“Are you on the right course?”

In this week’s Eluminate discussion, we will be reflecting and evaluating the effectiveness of our Masters Program, Instructional Technology.

Our chat session will follow the format of the Virtual Learning Team Model.
Participants will have the opportunity to speak in groups of three. Here are your groups:

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Group 1
Erica, Sascha Holly,
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Group 2
Amanda, Marlo
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Group 3
Jenn, Tina, Rhia
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Ice breaker!
Which hero are you?
http://www.matthewbarr.co.uk/superhero/




Please take some time to carefully read the following documents:
1) Program Description
2) Program plan for when we started in 2004 and the revised program.

Following the reading, please think about some of the questions below and be ready to share your thoughts on Eluminate.

  • Please share some of your positive experiences that you had with the JHU Educators for Technology program.
  • What are some of the areas of the program which you felt were supporting the success of your goals? Are there specific courses that increased your knowledge and skills in a particular area?
  • What are some improvements that could be made to the program to help meet the needs of the learners and achieve your goals?
  • Compare and contrast the two programs and make two or three observations to share with the group. When you are ready, raise your hand.
  • In what ways do you think that this program has prepared teachers to enhance their effectiveness in teaching to enhance student learning.
  • Identify how this program has opened your eyes to other areas of your life and how you might apply them.

Master of Science in Education

Technology for Educators Program Description

The 36-credit Technology for Educators program prepares educators and related professionals to use a broad range of technologies in their multiple roles as teacher, mentor, facilitator, researcher, change agent, and lifelong learner. The program is aligned with national and state standards for educational technology, professional development mandates from the state of Maryland (Blueprint for Success: Professional Development Standards, 2005), the new movement toward 21st Century skills, standards-based instruction and the new science of learning. The knowledge base within the Technology for Educators program comes from both existing and emerging methods for effective technology training including policy, practice, research, wisdom, theory, and legislation. The main emphasis of the program is to provide cutting-edge preparation for candidates to integrate emerging technologies into instruction. The program is designed to provide access to experiences and resources that deepen and sharpen candidates’ content knowledge; facilitate and perpetuate collaborative learning; and transcend barriers of time, distance, and lack of experience. Hands-on experiences and classroom activities help participants understand and apply research and best practices on how technology can be used to improve schools and organizations and increase student achievement. Candidates gain competencies in instructional leadership, systems change, integrating technology into instruction, and specialized technical resource.
Throughout the program, candidates develop their electronic portfolios that showcase the technology artifacts created in each course. The artifacts are mapped to competencies and standards established through the International Society for Technology in Education (ISTE), the Maryland State Department of Education, and additional technology competencies identified by faculty at the Johns Hopkins University. Candidates follow a defined course of study with an individualized internship developed around current work schedules and collaboratively designed to provide an opportunity to pursue a specialized skill set. Participation in online forums, Web-based learning communities, collaborative projects, and professional mentoring experiences requires candidates to have access to a computer with online services.
This program, which has been approved by the International Society for Technology in Education, does not lead to initial teacher certification by the Maryland State Department of Education.

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