Program Advisor:
Kim Cochrane
The Master of Education (M.Ed.) with a concentration in Curriculum and Instructional Technology prepares the candidate to obtain a Massachusetts Initial License as an Instructional Technology Teacher (all levels). Students are given the opportunity to gain vital skills in applying and expanding the use of educational technology in the curriculum. Instruction is computer-based and all courses are offered online.
For candidates who are seeking a first Initial License, a 300-hour practicum experience must also be completed after the successful completion of all degree requirements. For candidates who are seeking an additional Initial License, a 150-hour practicum experience must also be completed after the successful completion of all degree requirements.
Admission Requirements
1. The applicant must have earned a baccalaureate degree from a regionally accredited college or university.
2. The applicant must have a minimum undergraduate quality point average of 2.80 on a 4.00 scale.
3. The applicant must have a formal access to a classroom environment.
4. The applicant must submit satisfactory scores on the Miller Analogies Test or the Graduate Record Examination General Test.
Program Requirements
The degree requires successful completion of ten (10) courses, which include three (3) core courses, five (5) concentration courses, and two (2) electives. Students must also successfully complete an online written comprehensive examination and electronic portfolio. The professional portfolio, based upon the Massachusetts Department of Elementary and Secondary Education Professional Standards for Licensure, must be web- based and submitted to the advisor of the Curriculum and Instructional Technology program at least one week prior to the online written comprehensive exam. The examination is taken in the last semester of study.
Education Core Courses (3)
EDUC 991 Philosophy of Education and Teaching Practice EDUC 998 Language Development and Communication EDUC 999 Research and Evaluation (recommended after
completion of three Content or Concentration courses)
Concentration Courses (6)
EDUC 940 Adult Development and Learning
INST 941 Internet for 21st Century Teaching and Learning INST 943 Impact of Technology on Education
concentration in
Curriculum and Instructional Technology
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INST 951 Mathematics Instruction with Technology INST 954 Technology Infrastructure Management INST 959 Technology, and Professional Development
Electives (2)
Two (2) elective graduate content courses approved by the program advisor. Choose from the following academic disciplines: art, biology, earth science, English, foreign language, geography, history, or mathematics.
Practicum: required for students seeking an Initial Instructional Technology Teacher License (all levels):
INST 939 Practicum in Instructional Technology
Prior to applying for the practicum, a passing score for the Communication and Literacy Skills Test of the Massachusetts Tests for Educator Licensure (MTEL) must be submitted to the Framingham State University Office of Graduate Studies. The practicum is taken only after successful completion of all degree requirements in the Master of Education with a concentration in Curriculum and Instructional Technology program. Permission of the program advisor at least three (3) months prior to the practicum is required. Students secure their own practicum site, which must be approved by the University.
For students seeking a first Initial License, a field-based 300-hour practicum equivalent is required. Students must complete 150 hours at each of any two of the following levels: PreK-6, 5-8, 8-12. Students must complete 150 hours-hour practicum or practicum equivalent in the role of the license in an appropriate classroom, determined by the program advisor, is required. The student is guided by the cooperating school system and his/her college supervisor.
COURSE DESCRIPTIONS
EDUC 940 Adult Development and Learning
Examines theories of adult development from adulthood to old age. Explores the cognitive, moral, physical, social, and psychological development of the adult and those characteristics and patterns that are unique to adult learning and growth. A cross-cultural approach is emphasized. Current research and revisionists theories are reviewed..
EDUC 991 Philosophy of Education and Teaching Practice
Deals with an understanding of educational philosophies as the basis for educational practice; with the development of one’s own educational philosophy; and with the use of the philosophical bases to address issues of instruction, (e.g. individual assessment, appropriate communication, and equality in education).
EDUC 998 Language Development and Communication
Considers typical and atypical language acquisitions and development in children. Topics covered include difference between first and second language acquisition, the communication process, the relationship between the language of the school and the language of the community. Implications of ethnic, linguistic, psychological, and cultural differences among children for language learning are explored.
EDUC 999 Research and Evaluation
Focuses on practical research related to students, curriculum, and schools. Research methodology, including technology, is used to improve teaching, learning, and the educational setting. Students complete a content-specific research project related to their designated graduate program.
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INST 941 Internet for 21st Century Teaching and Learning
Designed for educators to accomplish the following: conduct effective searches by employing defined strategies using search directories, search engines, virtual libraries, specialized and proprietary databases and library catalogs; evaluate educational websites detailing its veracity, appropriateness, and educational value; examine important issues related to the classroom including academic integrity, Internet safety, and related student behavior to provide a safe, secure and excellent educators; explore online tools to support a web-enhanced and/or online classrooms; and create and publish a web-based inquiry- oriented classroom project. Participants develop and execute lesson plans that merge current curriculum standards and technology. Students begin development of an electronic portfolio to document their field-based experience.
INST 943 Impact of Technology on Education
A critical examination of the impact of using technology resources in the classroom including adaptive and assistive technologies and online tools. Students study critical thinking within a technological environment and incorporate them into curriculum. Students create model lessons that are technology-rich and project based and include outstanding web resources. These lessons integrate graphic organizers, newsletters, and presentations. Students examine the direction of federal, state and district technology plans, learning styles and research proven instructional strategies that use technology and integrate into lessons. Students continue the development of electronic portfolio to document their field-based experiences.
Prerequisites: INST 941 Internet for 21st Century Teaching and Learning
INST 951 Mathematics Instruction with Technology
A course that identifies the mathematical content of the K-12 school curriculum as defined by the Massachusetts Curriculum Framework. Students learn how to use technology to enhance the teaching of mathematics. The Internet is utilized to conduct research for mathematical knowledge and technological pedagogical applications. Prerequisites: INST 941 Internet for Educators and INST 943 Impact of Technology on Education, or permission of the instructor. NOTE: Students who completed 84.952 Technology for Mathematics and Science Instruction cannot enroll in INST 951 Mathematics Instruction with Technology.
INST 954 Technology Infrastructure Management
Designed to provide teachers with the strategies for maintaining and troubleshooting their computers by using a series of hands-on activities. Topics include computer hardware and peripherals, operating systems, system administration tools, networking, network management, and troubleshooting. A series of discussions are held about the issues facing technology leaders including computer donations, Internet safety, spyware, asset management, virus protection, and total cost of ownership. Through extensive discussion and project-based assignments, differentiated experiences are provided to meet the diverse needs of the students in this class. Students continue the development of an electronic portfolio to document their field-based experiences.
concentration in
Curriculum and Instructional Technology
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INST 959 Technology and Professional Development
Designed as a capstone course about designing and implementing change. Students explore the process of change as it relates to technology integration and other improvements in a classroom, school, or district. Participants consider the professional standards that address technology integration and professional development, as well as the ethical, legal and human dimensions of such a change. They explore the roles of supervisors, school councils and administrators within the context of strategic educational planning. They also explore leadership and supervisory approaches to the redesign of instruction through emerging and online technologies, even within the context of limited financial resources and administrative preoccupation with other matters. Students continue the development of an electronic portfolio to document their field-based experiences.
Prerequisites: INST 951 Mathematics Instruction with Technology, INST 954 Technology Infrastructure Management and permission of the program advisor.
CONTENT ELECTIVES
A listing of elective courses can be found in the Content Elective section of this catalog. Please refer to the program requirements to determine appropriate content subjects for this concentration.
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