The Education Technology Integrator K-12 Certification concentration prepares educators to use computers and related technologies to improve their ability to integrate technology into their curriculum and classroom, while simultaneously enhancing the educator’s professional growth and productivity. Coursework is based on International Society for Technology in Education (ISTE) basic competency standards in educational computing and technology literacy, as well as the competencies for New Hampshire certification for technology educators.
Technology in the classroom is becoming increasingly important for both educators and students, according to the National Council for Accreditation of Teacher Education (NCATE) and other professional organizations.
COMING SOON: In fall 2013, PSU plans to offer a dual certification program leading to endorsements for certification in both Education Technology Integrator K-12 and Library Media Specialist K-12. The online program is being designed to help educators develop the skills they need to enhance learning in the classrooms of today and tomorrow.
Program of Study
Please note effective Fall 2013 program requirements for Education Technology Integrator are changing. LM 5010 is a required course in the new curriculum. CE 5160 is no longer required. Please consult the College of Graduate Studies for advising before enrolling in courses.
- Master’s Core Component – 9 credits
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3Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
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3This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
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3A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
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3ED 5030 Research DesignKnowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
- Education Component – 9 credits
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3An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
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3ED 5270 Foundations of TeachingAn introduction to the teaching profession and the realities of teaching in today's schools. A series of seminars includes such topics as the history and structure of education, societal issues, the role of the teacher, instructional planning, legal rights and responsibilities of students and teachers, learning styles and effective teaching. A school observation/participation experience of a minimum of 30 hours is required.
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3Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
- Specialization Component – 18 credits
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3This instructional technology course is designed to provide technology educators, School Media Specialists, K-12 educators, and administrators with an understanding of ways current and emerging technologies can be used to facilitate teaching, learning, and managing instruction. Discussions will focus on issues, trends, and current uses of technology in K-12 education. Sessions will focus upon gaining experience integrating digital technology within the Common Core Standards, evaluating web 2.0 tools, exploring video resources, and designing technology enhanced lessons utilizing digital storytelling for K-12 curriculum integration.
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3CE 5150 Making Multimedia MeaningfulThis collaborative, project based online course will provide K-12 educators with a framework, information and resources necessary to explore, create and share multimedia content globally; to use multimedia to communicate and participate in authentic, interactive, networked learning communities, to inspire and motivate student learning. Exploring a variety of online resources and tools, students will collaborate in an online, constructivist environment to create a multimedia based authentic project. Educators will share how they integrate multimedia across the curriculum, using the National Education Technology Standards (NETS) for Students as a foundation with a focus on media literacy.
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3The evolution of the World Wide Web from what is being called Web 1.0 to Web 2.0 has brought about a new way of teaching and learning in this digital age. The use of Web 2.0 tools such as blogs, wikis, podcasting, videocasting, and a host of other free tools are allowing educators to connect to knowledge and each other like never before. Learners will gain hands-on experiences with Web 2.0 tools and explore the learning theory that supports their use a networked classroom environment.
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3This course provides an understanding of LAN and WAN networking architectures. Students will learn the theory behind LANs and WANs and how to design both types of networks. LAN and WAN integration is stressed throughout the course. Some of the LAN architectures that are covered include ETHERNET, Token Ring and FDDI. All major LAN and WAN protocols will be discussed, including protocol theory. The course provides a range of laboratory and hands-on assignments that teach students about theory as well as how to design and internetwork LANs and WANs.
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3Computers have transformed how people learn, work, and play. Issues of philosophy, ethics, funding, and training have spawned new realms of controversy. This course examines these controversies in light of current educational practice. Topics include equitable use, technology planning, curriculum change, funding issues, learning theory, professional development, and pop culture.
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3This course is an introduction to the technical features of information technology, especially hardware, software, and network systems used in educational settings. An examination of the responsibilities, knowledge, and skills required of the school technology coordinator, including utilizing operating systems and applications to increase productivity, efficiency, and computer health. Specific topics will include network planning and construction, client-server relationships, hardware configuration and placement, software deployment and imaging, print and file services, Internet connectivity, anti-virus measures, staffing and outsourcing, and planning.
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3This course is designed to enable the educational leader to develop the knowledge and skills necessary to provide solid instructional leadership through research, decision making and modeling. Today's instructional leader must understand the importance and role of various technologies and how the financial expenses relate to human collateral such as professional time and energy spent creating budgets, scheduling, connecting with colleagues and evaluating staff. Credible technology leadership in today's schools includes the ability to model technology use in order to perform the duties and responsibilities of the position with the highest level of ethical and legal standards.
- Capstone Experience – 3-9 credits
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3Designed to allow students to pursue, in depth, a personal interest in the field of educational computing. Students working with a faculty advisor will design and carry out an individual project that applies the knowledge and skills gained in the classroom to a real problem in their home district. Projects, which will vary with individual student interest, may consist of original research, curriculum development, programming original courseware, etc.. The final report must be approved by the faculty advisor. Offered according to demand. Prerequisite: ED 5030.
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9ED 5960 Internship in Teacher EducationStudent teaching for students in the Master of Education Elementary or Secondary Education programs. Students must have all course work for the degree, including any required undergraduate prerequisites, completed before taking this course.
- Total for MEd in Curriculum and Instruction, Education Technology Integrator K-12 Certification Concentration – 39-45 credits
Getting started is easy!
Apply today or request more info.To begin planning your program, contact:
Ethel Gaides, (603) 536-1254 or e-mail: e_gaides@plymouth.edu
