Developing an Online Master of Education in Educational Technology in a Learning Paradigm: The Process and The Product
Elizabeth Willis, Gary Tucker, Northern Arizona University, United States ; Cathy Gunn, University of Illinois, United States
Journal of Technology and Teacher Education Volume 11, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The political process necessary for planning and implementing a new degree program at Northern Arizona University (NAU), The Educational Technology Master of Education (M. Ed.), began in the spring of 1997. The program was finally discussed and approved by the Arizona Board of Regents at their February, 2000 meeting. However, over the three years of establishing the program, it became much more than just a political or academic task. As the process of research, discussion, and reflection was experienced while searching for an ideal M. Ed. in Educational Technology program, current struggles with new pedagogies and new approaches were exemplified. The program development became living proof that changes in thinking and doing come over time, not in a day, or a week, or even a year. As the developers struggled to articulate to each other what they believed to be important, they became what can only be hoped for students in this new program: uncomfortable learners who stretched their minds and pushed the envelopes of their comfort zones to complete an engaging and meaningful task.
Willis, E., Tucker, G. & Gunn, C. (2003). Developing an Online Master of Education in Educational Technology in a Learning Paradigm: The Process and The Product. Journal of Technology and Teacher Education, 11(1), 5-21. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 25, 2023 from https://www.learntechlib.org/primary/p/17792/.
© 2003 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
- Curran, D. (1997). ODL and traditional universities: Dichotomy or conver-20 Willis, Tucker, and Gunn
- Daniel, J. (1996). Mega-universities and knowledge media: Technology strategies for higher education. London: Kogan Page.
- Fulton, K. (1996). Moving from boxes and wires to 21st century teaching. T.H.E. Journal, 24(4), 76-82.
- Moore, J. (1991). Crossing the chasm. New York: HarperBusiness.
- Moore, J. (1995). Inside the tornado. New York: HarperBusiness.
- Mumford, L. (1939). Technics and civilization. New York: Harcourt, Brace.
- Norton, P., Sprague, D. (1995). Changing teachers—teachers changing schools: Assessing a graduate program in technology education. Journal of Information Technology for Teacher Education, 5(1/2), 93-105.
- Norton, P., & Sprague, D. (1997). A proposal for revision of track two— in-s truc t iona l technology program: Integration of technology in schools. Fairfax, VA: Graduate School of Education, George Mason University.
- Office of Technology Assessment (1995). Teachers and technology: Making the connection (No. OTA-HER-616). Washington, DC: U.S. Government Printing Office.
- Turkle, A. (1995). Life on the screen: Identity in the age of the internet. New York: Simon& Schuster.
- Yocam, K. (1996). Teacher-centered staff development for integrating tech DASHDASH
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Making a Difference for Middle School Teachers: When University Faculty Go to Schools to Help
Pavel Samsonov, Toby Daspit, Mayers Edith & Christine Briggs, University of Louisiana at Lafayette, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3913–3917
Revising ETC 557 Remaining Constructivist in a Standards-based, Teach to the Test World:
Elizabeth Willis, Northern Arizona University, United States; Hong Zhan, Northern Arizona Universwity, United States; Shadow Armfield, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1164–1167
Mavericks, Late Majority and Laggards: Our Experience Implementing Blackboard in a High School
Pavel Samsonov & Chris Briggs, University of Louisiana at Lafayette, United States
EdMedia + Innovate Learning 2006 (June 2006) pp. 3062–3069
Introducing Blackboard Delivery System in a High School:
Pavel Samsonov & Marlene Beard, University of Louisiana at Lafayette, United States
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 2328–2333
A Comparison of the Effectiveness of Traditional and Online Instruction in an Introductory Course in Special Education
Mary Lynne Davis & Sue Byrd Steinweg, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 4891–4898
It Is Not As Hard As It Seems: Teaching Online
Pavel Samsonov & Marlene Beard, University of Louisiana, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1160–1164
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.