Introduction to The Master Teacher Course (in Educational Technology)

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Introduction to The Master Teacher Course(in
Educational Technology)
A Self-Paced Module
Center for
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A welcomefrom the Director
Mannie E. Hall Jr.

1. Welcome to The Master Teacher Course in
   Educational Technology (MTC-ET)!
2. This introductory module provides a brief
   overview of the course and specifies online
   enrollment procedures.
3. Please contact me via e-mail (mehalljr_at_att.net or
   mehalljr_at_stcc.cc.tx.us) if I can answer
   questions, assist with course enrollment, and/or
   provide guidance.

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Course Goal and Intent

• The goal of the Master Teacher Course in
  Educational Technology is to provide
  contemporary, dynamic, cost-effective, and easily
  accessible professional development training
  designed to improve the educational technology
  skills and teaching or training capabilities of
  Texas Community and Technical College educators,
  education majors, and future workforce leaders.
• The intent of the course is to ensure that the
  educators of today and tomorrow have the
  educational technology knowledge, skills,
  awareness, and resources to be able to connect
  with the computer savvy generation of students
  and workers who must be able to effectively
  operate within this 21st century technological
  age.

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Purpose of the Course

1. The purpose of the Master Teacher Course in
   Educational Technology is to expose educators and
   students to new and emerging educational and
   instructional technologies, such as electronic
   communications, search engines, streaming media,
   digital audio and video, WebCam technologies,
   desktop videoconferencing, web course tools, etc.
   
2. Exposing educators to these new and emerging
   educational and instructional technologies will
   better prepare and equip them to (a) excite and
   actively engage learners by infusing multi-media
   into instruction, (b) electronically communicate
   more effectively, (c) design/deliver dynamic
   instruction and training in various modalities,
   (d) integrate web-based information into an
   electronic curriculum, and (e) manage courses and
   training using web course tools.

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Problem Statement?

• According to higher education surveys, 72 of
  faculty claim that they do not possess adequate
  knowledge, skills, and/or experience to
  effectively employ advanced educational
  technologies within an educational setting.
• Some faculty acknowledge that they never received
  adequate technology training during their
  graduate studies or at work and they are often
  somewhat intimidated by their technology savvy
  students.
• Furthermore, faculty surveyed often point out
  that they dont have the time, motivation, and/or
  flexibility in their diverse schedules to attend
  f2f technology-oriented professional development
  training, which they often describe as boring,
  inadequate, and not very applicable to their
  discipline/job.

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Big Challenge!

1. Texas Community and Technical Colleges are
   challenged to close the gaps in higher
   education, but recent budget cuts have caused
   institutions to seek out PD training
   opportunities that are both cost-effective and
   delivered via electronic media.
2. In some cases, collaborative efforts are
   necessary to combine resources and develop
   innovative professional development training
   opportunities.

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Solution via Distance Education

1. Given the time constraints of faculty and
   understanding their busy schedules, electronic
   distance education has emerged as a viable and
   cost-effective means of providing educators with
   ongoing professional development and continuing
   education training.
2. The Center for Technology in the Classroom is a
   virtual center that recognizes this evolving
   situation and has stepped up to the plate to
   develop, deliver, and facilitate flexible
   self-paced electronically delivered professional
   development training in the form of the Master
   Teacher Course in Educational Technology.

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Course Configuration

1. The Master Teacher Course in Educational
   Technology consists of 5 multi-media enhanced
   modules, each configured as a stand-alone
   PowerPoint presentation. The individual modules
   are designed to be engaged by participants in a
   self-paced manner.
2. Individual modules of interest can be worked
   separately for purely professional development
   purposes or modules can be completed as an entire
   course.
3. Initially, participants are expected to review
   this introductory module and successfully
   engage/complete the first course-specific module
   (i.e., Introduction to Educational Technology) as
   a primer to other modules.

