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Developing an Online Master of Education in Educational Technology in a Learning Paradigm: The Process and The Product
Article

, , Northern Arizona University, United States ; , University of Illinois, United States

Journal of Technology and Teacher Education Volume 11, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The political process necessary for planning and implementing a new degree program at Northern Arizona University (NAU), The Educational Technology Master of Education (M. Ed.), began in the spring of 1997. The program was finally discussed and approved by the Arizona Board of Regents at their February, 2000 meeting. However, over the three years of establishing the program, it became much more than just a political or academic task. As the process of research, discussion, and reflection was experienced while searching for an ideal M. Ed. in Educational Technology program, current struggles with new pedagogies and new approaches were exemplified. The program development became living proof that changes in thinking and doing come over time, not in a day, or a week, or even a year. As the developers struggled to articulate to each other what they believed to be important, they became what can only be hoped for students in this new program: uncomfortable learners who stretched their minds and pushed the envelopes of their comfort zones to complete an engaging and meaningful task.

Citation

Willis, E., Tucker, G. & Gunn, C. (2003). Developing an Online Master of Education in Educational Technology in a Learning Paradigm: The Process and The Product. Journal of Technology and Teacher Education, 11(1), 5-21. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved May 22, 2019 from .

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