Masters of Education Instructional Technology with Specialist Certification

Curriculum Map
Alignment with PDE Competencies

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I. Knowing the Content
The professional education program provides evidence that Instructional Technology Specialist certification candidates complete a program at a bachelor’s or post-
baccalaureate degree level that requires them to demonstrate their knowledge of and competence in the application of instructional technology in public school settings. The
program requires candidates to demonstrate an understanding of the fundamental and advanced concepts of instructional technology planning and applications at elementary,
middle, and secondary levels (K-12) including:
I.A. Identification, selection, installation and maintenance of technology infrastructure, and hardware and software applications for school administration
and instruction including:
• assessment of X – 2 hrs. X – 2 hrs. Conduct X –15 X- ? hrs.
Analyze Create needs needs Design a strategic
educational and assessment hrs.
distribution of assessment Plan and technology plan
administrative technology hardware vs. and develop and e-tech plan as
configure
technological needs materials after software vs. staff
network of part of district
needs web 2.0 development ; strategic plan;
evaluate and student’s
assessment per elements design to compare and
building make contrast various
recommendat meet the
needs of a districts; develop
ions for strengths and
districts’ use pseudo
school limitations list
of technology based on review of
district
districts’ PATI
survey
• design and production of X – 8 hrs X – 1 hr X –16 X – 8 hrs.
media including projected Use Create hrs. Create
software multimedia Use photos, professional
and non-projected visual and web 2.0 snippets for developmen
video and
aids, elements to presentation web t session of
audio and video create visual purposes software to 6-10 hours
elements for using photos, on
production in both analog presentation videos
create final
technology
website
and digital forms, and purposes element for
photography using teachers/sta
ff
film-based and digital
formats
• implementation and Conduct X-1 hr. X – 3 hrs. X- ? hrs.
interview with Create Design a
maintenance of IT professional LAN, WAN
interactive information administrator developmen short paper
systems, the Internet, about total t session of and
system and
distance learning shadow them
6-10 hours presentatio
on n on
technologies, and in technology procedures
networks troubleshootin element for
g situations teachers/sta
ff

• assistive technology X – 2 hrs. Conduct

Present what interview with
resources for students SPE
exists for
with special needs assistive coordinator
technology about
assistive
technology
needs
• evaluation of the X – 2 hrs. X – 2 hrs. X – 1 hr. Develop X
Create Evaluate the Create a strengths and
performance of hardware
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and software components needs effectiveness of needs limitations list

assessment various assessment of based on
of computer systems of software hardware/softw hardware review of
are available districts’ PATI
survey
• application of basic Shadow IT X – 2 hrs. X-? hrs.
person in Analyze Analyze tech
troubleshooting strategies troubleshootin tech problems and
g situations problems develop strategies
and develop in small groups;
strategies in create a decision
small making model for
groups current position and
work environment
2 hours that could be used
for troubleshooting
tech issues
I.B. Integrating technology into curricular planning and instructional design including

• research on and X – 8 hrs. X – 8 hrs. X – 1 hr. X-? hrs. X-? hrs.

evaluation of existing and Research paper Evaluate Create Look at new
examining a types of professional networking
emerging technologies specific tech technologies developmen technologie
issue and post t session of s through
discussions as 6-10 hours project-
well as on based
technology assignment
element for 8 hours
teachers/sta
ff

1 hour
• use of instructional X – 8 hrs. X – 2 hrs. X – 8 hrs. X – 1 hr.
theories and teaching Study Use world wide Use (TIP) Create
constructivis web in lesson technology professional
models, t theory plan integration developmen
where plan as well t session of
students as NETS 6-10 hours
become the standards to on
authors to address in technology
use unit element for
technology teachers/sta
to meet ff
objectives

• learner characteristics, X – 1 hr. X – 2 hrs. X – 1 hr.

developmental levels, and use Blooms Develop create
Taxonomy to instructional professional
individual differences as have students model or developmen
related to instructional use higher lessons; read t session of
technology resources and levels with ISTE student 6-10 hours
technology tech on
modifications integration in standards and technology
lesson plans; PA Academic element for
read ISTE and Standards for teachers/sta
PA Academic Science and ff
standards for Tech
Science and
Tech

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• access and use X – 8 hrs. X–4 X – 4 hrs. X – 8 hrs.

