Technology Specialist for Teachers MA Initial

Educational Technology Specialist for Certified Teachers

For teachers with initial certification in another content area seeking K-12 certification as an Educational Technology Specialist.


The M.A. program for Educational Technology Specialist K-12 Certification: TETT Track, is a 38-point program.  There are two tracks for the overall program: one for students who hold an existing teaching certification and one for students who do not.  The TETT track is designed for certified teachers and places more emphasis on leadership and research as it relates to the use of technology in schools.  Candidates are prepared to take on a variety of roles in schools, including but not limited to: individuals who want to work with technology in the classroom, technology coaches who support K-12 teachers in the design and implementation of technology-related curriculum and projects, technology directors, and professional developers.  Some candidates also return to teaching positions where they work directly with students in STEM or STEAM Labs, and also support schools in developing and implementing classes related to coding and computational thinking. Completing the program requires 38 points, as well as, 50 hours of fieldwork/observation and 100 hours (or 20 days) of student teaching.



Two students chat inside a faculty member's office at Teachers College

Admissions Information

Master of Arts

  • Points/Credits: 38
  • Entry Terms: Spring/Summer/Fall

Certification

  • NY State Initial: K-12 Ed. Technology Specialist

Application Deadlines

  • Spring: November 1
  • Summer/Fall (Priority): January 15
  • Summer/Fall (Final): Rolling
* For details about rolling deadlines, visit our admission deadlines page.

Supplemental Application Requirements/Comments

  • GRE General Test
  • Applicant will be contacted to schedule an interview when application is complete
  • Must hold Initial Teacher Certification

Course Requirements

Master of Arts in Educational Technology Specialist: For Certified Teachers

Educational Technology Specialist K-12 Certification: For Certified Teachers (TETT-INIT)

The M.A. program for Educational Technology Specialist K-12 Certification: TETT Track, is a 38-point program. There are two tracks for the overall program: one for students who hold an existing teaching certification and one for students who do not.  The TETT track is designed for certified teachers and places more emphasis on leadership and research as it relates to the use of technology in schools. Candidates are prepared to take on a variety of roles in schools, including but not limited to: individuals who want to work with technology in the classroom, technology coaches who support K-12 teachers in the design and implementation of technology-related curriculum and projects, technology directors, and professional developers. Some candidates also return to teaching positions where they work directly with students in STEM or STEAM Labs, and also support schools in developing and implementing classes related to coding and computational thinking. Completing the program requires 38 points, as well as 50 hours of fieldwork/observation and 100 hours (or 20 days) of student teaching.

Master of Arts (38 points required)

The M.A. program for Educational Technology Specialist K-12 Certification: TETT Track for certified teachers is a 38-point program. There are two tracks for this program, depending upon if the student holds an existing teaching certification. This specific track (TETT) is designed for individuals who hold a current teaching certification. Students in this track enter at various points in their teaching career. Some hold initial certification in a different content area (such as mathematics or history) and complete the program to obtain professional certification in their first content area while also adding an initial certificate as an Educational Technology Specialist. Others are veteran teachers holding professional certification in a different content area and are seeking to teach courses related to technology or eventually become technology leaders. This M.A. program requires students to complete one semester of practica, with at least 50 hours of observation and at least 100 hours of student teaching. Credit for student teaching can be earned while teaching in one’s current position under certain circumstances and can be discussed with the program advisor.

The program follows the International Society for Technology Education (ISTE) Standards for Coaches and offers courses related to teaching and learning with technology through different perspectives: cognitive, social, cultural and applied practice. Each student’s program is different, depending upon students’ professional goal and interests. Students are encouraged to take courses related to the learning sciences, leadership and educational policy, staff development, and the use of assistive technologies. Students attend most courses face-to-face, but some of the courses are offered online.

Students can complete the program full-time in two years but have the option to go part-time, as many of the students teach full-time during the day. Students register for practica during both the Fall and Spring semesters in the second year of the program. Over the course of the second year, students complete 50 hours of observation in schools, in addition to a minimum of 20 days (or 100 hours) of student teaching. Students in this track typically complete student teaching on a part-time schedule. Additional information regarding student teaching requirements are below.

Students must take coursework totaling 38 points. The following are required:

Required Courses (18 points)

  • Social Issues and Technology
    • MSTU 4005 Equity, Ethical, and Social Issues in Educational Technology
  • Cultural Issues and Technology
    • MSTU 4052 Computers, Problem Solving, and Cooperative Learning
  • Educational Practice and Design
    • MSTU 4001 Technology and School Change
    • MSTU 4029 Managing Educational Technology Resources
  • Policy and Leadership (choose one for 3 points)
    • MSTU 5033 Educational Technology Policy: Challenges & Opportunities
    • MSTU 5029 Technology Leadership and Schools
  • Research (choose one for 3 points)
    • MSTU 5001 Assessing the Impact of Technology
    • MSTU 5025 Researching Technology in Educational Environments

Additional Core Courses (choose two courses for 6 points)

  • MSTU 4020 Social Aspects of the Internet and ICTs
  • MSTU 4049 Technologies and Literacies
  • MSTU 4050 Online Schools and Online Schooling K-12
  • MSTU 4083 Instructional Design of Educational Technology
  • MSTU 4133 Cognition and Computers
  • MSTU 5002 Culture, Media, and Education
  • MSTU 5005 Case-Based Teaching in Electronic Environments

Required Courses Outside of Department (8 points)

  • Adult Learning
    • C&T 5053 Staff development Processes and Procedures
  • Leadership
    • ORLA 4044 Transforming Schools and Transforming Education
  • Curriculum Design
    • C&T 4052 Designing Curriculum and Instruction
  • Special Education (choose one)
    • HBSE 4000 Introduction to Special Education                   
    • HBSE 4005- Computer Applications in Special Education
  • Human Development (choose one for 3 points)           
    • HUDK 4022 Developmental Psychology: Childhood
    • HUDK 4029 Cognition and Learning
                         

Required Practica (6 points)

  • MSTU 4700 Student Teaching Practicum in Educational Technology (Elementary)
  • MSTU 4700 Student Teaching Practicum in Educational Technology (Secondary)

Breadth Requirement: (6 points, minimum)

All students must complete a minimum of 6 points at Teachers College outside of the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU). This requirement is typically already met when taking required courses outside of the department (see above).

