucky Teacher Standards (KYTS) Content Courses Core Courses EDUC 611 X X X EDUC 621 X X X X X X X X EDUC 628 X X X X EDUC 680 X X X X X X X X X Professional Development. Courses EDEL 599/600 X X X X X X X EDUC 625 X X X X X X X EDUC 644 X X X X X X X X X EDUC 681 X X X X X EDUC 685 X X X X X X X EDUC 688 X X X X X X X CIS 634 X X X CIS 650 X X X X X 15

16 General Admission to Graduate Study Unconditional Admission to Educational Technology programs Disposition Assessment in EDUC 611 Maintaining 3.0 GPA Completion of Core Courses Successful Completion of Exit Exam Successful Completion of Digital Portfolio Successful Completion of All Required Coursework Working in schools to integrate technology into teaching Completing Alumni Surveys B. Holistic Matrices: Conceptual Framework and Standards and Links to Candidate Assessments Program: Educational Technology (Masters, Rank I, & Instructional Computer Technology Endorsement Outcomes and Standards Mastery of content, X X X X X X professional and 21 st century skills Competent data based X X X X X X decision makers/assessment Authentic field and X Clinical experience Culturally X X X X X Competent/account for all learners Demonstrate professional X X dispositions KYTS Demo applied X X X X X X Content knowledge Design/Plan X X X X Instruction Creates/ Maintains X X X X learning climate Implements/ X X X X Manages Instruction Assess/ X X X X X Communicate Learning results Effective use of X X X X X technology Reflect on teaching/ X X X X X learning Collaborates: X X X X Parents, colleagues Evaluates Teaching/PD X X X X X Provides leadership X X X 16

17 General Admission to Graduate Study Unconditional Admission to Educational Technology programs Disposition Assessment in EDUC 611 Maintaining 3.0 GPA Completion of Core Courses Successful Completion of Exit Exam Successful Completion of Digital Portfolio Successful Completion of All Required Coursework Working in schools to integrate technology into teaching Completing Alumni Surveys Program: Educational Technology (Masters, Rank I, & Instructional Computer Technology Endorsement Outcomes and Standards ISTE Technology Operations X X X X X and Concepts Planning and Designing X X X X X Learning Environments and Experiences Teaching, Learning, and X X X X X the Curriculum Assessment and X X X X X Evaluation Productivity and X X X X X Professional Practice Social, Ethical, Legal, and X X X X X X Human Issues Procedures, Policies, X X Planning, and Budgeting for Technology Environments Leadership and Vision X X X AECT Design X X X X X Development X X X X X Utilization X X X X X Management X X X X X Evaluation X X X X X X EPSB Themes Diversity X X X X X X X X X Assessment X X X X X X X X X Literacy X X X X X X X X Closing the Achievement Gap X X X X X X 17

18 EDUC 611 EDUC 621 EDUC 628 EDUC 680 EDEL 599/600 EDUC 625 EDUC 644 EDUC 681 EDUC 685 EDUC 688 CIS 634 CIS 650 C. Holistic Matrices: Educational Technology Program Courses and Links to ISTE Standards Core Courses Professional Development Courses 1. TF-I. Technology Operations and Concepts. Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts. Educational technology facilitators: A. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Teachers). Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans. Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs. B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. Model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts. TF-II. Planning and Designing Learning Environments and Experiences. Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology. Educational technology facilitators: A. Design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners. Provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. Consult with teachers as they design methods and strategies for teaching computer/technology concepts and skills within the context of classroom learning. Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies. B. Apply current research on teaching and learning with technology when planning learning environments and experiences. Assist teachers as they apply current research on teaching and learning with technology when planning learning environments and experiences. X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X C. Identify and locate technology resources and evaluate them for accuracy and X X 18

19 EDUC 611 EDUC 621 EDUC 628 EDUC 680 EDEL 599/600 EDUC 625 EDUC 644 EDUC 681 EDUC 685 EDUC 688 CIS 634 CIS 650 Core Courses Professional Development Courses suitability. Assist teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards. Model technology integration using resources that reflect content standards. D. Plan for the management of technology resources within the context of learning activities. Provide teachers with options for the management of technology resources within the context of learning activities. E. Plan strategies to manage student learning in a technology-enhanced environment. Provide teachers with a variety of strategies to use to manage student learning in a technologyenhanced environment and support them as they implement the strategies. F. Identify and apply instructional design principles associated with the development of technology resources. Assist teachers as they identify and apply instructional design principles associated with the development of technology resources. TF-III. Teaching, Learning, and the Curriculum. Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. Educational technology facilitators: A. Facilitate technology-enhanced experiences that address content standards and student technology standards. Use methods and strategies for teaching concepts and skills that support integration of technology productivity tools (refer to NETS for Students). Use and apply major research findings and trends related to the use of technology in education to support integration throughout the curriculum. Use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students). Use methods and strategies for teaching concepts and skills that support integration of problem solving/ decision-making tools (refer to NETS for Students). Use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print media, and graphics. Use and describe methods and strategies for teaching concepts and skills that support use of distance learning systems appropriate in a school environment. Use methods for teaching concepts and skills that support use of web-based and non web-based authoring tools in a school environment. X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X B. Use technology to support learner-centered strategies that address the diverse needs of X X X X X X X 19

