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Technology Specialist K-12: For Certified Teachers, MA
Degree: Master of Arts (M.A.)
Program Code: TETT-INIT
Brief Program Description
This is a Master of Arts degree program leading to an initial teaching certificate as a Technology Specialist K-12. It is intended for those already holding New York State certification in another content area. Program goals include preparing individuals to use technology as a set of tools with students and to work effectively with teachers to help them learn to use technology, design curriculum, and implement classroom projects in which technology is well integrated. Completing the program requires 38 points, as well as, 50 hours of fieldwork and 20 days of student teaching.
Minimum Point Requirement
The program requires 38 points of coursework. Course points from previous, non-Teachers College work cannot be transferred in to count toward the 38 points required for this M.A. degree.
The program has five required core courses in the department (15 points)
- MSTU 4001: Technology and School Change (3 points)
- MSTU 4005: Equity, Ethics and Social Issues (3 points)
- MSTU 4029: Managing Educational Technology Resources (3 points)
- MSTU 4052: Computers, Problem Solving, and Cooperative Learning (3 points)
- MSTU 5199: Technology Leadership for School Improvement (3 points)
- In addition, 50 hours of Fieldwork in schools will be assigned, as a part of core courses.
A total of 6 points chosen from the list of suggested core courses within the department:
- MSTU 4049: Technologies and Literacies (3 points)
- MSTU 4050: Online Schools and Online Schooling K-12 (3 points)
- MSTU 4020: Social Aspects of the Internet and ICTs (3 points)
- MSTU 4083: Instructional Design of Educational Technology (3 points)
- MSTU 4133: Cognition and Computers (3 points)
- MSTU 5002: Culture, Media, and Education (3 points)
- MSTU 5005: Case-Based Teaching in Electronic Environments (3 points)
A total of 8 points chosen from the following or similar courses from outside CMLTD. If these courses are not available, others similar to them can satisfy the requirement. NOTE: Courses from this category can be used to meet the Breadth Requirement (see below).
- ORLA 4044: Transforming Schools and Transforming Education
- C&T 4052: Designing Curriculum and Instruction
- C&T 5053: Staff Development Processes and Procedures
- HBSE 5910: Problems in Special Education: Policy/Administration
- HUDK 4022: Developmental Psychology: Childhood
- HUDK 4029: Cognition and Learning
Required Practica (6 points)
- MSTU 4700: Student Teaching Practicum in Educational Technology
- Fieldwork Elementary Student Teaching (one semester)
- Fieldwork Secondary Student Teaching (one semester)
Required Research (3 points)
Choose one of the following two:
- MSTU 5001: Assessing the Impact of Technology (3 points)
- MSTU 5025: Researching Technology in Educational Environments (3 points)
Breadth Requirement (6-9 points)
All [M.A., Ed.D., etc.] students must complete a minimum of three courses, each for at least two credits, at Teachers College and outside the Communication, Media and Learning Technologies Design Program (that is, courses with a prefix other than MSTU).
Statement about the Required, Integrative Project
At the conclusion of the program, candidates will prepare a final integrative project. The project may vary considerably from candidate to candidate, depending on her or his particular interests. In general, though, 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.
Projects may include the development of websites for particular purposes, such as providing information or staff development with teachers, increasing communication between teachers or between any members of the school community, or documenting learning with technology.
Projects may also include the use of other types of media, such as videotapes or audiotapes collected to document or to study students’ use of technologies, or may take the form of traditional papers.
All projects will be presented to other students and faculty in the program, and will be evaluated in terms of the four criteria outlined above. (Integrative projects do not receive formal letter grades. “Evaluation” is meant here only in the sense of feedback to the candidate.) Project criteria and expectations will be outlined by students’ Masters Advisor.
Student Teaching/fieldwork/practicum/internship requirements and information
Fieldwork consists of 50 hours students must spend in schools prior to student teaching. Specific fieldwork assignments are required by some core courses. Fieldwork activities include: observing students at work using technology, working in classes with individual children or groups of students, researching and examining software.
Fieldwork is organized and supervised by course instructors, together with the program advisor. Cooperating classroom teachers and technology coordinators invite students to use their classes as field sites and assist students in their work.
Some of our courses are offered online. Students are welcome to take a limited number of these; however, any fieldwork associated with them must be done in our partner schools.
Student Teaching placements total 20 days in schools. These placements will, for the most part, occur in local schools that are our program’s partners. It will be possible, in rare cases, to make arrangements with other schools.
Student teaching is organized and supervised by Professor Ellen Meier (212-678-3829).