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Media Program - Program Emphasis: Instructional Technology
Links to: "Bread and Butter Goals" and "Visionary Goals"
Numbers in the parentheses correspond to the College of Education’s Conceptual Framework.
The student will . . .
- demonstrate knowledge of how students and other members of the learning community learn and effectively integrate technology into the school’s curriculum in order to foster student achievement (8)
- demonstrate effective leadership skills to initiate and facilitate transformational systemic change in media and instructional technology (2)(9),
- demonstrate knowledge and skills when making instructional technology decisions that will influence effective transformational systemic change in the schools (1)
- demonstrate leadership and strategic planning while infusing media and instructional technology in the school’s instructional program (4)
- demonstrate an advanced understanding of media and instructional technology operations and concepts (8)
- apply knowledge of terms associated with educational computing and technology (8)
- apply computer productivity tools for professional use and seek to improve their knowledge and skills for transformational systemic change (3)
- motivate and guide members of the learning community in appreciating media and instructional technology while they pursue lifelong learning (2) (3) (9)
- effectively development the school’s media and technology collection to meet specific information needs of the learning community by critically evaluating the existing collection and building it as needed following collection and development policies and procedures (1) (4) (8)
- use electronic technologies to access and exchange information (8)
- pursue information related to his/ her personal interests in media and instructional technology (3),
- identify, locate, evaluate, and use appropriate instructional software to support instructional objectives for all learners in the educational community (6)
- use educational technologies for data collection, information management, problem solving decision-making, communications, and presentation within the curriculum (8)
- effectively plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings (6)
- strive for excellence in information seeking and knowledge generation (10),
- recognize the importance of information and instructional technology to a democratic society and serve as a leader in modeling and assisting others in the learning community in accessing information efficiently and effectively (2) (9)
- practice ethical, legal, and socially acceptable behavior with the use of media and instructional technology in the learning community (7),
- create and promote a positive, technology rich learning environment that nurtures a sense of community and a respect for diverse cultures and learners in the school (5) (7)
- participate effectively in groups to pursue and generate information in media and instructional technology (5)
- demonstrate an awareness of research and its uses in the school to make program improvements (1) (8) (9)
(Numbers in parentheses indicate the descriptors in the College of Education’s Conceptual Framework that match the learning outcome)
Assessment Processes and Expected Results of Instructional Technology Learning Outcomes at the Ed.S. Level
- Analyses of student portfolios of written work will, on the average, indicate adequate, good, or excellent written communication skills.
- Analyses of student portfolios of computer work will, on the average, indicate good, or excellent World Wide Web (Internet), spreadsheet, word processing, and multimedia skills.
- Starting salaries for our students will equal or at least average salaries for similar positions in the geographic areas indicated.
- Student performance during the oral examination by the student’s committee will indicate adequate oral communication skills, appropriate social skills, awareness of the ethical, political, and global aspects of business, and an adequate level of satisfaction with the program.
- Analyses of student research papers during orals exams will indicate he or she has an understanding of research, its use in the schools to make program improvements, and an ability to successfully design, conduct, and write a five chapter research paper following the department and College of Education procedures.
- Alumni surveys will indicate adequate or higher level of satisfaction with the program.
- Course grades in media and instructional technology classes will indicate adequate or higher levels of knowledge and skills in oral/ written communication, ethical understanding, leadership, and instructional technology skills.
- Feedback from the department’s Advisory Committee and practitioners in the field will demonstrate the department is producing quality instructional technologists who have the skills and leadership qualities that are required for the positions they are assuming.
Assessment Processes and Expected Results of the Media Program with an Emphasis in Instructional Technology - Learning Outcomes
Students enrolled in the Ed.S. in Program B – Media Program with an emphasis in Instructional Technology participate in a mix of classes delivered through both face-to-face and distance technologies. Assessment processes and expected results for both types of classes are treated the same. In the delivery of distance classes some additional assessments are put into place. The degree program is not delivered totally online at this time.
Face to Face Classes
Beginning of the Program
- Students meet with their assigned advisors and develop a timely plan of study based on their educational background, experiences, programmatic needs and expected graduation timeline. Students complete an advising assessment at the end of the session, with the expectation being the advisement was helpful and informative.
Beginning of the Program
- Same procedure as face to face
- Cohort programs delivered through distance technologies have an assigned advisor that works with the group to plan their program, problem solve, and meet the diverse needs of students in a timely manner.
