Instructional Technology
Master’s Program
Graduate Degree
Collegef Education
Education Foundations & Leadership
http://www.uakron.edu/education/academic-programs/EFL/programs/IT/
Table of Contents
page
Program Information…………….…………………………………..…………………
2
Requirements for Degree Completion….…………………………………………
2
Program Demand……………………………………………………………….………
2
Considering Admission into the University of Akron……………………………
3
After Admission: Complete Schedule of Program Study and Take
Courses……………….…………………………………………………………….…4
Recommended Course Sequence………….…………………..…………..5-6
Graduation…………………………………………………………………..……………
7
IT Master Program: ePortfolio Instruction ……………………………………
8-10
Instruction for Writing a Good Reflection………………..………..…………
11-12
Alignment Document for ePortfolio Submission……………...………………
13-15
Capstone ePortfolio Rubric……………………………………..……..………
16
TK20 Instruction………………………………………………………..……….…….
17
Program Contact…………………………………………………………..…………..
19
Frequently Asked Questions………………………………………………………..
20-22
Useful Links for Students……………………………………………………………
23-24
The Master of Arts in Educational Foundations and Leadership with a Specialization
in Instructional Technology
This Graduate degree program will develop skills in the design of effective technology enhanced
instruction, the production of multimedia learning resources and the planning for successful integration and
implementation of technology into the teaching and learning experience. While many of the students who
choose this program are working teachers wishing to learn how to better integrate technology into their
teaching practice, the knowledge and skills acquired through the program prepare graduates for employment
as technology facilitators in school districts, technology resource personnel in K-16 educational institutions,
training specialists and instructional designers in education, business, and government, as well as multimedia
developers and specialists.
Program Information
The program offers a master’s degree that also has the K-12 Computer/Technology endorsement
embedded with in the degree to those holding a current K-12 Ohio teaching license. Students can also
complete just the endorsement if they wish. Two certificate programs are offered; Certificate in New Media
Technologies and eLearning Certificate.
All the courses in the program are offered in a full online. There are no face-to-face meetings required,
but professors may schedule synchronous online meetings, which could be required.
Requirements for Degree Completion
This 30 credit hour degree program combines Foundations coursework with specific coursework in the
field and requires the completion of an ePortfolio as demonstration of program mastery. The program goals
and objectives are based on the ISTE national technology standards for teachers and for Coaches (NETS-T
and NETS-C). The Foundations coursework grounds the student in educational theory, philosophy and
research. The core instructional technology coursework establishes their skills as technology uses and
coaches the development of technology integrators, trainers, and leaders. The coursework is tightly aligned
and articulated for successful completion of the ePortfolio. Students completing will have aligned exemplary
ePortfolio artifacts to ISTE national standards demonstrating their proficiencies. The following chart outlines
the required coursework:
Table 1: 5150 IT Coursework
Foundations Requirements (9)
5100: 600 Philosophies of
Education
5100:624 Educational
Psychology
5100:640 Using Research to
Inform Practice
Instructional Technology Core (15)
5150: 610 Intro to Instructional
Technology
5150:614 Planning for Technology
5150:631 Instructional Design
5150:633 Multimedia/Hypermedia
5150:638 Integrating and
Implementing Technology
Electives (6) Choose 2
*5150:632 Web-Based Learning
Systems
5150:639 Strategies for Online
Teaching and Learning
5150:635 Emerging Technology
*Required elective for students who want the K-12 Computer/Technology Endorsement
Program Demand
Enrollments in the Instructional Technology are increasing and we fully expect continued growth based
on the interest and need in the field of instructional technology as well as the availability of the program as it
moves toward online distribution. This is the largest IT Master’s program in the state according to the
Occupational Supply Demand System (2009, Georgia Career Information System).
Considering Admission into the University of Akron
§
Graduate School Homepage
General information regarding graduate school admission, graduation, graduate
assistantships, etc. can be found on the following webpage. http://www.uakron.edu/gradsch/
Graduate Bulletin http://www.uakron.edu/gradsch/docs/Gradbulletin.pdf
§
Apply Online
Please apply on-line at the Graduate School web link. You will be applying for the Master’s in
INSTRUCTIONAL TECHNOLOGY degree 510001.
http://www.uakron.edu/admissions/graduate/
§
Transfer of Credit
For questions regarding the transfer of graduate credit, first review the graduate school
policies:
http://www.uakron.edu/admissions/graduate/admission_requirements/transfer_of_credit.dot
Then, please speak with your advisor. Typically the university will consider transfer of 9 credits
from another institution as long as a transcript and course description is included.
§
Cost and Billing
For information of the cost of graduate school and billing information go to the following
website. http://www.uakron.edu/dotAsset/1372606.pdf
Financial Aid
Paying for college is a vital part of the education process! it is important to be informed of the
many sources of aid available. Student loans are available to degree-seeking graduate
students. Information on student loans can be found through the Office of Student Financial
Aid. http://www.uakron.edu/gradsch/financial-assistance/
§
Registering for Classes
In order to start taking IT courses (not including foundation courses), please contact Ms. Kelly
Chaff, College Program Specialist, via email at [email protected] to schedule an
appointment to complete your initial Program Course Distribution (PCD). To register for
5150:610 Please fill out the form at:
https://akron.qualtrics.com/jfe/form/SV_egrKw1PfL4Aykx7
Once you are enrolled in course 5150:610, you will be able to log into My Akron and enroll
additional course work. If you have not set up your UA Net ID and password please call the
support desk at 330-972-6888 to do so.
If you have encountered any issues to register courses later on, please contact College
Program Specialist: Kelly Chaff via [email protected].
§
Getting Your Grades
Go to My Akron to view your course grades. https://id.uakron.edu/idp/Authn/UserPassword
These are generally available the week following the end of the semester. If you have
questions regarding your grade, you should first contact your instructor.
After Admission: Complete Schedule of Program Study and Take Courses
Once fully admitted to the College of Education, Instructional Technology Master’s
Program, please follow the recommended course sequence that fits your need to start taking
courses. For example, if you enter in Fall semester and want to take 2 courses per semester,
you will take the courses based on the schedule sequenced suggested in the Fall Program
Entrance column of the Table 3 on page 3.