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The MTC-ET Modules
Module 1 Introduction to Educational
Technology Module 2 WebCam Technologies
Module 3 Advanced PowerPoint Applications
Module 4 Desktop Videoconferencing
(DVC) Module 5 Web Enhancing Courses Using
WebCT
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Course Sponsorship and Funding

1. The Master Teacher Course in Educational
   Technology is sponsored by the Texas
   Collaborative for Teaching Excellence and is
   facilitated by the Center for Technology in the
   Classroom, which has a virtual center at STCC.
2. The project is funded as a Carl Perkins Grant
   through the management of THECB and the
   leadership of the Texas State Leadership
   Consortium for Professional Development, which
   has its main office at EPCC.
3. Additionally, the course receives clearinghouse
   support from CORD, server and WebCT support from
   TJC (via the Internet Teachers at Every Colleges
   project), and curriculum development support from
   the National Center for Educational Technology
   and Distance Education (NCET-DE).

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Organizational Structure and Support
Internet Teachers at Every College Center for
Online Technology
Center for
NCET-DE
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Free PD Opportunity

• The Master Teacher Course in Educational
  technology is free of charge to Texas Community
  and Technical College educators, future educators
  and workforce leaders.
• This project is managed in an austere and Spartan
  manner, essentially facilitated by a part-time
  Director and an STCC Administrator who serves as
  the grant manager (essentially in-kind).
• The vast majority of this project is managed,
  facilitated, and delivered electronically
  directly to the desktop of course participants,
  which is extremely cost-effective.

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Course Participants Educators versus Students
Educators (i.e., professors) can elect to engage
the entire course and consequently earn the
distinction of being a Master Teacher Course
graduate, upon successful completion of all the
course standards.
College Students can elect to engage individual
modules to prepare them to be future educators or
workforce leaders, but are limited to continuing
education training opportunities (only).
Note the Master Teacher Course in Ed.
Technology is primarily designed to educate,
train, and credential TX-CC/TC educators.
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Why engage the course?

• Besides the obvious reasons (i.e., to improve
  educational technology skills, teaching
  capabilities, etc.), it is essential for
  educators to enhance their qualifications in
  order to qualify and compete for new positions
  and higher paying jobs requiring
  technology-oriented qualifications/skills.
• Completing the nationally recognized Master
  Teacher Course in Educational Technology (MTC-ET)
  will definitely serve educators well by
  substantially improving their credentials and
  distinguishing themselves as uniquely capable
  subject matter experts in the areas of
  educational technology and distance education.
• Furthermore, graduates of the course qualify to
  participate in national certification process and
  the advanced course.

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Course Learning Strategy

1. It is true that faculty dont have a good track
   record successfully engaging and/or completing
   professional development training via distance
   education, especially when the training includes
   challenging time constraints and rigorous
   academic standards.
2. With this fact in-mind, the Master Teacher Course
   in Educational Technology is uniquely designed to
   facilitate faculty success by avoiding past
   course design mistakes.
3. In particular the course is designed to be
   self-paced, enabling faculty to choose the time
   and place to engage the modules. Also, the course
   does not set any pressing time constraints or
   weekly due dates. Essentially, participants have
   up to a year to finalize the course.
   Additionally, the course curriculum is
   strategically crafted from the enormous resources
   of the www, whereas faculty engage online
   materials via active learning.

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Module Delivery Options

• Each course participant probably has different
  technology resources, limitations, and learning
  styles, thus it is important that electronic
  professional development training provide a
  variety of ways to deliver training
  information.
• The MTC-ET can be delivered (or made available)
  to participants four different ways, as follows
• Delivered to the desktop via e-mail as a link,
  whereas the modules have been FTPed to accessible
  web-based files.
• Delivered to the desktop as a compressed and
  streamed file using Impatica for PowerPoint.
• Accessed via WebCT (from any location).
• Mailed as a CD-R (to participants home or work
  site).

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Desired Outcome
Course completion!
and Graduation
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Determination!
To successfully complete the Master Teacher
Course in Educational Technology, participants
must come out fighting and have a focused
determination!
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Warning-Warning-Warning!

1. Remembering the infamous warning-warning-warning
   cry from the 1960s ROBOT of the TV series Lost
   in Space Fame, I too (albeit less dramatically)
   issue the same warning to new course
   participants.
2. It is essential that serious course participants
   stay on top of things and dont fall by the
   way side, while trying to systematically engage
   the course.
3. Establish a routine and devote some dedicated
   time to work on the modules. Stay motivated and
   work hard to get things done.

