Johns Hopkins University Offers graduate degrees in Education:

Leadership in Technology Integration

Adviser: John Castellani, 410-516-9755

This 15-credit certificate program prepares master teachers to become proficient at integrating technology into standards-based curriculum to improve student learning. Candidates become technology leaders in the classroom, school, and district.

This certificate program incorporates three sets of skills and strategies:

  • Advanced technology - e-learning, telecommunications and multimedia-based instruction, tools for instructional management and assessment, and adaptive computer access
  • Technology integration - the new science of learning, 21st Century skills and constructivist approach are applied to teaching and learning as well as the use of authentic assessment strategies, differentiated instruction and appropriate technology tools to accommodate all learners including students with special needs
  • Leadership - mentoring, consulting, professional development, and systems change

Applicants must hold a bachelor's or master's degree in education or a related field from an accredited institution of higher education and possess skills equivalent to those taught in 893.515 Hardware, Operating, and Networking Systems for Schools and 893.526 Teacher Productivity and Instructional Management Using Technology.

Requirements (15 Credits)

 

  • 893.634 Technology Leadership for School Improvement

    Education leaders need to understand the use of technology for teaching, learning, and managing their school environment. These skills include schoolwide technology planning and leadership that incorporate instructional design, curriculum integration with standards, logistics of technology implementation, professional development, and evaluation. Students will develop an understanding of how to create and support technological change through a systems approach. Topics include sources of resistance to change, tools for planning, decision making and change, creating and supporting a culture for learning and change, and managing and institutionalizing change systems. (3 credits)

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  • 893.508 Technology and the Science of Learning

    New technologies are part of the intellectual landscape in which new kinds of knowledge are breaking down the boundaries of previous distinct disciplines. The design and use of new technologies make possible new approaches to learning, new contexts for leaning, new tools to support learning, and new understandings of the dynamics of the learning process itself. This course examines the role of technology relative to the key concepts of active learning, metacognition, and transfer of knowledge from multidisciplinary perspectives on learning. Based on the new science of learning, students will develop and implement technology related strategies that align instructional technology to standards-based instruction, teach problem solving and higher-order thinking skills, promote cooperative learning, and use reflective teaching and inductive approaches to increase student achievement. (3 credits)

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  • 893.645 Designing and Delivering E-Learning Environments

    Students explore the use of mentoring and distributed learning environments. Small groups study the use of online and face-to-face mentoring to communicate and solve school issues related to data-driven decision making. Participants use Internet products that provide synchronous and asynchronous communication to develop and deliver peer coaching and to apply and evaluate Web-based communication tools. (3 credits)

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  • 893.632 Data-Driven Decision-Making for Schools and Organizations

    The increasing impact of a knowledge economy and globalization has been a catalyst to the fields of knowledge management and organizational decision making. This course is designed to introduce knowledge management concepts into an educational context and to provide an in depth focus on data-driven decision making in educational organizations and institutions. The models, tools, techniques, and theory of data-driven decision making that can improve the quality of leadership decisions are examined through solution-based scenarios. Students investigate how decisions and strategies are developed and how tacit or explicit knowledge can be identified, captured, structured, valued, and shared for effective use. Course topics include leadership and strategic management relative to organizational decision making, power and politics, managerial and organizational structures, strategy formulation, organizational learning, and decision support systems. A related intent is to develop an understanding of data-mining metrics that can be used to make predictive models that support systemic change. (3 credits)

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  • 893.800 Graduate Internship in Instructional Technology

    The graduate internship provides students the opportunity to individualize their program experience, to sharpen existing skills, to gain new skills, and to pursue their technology interests. The internship is designed to produce a professional, customized learning experience that stretches the student through his/her participation in the development, design, implementation, or evaluation of high-quality technology products, projects, or services. Internships are aligned to individual student’s schedules and can include collaborative opportunities with public and private sector organizations and agencies that have local, regional, national, or international interests. (3 credits)

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