MEd in Education Technology Integrator

NEW for Fall 2014This program will become an MEd in Education Technology Integrator, K-12 Certification

NCATE and other professional organizations across the country have repeatedly emphasized the importance of technology in the classroom for both educators and students. As a result, the New Hampshire Department of Education has created standards for Education Technology Integrator certification. 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. This concentration is designed around 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 Educator.

Certification-only Option: Students would complete 24-30 credits as listed below, excluding the Master’s Core Component and with a 3-9 credit Capstone Experience.

Dual Certification Option: Students may earn Education Technology Integrator K–12 Certification and Library Media Specialist K–12 Certification concurrently.

Program of Study

  • Master’s Core Component – 9 credits
  • 3
    Seeks 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.
  • - OR -
  • 3
    This 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.
  • 3
    A 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.
  • 3
    Knowledge 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.
  • - OR -
  • 3
    This course is designed for students in the Educational Leadership and Counseling programs. Students will gain knowledge of statistical concepts, including reliability and validity, scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Each student will develop a complete proposal for a program in their profession, including a needs assessment, data collection design, review of related literature, and plans for implementation and evaluation.
  • Education Component – 9 credits
  • 3
    An 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.
  • 3
    An 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.
  • 3
    This course provides an in-depth look of the use of technology with diverse learners. An overview of two federal laws (IDEA and NCLB) and the examination of the research of learning technologies will be presented. Students will be engaged in hands-on experience with desktop software, online resources and specialized software designed to support diverse learners. Opportunities will be provided for students to develop classroom activities and curriculum planning guidelines for integrating technology tools into the content areas to accommodate a range of student learning differences.
  • Specialization Component – 12 credits
  • 3
    This course will focus on the role and functions of technology in K-12 schools. The topics covered will include the problems of organization and management, the types of learning resources and services, and federal and state programs and standards. We will also look at the developments and trends in technology and how it impacts school media centers.
  • 3
    This course is designed to provide School Media Specialists and Technology Integrators with hands-on experience with multimedia technology and its effects on the 21st century learner. Current web and multimedia tools will be explored. Other topics to be covered are collaboration/teamwork with other educators and the role of the Library Media Specialist in integrating technology.
  • 3
    This 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.
  • 3
    This course is designed to investigate the principles of assessment educational technology that relate to the design, development, and assessment of electronic portfolios. Students will learn about the history, types, components, process, delivery, presentation, and assessment of electronic portfolios. Student will be expected to define the assessment approach, construct an electronic portfolio, and collaboratively design assessment tools that will be used to evaluate electronic portfolios. Additional areas of study in the course may include the influence of educational policy on the implementation of electronic portfolios, the role of the electronic portfolios in professional development and recertification, or innovate technologies used in electronic portfolio development.
  • Capstone Experience – 9 credits
  • 9
    The teaching internship is to provide the student with a supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is by the institution or agency concerned and by PSU faculty.
  • Total for MEd in Education Technology Integrator K-12 Certification – 39 credits

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