EDMT Knowledge Base
The knowledge base for the educational media and technology program has been documented in the material for the NCATE/ISTE advanced program accreditation review, submitted in Fall 2002.
The full report is available on the web at
http://www.emich.edu/coe/ncate/2003/Docs/G-10/standards/ed_media_tech/index.html.
The section on the knowledge base (also listed below), can be found at:
http://www.emich.edu/coe/ncate/2003/Docs/G-10/standards/ed_media_tech/knowbase.html
Knowledge Base
(1) Explanation of knowledge base, philosophy for preparation and goals and objectives of the program
The EDMT program knowledge base is grounded in the framework of the graduate programs in the Department of Teacher Education, College of Education, Eastern Michigan University. The Educational Technology program promotes inquiry, advocacy, and leadership in education for a diverse and democratic society. The program is committed to preparing graduates for the following professional roles: educational leader, reflective inquirer, student-centered professional, and collaborative community member.
Inquiry:
As education changes to meet the needs of the 21st century, educators must be committed to life-long learning that leads to seeking out best practices, identify emerging trends, applies method and theory within a real-world context, and continually reassess their own practices to meet new challenges. The professional educator is continually "learning from teaching rather than one who has finished learning how to teach" (Darling-Hammond, 1998, p. 9).
Advocacy:
Educators have an obligation not only to ethical practice but to a commitment to the learning of each student. As reported by the APA Presidential Task Force on Psychology in Education (APA 1997), the focus of attention is learners rather than teaching, curriculum, and instruction or administrative structure of the school. Such learner-centered principles “contribute not only to a new design for America’s schools, but also to a society committed to lifelong learning, healthy human development, and productivity.”
Leadership:
According to Keith and Mobley (1999), communities must be prepared and nurtured as they work through the cultural changes that new technologies bring to education. To meet the challenges of the 21st century school, educators need to be active participants and leaders with a community of scholars to promote change and ensure high levels of student achievement.
References:
Bennett, L. (2001/2002). Technology standards for the preparation of teachers. International Journal of Social Education 15 (2): 1-11.
Bielefeldt, T. (2001). Technology in teacher education: A closer look. Journal of Computing in Teacher Education 17 (4): 4-12.
Darling-Hammond, L. (1998, February). Teacher learning that supports student learning. Educational Leadership, 55(5), 6-11.
International Society for Technology in Education. (2002). National Educational Technology Standards for Teachers—Preparing Teachers to Use Technology. Eugene, OR: ISTE.
Jonassen, D. H. (Ed.). (1996). Handbook of research for educational communications and technology: A project of the Association for Educational Communications and Technology (AECT). New York: Simon & Schuster Macmillan.
Jossey-Bass. (2000) The Jossey-Bass reader on technology and learning. San Francisco: Jossey-Bass.
Keith, M. & Mobley, B. (1999). Technology’s challenge: Practical questions for philosophical concerns. Schools in the Middle 9 (4): 9-13.
Learner-Centered Principles Work Group, American Psychological Association’s Board of Education Affairs. (1997). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: American Psychological Association.
Mehlinger, H.D. & Powers, S.M. (2002). Technology and teacher education. A guide for educators and policymakers. Boston: Houghton-Mifflin.
Michigan Department of Education, (2001). Proposal to the Michigan Department of Education Professional Standards Commission for Teachers: Standards for a new endorsement in educational technology. Report dated April 26, 2001. Lansing, MI: Michigan Department of Education.
Michigan Department of Education, (1998). “Standard 7, entry-level standards for Michigan teachers,” Michigan State Board of Education. Available at http://www.michigan.gov/documents/elstandards_21890_7.doc
Morrison, G. (2000). Designing effective instruction (3rd ed). New York: John Wiley and Sons.
Moursund, D. & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? Santa Monica, CA: Milken Exchange on Education Technology.
Reiser, R.A. (2001). A history of instructional design and technology, part 1: A history of instructional media. Educational Technology Research and Development 49 (1): 53-64.
Reiser, R.A. (2001). A history of instructional design and technology, part 2: A history of instructional design. Educational Technology Research and Development 49 (2): 57-67.
Sikula, J., Buttery, T.J. & Guyton, E. (Eds.). (1996). Handbook of research on teacher education. New York: MacMillan.
Simerly, R. G. (1997). Preparing for the 21st century. The Journal of Continuing Higher Education 45 (3): 38-51.
Thomas, J. and Knezek, D. (1997). Technology literacy for the nation and for its citizens. International Society for Technology in Education. Available at http://www.iste.org/research/reports/TechLiteracy.html