There are two pre-requisite rules of taking IT courses:
1) 5150: 610 Introduction to Instructional Technology is a pre-requisite for the rest of IT
master courses. In your first semester you should complete the form for enrollment
and then you will be registered to the 5150: 610 course.
2) 5150: 633 Multimedia/Hypermedia is a pre-requisite for 5150:632 Web-based
Learning Systems. You need to take course 633 before taking course 632.
As long as you take courses by following the recommended course sequence on page 3
and 4, you will take courses based on the two pre-requisite rules above. Please plan your
program schedule according to the following Cyclical Schedule (Table 2) and
Recommended Sequence (Table 3-7) specifying when courses are offered.
If you have no questions with the recommended schedule, please complete your
Schedule of Program Study here based on the recommended schedule and start taking
course based on the Schedule of Program Study:
https://docs.google.com/spreadsheet/viewform?formkey=dDdtai10cHhzSWhSdzQ4WUVSUlc1
QkE6MQ
If you have any questions about the recommended schedule and need to make some
adjustments, please contact your program advisor. You may reach your program advisor via
email:
Dr. John Savery [email protected]
Dr. I-Chun Tsai: [email protected]
Once the Schedule of Program Study is submitted via the link above, you will start taking
course based on it. In order to start taking IT courses (not including foundation courses).
Please be sure to fill out the form at:
https://akron.qualtrics.com/jfe/form/SV_egrKw1PfL4Aykx7 to register to course:5150:610. Later on,
if you have any questions or problem to register to other courses, please also contact Ms. Kelly
Chaff for assistance via [email protected].
Table 2: 5150 Cyclical Schedule
Course Title
5150:610 Introduction to Instructional Technology
5150:631 Instructional Design
5150:639 Strategies for Online Learning
5150:633 Multimedia and Hypermedia
5150:632 Web-based Learning Systems
5150:635 Emerging Technologies
5150:638 Integrating and Implementing Technology
5150:614 Planning for Technology
Fall
X(Tsai)
X (Savery)
X(Tsai)
X(Savery)
X(Savery)
X(Tsai)
Offer Semesters
Spring
Summer
X(Tsai)
X (8 weeks)(Tsai)
X(Savery)
X(Savery)
X (5 weeks)(Savery)
X(Tsai)
X(Tsai)
X (8 weeks)(Tsai)
X (5 weeks)(Tsai)
X(Savery)
X (5 weeks)(Tsai)
§
Recommended Course Sequence for Schedule of Program Study
Table 3: Course Sequence for students taking 2 courses per semester:
Fall Program Entrance
Spring Program Entrance
Summer Program Entrance
Fall
Fall Start
Spring
610 Intro to Instructional
Technology (IT)
600 Philosophy of Education
631 Instructional Design
633 Multimedia/Hypermedia
Summer 624 Educational Psychology
632 Web-Based Learning Systems
Fall
Spring
614 Planning for Technology
640 Using Research to Inform
Practice
639 Strategies for Online Teaching
& Learning or 635
638 Integrating and Implementing
Technology
Summer
Spring Start
610 Intro to IT
600 Philosophy of Education
624 Educational Psychology
614 Planning for Technology
631 Instructional Design
633 Multimedia/Hypermedia
640 Using Research to Inform
Practice
638 Implementing and Integrating
Technology
632 Web-Based Learning Systems
639 Strategies for Online Teaching
& Learning or 635
Fall
Summer Start
610 Intro to IT
600 Philosophy of Education
633 Multimedia/Hypermedia
631 Instructional Design
638 Integrating and Implementing
Technology
624 Educational Psychology
632 Web-Based Learning Systems
639 Strategies for Online Teaching
& Learning or 635
614 Planning for Technology
640 Using Research to Inform
Practice
Table 4: Recommended course sequence for students taking 3 courses per semester:
Fall Program Entrance
Spring Program Entrance
Summer Program Entrance
Fall
Fall Start
Spring
Summer
Fall
Spring
Summer
610 Intro to Instructional
Technology (IT)
631 Instructional Design
633 Multimedia/Hypermedia
639 Strategies for Online Teaching
& Learning or 635
632 Web-Based Learning Systems
638 Integrating and Implementing
Technology
624 Educational Psychology
640 Using Research to Inform Practice
600 Philosophy of Education
614 Planning for Technology
Spring Start
610 Intro to IT
631 Instructional Design
633 Multimedia/Hypermedia
600 Philosophy of Education
639 Strategies for Online Teaching
& Learning or 635
614 Planning for Technology
624 Educational Psychology
640 Using Research to Inform Practice
638 Implementing and Integrating
Technology
632 Web-Based Learning Systems
Summer Start
610 Intro to IT
600 Philosophy of Education
639 Strategies for Online Teaching
& Learning or 635
631 Instructional Design
633 Multimedia/Hypermedia
614 Planning for Technology
624 Educational Psychology
638 Integrating and Implementing
Technology
640 Using Research to Inform Practice
632 Web-Based Learning Systems
Table 5: Recommended course sequence for students getting Technology Endorsement:
Fall Program Entrance
Spring Program Entrance
Summer Program Entrance
Fall
Fall Start
Spring
Summer
610 Intro to Instructional
Technology (IT)
633 Multimedia/Hypermedia
631 Instructional Design
638 Integrating and Implementing
Technology
614 Planning for Technology
632 Web-Based Learning Systems
Fall
Spring Start
610 Intro to IT
633 Multimedia/Hypermedia
614 Planning for Technology
632 Web-Based Learning Systems
631 Instructional Design
638 Integrating and Implementing
Technology
Spring
Summer Start
610 Intro to IT
614 Planning for Technology
633 Multimedia/Hypermedia
631 Instructional Design
632 Web-Based Learning Systems
638 Integrating and Implementing
Technology
Table 6: Recommended course sequence for students getting eLearning Certificate:
Fall Program Entrance
Spring Program Entrance
Summer Program Entrance
Fall
Fall Start
Spring
610 Intro to Instructional
Technology (IT)
633 Multimedia/Hypermedia
631 Instructional Design
639 Strategies for Online Teaching
& Learning
Summer 632 Web-Based Learning Systems
635 Emerging Technologies for
Instruction/
Fall
Spring
Spring Start
610 Intro to Instructional
Technology (IT)
633 Multimedia/Hypermedia
631 Instructional Design
632 Web-Based Learning Systems
639 Strategies for Online Teaching
& Learning
635 Emerging Technologies for
Instruction
Summer Start
610 Intro to Instructional
Technology (IT)
635 Emerging Technologies for
Instruction
633 Multimedia/Hypermedia
631 Instructional Design
632 Web-Based Learning Systems
639 Strategies for Online Teaching
& Learning
Graduation
To graduate, you need to complete 9 credits of foundational courses, 15 credits of the
Core IT courses, 6 credits of the elective courses, and your ePortfolio.