telecommunications for Publish via hrs. Create Crete as
Word and/or Embed professional part of
information sharing, website developmen discussion
multimedia
remote information elements t session of and project
access and retrieval, and and use 6-10 hours
on
multi-media/hypermedia web-based
technology
resources
publishing for sharing element for
information teachers/sta
ff
• electronic mail and X – 4 hrs. X – 2 hrs. X – 2 hrs. Select X – 3 hrs.
websites, use world wide websites, academic create
Internet resources for area and
wikis, blogs web in lesson wikis, blogs professional
communications and plan provide developmen
instructional support recommendat t session of
ion to district 6-10 hours
about on
technology technology
integration; element for
using email teachers/sta
and Internet ff
for
corresponden
ce and
research
I.C. Management and administration of technology programs at the building, district and regional levels including:

• planning and utilization Conduct X – 3 hrs. X-? hrs.

interviews Plan Inventory tech
of facilities including, with building technology assets and create a
budgeting, accounting, level distribution decision making
and program reporting, administrator for a school model; create a
and IT about
grantsmanship, personnel vision;
district Technology Plan
administration, and staff provide
development recommendat
ion to district
about
technology
integration;
make
recommendat
ions based on
PATI survey
• preparing presentations X – 1 hr. X – 2 hrs. X- 2 hrs. Conduct X –16 X – 3 hrs.
use of presentation use interviews create
for parents, with IT and hrs.
PowerPoint and position presentation creating professional
administrators, school for paper on a technologies administrator developmen
electronic
boards, and the public, parent/stude contemporary in forms of about vision;
portfolio t session of
nts issue as if web 2.0 for provide 6-10 hours
presentation administrator demonstration recommendat on
purposes would be the purposes ions on technology
audience technology element for
integration teachers/sta
based on PATI ff
survey
• monitoring and Develop X-2hrs.
strengths and Compare
evaluating technology limitations and
plans chart based evaluate
on PATI
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survey and college,

strategic plan school,
district and
ISP Internet
Usage
policies
I.D. Research, problem solving and product development of technological application including:
• basic principles of X – 2 hrs. X- 2 hrs.
instructional design Develop a create
curriculum professional
associated with the integration developmen
development of plan for a t session of
instructional technology course 6-10 hours
module, on
materials instructional technology
module element for
teachers/sta
ff
• emerging programming, X – 8 hrs. X – 2 hrs. X – 8 hrs. X–6
authoring, and problem Develop Collaborate in Develop hrs.
individual creation of individual Provide
solving environments websites on school district projects and practice in
including team and one unit of AUP artifacts on HTML
collaborative projects such study one unit of programmi
integrating study
as on-line workgroups, various integrating
ng and
authoring;
software hardware use web-
and web 2.0 based
resources
for sharing
information

• designing and publishing X – 1 hr. X-1hr. X–4 X – 3 hrs.

on-line documents that Create Create TIP hrs. Final
instructional lesson plan is Create presentation
present information and materials and all has all
electronic
include publish them hyperlinked to portfolio documents
links to critical resources on the web documents has and
related to hyperlinks websites
plans to all linked to
important professional
educational website
and
personal
information

II. Performances
The professional education program provides evidence that competencies and exit criteria for Instructional Technology Specialist certification candidates are assessed in
coursework, field experiences, portfolios from previous employment and an internship. The program also provides evidence that the candidates demonstrate their knowledge of
and competence in the delivery of instructional technology services that enhance administrative and teaching capabilities and improve student learning during a minimum of
75 hours of participation in sequential field experiences, practical, and an internship at diverse educational levels including:
II.A. Managing instructional technology services including:
• creating an environment X-1 hr. Conduct
TIP lesson needs
that fosters interest and assessment
plan project
growth in all aspects of and assist in
technology planning staff

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development
based on that
assessment

• establishing and Conduct X – 3 hrs.

needs Develop and
maintaining rapport with assessment implement
all staff and students and assist in an in-service
planning staff / staff
development developmen
based on that t workshop
assessment

• communicating high X – 3 hrs. Conduct X – 3 hrs.

