This graduate certificate is designed to serve K-12 teachers and instructors in higher education who have an immediate need to retool their skills and theoretical understandings of how new media tools can enhance students’ learning experiences, and how pedagogical approaches need to be adjusted in response. This certificate addresses the increasing need in many school and workplace settings to better prepare staff and professionals at all levels to create technologically enhanced learning opportunities.
The certificate in Teaching and Learning with 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.
This course is designed to explore the implications of new media and new literacies in social, political, economic, and personal spheres. Students will investigate theories and research related to meaningmaking in and around the contexts of contemporary social media. In addition, students will work collaboratively and collectively to build their knowledge in how these media are created, used, interpreted, and re-used by themselves and others. They will explore how affinities for these media enable us to think differently about what it means to read, write, listen, speak, view, and participate in often over lapping, and at times juxtaposed, communities of practice. Rather than focus on producing new media, this course will explore the impact new media and the resulting new literacies have on membership in existing and emerging communities of practice.
The collaborative potential of online tools requires instructors to consider shifts in their pedagogy - to more mindfully plan, facilitate and guide. This represents a change in the roles and relationships between teachers and learners, and requires more attention to the instructional design and interactive communicative strategies of virtual learning experiences. In this study, students are introduced to instructional and digital design principles in order to apply them in a project that can be used as a component for their advanced design portfolios, or final capstone projects. Consideration is given to effective visual communication in digital environments. The course explores stages of the instructional systems design (ISD) process, and strategies for designing and developing multimedia instructional materials. An important aspect of online instructional design is understanding and responding to the context in which instructional materials will be delivered, and the needs, expectations and capacities of the participants. Students will explain their thinking during the creation of a project, and demonstrate their understanding of these expectations.
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 technologymediated 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.
Students will consider facilitation and teaching approaches that enhance participant learning, engagement, collaboration and success. The seminar will involve engagement in related theory and practice of teaching in online and blended environments. Topics will include new literacies and digital epistemologies, rethinking teaching pedagogy, mediating the co-creation of knowledge within networks, and accessing and creating digital resources. Participants will develop, demonstrate and evaluate learning activities individually and in teams. Topics will include areas such as the use of games, social media in teaching, badging, and critical literacies for all generations of learners.
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 15 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 Teaching and Learning with 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.
We’re here to help.
SUNY Empire’s admissions and financial aid staff is ready to work with you to make earning your degree possible and affordable.