This graduate certificate provides science, technology, engineering and mathematics (STEM) professionals, practitioners, and educators with opportunities to understand, assess, evaluate, and use technologies to enhance and network learning within and about their specific content areas and needs. This certificate meets the needs of STEM educators in community colleges, higher education, graduate, and professional schools are also being challenged to better understand learners, educational theories, and methods of assessment and evaluation as well as to integrate 21st century skills and technologies so they can be more effective in their teaching.
The certificate in STEM Education and Emerging Technologies is not a New York State teaching certificate.
Courses are taught online and students may begin the certificate program in the fall or spring terms.
As innovative technologies continue to emerge, new ways of improving the teaching and learning process are possible. George Veletsianos claims in his book, Emerging Technologies in Distance Education, that emerging technologies may or may not be new, are evolving entities, experience “hype cycles” and can be disruptive. He describes a need for more research and understanding to reveal the untapped potential of these emerging technologies in ways that transform instruction and deepen understanding. In this course, we explore a variety of learning theories, best practices and instructional design frameworks that can help guide educators’ through a process of researching and vetting emerging technologies. We examine how it is essential that educators design instruction and evaluation using a lens that includes learning theory, best practices and instructional design frameworks to discover and exploit affordances of emerging technologies in ways that promote the acquisition and refinement of 21st-century skills in both formal and informal learning environments. Some consideration will be given to assistive technologies that address the needs of students with disabilities, and the scope of both the American Disabilities Act and recommendations of professional organizations including the National Council of Online Learning.
Designing, developing, and learning within digital environments presents new challenges to our understanding of knowledge and skills; to the assessment of learning; and to understanding what constitutes effective participation in such environments. Using both collaborative and independent work, within this course, students will study the nascent literature on digital environment evaluation and will seek to explore and define models of interactions and their assessment that can provide direction, support, and insight to designers and instructors of digital environments. Upon studying the rich, diverse, and novel ways in which humans can work in these environment and the many emerging and readily-available feedback tools (such as, polling, analytics, monitoring, interaction-capturing device, video and audio tape archives), students will consider ways to value, document, capture, analyze, and evaluate the complex formal and informal ways that learners are making meaning within technology-mediated learning-and-communications environments. Students will examine the ways that present systems (schools, game companies, internet-based organizations, and the like) are monitoring and tracking learning, training, and progress within their organizations, gathering insight into their own instructional development and assessment needs from these studies. Emphasis will be placed on students studying, designing, and evaluating the emerging landscape of digital assessment and applying these understandings to their own instructional needs.
From mercury thermometers, hospital clipboards, and slide rules to graphing calculators, spreadsheets, simulations, GPS devices, and beyond, STEM (science, technology, engineering, and mathematics), healthcare professionals and educators have depended on these devices for application and problem-solving. The STEM professional must often use these devices to instruct or inform others. During this course, participants will explore and develop educationally sound ways to engage their learners or clients in applications relevant to their tools and devices. Participants will learn how to assess and evaluate whether their intended learners are understanding the concepts and phenomena represented by these devices. Basic and emerging technologies will be used throughout as a way to develop and deliver instruction and assessment to the participant’s intended audience. Participants will share their ongoing learning with other course members, enriching their learning through these relationships. Participants will be expected to have personal access to the tools, devices, or simulations that they will choose to study during this course.
In this online course, STEM teachers and educators begin by deepening their understanding of a concept or application through an instructor-approved study within appropriate standards area. Their study findings are posted for instructor assessment and peer review. The latter portion of the class consists of a team-developed STEM project that could be shared with other schools or STEM organizations. Although the teams develop their own project area, participants are given framing guidelines for the type of projects, the student and teacher resources, and the educational/scientific extensions that can support the project and justify its instructional design. Guidelines also structure and evaluate the participation of individuals and of team members. The intention is that these STEM projects could be extended to other schools or organizations through 21st century technologies (tutorials provided). The collaborative work is an important outcome, however, unique situations may be addressed by the instructor. Periodic synchronous meetings are required.
Admission to the certificate program requires the applicant to submit an official transcript of his or her bachelor’s degree, along with a completed application. Advising will be provided by faculty in the Learning and Emerging Technologies program.
While the 12 credits are fully transferable into the M.A. in Learning and Emerging Technologies, acceptance to the master’s degree will require candidates to apply to the program and complete the full admission process. Completion of the graduate certificate does not guarantee admission to the master’s degree program.
Advanced certificates may be incorporated into a related master's degree for those meeting the program admission requirements.
Apply online or request information for more details on the Certificate in STEM Education and Emerging Technologies.
Students completing this certificate pay the following tuition and fees:
Federal financial aid is not available unless concurrently matriculated in a master’s degree program.
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