To check on your progress as you go through the program, you can go My Akron and check your
Degree Audit Report (DARS) DARS Report. Here is a guide for how to check your DARS report:
http://www.uakron.edu/registrar/services/darsstudent.dot. This advising report shows all your
transferred work, as well as your current courses and completed courses at The University of Akron.
If you have questions, you can contact your advisor.
It is your responsibility to apply for graduation one semester prior to when you plan to graduate.
Deadlines for submitting your application are as follows: October 1st for December graduation; March
1st for May graduation; and June 1st for August graduation. You must apply for graduation online in
My Akron. Here is a guide for you: http://www.uakron.edu/registrar/graduation/
To submit your ePortfolio for graduate review in your final semester, you need to sign up in the
Google Doc for ePortfolio submission at least one semester before you plan to graduate. Here is
the Google Doc link to sign up your submission:
https://docs.google.com/forms/d/14zp_QuZm3kxbS868WTeuMGfLC6r03j_F6ZEIJFiQgD0/viewform
When you are done with your ePortfolio, you need to upload the Alignment Document with the URL of
your ePortfolio to TK20 by the assigned date: Nov 15 for Fall Graduates, March 15 for Spring
Graduates, and July 15 for Summer Graduates. Your submission will be reviewed based on the
rubric on page 17.
Please visit this site for more information about graduation
http://www.uakron.edu/registrar/graduation/, such as Graduation Dates, Dates for application, how to
apply, verify attendance, etc
Application for Technology Facilitation Endorsement. The Graduate K-12 Computer / Technology
Endorsement (Technology Facilitation Endorsement) is intended for teachers who wish to serve as a
technology integration mentor / facilitator for colleagues in their schools and districts. Once you
complete 6 required courses for Technology Facilitation Endorsement, you are eligible to apply for the
Technology Facilitation Endorsement and take the Ohio Assessment for Educator (OAE) test. You
should contact Dr. Brueck,Jeremy S. via [email protected] or (330) 972-2673 for the application
of the test and the endorsement. Below are details and supports to prepare the application and
the OAE test:
1. IT Wiki Support for the Application of Technology Facilitation Endorsement:
http://itmasters.wikispaces.com/K-12+Technology+Facilitation+Endorsement
2. Support for Ohio Assessment for Educator (OAE) test: http://rsr203.wix.com/computertechnologyendorsement-council
3. Ohio Assessment for Educator site: (Please be sure to take the test with test code as 016/017 and
title as Computer/Technology (Subtests I&II) )
http://www.oh.nesinc.com/TestView.aspx?f=HTML_FRAG/OH016_TestPage.html
4. Instructional Technology Program Springboard site: You need to login with your UAnet ID and
password. Then, you can find the site under ongoing folder.
Once you graduated from the program, please continue to stay contact with us via sharing
your career information in the link below:
https://docs.google.com/forms/d/1sCtVQSKDS8Yqcspe-pfOISfgjDvwcpxi40HljP0CA-M/viewform
IT Master Program: ePortfolio Instruction
I. ePortfolio Requirements for IT Master Program
The graphic above is a good visual representation of the components that make a good instructional technology
ePortfolio. Helen Barrett who has done much work with ePortfolio for K-12 and higher education created this graphic.
Chick out her site at: http://electronicportfolios.com/
This documents outlines the requirements for your final graduation ePortfolio. Although this is not due until your final
semester, the work must begin at the beginning of your program. You will collect artifacts from your coursework as well as
from the field experiences you plan during your time in the program. Please use the Alignment Documents to plan your
ePortfolio and Field Experience.
Rationale for Field Experiences
In addition to coursework of IT Master Program, application of the technology skills learned is the core of the field
experience requirements for the IT Master’s Program. Field experiences are done all through the program, not in any
particular term. These are seen as growth experiences as a technology leader and facilitator. You are in control of the
design of your own field experiences. If you are a teacher most of your field experiences might be in the schools, but we
encourage you to seek out experiences in other situations too! Diverse experiences are important to demonstrate all your
skills in your ePortfolio.
Planning your Field Experiences
During the IT Master’s Program, you should be planning and implementing your experiences by applying the skills you
have learned in the field like your classroom, workplace, and community. You should try and apply your technology skills
in many different venues to make sure you have diverse experiences. The chart can be used to document the activities
you have already implemented as well as those you have planned. If you do not have enough field experiences at this
point, the chart can help you plan where you need activities to meet the requirements. Having a plan is essential for the
completion of this graduation requirement.
You should plan to have around 10 substantial field experience artifacts (at least 2 for each ePortfolio page category
below) aligned to the 6 NETS-C standards. This being said, typically any single field experience might align with more
than one standard. So on the Alignment Document you would list ALL the field experience examples that align with any
ONE standard. The Alignment Document is a summary document you will hand in with your final ePortfolio showing how
each artifact you select is aligned with the NETS-C standards.
II. ePortfolio Sections & Artifacts
Your ePortfolio will include artifacts you have developed in your coursework as well as how you have applied this
knowledge out in the field. You will be collecting these artifacts and reflecting on these as you develop your ePortfolio.
Some of the artifacts will come from the main assignments in your coursework and some artifacts will come from your
application of these skills during your field experience. Your artifacts will show your proficiency with the NETS-C
standards. You will show how your artifacts align with these standards on the attached Alignment Document. Below are
the ePortfolio Sections that you need to apply for classifying the artifacts.