Student Teaching and Fieldwork Requirements:

Students are required to complete two semesters of practicum (MSTU 4700). Practicum in the Fall semesters focus on elementary grades (grades K-6), and practicum in the Spring semesters focus on secondary grades (grades 7-12). The program requires at least 50 hours of observation and at least 100 hours (or 20 days) of student teaching across two semesters. The grade level of the student’s current teaching certification will determine which grade the student will be placed in for student teaching. For example, if the student currently holds an initial teaching certificate for a secondary content area, the student will be placed in an elementary setting for student teaching as the Educational Technology Specialist certificate covers K-12.

Fieldwork consists of observing a variety of activities relating to the role of an Educational Technology Specialist: observing technology coordinators and directors provide support to teachers, observing students at work using technology, and observing technology-related professional development workshops. Students may also observe technology integrators planning with teachers, facilitating the use of a makerspace or teaching coding and computational thinking.

Student teaching placements will, for the most part, occur in local schools that are our program’s partners. Cooperating teachers may be technology coaches, technology integrators, directors of technology, or tech-savvy classroom teachers. Students already working full-time in the role of an Educational Technology Specialist, who would like to use their employment to fulfill student teaching requirements, must receive approval under guidelines set forth by the College and Office of Teacher Education. Depending upon availability, summer student teaching placements may also be arranged in consultation with the program advisor.

Additional Requirements for Certification:

Students may obtain the Educational Technology Specialist K-12 Certification by fulfilling New York State Education Department (NYSED) teacher certification requirements, many of which may already be fulfilled from holding an existing teacher certification:                   

  • Successful completion of MA degree for Educational Technology Specialist K-12 Certification
  • Pass the NYSTCE Educating All Students Test (EAS)
  • Pass the NYSTCE Content Speciality Test (CST - Educational Technology Specialist)
  • Complete three workshops: 1) child abuse and identification reporting; 2) school violence prevention and intervention; and 3) Dignity for All Students Act (DASA)
  • Fulfilling Liberal Arts and Sciences Requirement (required for graduation and NYS certification)
    Transcripts will be reviewed as part of the admissions process.  Students will be notified by Office of Teacher Education if any courses are required to meet this requirement.
  • When the M.A. degree is awarded; file an Institutional Recommendation Data Form with the Office of Teacher Education.

Requirements for NYS certification are subject to change, please check the Office of Teacher Education and NYSED website for additional information.

Special Requirements for Professional Education Programs Under CAEP Review

  1.   State licensure test of content knowledge will be measured by the NYSTCE Content Specialty Test for Educational Technology Specialist.

  2.   Assessment of content knowledge in the field of Educational Technology.  Candidates will be assessed through their classroom observation projects. This work will be completed as part of MSTU 4700: Student Teaching Practicum in Educational Technology.

  3.   Assessment that demonstrates candidates ability to plan appropriate teaching and learning experiences. This is measured through assessment of a curriculum unit designed by the candidate that integrates technology. The unit is grounded in the approach taken by Understanding by Design (Wiggins & McTighe, 2005) and focuses on how technology tools may be used for problem-solving and student collaboration and how student learning will be assessed. This work will be completed as part of MSTU 4052: Computers, Problem Solving, and Cooperative Learning or C&T 4052: Designing Curriculum and Instruction.

  4.   Assessment of candidates practicum, field or clinical experiences. Candidates will be observed during student teaching and assessed by one of the program supervisors using a rubric for teaching practice.

  5.   Assessment that demonstrates candidates ability to model, design, and disseminate methods and strategies in technology to support student learning. Candidates will be observed during student teaching and assessed by one of the program supervisors using a rubric for teaching practice.

  6.   Assessment that demonstrates the candidate understands and can develop programs that address the social, legal and ethical issues related to technology within the district/region/state. Candidates will use data from a needs assessment to create a technology plan for a real or fictitious school. If the plan is for an existing school, it should have details that fit the needs of that school. If not for an actual school, the plan should discuss options in appropriate planning areas. A rubric will be used to assess key factors for a technology plan. This work will be completed as part of MSTU 4052, 4005 and/or 4029.

  7.   Assessment of candidates reflection on use of technology for teaching and learning in K-12 schools. Candidates will keep student teaching journals as a way to reflect upon their student teaching experiences and practice. This work will be completed as part of the course work in practicum, MSTU 4700.

  8.   Assessment that addresses facilitation of a shared vision for integration of technology and how to foster an environment and culture conducive to the realization of the vision. Please see the description of the integrative project in the next section.

Integrative M.A. Project

Candidates for the M.A. degree will prepare a final integrative project. The project may vary considerably from candidate to candidate, depending on her or his particular interests. In general, all projects will share these characteristics:

  • They will be deeply informed by readings and research done throughout the program.
  • They will be informed by candidates’ reflections on their experiences during the program, and what they have learned about students’ use of and learning with technologies.
  • They will focus on some aspect of planning for the future, and in this way advance the field by contributing candidates’ ideas on how the use of technology in schools may be improved.
  • They will address the problems and issues involved in using technology fairly and equitably to advance the learning of all children.

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