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					Developing an Online Masters
  in Technology Education

    Jim Flowers – James Kirkwood
         Ball State University
                  Master of Arts
   Technology Education (TE)

   Industrial Vocational / Technical Education
     (Career   and Technical Education)
   Online courses to replace traditional courses
   100% online from Ball State
   30 Credit Hours (thesis optional)
   9 hours may be transferred in
   Technology Education
       All courses offered in a 1-year period
   Industrial Vocational / Technical Education
       All courses offered in a 2-year period
    MA in Technology Education
 Approved for Online Delivery
 Online delivery replaces on-campus over
  2-year phase in period
 Summer, 2002: 2 online courses
 Fall, 2002: 3 online courses
    MA in Technology Education
 Pilot tested online course
 Conducted needs assessment
 Local administration
 Faculty preparation
 Marketing
     MA in Industrial Vocational /
         Technical Education
   Awaiting Approval for Online Delivery
     ICHE approval is required when 50% of a
      program’s courses are offered by DE.

   Fall, 2002: 3 online courses
                 Needs Assessment
 Survey sent to Technology Education .
  (ITEA members)
 Substantial need exists
 Obstacles exit

   Convenience
     Place
     Time    flexibility
 Continuing education credits
 Graduate degree & course in Tech Ed
   Misconceptions?
     Poor quality
     Not much human contact
     Degree mill?

 Ignorance (where to find courses)
 Technological obstacles
 Administrative obstacles
                Decision to Go Online
   Declining F2F

   8 profs –

   Proposal:
 Program Committee & Chair
 Dean
 Continuing Education Dean
 ―Teleplex‖ (funds for development)
 Univ. Graduate Education Committee
 Indiana Commission on Higher Education
          Student Concerns
 Cost
 Technological requirements
 Flexibility and convenience
 Quality
 Meaningful contact with instructors and
  with other students
 Cost: 2001 – 2002 tuition for one
  3-credit hour graduate course

                On-Campus        Online
In-state        $585             $462
Out-of-state    $1,415           $618

 Rates are expected to increase in future years.
 One-time admission fee: $35
 Computer
 Internet access
     56K   minimum, high-speed preferred
 Web browsers
 Microsoft Office
 For certain courses:
     Access to a digital still camera
     Access to a video camera
      Flexibility & Convenience
 Online admissions and registration
 No trips to campus
 Log on to class from any computer
 Log on at a convenient time
 Apply the new learning right away in one’s
  own job
 Equivalent to on-campus courses
 Recently improved courses
 Rigorous course and program assessment
            Human Contact
 More personalized, meaningful
 Individual and collaborative learning
 Online communication can be deeper
       Online in Summer, 2002:
   ITEDU 564 Practicum in Technology
    Education for Elementary Grades (3)

   EDPSY 640 Methodology of Educational &
    Psychological Research (3)
        Online in Fall, 2002:
 ITEDU 510 Technology: Use and
  Assessment (3)
 ITEDU 568 Principles and Philosophy of
  Vocational Education (3)
 ITEDU 691 Strategies & Materials for
  Teaching Technology Education (3)
 EDTEC 550 Instructional Use of
  Educational Media & Technology (3)
                  Sample Course
 ITEDU 510, Technology: Use & Assessment
 Info:
   Modules:
Blackboard 5.5.1 L3 Course Site
Discussion Board Forums
Sample Thread
Sample Posting
Learning Modules
Learning Modules
              A Case Study
 Technology Education for the Elementary
  Grades…A Practicum.
 This type of course resents a unique
  challenge because of its hands-on,
  practical experiences.
 It will be the second course to go on-line.
 It’s been taught ―forever‖ as an existing
  course by the same faculty member.
 …me.
        Faculty Development
 Undergraduate course has been using the
  web for about five years.
 At first for things that could be done on
  paper, slides, or face-to-face.
 Gradually included units that were
  available only on-line.
 Some developed by instructor.
 Some existing on-line courses.
 For example; NASA ―Space Place.‖
Examples of early web pages
Other glimpses of early starts
        Teaching an Old Dog
 Learned web design from young dogs—
  Graduate Assistants, beginning in 1996.
 Course Info workshops sponsored by Ball
  State faculty development beginning 1999.
 Signed up for web design workshops in
  Page Mill, (1997) Dreamweaver, FrontPage.
 Blackboard workshop, an intensive two-
  week workshop, summer of 2000.
        Teaching an Old Dog
 Faculty Workshop for Department, Summer
  of 2001.
 Taught by Jim Flowers.
 Put the other learning into a context for me.
 Learned strengths and weaknesses of
  colleagues I’ll be teaching with.
 It gave me a chance to practice what I had
  been preaching.
    Try-out in Summer of 2001
 ―Hybrid‖ ITDEDU 564, Practicum in
  Technology Education for Elementary
 Only six students, all within 70 miles.
 Met just 3 times in class, and once on
  their site.
 Met as virtual classes twice.
 Discussion groups most helpful.
Still learning—but the time is now!

                 Spring 2002.
                 Developing the course
                  for on-line instruction.
                 Where do I start?
    An Old Dog Learns Science!
 Jason Academy
 A science teaching site
 Introduction to teaching science on-line.
 I was put into a group with two science
  teachers, and we had to collaborate to
  produce a teaching unit.
 The unit had to be correlated with
  Learning Styles and Gardner’s Multiple
        Now I was a student!
 I had to work!
 I created my home page.
 I was put in a group and had to
 There were a flurry of e-mails among
  Gayle, Jill and me.
 We all had other things to do.
 But we managed to put together a
  magnificent piece of work…(ahem!)
 How does this differ from a regular class?
 Each class is unique, of course.
 Jason Academy provided a RUBRIC for
  evaluating discussions.
 I’ve adapted that for a 400 course this
 Students are usually ―open‖ in discussions.
 If they are to be graded on it, assessment
  has to be fair, above-board, and with
  clearly stated guidelines.
 A lot of work to assess fairly.
 The rubric makes it more mechanical.
 Discussion submissions can be ―coded‖ by
  a trained assistant.
 Volume of contribution is assessed along
  with quality. Emphasis is on quality,
  because if the problem is real, students
  will communicate often.
   Most frustrating is technical difficulties!!!

   Can be solved at the beginning for most
 A very pleasant surprise.
 Students are ―open.‖
 Students will say things on-line that they
  will not say in class.
 Even though they know they are
  monitored, they do bash the instructor.
 They also ask relevant questions of each
  other and of the instructor.
Developing an Online Masters
  in Technology Education

    Jim Flowers – James Kirkwood
         Ball State University
    Required Courses: MA in Tech Ed
21 hours:

 ITEDU 635 Implementing Technology Education (3)
 ITEDU 690 History and Philosophy of Technology
  Education (3)
 ITEDU 691 Strategies & Materials for Teaching Technology
  Education (3)
 ITEDU 694 Curriculum Development in Technology
  Education (3)
 ITEDU 698 Seminar in Technology Education (3)
 ITEDU 699 Research in Industrial Education (3)
 EDTEC 550 Instructional Use of Educational Media &
  Technology (3)
         Electives: MA in Tech Ed
9 credit hours:

   ITEDU 510 Technology: Use and Assessment (3)
   ITEDU 564 Practicum in Technology Education for
    Elementary Grades (3)
   EDPSY 640 Methodology of Educational & Psychological
    Research (3)
   ITEDU 550 Career and Technical Student Organizations
    (renamed) (3)
   (other electives or transfer credits approved by the
    program advisor)