• Home Page
•
•
•
•
•
•
Leadership (L)-2
Teaching & Learning (TL)-5
Instructional Design (ID)-6
Multimedia Development (DD)-8
Professional Development (PD)-2
Resume Page
Under each section, you will include artifacts completed in IT courses and Field Experiences.
1. Coursework artifacts:
Course artifacts will be the main projects done in each one of your IT Master’s core courses. Examples of this are:
Course
Artifacts
Required Courses in Instructional Technology (15)
5150:610 (3) Intro to Instructional Technology
Pre-admission Competencies Verification
Teaching & Technology Philosophy
Wiki Reflection
5150:614 (3) Planning for Technology
Technology Plan Evaluation
Grant Writing Project
5150:631 (3) Instructional Design
ID Project
ID Paper
5150:633 (3) Multimedia and Hypermedia
MP1-5
Design Document
Final Website
5150:638 (3) Integrating and Implementing
Integrating Project
Technology
Paper & Lesson Plan
Electives in Instructional Technology (6)
5150:632 (3) Web-Based Learning Systems
WBLS Project
5150:635 (3) Emerging Technologies for Instruction MP1-5
ET Sharing Project
5150:639 (3) Strategies for Online Teaching and
Online Learning Project
Learning
Online Learning Paper
Foundations (9) Optional Items if desired
5100:600 (3) Philosophies of Education
Main project or paper
5100:624 (3) Educational Psychology
Main project or paper
5100:640 (3) Using Research to Inform Practice
Main project or paper
eP Sections
PD
PD
TL
L
L
ID
ID
MD
ID
MD
TL
TL
MD
MD
MD
TL/ID
TL
TL
TL
TL
2. Field Experience Artifacts:
During the IT Master’s Program, you should be planning and implementing your experiences by applying the skills you
have learned in the field like your classroom, workplace, and community. You should try and apply your technology skills
in many different venues to make sure you have diverse experiences. In addition to the artifacts listed above, each
ePortfolio section (page category) needs to include at least 2 substantial artifacts from the field experiences. Your
artifacts created from field experiences will be included in the section part of each ePortfolio section as a representation of
your growth as a technology user and progress toward a technology facilitator and leader. During the time you are in the
IT Master’s Program you should plan opportunities for application of the skills learned in your classes in the areas of
Leadership, Teaching and Learning, Design and Development, and Professional Development.
The artifacts to be included should also focus on the standards listed and address any strengths or weaknesses you
identified in your pre-competency verification project. You should have at least 2 field experience artifacts addressing
each of the 6 main standards listed below. This being said, typically any single field experience might align with more
than one standard.
• C-1. Visionary Leadership Technology Coaches inspire and participate in the development and implementation
of a shared vision for the comprehensive integration of technology to promote excellence and support
transformational change throughout the instructional environment.
•
C-2. Teaching, Learning, and Assessments Technology Coaches assist teachers in using technology
effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and
engaging learning experiences for all students.
•
C-3. Digital Age Learning Environments Technology coaches create and support effective digital-age learning
environments to maximize the learning of all students.
•
C-4. Professional Development and Program Evaluation Technology coaches conduct needs assessments,
develop technology-related professional learning programs, and evaluate the impact on instructional practice and
student learning.
•
C-5. Digital Citizenship Technology coaches model and promote digital citizenship.
•
C-6. Content Knowledge and Professional Growth Educational technology facilitators understand the social,
ethical, legal, and human issues surrounding the use of technology in PK-12 schools and assist teachers in
applying that understanding in their practice. Educational technology facilitators.
(For the full standards visit http://www.iste.org/standards/nets-for-coaches )
3. Alignment Document:
To submit your ePortfolio to TK20, you must submit the Alignment Document including the URL of your ePortfolio on the
top of the table to TK20: IT Masters - e-Portfolio Capstone. On the Alignment Document you would list all the course
artifacts and artifacts completed in field experiences that align with standards. The Alignment Document is a summary
document you will hand in with your final ePortfolio showing how each artifact you select is aligned with the NETS-C
standards. Artifacts may align with more than one main standard and more than one objective. You may describe parts of
the final artifact that meets different standards. We are looking for your artifacts to cover all of the main benchmarks C1
thorught C6 and show coverage of many of the indicator level objectives. You may find the Alignment Document attached
on page 12 of this handbook and a digital copy in the CONTENT space of Springboard: IT Maste’s Program Portal.
III. Development of Your ePortfolio
Your ePortfolio is a valuable reflection of your work in your master’s course work and application of these skills in the field.
This becomes an asset to show your expertise in instructional technology. You are required to create this product in your
University of Akron Zipspace or other website developing tools, such as Google Sites, Yola.com, wix.com, or etc. You will
learn how to do this in the 5150:633 Multimedia and Hypermedia class.
Reflections: Reflecting on your work is an important part of communicating your progress as well as understanding how
technology is impacting learning and how your facilitation skills are improving. A specific format for reflecting is provided to
ensure quality and effective reflections. When presenting artifacts for coursework and field experience in ePortfolio, you
will provide brief description of each course artifact to address what you did for the course project, but more detailed
reflection for artifacts created in Field Experiences. Please refer to Guideline of writing reflection on page 10 of this
handbook for what you need to cover in the reflection for field experience artifacts.
IV. IT Master’s Program Portal (Springboard site)
In Springboard, you should have a link to the IT Master’s Program Portal on the right side of your screen or course titles
listed after login to Springboard. The link says click here to access your IT Master’s Program. This area has been created
to provide you with up-to-date information on the program, requirements, forms, and other relevant items. Examples of
exemplary ePortfolios are available on this site. This area will become your go-to place for information on the program. (If
you do not have this link, please let your advisor know as soon as possible.)
§
Instruction for Writing a Good Reflection
Reflection has been characterized by Dewey as “the reconstruction or reorganization of experience” in order to bring new
meaning to that experience or learning. By examining your experience and applying the learning, you can impact the
future to learn and grow. Many of us are asked to “reflect” on what we have learned, but purposeful reflection is not
usually a directed process. There are many ways to reflect, but the following process has been helpful in developing more
meaningful and useful reflection.