Conduct needs Develop and
learning expectations, assessment
discussion of implement
ISTE standards and assist in an in-service
and comparing planning staff / staff
those to actual development developmen
teacher based on that t workshop
competencies; assessment
identify key
concepts of
technology
staff
development

• creating a safe physical X – 2hrs. X – 2hrs. Assist in

Collaborative Content planning staff
environment that is development
writing of AUP filtering,
conducive to learning and discussion firewalls and based on that
of Internet Internet assessment
safety safety
discussion
posts

II.B. Planning, preparation and delivery of technology related in-service programs and instruction in collaboration with other professionals at a variety of
instructional levels that utilizes technology in problem solving based upon:
• Pennsylvania Academic Conduct
needs
Standards assessment
and assist in
planning staff
development
based on that
assessment

• strengths and needs of Conduct X – 3 hrs.

needs Develop and
learners at all levels of assessment implement
technological proficiency and assist in technology
planning staff related in-
development service
based on that programs
assessment

• established technology Conduct

needs
implementation plans assessment
and assist in
planning staff

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development
based on that
assessment
II.C. Selecting, X – 4 hrs. X – 2 hrs. Research X – 2 hrs.
Adapt Adapt potential Adapt
implementing and technology
technology technology to technology
adapting technology to to teaching teaching systems to teaching
teaching functions functions appropriate to and
district and
methodologies, make
administrati
ve functions
curriculum resources recommendat
and administrative ions about
staff
functions in development
collaboration with
other educators and
integrating a variety of
software, applications,
and learning tools

II.D. Selecting, X – 1 hr. Evaluate

Use software district use of
developing and technology as
and hardware
administering to develop an
assessments that electronic assessment
and data
utilize technological assessment
recording tool
tools
applications and and make
involve multiple recommendat
ions for
indicators of student alternate
progress and using systems
technology to
maintain records on
student achievement
II.E. Developing leadership techniques for working with all levels of the educational community and to manage and administer instructional technology
programs at the building and district levels including:
• developing plans to Conduct X – 1 hr.
needs Conduct
assess the technological assessment needs
needs and resources, and and assist in assessment
to evaluate planning staff and post
development
technology and evaluate
evaluation of
effectivenes
implementation and district use of s of training
outcomes technology as
an
assessment
and data
recording tool
and make
recommendat
ions for
alternate
systems

• developing plans to X – 3 hrs. Shadow IT X -1 hr. X -3 hrs.

Compare and administrator; Conduct Decide
configure develop
contrast needs upon best

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computer/technology stationary vs. strengths and assessment use of e-

mobile labs limitations and post rate funds
systems and related chart based evaluation of and
peripherals in laboratory, on PATI and effectivenes distribution
classroom clusters, and strategic plan; s of training of
prepare technology
other instructional and findings in a
administrative presentation
arrangements, for
administrators
• developing systems for Conduct X – 2 hrs.
interview with Identify
the secure maintenance of IT Mentor firewalls
student records and safety

III. Professionalism : The professional education program provides evidence that Instructional Technology Specialist certification candidates demonstrate
knowledge and competencies that foster professionalism in school and community settings including:
III.A. Professional X – 2 hrs. X – 3 hrs. X – 1 hr.
organizations, publications Purchase Introduction of Create
student sites, blogs and professional
and resources version of online journals developmen
ISTE for research t session of
6-10 hours
Introduction on
to tech- technology
related element for
professional teachers/sta
organization ff
s and
journals and
resources
via text

III.B. Integrity and ethical X – 4 hrs. X – 1 hr. X – 1 hr.

behavior, professional Explore Discussion of create
copyright and ethical and professional
conduct as stated in fair use laws; moral issues developmen
Pennsylvania’s Code of teacher and as related to t session of
Professional Practice and student ethics peer and 6-10 hours
regarding student on
Conduct for Educators; Internet use interactions technology
and local, state, and as it applies to element for
federal laws and state, local, teachers/sta
federal laws ff
regulations

III.C. Collaborating with Conduct X – 3 hrs.

needs Develop and
school colleagues to assessment implement
enhance student, teacher and assist in technology
and administrative planning staff related in-
development
capabilities and improve based on that
service
programs
student learning assessment

III.D. Communicating X -1 hr. X -2 hrs. Conduct

Desktop position paper needs
effectively with assessment
publishing on
parents/guardians, other and contemporary and assist in

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agencies and the Internet and issues in planning staff

email technology development
community at large to netiquette based on that
support learning by all assessment
students