At the beginning of the Program
- Students attend a face-to-face orientation program the first Saturday of fall semester to become familiarized with a variety of program information. An overview of the program, classes, the use of distance technologies, assessment procedures, services available, orals, and graduation requirements are presented. Students also have an opportunity to ask questions about the program. This information is available online for students to review. At the conclusion of the program students are asked to complete a written assessment of the orientation program, with expectation that the orientation program was helpful and informative in introducing them to the program, selected information about State University of West Georgia, and the technologies utilized for the program delivery.
At the beginning of the Program
- Same as the face-to-face orientation. For cohort programs delivered through distance technologies the group advisor will deliver the orientation face to face at the students’ school.
During the program
- Students will assess the quality of academic advisement as adequate in meeting their educational needs as they progress through the program.
- Faculty will evaluate students’ media and instructional technology skills as meeting the program expectations through a multitude of measures: (a) formative evaluation (i.e., surveys, bulletin board postings in WebCT, notecards, discussions.), (b) student presentations, (c) student written works, (d) collaborative work with others, (e) online communications, (f) student projects, (g) field based projects, (h) summative evaluations
- Summative surveys, administered to all students using the University instrument will report students are learning effectively and are satisfied with their classes.
During the program
- Same as the face-to-face program.
In addition students may be assessed by:
- the number and quality of information in bulletin board postings,
- participation in chat room activities,
- online exams and/or quizzes,
- uploading and downloading projects,
- e-mail communication with the class and the instructor,
- GSAMS class participation,
- GSAMS class presentations
- Summative surveys administered though the Distance and Distributed Learning Office will report students are satisfied with the distance classes and the learning effectively. This includes GSAMS, WebCT, and HorizonLive, and EpicLearning.
End of the Program
- Analyses of student portfolios* at the end of the program will indicate the appropriate quality of his/ her written, communication, information, media and technology skills. *Beginning Fall '02, all new student portfolios must be electronic portfolios.
- Analyses of student performance at the end of his/ her program during the exit oral exam will indicate appropriate information, communication and social skills; awareness of the ethical, political, and global aspects of media and instructional technology and satisfaction with the program.
- Exit program surveys will indicate adequate or higher level of satisfaction with the students’ media and instructional technology program.
End of the Program
- Same as the face to face
After the Program
- Student performance in the field will be adequate as assessed by employers, practitioners, colleagues, and the students themselves.
- Beginning Fall '02, electronic program effectiveness surveys have been used with our former graduates. The form will be available online and postcards sent requesting graduate input.
- Starting salaries for our students will equal salaries for similar positions in the geographic areas indicated.
After the Program
- Same as face to face
Media & Instructional Technology Learning Outcome Assessment Results for the 2002-2003 Fiscal Year
STUDENTS: The department seeks to attract quality graduate level students interested in media and instructional technology to its program. Academic quality is evident in students’ grades, awards, and honors received. Some of those include:
- An increasing number of students and graduates are doing presentations and/or papers at state conferences (i.e., Council of Media Organizations, Georgia Technology Conference)
- There is approximately a 95% retention rate of majors.
- Grades in courses demonstrate students are doing quality work.
CURRICULUM: The main features and outcomes of our curriculum include the following:
Outcomes of our curriculum include the following:
- Students use multimedia extensively in their courses
- Faculty use multimedia in all classes and model its effective use in the classroom
- 100% of the courses utilize distance technologies to varying degrees ranging from 15% to 100% (i.e., GSAMS, WebCt, Epic Learning)
- 100% of the courses have written and/or oral communication assignments.
- 100% of the courses have information access assignments.
- 100% of the courses have technology assignments.
- 100% of the courses require critical thinking and application skills in media and instructional technology.
- Student portfolios show above average written, media, and instructional technology skills.
- Discussions with alumni reflect a high degree of satisfaction with the program.
- Student exit oral exams show students are competent in media and instructional and know the job expectations and role they will play in the schools in effectively integrating technology into the learning environment.
- All courses contain diversity perspectives.
- Analysis of course syllabi by the Chair show program learning outcomes are being achieved by students and assessed by instructors.
- Analysis of instructors teaching media and instructional technology by the Chair in face to face or distance classes demonstrate faculty are delivering expressed program objectives.
Examples of the Use of Assessment Results
- More courses were redesigned and delivered using more online distance technologies to meet the needs of our distance students throughout the state based on student feedback during and at the end of their program (e.g.., WebCT, HorizonLive, SaberLearning)
- MEDT 7464 was put online.
More GSAMS sites have been added to distance courses to reach more distance students in the state. The two research courses are not taught by the MIT Department.