When you are reflecting consider these questions:
(a) What did you learn through reading the assigned reading and can you make a connection between your life and what
you have read or learned?
(b) What do you now know or what can you now do that you didn't know or were not yet able to do before? How does this
make you feel? Are you concerned about any of the things you observed or experienced?
(c) Based on your experiences, what will you do in the future to make use of your learning. For example, will you, in some
way, behave differently? Will you do further readings? Are there things you will observe more closely or in a different way?
How will this impact your teaching or students.
I. To write the reflection for your FE artifacts, you will use a three-part format:
1. Description. Briefly describe your experiences (class activities, reading assignment, your school or job experiences).
Do this in a descriptive rather than a judgmental way (merely record events without editorializing or agreeing or
disagreeing). Make connections.
2. Impact. Tell what you have learned (or confirm what you had already believed, or how what you have learned differs
from what you believed). How do you feel about what you learned?
3. Intent. Make a statement about what you intend to do as a result of your learning and feelings. BE SPECIFIC! Phrase
this in a personal and positive way ("what I will do is . . ." rather than "what I won't do is . . .").
Good reflection has three elements: recollection, analysis and interpretation, and proposed action. Put another way,
reflection involves description, impact, and intent. Description simply involves recalling your experiences such as class
activities, textbook readings, and school involvement. These experiences provide the basis for the impact and intent
sections. You can write the description in paragraph form or simply list all the experiences related to the topic under
consideration. It is helpful to make connections from your readings and learning to real life experiences.
The experiences named in the description are considered and analyzed in the impact portion of your response. You
comment on what you learned from each experience (or combination of experiences), what was confirmed or disproved,
and how you feel about what you have learned.
A way to examine the impact an event has had on you is proposed by Surbeck et al. (1991). You can respond through
reaction, elaboration, and contemplation.
When merely reacting, you comment on your feelings (positive or negative) towards a class activity, reading, or school
experience. You might, for example, react with a personal concern about an event or with delighted surprise.
When elaborating, you compare your reactions with other classes, classrooms, or experiences. You may for instance,
refer to a general principle, a theory, or a moral or philosophical position.
When contemplating, you can focus on constructive personal insights or on problems or difficulties. You might focus on
education and schooling issues, teaching methods, future goals, attitudes or views. Another focus might be on social
issues, ethical matters or moral concerns.
The most important aspect of your reflection likely is the intent. It involves interpreting the impact and building the bridge
to action. Intent involves planning. It is what you intend to do as a result of what you have learned. Your intent should
include how and when you will do what you want to do. Without a good intent, description and impact may go nowhere.
As you gain more experience with reflecting on teaching, you will develop a framework for judging what should be added
to your vision of yourself as a teacher. As you gain experience with reflective writing, the intent will become easier.
II. Examples at The Three Levels
1. Reacting (limited depth)
Description: We had a guest speaker today who spoke on children's literature.
Impact: I was inspired by our speaker. Her enthusiasm for children's literature is exciting. I share the excitement. I love the
idea of incorporating literature and textbooks to give a creative, exciting science curriculum.
Intent: I plan to find books and literature to make my science curriculum more exciting.
2. Reacting and Elaborating (more depth)
Description: We had a guest speaker in today who spoke on children's literature.
Impact: I was inspired by our speaker. Her enthusiasm for children's literature is exciting. I share that excitement. I love
the idea of incorporating literature and textbooks to give a creative, exciting science curriculum.
I think that we, as teachers, must do a better job of introducing students to good literature. Limiting ourselves to the
readers we had as students can be stifling. As we learned in my language methods class, many of the stories in these
basal readers were chosen or written specifically for their readability, not for the quality of the writing of the characters.
Integrating these good stories into science (and other areas) will also allow me to cover more subjects.
Intent: I plan to search out quality literature I can use in a science context and expose my students to good writing. My
students won't be limited to the prescribed readability levels. I want them to read books they love. I plan to begin
evaluating books on how well they will work in science and other subjects.
3. Reading, Elaborating, and Contemplating (even more depth)
Description: We had a guest speaker in today who spoke on children's literature.
Impact: I was inspired by our speaker. Her enthusiasm for children's literature is exciting. I share that excitement. I love
the idea of incorporating literature and textbooks to give a creative, exciting science curriculum.
I think that we, as teachers, must do a better job of introducing students to good literature. Limiting ourselves to the
readers we had as students can be stifling. As we learned in my language methods class, many of the stories in these
basal readers were chosen or written specifically for their readability, not for the quality of the writing of the characters.
Integrating these good stories into science (and other areas) will also allow me to cover more subjects
Of course, a problem I might have is finding the money to buy the books. School funding is tight these days. If I end up in
a school where the principal wants me to use a basal reader I might have a dilemma. Do I do what I believe right, or do I
do what I am told to do?
Intent: I plan to search out quality literature and expose my students to good writing. My students won't be limited to the
prescribed readability levels. I want them to read books they love. I plan to begin evaluating books on how well they will
work in science and other subjects. If funding is too tight, I'll have to buy some of my own, or have a popcorn sale, or
whatever. I will need to speak to my principal about my plans, though. He or she may take some convincing. Maybe I can
start slowly and use the basal reader but supplement it with quality literature then begin to move children's literature into
science and other subjects.
§
Alignment Document for ePortfolio Submission
Name:
Student ID:
URL of your ePortfolio:
Check
object
ives
that
apply
C-1
Artifacts from IT
Coursework
Alignment Document for E-Portfolio
Course Artifacts and Field Experience
Visionary Leadership
Technology Coaches inspire and participate in the development and implementation of a
shared vision for the comprehensive integration of technology to promote excellence and
support transformational change throughout the instructional environment.
a. Contribute to the development, communication, and implementation of a shared vision
for the comprehensive use of technology to support a digital-age education for all students
b. Contribute to the planning, development, communication, implementation, and
evaluation of technology-infused strategic plans at the district and school levels
c. Advocate for policies, procedures, programs, and funding strategies to support
implementation of the shared vision represented in the school and district technology
plans and guidelines
d. Implement strategies for initiating and sustaining technology innovations and manage
the change process in schools and classrooms
C-2
Wiki Reflection
(Intro to IT)
Teaching and
Technology Philosophy
(Intro to IT)
Grant Writing Project
(Planning for Tech)
Integrating Project
(Integrating &
Implementing Tech)
Teaching, Learning, and Assessments
Technology Coaches assist teachers in using technology effectively for assessing student
learning, differentiating instruction, and providing rigorous, relevant, and engaging learning
experiences for all students.
