Technology Integration

M.Ed. in Technology Integration

This Master of Education emphasizes cutting edge technology that teachers can use to improve student learning in their classroom. Teachers will evaluate the tools they have available and create a plan for ongoing skills improvement for themselves and their students. They will learn to use the technology they have to actively engage students in learning, inherently manage student behavior and create dynamic curriculum by tapping into their students' natural motivations. Beyond elevating the student's performance, teachers will also learn to utilize technology to assist in collaborating and establishing interpersonal relationships with other professionals.

Technology that is covered includes podcasting, wiki's, blogs, Microsoft Photo Story, electronic portfolios and more.

This program is aligned with the NETS-T Standards (National Education Technology Standards for Teachers) as well as the NBPTS standards (National Board for Professional Teaching Standards).

This ten-course program consists of eight required courses and then each student will select from one of two paths of two additional courses that meet their specific needs. The two paths are Virtual Schools and Differentiated Instruction. Virtual Schools explores how to design and teach an online course. Differentiated Instruction examines how to design instruction for diverse learning styles.

Program Benefits

  • Relevant: Practice research based strategies designed for your students
  • Valuable: Get credit for your use of best practice in the classroom
  • Rewarding: Apply what you have learned to help all your students succeed
  • Timely: Focus on authentic and educative assessment


Unique Features

  • A collaborative cohort field based learning application
  • Connections between coursework and classroom practice
  • Opportunities to align classroom practice with National Standards

Program Delivery

During a two-year period, a cohort of teachers will participate in 30 semester hours of continuously sequenced course work. Students will present an action research project and a presentation to their peers.


Course Descriptions

The following eight courses are required:

38156


38230


38205


38230


38255


38279


22672


22674

Differentiated Instruction path

38163


38170


Virtual Schools path

EDUC5900 Curriculum Design: Designing the Online Course, 3 s.h.
An introduction to systems theory and systematic course design. Candidates will design a course for online presentation, including targeted standards, assessment instruments, and a plan for field testing and revision.


EDUC5900 Online Teaching and Learning, 3 s.h.
An introduction to the principles of online teaching and learning. Students will learn strategies for presenting information, enhancing discussion, providing effective feedback, and revising their facilitation techniques according to recent literature in online teaching and learning.

 

Questions? Please Contact Us:
866.893.6881
distancelearning@graceland.edu

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Cutting edge technology that teachers can use to improve student learning in their classroom.

Edmund J. Glazer School of Education
Gleazer School of Education - 1 University Place - Lamoni, IA 50140 - 641.784.5000 | Online Programs - distancelearning@graceland.edu - 800.833.0524
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  • EDUC5101 Technology Integration: Strategies for Collaboration 3 s.h.
    Lays a foundation for the degree program. Teachers inventory technology available through their school district, and reflect on previous use of this technology to positively impact student learning. Through self assessment, a personal development plan is constructed.

  • EDUC5311 Technology Integration: Core Proposition I 3 s.h.
    Teachers demonstrate commitment to students and their learning. They create learning experiences in technology-enhanced environments to positively impact student learniing.

  • EDUC5321 Technology Integration: Core Proposition II 3 s.h.
    Teachers expand the knowledge base for the subjects they teach and critique how to teach those subjects to students. Teachers explore the technology utilized in their particular content area. They develop appreciation for how knowledge in their subject is created, organized, and linked to other disciplines.

  • EDUC5331 Technology Integration: Core Proposition III 3 s.h.
    Teachers develop professional skills utilizing available technology to assist in managing and monitoring student learning.

  • EDUC5341 Technology Integration: Core Proposition IV 3 s.h.
    Teachers think systematically about their practice and learn from experience. They utilize available technology to analyze and interpret data. Teachers use reflective practice to engage in action research.

  • EDUC5351 Technology Integration: Core Proposition V 3 s.h.
    Teachers develop skills to be members of learning communities. They contribute to school effectiveness by utilizing technology to assist in collaborating and establishing positive interpersonal relationships with other professionals.

  • EDUC6100 Classroom Inquiry and Action Research 3 s.h.
    Participants begin to clarify and explore lines of inquiry based upon concerns about what is going on in their own classrooms. Action research methods are studied. Inquiry goals and strategies are developed for implementation of action research.
  • EDUC6110 Classroom Inquiry and Action Research Practicum 3 s.h.
    Students engage in an inquiry process related to their own teaching practice. They implement an action research plan, gathering data and reflecting upon their process in an ongoing way.

  • EDUC5110 Differentiating Instruction through Technology 3 s.h.
    Use of various hardware and software in designing instruction for diverse learners.

  • EDUC5120 Best Practice with Technology 3 s.h.
    Analysis of the National Board for Professional Teaching Standards propositions for application to technology integration in the classroom.

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