20 EDUC 611 EDUC 621 EDUC 628 EDUC 680 EDEL 599/600 EDUC 625 EDUC 644 EDUC 681 EDUC 685 EDUC 688 CIS 634 CIS 650 Core Courses Professional Development Courses students. Use methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology. C. Apply technology to demonstrate students' higher order skills and creativity. Use methods and facilitate strategies for teaching problem solving principles and skills using technology resources. D. Manage student-learning activities in a technology-enhanced environment. Use methods and classroom management strategies for teaching technology concepts and skills in individual, small group, classroom, and/or lab settings. E. Use current research and district/region/state/national content and technology standards to build lessons and units of instruction. Describe and identify curricular methods and strategies that are aligned with district/region/state/national content and technology standards. Use major research findings and trends related to the use of technology in education to support integration throughout the curriculum. X X X X X X X X X X X X X X TF-IV. Assessment and Evaluation. Educational Technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies. Educational technology facilitators: A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. X X X X X X X X X X X X X X X X 20

21 EDUC 611 EDUC 621 EDUC 628 EDUC 680 EDEL 599/600 EDUC 625 EDUC 644 EDUC 681 EDUC 685 EDUC 688 CIS 634 CIS 650 Core Courses Professional Development Courses Model the use of technology tools to assess student learning of subject matter using a variety of assessment techniques. Assist teachers in using technology to improve learning and instruction through the evaluation and assessment of artifacts and data. B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. Guide teachers as they use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. Assist teachers in using recommended evaluation strategies for improving students' use of technology resources for learning, communication, and productivity. Examine and apply the results of a research project that includes evaluating the use of a specific technology in a P-12 environment. TF-V. Productivity and Professional Practice. Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice. Educational technology facilitators: A. Use technology resources to engage in ongoing professional development and lifelong learning. Identify resources and participate in professional development activities and professional technology organizations to support ongoing professional growth related to technology. Disseminate information on district-wide policies for professional growth opportunities for staff, faculty, and administrators. B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. Apply technology to increase productivity. Model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop professional product. Assist others in locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications, and/or other products. Demonstrate the use of specific-purpose electronic devices (such as graphing calculators, language translators, scientific probeware, or electronic thesaurus) in X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 21

22 EDUC 611 EDUC 621 EDUC 628 EDUC 680 EDEL 599/600 EDUC 625 EDUC 644 EDUC 681 EDUC 685 EDUC 688 CIS 634 CIS 650 Core Courses Professional Development Courses content areas. Use a variety of distance learning systems and use at least one to support personal and professional development. Use instructional design principles to develop hypermedia and multimedia products to support personal and professional development. Select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose. Use examples of emerging programming, authoring, or problem solving environments that support personal and professional development. Set and manipulate preferences, defaults, and other selectable features of operating systems and productivity tool programs commonly found in P-12 schools. D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning Model the use of telecommunications tools and resources for information sharing, remote information access, and multimedia/hypermedia publishing in order to nurture student learning. Communicate with colleagues and discuss current research to support instruction, using applications including electronic mail, online conferencing, and web browsers. Participate in online collaborative curricular projects and team activities to build bodies of knowledge around specific topics. Design and maintain Web pages and sites that support communication between the school and community. X X X X X X X X X TF-VI. Social, Ethical, Legal, and Human Issues. Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of technology in P-12 schools and assist teachers in applying that understanding in their practice. Educational technology facilitators: A. Model and teach legal and ethical practice related to technology use. Develop strategies and provide professional development at the school/classroom level for teaching social, ethical, and legal issues and responsible use of technology. Assist others in summarizing copyright laws related to use of images, music, video, and other digital resources in varying formats. B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Assist teachers in selecting and applying appropriate technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Identify, classify, and X X X X X X X X X X X X X 22

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