a. Coach teachers in and model design and implementation of technology-enhanced
learning experiences addressing content standards and student technology standards
b. Coach teachers in and model design and implementation of technology-enhanced
learning experiences using a variety of research-based, learner-centered instructional
strategies and assessment tools to address the diverse needs and interests of all students
c. Coach teachers in and model engagement of students in local and global
interdisciplinary units in which technology helps students assume professional roles,
research real-world problems, collaborate with others, and produce products that are
meaningful and useful to a wide audience
d. Coach teachers in and model design and implementation of technology-enhanced
learning experiences emphasizing creativity, higher-order thinking skills and processes,
and mental habits of mind (e.g., critical thinking, meta-cognition, and self regulation)
e. Coach teachers in and model design and implementation of technology-enhanced
learning experiences using differentiation, including adjusting content, process, product,
and learning environment based upon student readiness levels, learning styles, interests,
and personal goals
f. Coach teachers in and model incorporation of research-based best practices in
instructional design when planning technology-enhanced learning experiences
g. Coach teachers in and model effective use of technology tools and resources to
continuously assess student learning and technology literacy by applying a rich variety of
formative and summative assessments aligned with content and student technology
standards
h. Coach teachers in and model effective use of technology tools and resources to
systematically collect and analyze student achievement data, interpret results, and
Wiki Reflection
(Intro to IT)
Integrating Project
(Integrating &
Implementing Tech)
Technology Plan
Evaluation
(Planning for tech)
Online Learning Paper
(Strategies for Online
Teaching & Learning)
Philosophies of
Education Paper
(Philosophies of Ed)
Ed Psych Paper
(Ed Psych)
Artifacts from
the Field
communicate findings to improve instructional practice and maximize student learning
Techniques Paper
(Using Research to
Inform Practice)
C-3
Digital Age Learning Environments
Technology coaches create and support effective digital-age learning environments to
maximize the learning of all students.
a. Model effective classroom management and collaborative learning strategies to
maximize teacher and student use of digital tools and resources and access to technologyrich learning environments
b. Maintain and manage a variety of digital tools and resources for teacher and student use
in technology-rich learning environments
c. Coach teachers in and model use of online and blended learning, digital content, and
collaborative learning networks to support and extend student learning as well as expand
opportunities and choices for online professional development for teachers and
administrators
d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support
student learning
e. Troubleshoot basic software, hardware, and connectivity problems common in digital
learning environments
f. Collaborate with teachers and administrators to select and evaluate digital tools and
resources that enhance teaching and learning and are compatible with the school
technology infrastructure
g. Use digital communication and collaboration tools to communicate locally and globally
with students, parents, peers, and the larger community
C-4
ID Project
(Instructional Design)
MP 1-5
(Hypermedia)
Website
(Hypermedia)
WBLS Project
(Web Based Learning
Systems)
Online Project
(Strategies of Online
Learning)
Professional Development and Program Evaluation
Technology coaches conduct needs assessments, develop technology-related professional
learning programs, and evaluate the impact on instructional practice and student learning.
a. Conduct needs assessments to inform the content and delivery of technology-related
professional learning programs that result in a positive impact on student learning
b. Design, develop, and implement technology-rich professional learning programs that
model principles of adult learning and promote digital-age best practices in teaching,
learning, and assessment
c. Evaluate results of professional learning programs to determine the effectiveness on
deepening teacher content knowledge, improving teacher pedagogical skills and/or
increasing student learning
C-5
Pre-Admission
Competencies
Verification
(Intro to IT)
Teaching and
Technology Philosophy
(Intro to IT)
Wiki Reflection
(Intro to IT)
Digital Citizenship
Technology coaches model and promote digital citizenship.
a. Model and promote strategies for achieving equitable access to digital tools and
resources and technology-related best practices for all students and teachers
b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and
technologies
c. Model and promote diversity, cultural understanding, and global awareness by using
digital-age communication and collaboration tools to interact locally and globally with
students, peers, parents, and the larger community
C-6
Content Knowledge and Professional Growth
Educational technology facilitators understand the social, ethical, legal, and human issues
surrounding the use of technology in PK-12 schools and assist teachers in applying that
understanding in their practice. Educational technology facilitators:
Technology Plan
Evaluation
(Planning for tech)
Grant Writing Project
(Planning for Tech)
a. Engage in continual learning to deepen content and pedagogical knowledge in
technology integration and current and emerging technologies necessary to effectively
implement the NETS·S and NETS·T
b. Engage in continuous learning to deepen professional knowledge, skills, and
dispositions in organizational change and leadership, project management, and adult
learning to improve professional practice
c. Regularly evaluate and reflect on their professional practice and dispositions to improve
and strengthen their ability to effectively model and facilitate technology-enhanced
learning experiences
Teaching and
Technology Philosophy
(Intro to IT)
Wiki Reflection
(Intro to IT)
§
Capstone ePortfolio Rubric
Capstone e-Portfolio Rubric
Technology Master’s
Instructional
Required elements:
□ Excellent Portfolio Design and Execution
with ISTE-C Standards
□ Resume
□ Technology Vision Statement
Candidate's Name:
Date:
Requirement
Alignment of ISTE standards to
artifacts ( attach student
document)
(circle rating)
Statements documenting
achievement of the ISTE-C
Standards
Approaches
Meets
Not all standards are aligned to
artifacts
All standards have an
alignment to at least one
artifact
1
Artifacts may demonstrate
proficiency, but their value to the
candidate's practice and theorybase is not clear.
2
One significant artifact is cited
for each ISTE standard, and
artifacts are used for multiple
standards.
Artifacts may be of high quality
showing good use of integrated
technology, but their connection
with the ISTE standards is not
explicit or the artifacts are of
limited value.
For each artifact cited there is
clear indication of how the
alignment is met or an
explanation is included on how
the artifact meets the standard.
