Name: Michael Waugh – Chair of MIT

Department: Research/Media/Technology

 

I. Departmental Mission/ Vision Statement

Mission

To provide superior student-focused education that is personally and intellectually  challenging. The Media and Instructional Technology Department is committed to the following areas of excellence:

I. Preparing progressive, innovative, academically-grounded school library media specialists; ,

2. Preparing progressive, innovative, academically-grounded instructional technology leaders;

3. Preparing teachers/research practitioners to critically analyze existing research and conduct classroom-based research;

4. Building and enhancing faculties skills in research and technology;

5. Pioneering innovative delivery options to maximize educational experiences;

6. Cultivating diversity of ideas, values, and persons responsive to changing needs and technologies;

7. Promoting the advancement of learning through scholarship and service; and 8. Forging partnerships with educational institutions and the community through collaborative technology, research and evaluation.

Vision

A student-focused MIT Department recognized for excellence in the comprehensive preparation of professionals.

II. Departmental Statement of Goals, Process to Assess These Goals, and Assessment Results.

These are contained within the department strategic plan and are in an MSWord table format that is not cannot be pasted into this field. The goals statements are listed below and the full document will be submitted to Andrew Luna separately.

MIT Departmental Goals

Goal l: Update curriculum for M.Ed. and Ed.S. in Media programs in order to prepare progressive, innovative, academically grounded school library media specialists.

Goal 2: Update curriculum for M.Ed. and Ed.S. in Instructional Technology programs in order to prepare progressive, innovative, academically grounded Instructional Technology trainers and coordinators and technology-using teacher-leaders.

 Goal 3: Increase the role of research in MIT programs by enhancing COE faculty member's skills in research and statistics and including requirements for students to analyze existing research critically and conduct classroom-based research.

Goal 4: Provide learning environments that support "best practices" in instruction, maximize student learning, and increase student access to instruction.

Goal 5: Cultivate diversity of ideas, values, and human resources responsive to the changing needs and technologies.

Goal 6: Employ scholarship and service to promote the advancement of learning.

Goal 7: Develop and sustain a community of learners focused on issues related to integrating technology into school curricula that includes members of educational institutions and the community at-Iarge.

Goal 8: Address critical personnel issues related to successful administration and delivery of all instructional programs.

III. Departmental Statement of Curriculum Learning Outcomes, Processes to Assess These Outcomes, and Assessment Results for each Degree Program

Our curriculum learning outcomes are specified by our accrediting agency, NCA TE, the Georgia Professional Standards Commission and our professional societies, ISTE and AASL, through their various standards, propositions and principles. During the past year, we have reviewed these professional requirements and correlated them with our curricula to ensure that our programs incorporate all relevant content requirements.

Our assessment methods include the use of traditional pencil-and-paper examinations, curriculum-development projects, student research projects and portfolios.

NBPTS Propositions

I. Teachers are committed to students and their learning.

2. Teachers know the subjects they teach and how to teach those subjects to students.

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

 

ISTE Endorsement Standards

 

1.0 Prerequisite Preparation-Foundations.

Professional studies culminating in the educational computing and technology literacy endorsement prepare candidates to use computers and related technologies in educational settings. All candidates seeking initial certification or endorsements in teacher preparation programs should have opportunities to meet the educational technology foundations standards.

 

1.1 Basic Computer/Technology Operations and Concepts.

Candidates will use computer systems-run software; to access, generate, and manipulate data; and to publish results. They will also evaluate performance of hardware and software components of computer systems and apply basic troubleshooting strategies as needed.

1.I.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software package.

1.1.2 use terminology related to computers and technology appropriately in written and oral communications.

1.1.3 describe and implement basic troubleshooting techniques for multimedia computer systems with related peripheral devices.

1.1.4 use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software. ,

1.1.5 demonstrate knowledge of uses of computers and technology in business, industry , and society .

1.2 Personal and Professional Use of Technology.

Candidates will apply tools for enhancing their own professional growth and

productivity .They will use technology in communicating, collaborating, conducting research, and solving problems. In addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources.

1.2.1 use productivity tools for word processing, database management, and spreadsheet applications.

1.2.2 apply productivity tools for creating multimedia presentations.

1.2.3 use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.

1.2.4 use computers to support problem solving, data collection, information management, communications, presentations, and decision making.

 

1.2.5 demonstrate awareness of resources for adaptive asistive devices for student with special needs.

1.2.6 demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.

1.2.7 identify computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.

