Program Goals and Objectives (MSET)

Student Goals and Objectives Dimensions of Professional Competency in Educational Technology Application (Milken)¹ National Education Technology Standards and Performance Indicators²
Goal 1 Objectives:
Students will be leaders in educational technology.

- Students will manage instructional, computer technology systems.

- Students will be active in professional organizations in the field of computer education and technology and have an impact on the field of education.

- Students will demonstrate proficiency in teaching and assessing others in the use of computers and related technologies in a variety of educational settings.
Core Technology Skill:
The educator is familiar with technologies specific to the discipline she teaches and is able to use these technologies successfully to support student learning.

Curriculum, Learning and Assessment:
The educator is skilled in the design and implementation of a variety of assessment strategies, including performance and product based assessments that are often more relevant the technology rich classroom.

Classroom and Instructional Management:
The educator is skilled in the use of technology to track student progress through the curriculum and manage curricular resources.

Leadership Competencies:
The educator is competent at leading and managing systemic change processes at the classroom, school and/or district levels.
II.D.
Plan for the management of technology resources within the context of learning activities.

II.E.
Plan strategies to manage student learning in a technology-enhanced environment.

IV.A.
Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

IV.B.
Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Goal 2 Objectives:
Students will be current in teaching and learning processes and practices.

- Students will be aware of current trends and issues in computer education, distance education, electronic communications, computer hardware and software.

- Students will apply learning theory and the principles of instruction design in curricular and instructional decision-making.
Curriculum, Learning and Assessment:
The educator is skilled at identifying opportunities within the curriculum for improved student learning through technology and is capable of designing technology enriched learning activities that support the curriculum.

Curriculum, Learning and Assessment:
The educator has a variety of instructional strategies for teaching and learning with technology and is able to match specific strategies with the learning needs of individual students.
II.A.
Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

III.A.
Facilitate technology-enhanced experiences that address content standards and student technology standards.
Goal 3 Objectives:
Students will be current in research technologies and designs.

- Students will be proficient in finding, evaluating, and using current educational research to support continuous improvement in their profession.

- Students will understand the capabilities of the computer, its impact on education, business, industry and government and will be able to adapt to, understand, and evaluate and make use of new and emerging innovations in computer and information technology.
Core Technology Skill:
The educator has a firm understanding of the principals of operation of the computer system and peripherals. This understanding has translated into the ability to adapt quickly to new technologies as they become available.

Professional Practice:
The educator is skilled in the use of technology to access a wide variety of professional resources.

Professional Practice:
The educator is sufficiently knowledgeable to play a significant role in the identification and acquisition of technology resources in support of learning.

Leadership Competencies:
The educator is able to initiate and support professional development processes that reflect attention to principals of adult learning.
I.A.
Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

I.B.
Apply current research on teaching and learning with technology when planning learning environments and experiences.

II.C.
Identify and locate technology resources and evaluate them for accuracy and suitability.

V.A.
Use technology resources to engage in ongoing professional development and lifelong learning

V.B.
Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

V.C.
Apply technology to increase productivity.

V.D.
Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
Goal 4 Objectives:
Students will be knowledgeable of technologies and programming skills.

- Students will be proficient in the use and application of computer software.

- Students will be proficient with a programming language.

- Students will develop the skills needed to maintain computer programs, computer systems and networks.
Core Technology Skill:
The educator has mastered the use of basic software applications and is able to generalize these skills quickly to learn new applications.
I. A.
Demonstrate introductory knowledge, skills, and understanding of concepts related to technology
Goal 5 Objectives:

Students will be knowledgeable of current, technology-based educational tools and products.

- Students will use telecommunications-based tools to integrate information into the classroom and the curriculum.

- Students will integrate computer software, authoring tools, programming languages, the Internet, and multimedia into curriculum design and instruction.

- Students will demonstrate proficiency using computers and related technologies in instruction.

- Students will use systematic problem solving and research-based human/computer interaction practices in the development of computer-assisted instructional programs.
Core Technology Skill:
The educator has sufficient skill and experience to make efficient and effective use of complex electronic information systems.

Core Technology Skill:
The educator is familiar with multimedia and presentation technologies and is able to guide students in the application of these technologies.

Professional Practice:
The educator is able to use technology to participate in increased levels of professional collaboration.

Professional Practice:
The educator is able to use technology to communicate with students, parents and educators and the wider community more effectively.

Classroom and Instructional Management:
The educator is skilled in the organization of classroom technology resources and orchestration of activity within that environment.

Classroom and Instructional Management:
The educator is aware of how to locate and access technology resources that will support instructional strategies.
III.B.
Use technology to support learner-centered strategies that address the diverse needs of students.

III.C.
Apply technology to develop students' higher order skills and creativity.

IV.C.
Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

[1] Dimensions of Professional Competency in Educational Technology Application (Milken Foundation) located at: http://www.mff.org/pubs/ME159.pdf

[2] International Society for Technology in Education, National Education Technology Standards and Performance Indicators for Teachers and Administrators Located at: http://cnets.iste.org/

Last Updated: 7/31/12