Educational Technology, Multiple Subject/Bilingual Authorization Credential, MA

Program Learning Outcomes

The Educational Technology master’s program has six program outcomes.  Upon completion of the MA in Educational Technology, students will be able to:

• Using knowledge of human cognition, multimedia learning theory, and digital design principles, students will plan and create multimedia instructional materials that enhance their professional or educational practice.
• Students will create products (radio-style audio story and a multimedia screencast) that demonstrate their skills at multimedia production.
• Create a ready-to-implement course or unit re-design based on a blueprint plan that details scope and sequence, formative and summative assessments, plans for feedback, and a clear protocol for communication and workflow via an LMS.  The re-design must transfer a traditional course, unit, or program to a flipped, blended, 1:1, or completely online environment.
• Student will design and create a professional website that will serve as their connection hub with other educational professionals.  The website will include a blog; a multimedia gallery, a teaching philosophy statement, teaching/professional background, and relevant social sharing links.
• Students will apply design thinking to address issues of social justice within the field of educational technology.
• Students will create their professional identity, connect with other educational technology leaders, and reflect on their learning and practice as an educator in the digital age.

The Teacher Education Program Learning Outcomes

Teaching for Diversity and Social Justice Strand

• Understand that social justice issues are always operating, affect everyone, and are manifested in relationships, curriculum, pedagogy and assessment.
• Problematize education practices, programs, and policies using social justice concepts, theories, frameworks.
• Contribute to honest and open-minded dialogue across different perspectives, cultures, experiences.
• Teach responsively and compassionately with a student advocacy, assets-based orientation vs. deficit perspective.
• Understand Institutional, systemic forces of racism, classism, sexism, homophobia, and other forms of oppression and how they play out in classrooms and schools.
• Develop tools to recognize and confront dehumanizing speech and actions.
• Develop a critically reflective teacher identity with the ability to question one’s assumptions.
• Develop familiarity with and motivation to apply educational principles, approaches, and resources for teaching to diversity and for social justice.

Learning & Teaching/Development Strand

• Develop awareness of classroom teaching as a complex endeavor that involves understanding of curricular knowledge, diverse learners, high leverage pedagogies, classroom community/leadership, multiple forms of assessment, and the contexts of schooling.
• Contemplate the different purposes of education and one’s own classroom teaching, and the implications of our role as teachers that foster our students’ growth as humane, competent, and empowered learners.
• Understand the connections among theories, principles, and classroom practice and critique the assumptions that underlie them.
  • Behaviorism
  • Constructivism
  • Gradual release of responsibility
  • Direct instruction
  • Teaching for understanding
  • Understanding by design
• Develop sociocultural and developmental perspectives on learners and learning that include knowledge of how cognition is related to identity, social, emotional, cultural, environmental, and physiological issues.
• Develop ability to closely observe classroom teaching (curriculum, pedagogy, assessment, classroom community/leadership), analyze using evidence, and apply lessons learned to one’s vision of teaching (for excellence and equity).
• Understand different approaches to curriculum, instruction, assessment, and classroom community/leadership; when to use them; and why.
• Develop habits of complex, critical thinking, inquiry; and reflection about theory and practice; challenge our own pre-conceptions of learning and teaching.
• Develop a vision of classroom teaching (for equity and excellence) based on big ideas from the course with the understanding that our ideals will be challenged by the realities of school and society.

Curriculum & Instruction Strand

• Teachers are critical consumers of curriculum in the schools so they adapt vs. adopt curricular/instructional materials.
• Teachers conduct ongoing assessment (of students’ strengths, where students are, needs) that informs planning and teaching.
• Teachers know how to develop lesson plans and sequences of instruction.
• Teachers know how to build on student assets to develop literacy and numeracy in the content areas.
• Teachers connect their own curriculum and pedagogy to teaching for diversity and social justice.
• Teachers connect theory to their practice (e.g. how children learn to read to reaching instruction; how children develop number sense to math instruction).
• Teachers identify broad and specific curricular purposes (e.g. powerful ideas, skills and strategies).
• Teachers apply frameworks and tools (“nuts and bolts”) to their curriculum, pedagogy, and assessment.

Major Requirements (54 units)

Teacher Education Courses

Multiple Subject Bilingual Authorization Credential

Educational Technology Courses