1.2.8 observe demonstrations or uses of broadcast instruction, audio/video conferencing, and other distant learning applications.

1.3 Application of Technology in Instruction.

Candidates will apply computers and related technologies to s~pport instruction in their grade level and subject areas. They must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations.

1.3.1 explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation.

1.3.2 describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum. 1.3.3 design, deliver, and assess student learning activities that integrate computers and other technology for a variety of student grouping strategies and for diverse student populations.

1.3.4 design student learning activities that foster equitable, ethical, and legal use of technology by students.

1.3.5 practice responsible, ethical and legal use of technology, information, and software resources.

2.0 Specialty Content Preparation in Educational Computing and Technology Literacy.

Professional studies in educational computing and technology provide concepts and skills that prepare teachers to teach computer/technology applications and use technology to support other content areas.

2.1 Social, Ethical, and Human Issues.

Candidates will apply concepts and skills in making decisions concerning social, ethical, and human issues related to computing and technology .

2.1.1 describe the historical development and important trends affecting the evolution of technology and its probable future roles in society .

2.1.2 describe strategies for facilitating consideration of ethical, legal, and human issues involving school purchasing and policy decisions.

 

2.2 Productivity Tools.

Candidates integrate advanced features of technology-based productivity tools to support instruction.

2.2.1 use advanced features of word processing, desktop publishing, graphics programs and utilities to develop professional products.

2.2.2 use spreadsheets for analyzing, organizing and displaying numeric data graphically. 2.2.3 design and manipulate databases and generate customized reports.

2.2.4 use teacher utility and classroom management tools to design solutions for a specific purpose.

2.2.5 identify, select, and integrate video and digital images in,varying formats for use in presentations, publications and/or other products.

2.2.6 apply specific-purpose electronic devices (such as, a graphing calculator, language translator, scientific probeware, or electronic thesaurus) in appropriate content areas. 2.2.7 use features of applications that integrate word processing, database, spreadsheet, communication, and other tools.

2.3 Telecommunications and Information Access.

Candidates will use telecommunications and information access resources to support instruction.

2.3.1 access and use telecommunications tools and resources for information sharing, remote information access and retrieval, and multimedia/hypermedia publishing.

2.3.2 use electronic mail and Web browser applications for communications and for research to support instruction.

2.3.3 use automated online search tools and intelligent agents to identify and index desired information resources.

2.4 Research, Problem Solving, and Product Development.

Candidates will use computers and other technologies in research, problem solving, and product development. Candidates use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed.

2.4.1 identify basic principles of instructional design associated with the development of multimedia and hypermedia learning materials.

2.4.2 develop simple hypermedia and multimedia products that apply basic instructional design principles.

2.4.3 select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.

2.4.4 participate in collaborative projects and team activities.

2.4.5 identify examples of emerging programming, authoring, or problem solving environments.

2.4.6 collaborate in online workgroups to build bodies of knowledge around specific topics.

2.4.7 use a computer projection device to support and deliver oral presentations.

2.4.8 design and publish simple online documents that present information and include links to critical resources.

2.4.9 develop instructional units that involve compiling, organizing, analyzing, and synthesizing of information and use technology to support these processes.

2.4.10 conduct research and evaluate online sources of information that support and enhance the curriculum.

3.0 Professional Preparation.

Professional preparation in educational computing and technology literacy prepares candidates to integrate teaching methodologies with knowledge about use of technology to support teaching and learning.

3.1 Teaching Methodology.

Candidates will effectively plan, deliver, and assess concepts and skills relevant to educational computing and technology literacy across the curriculum.

3.1.1 design and practice methods and strategies for teaching concepts and skills related to computers and related technologies including keyboarding.

3.1.2 design and practice methods and strategies for teaching concepts and skills for applying productivity tools.

3.1.3 design and practice methods/strategies for teaching concepts and skills for applying information access and delivery tools.

3.1.4 design and practice methods and strategies for teaching problem-solving principles and skills using technology resources.

3.1.5 observe in a K-12 setting where K-12 computer technology concepts and skills are being taught.

3.1.6 practice methods and strategies for teaching technology concepts and skills in a lab and classroom setting.

3.1.7 identify and support implementation and revision of computer or other technology literacy curriculum to reflect ongoing changes in technology .

3.1.8 design and implement integrated technology classroom activities that involve teaming or small group collaboration.

3.1.9 identify activities and resources to support regular professional growth related to technology .

3.1.10 describe student guidance resources, career awareness resources, and student support activities related to computing and technology.