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Educational Technology Self-Analysis
On a scale of one to ten (with the higher number
correlating to greater knowledge, experience,
confidence, and capability), conduct a self
analysis by rating your Ed Tech knowledge,
skills, and experience.

1. Can effectively use a variety of Internet search
   engines to find data
2. Have a decent understanding of Internet
   intellectual property laws
3. Often use streaming media resources for
   continuing education
4. Can easily download and use the (free) main
   multi-media players
5. Can develop and send video e-mail messages to
   students
6. Possess the ability to effectively use WebCam
   technology
7. Can easily infuse digital video into a PowerPoint
   presentation
8. Can effectively use the Pack Go feature of
   PowerPoint
9. Have periodically conducted desktop
   video-conferences (DVCs)

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Course Enrollment Procedures

• Complete the Course Prerequisites -
• Review Intro. to the MTC-ET Module
• Complete Ed. Tech. Self-Analysis Responses
• Submit Enrollment Request -
• Complete Enrollment Data
• Include Answers to Ed. Tech. Self-Analysis
• Include Self-Digital or Scanned Picture
• Forward e-mail message to mehalljr_at_att.net
• Enrollment Confirmation -
• Receive e-mail Confirming Enrollment
• Receive Module 1 Intro to Ed. Tech.

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Enrollment Data
To enroll in the Master Teacher Course in
Educational Technology, send an e-mail message to
mehalljr_at_att.net including the following
enrollment data 1. Name (and relevant academic
credentials, etc.). 2. E-Mail Addresses (Work and
Personal Accounts). 3. Telephone Number (Work,
Home, Cell). 4. Mailing Address (Including Zip
Code). 5. Status (i.e., faculty, administrator,
student, etc.). 6. Institution (Place of work or
attendance, etc.). 7. Position Title (if
applicable). 8. Reason Wanting to Take the
Course/Comments. Subject Line MTC-ET
Enrollment Data for(participants name)
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Enrollment Data cont.

• Remember (when sending the data) include (a) a
  self (digital or scanned) picture and (b) the
  responses (answers) to the Educational
  Technology Self-Analysis, which is contained in
  this introductory module. Also, indicate if
  you want to engage the entire course or just a
  few modules.
• Finally, upon receipt of an e-mail message (from
  the course candidate), a reply e-mail will be
  sent confirming enrollment and receipt of the
  digital self-picture and Ed. Tech.
  Self-Analysis responses. Additionally, a
  welcome message will be included along with the
  first course module.

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Important resource reminder
Remember to acquire a WebCam in preparation for
the 2nd course module (WebCam Technology).
See next slide
QuickCam Messenger
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WebCam Recommendation
http//www.logitech.com/index.cfm?pageproducts/pr
oductlistcrid20countryid19languageid1
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Any Questions?
about the Master Teacher Course in Educational
Technology?
If so, contact me at - mehalljr_at_att.net
Mannie E. Hall Jr.
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The future is in our hands
Keep the ball bouncing!
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Addendum A Graphic Glance
at the Course Modules

1. The key aspect to education is a strong
   curriculum.
2. A cutting edge and dynamic curriculum is one of
   the most important aspects of professional
   development training or continuing education for
   educators.
3. The Master Teacher Course in Educational
   Technology has a strong curriculum, which should
   excite educators about learning educational
   technology.
4. As a recap, glance through the next 5 slides and
   get familiar with the module topics.

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Introduction to Educational Technology
A Self-Paced Module
Center for
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WebCam Technology
A Self-Paced Module
Center for
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Advanced Microsoft PowerPointApplications
A Self-Paced Module
Center for
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DesktopVideoConferencing
A Self-Paced Module
Center for
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Introduction toWeb Enhancing Courses with
A Self-Paced Module
Center for
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Last word or drip
The
Everyone must tackle the first module as a course
primerprior to engaging any other module.
Introduction to Educational Technology
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The End!