Comments:
C-1. Visionary Leadership
C-2. Teaching, Learning, and
Assessments
C-3. Digital Age Learning
Environments
C-4. Professional
Development and Program
Evaluation
C-5. Digital Citizenship
C-6. Content Knowledge and
Professional Growth
Technical Quality of ePortfolio
Design
Comments:
□ Artifacts aligned
Exceeds
All standards have alignment to one
or more artifact and evidence exists
that the candidate has a high
understand of the standards and how
to facilitate the use of these
standards in the field of instructional
technology
3
In addition to citing two or three
significant artifact for each standard,
selections or portions are chosen
from artifacts to illustrate more salient
points.
In addition to explaining how each
artifact demonstrates evidence for
one or more standards, the abstract
includes a reflection on how the
artifact has contributed to your
growth as a more informed,
reflective, and/or responsive teacher.
Artifacts are not given a context
or are evaluated only to a limited
extent by the candidate. More
artifacts are needed to support
proficiency in one or more ISTE
standards.
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Proper use of type and size may
be used, but consistency in
design is weak, or the document
is not carefully edited for spelling
and grammar. The writing style
may create comprehension
difficulties, or the user may get
lost due to poor site design. Links
are not operational.
1
The portfolio is easy to
navigate and follows design
principles covered in the
multimedia literacy and
ePortfolio Web design
courses. Writing is concise,
clear, and well organized.
Links are operational.
Navigation is seamless because the
design elements consistently locate
the reader in the portfolio structure
and provide intuitive controls to
navigate the portfolio. The
candidate's writing integrates into the
site structure by making logical
connections between portfolio
sections and the artifacts.
3
2
Final Score: ____/ 24 divided by 10
____ Portfolio Score
§
TK20 Instruction
Information about TK20 for the IT Master’s Program
This information applies all students in the IT Master’s Program!!
TK20 Account-For new students, a TK20 account will be established for you and the fee included in
your university fees. TK20 is required by the university.
Students already in the program can apply for a TK20 account at this link
http://www.uakron.edu/education/current-students/tk20/ Training is provided online and will be
provided in the 5150:610 Introduction to Instructional Technology course.
For Tk20 Support:
Submit a help request at https://akron.qualtrics.com/SE/?SID=SV_3HR95zeBAvvQRdX
CoE Tk20 Website http://www.uakron.edu/education/current-­‐students/tk20 Tk20 Website http://tk20.com/support/tutorials/highered.html “Forgot your username or password?” link may be found on the Tk20 log in page https://uakron.tk20.com/campustoolshighered/ A request for assistance may be submitted through the form athttps://akron.qualtrics.com/SE/?SID=SV_3HR95zeBAvvQRdX . A live link to this request form may be found on CoE Tk20 web page and Tk20 login page. Walk-in help is available in CHCS 312
Monday – Friday: 8:00 am - 8:00 pm
What to upload to TK20?
You will have 7 main assignments to upload into TK20 for evaluation. These will also be identified in
your courses during the term you are taking the course.
NCATE
Assessment
Assessment 1
Assessment 2
Course
610: Introduction
to Instructional
Technology
ePortfolio
Capstone
(will contain assignments
from all classes)
Assignment
NETS-C PreAdmission
Competencies
Verification
ePortfolio
will include assignments
from ALL of your
coursework classes
Assessment
Rubric
NETS-T Rubric
What to
upload?
Document with
URL
NETS-C Rubric
Alignment
Document
Document with
URL
Assessment 3
632 Web-Based
Learning Systems
Web-Based
WBLS Rubric
Deliverable
Instruction Projects
Document with
URL to webbased learning
Assessment 4
690 ePortfolio
Graduation Project
Field Experience
NETS-C
Rubric
Alignment
Document
Integrating and
Implementing
Rubric
Document with
URL
Upload
Technology
Plan
Evaluation
Upload final
class paper
(will include 8 aligned field
experiences)
Assessment 5
638 Integrating and
Implementing
Technology
Major Technology
Integration Project
Assessment 6
614 Planning for
Technology
Technology Plan
Evaluation
Planning for
Technology
Rubric
Assessment 7
631 Instructional
Design
Instructional
Design Project
Addie Model
Rubric
(same as ePortfolio)
Upload final
paper project
Program Contact
Faculty Professors/Advisors
John Savery, Ph. D.
Professor
Instructional Technology
Graduate Program
Educational Foundations and Leadership
CHCS 309 N
[email protected]
(330) 972-8238
Fax: 330-972-2452
I-Chun Tsai, Ph. D
Associate Professor
Instructional Technology
Graduate Program
Educational Foundations & Leadership
CHCS 309R
[email protected]
(330) 972-6774
Fax: 330-972-2452
Adjunct Instructors
Cheryl L. Ward, Ph. D.
Associate Professor
[email protected]
Cell 440.417.2997
Fax: 330-972-2452
Mr. Ted Lysiak
[email protected]
Planning for Technology
Mrs. Stephanie Sholtis
[email protected]
[email protected]
Cell (440) 552-1665
Mr. Gus Farmakidis
[email protected]
Instructional Design
Integrating and Implementing Technology
Department Contacts
Educational Foundations and
Leadership Department
Interim Department Chair
Dr. Peggy L. McCann
[email protected]
Phone: (330) 972-5742
College Program Specialist
Kelly Chaff
[email protected]
Frequently Asked Questions
1.
How long does it take to complete the program?
It depends on the number of credits you are willing and able to take each semester,
including fall, spring and summer sessions. It also depends on the number of previously
taken graduate level credits that will transfer into the program. Most of our students take
6 semester hours while working full-time. If 2 courses (6 semester hours) are taken per
term students can complete in 5 terms—typically Fall, Spring, Summer, Fall, Spring.
2.
How many credits can I transfer to The University of Akron for this
program?
Only 1/3 of your coursework may be transferred from another institution, so 10 hours
can be transferred. Typically the main coursework that is transferred is foundations
courses. You must have a graded course in order to be considered for transfer.
Workshops and pass/fail courses are not accepted. Advisors will need a syllabus or
course description from the course in order to evaluate it.
3.
