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This is a multimedia web in which candidates create a blended learning environment using multiple methods of assessment including collaborative learning.
Grades in Courses
Grades in Courses
Grades indicate the extent to which candidates have acquired the pedagogical and content knowledge needed to provide effective leadership in technology integration.
This is a term paper with a literature review that candidates write during their first year in the program. It establishes the need for school or building-level improvements in the educational technology infrastructure, including teacher professional development, research-based best practices, and learner characteristics of all students.
This is field experience during which candidates keep a reflective journal documenting plans, experiences, and improvements made in a local school or workplace setting.
This is a major research paper that the candidate writes toward the end of the master’s program. In an action research project, the candidate conducts a local experiment in order to determine whether a nationally recognized best practice implemented in the local school or workplace can achieve results akin to those described in the research literature.
The candidate designs and develops one or more lessons or modules on a topic of strategic importance to the curriculum of the local school or workplace. ISTE-C candidates must create teacher professional development informed by the principles of adult learning.
This is a strategic plan that explains how the local school or workplace will go about achieving strategic goals by using technology to provide instruction, collect data, and evaluate results in order to determine the extent to which standards have been met. The plan includes a work schedule, hardware and software configuration, a proposed budget, and a budget explanation.
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