What professional organizations should I join?
http://www.iste.org ISTE is the premier membership association for educators and
education leaders engaged in improving learning and teaching by advancing the
effective use of technology in PK-12 and higher education
http://www.oln.org/ Ohio Learning Network
http://oetc.ohio.gov/ Ohio eTech Ohio has reached world-class stature with regard to
student access to technology, and is recognized nationally as an educational
technology leader. As a state agency, eTech Ohio is dedicated to enhancing learning by
developing programs and using best practices to serve learning organizations while
acquiring, integrating and sustaining educational technology.
4.
Where do I look for a job?
There are several on-line sources you can check out on a regular basis for full and parttime openings.
a. Colleges and Universities
The Chronicle of Higher Education (teaching and instructional design positions in two
and four year colleges are listed here). www.chronicle.com
Career Resources Homepage http://www.careerresource.net/ A source of position
openings in two and four year colleges.
Higher Ed Jobs. Com http://www.higheredjobs.com/ Another excellent source of twoyear and four-year college positions.
Academic 360 http://www.academic360.com/ This site list a variety of sources were
college and university positions are listed.
b. Teaching Jobs
http://www.csuchico.edu/plc/teachjobs.html Provides a comprehensive list of agencies
with jobs at the state, national and international levels in k-16.
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&Topi
cRelationID=522 Ohio Department of Education Jobs
c. General Job Search Sites
http://www.CollegeGrad.com
A general site with numerous job listings across the county for recent college graduates.
http://www.MonsterTrak.com
A specialized web site from Monster.com featuring entry-level positions.
http://www.CampusCareerCenter.com
A company that organizes company recruitment efforts for college students.
How are courses delivered?
Currently all IT Master’s course are offered full online.
5.
Where can I get information about financial aid & scholarships?
One of the major concerns of adult students is finding the money to finance their
education. Often, adult students are unaware of where to find help or what programs
they may be eligible for.
Graduate Financial Aid
http://www.uakron.edu/gradsch/financial-assistance/
Adult Focus
http://www.uakron.edu/uaaf/
Office of Student Financial Aid
http://www.uakron.edu/finaid/
The College of Education.
http://www.uakron.edu/education/
College of Education Forms
http://www.uakron.edu/education/current-students/student-services/student_forms.dot
Graduate students are often eligible to receive graduate assistantships that pay for tuition and
provide a modest stipend in return for specified hours of work (usually 20 hours per week for
full-time graduate students).
The term graduate assistant applies to those students under contract supported by University
funds or external funds administered through the University. Graduate assistants have varied
duties that may include full teaching responsibility for lower level courses, conducting
discussion sessions, supervising laboratories, assisting faculty with research, or assisting
departments in various ways. If you would like to be considered for an assistantship you must
apply.
New students may indicate on their Online Application for Admission that they would like to be
considered for an assistantship. Three letters of recommendation are required.
Current students must contact prospective academic or other units to check on the
availability of such opportunities. All assistantships (and any fellowships) are offered
through the various degree-granting colleges, departments, and schools.
http://www.uakron.edu/gradsch/financial-assistance/
6.
How much does the program cost?
Cost of tuition and fees can be found at the following link:
http://www.uakron.edu/admissions/graduate/tuition__fees.dot
7.
How do I apply for admission to the University?
Admissions http://www.uakron.edu/admissions/graduate/
8.
What if I have some disabilities or disability concerns?
The Office of Accessibility is located in 105 Simmons Hall. This office helps students
find and use appropriate accommodations for their disabilities. The Office can be
contacted by:
Phone: (330)972-7928
TDD: (330)972-5764
Fax: (330)972-5422
E-mail: [email protected]
Website: http://www.uakron.edu/access/
Useful Links for Students
Adult Focus
A program which helps adult learners find scholarships, create effective study habits, and
manage daily life when the classroom is not their first priority.
Schrank Hall North, Room 260
330-972-5793
[email protected]
http://www.uakron.edu/uaaf/
Apply for Graduation
This site will provide information on due dates for graduation applications as well as the
process for applying for graduation. http://www.uakron.edu/cba/cba-home/dept-cent-inst/gradadvising/graduation.dot Follow the graduation timelines closely: Apply online in My Akron by:
May 1 for Fall ( December) Graduation
Sept 1 for Spring ( May) Graduation
Feb 1 for Summer ( August) Graduation
Career Services
Services offered to students include individual counseling & information on career and
educational programs to meet their interests or needs.
Simmons Hall, Room 306
330-972-7082
http://www.uakron.edu/career/
Computer Support Desk
Can help you fix most computer problems for free (including backing up & recovering your
hard drive), they also help with support issues for My Akron, springboard, and most campus
software issues. They can be reached by phone: 330-972-6888 or accessed on the web at:
http://www.uakron.edu/support-desk/index.dot
Course Applicability System
Helps you to find information regarding what credits transfer from Ohio Universities to other
Ohio Universities and military institutions.
http://www.uakron.edu/admissions/graduate/admission_requirements/transfer_of_credit.dot
Degree Audit Reporting System (DARS)
The DARS report offers students up to date information about their program plan. It can be
accessed through My Akron under the students tab.
General Information Registration, Grades, Etc… from the Registrar
The following website offers links to the correct places to register for classes, check course
grades, find transcript requests and much more. http://www.uakron.edu/registrar/
Important Dates
Here you can find dates for graduation, registration, add/drop dates, university holidays, etc…
http://www.uakron.edu/registrar/dates/
Is Online Learning for Me?
Looking at these websites will answer the question if online learning is something you should
and can manage to do.
http://www.uakron.edu/online/index.dot
Springboard Instructions on use
Springboard is used by many courses to have on-line discussions, keep track of grades, and
drop assignments. The on-line course management system directions are below, the
Springboard webpage is accessed through My Akron.
http://www.uakron.edu/training/springboard.dot
Graduate Bulletin
The current graduate bulletin offers information on programs, courses, and University
information. http://www.uakron.edu/gradsch/docs/Gradbulletin.pdf
My Akron
My Akron is an on-line resource portal where e-mail, Springboard, course registration,
transcripts, and additional information may be found. You must have a Uanet Id and password
to log in. https://my.uakron.edu/portprod/signon.html