M.ed in cit overview 2013 14 (1)

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PROGRAM OVERVIEW
The Master of Education with a concentration in Curriculum and Instructional
Technology prepares you to obtain an Initial license as an Instructional
Technology Teacher (all levels). For candidates who are seeking their first initial
license, a 300-hour practicum experience must also be completed after the
successful completion of the program. For candidates who are seeking a second
initial license, a 150- hour practicum experience must also be completed after the
successful completion of all degree requirements. Prior to applying for the
practicum, a passing score for the Communication and Literacy Skills Test of the
Massachusetts Tests for Educator Licensure™ (MTEL) must be submitted to the
FSU Division of Graduate and Continuing Education. Consult
http://www.mtel.nesinc.com/ for information about the test.
The degree requires successful completion of ten courses, which include three
core courses, five concentration courses, and two content electives. Successful
completion of an online written comprehensive examination and the submission
of an electronic portfolio to the program advisor one week prior to the
comprehensive examination are required. The comprehensive examination is
taken in the last semester of study.
The program is designed to meet the requirements set forth in the
Commonwealth’s Regulations for Educator Licensure (603 CMR 7.00). The
requirements include subject matter knowledge
http://www.doe.mass.edu/lawsregs/603cmr7.html?section=06 and the
Professional Standards for Teachers
http://www.doe.mass.edu/lawsregs/603cmr7.html?section=08.
PROGRAM CHECKLIST
The following checklist is aligned with the degree requirements for students who
are accepted into the program under the FSU 2013-2014 Graduate Catalog. All
courses must be approved, in writing, by your advisor prior to your registration.
FRAMINGHAM STATE UNIVERSITY
MASTER OF EDUCATION
Concentration in
CURRICULUM AND INSTRUCTIONAL
TECHNOLOGY

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Core Courses (3):
EDUC 991 Philosophy of Education and Teaching Practice
EDUC 998 Language Development and Communication
_____ EDUC 999 Research and Evaluation (recommended after completion of
three Concentration or Content Courses)
Concentration Courses (5):
INST 941 Internet for 21st Century Teaching and Learning
INST 943 Impact of Technology on Education
INST 951 Mathematics Instruction with Technology
INST 954 Technology Infrastructure Management
_____ INST 959 Systemic Change: Curriculum, Instructional Technology
and Professional Development (must be your 9th or 10th course)
Electives (2):
Two (2) elective graduate content courses approved by the program advisor.
Choose from the following academic disciplines: art, biology, earth science,
English, foreign language, geography, history, mathematics.
Course # Title of Course
_______ ___________________________________
_______ ___________________________________
TWO-PART CULMINATING ACTIVITY:
(TO BE COMPLETED DURING THE LAST SEMESTER OF YOUR GRADUATE
PROGRAM)
Portfolio
Written Comprehensive Examination
COMPREHENSIVE EXAMINATIONS
(Source: FSU Graduate Catalog, 2012-2013, pages 17-18)
An oral, written or electronic comprehensive examination is required of
students in several graduate programs and is indicated in this catalog. This
examination must be taken no later than the semester following the last semester
or term of coursework and requires prior approval in writing by the Dean of
Graduate and Continuing Education and by the members of the Examination
Committee. Where required, students must receive a passing grade on both their
portfolio as well as comprehensive examination in order to graduate.

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There are four graduation dates per year during which diplomas are issued:
December, January, May and August. Commencement exercises are held in
February and May. In order to participate in Commencement, graduate
students must have completed all degree requirements. Applications
for comprehensive examinations and for Commencement are due during the
semester preceding the semester in which the student intends to graduate. The
dates are as follows:
August 15 December graduation
October 15 January graduation
January 15 May graduation
April 15 August graduation
The comprehensive examination is conducted by a three-member panel
established in accordance with the nature of the student’s program of study.
Candidates pursuing the M.Ed. must have one member of the panel representing
the field of education and two in the specific discipline the student has chosen.
All other panels are to comprise three members of the specific discipline. The
comprehensive examination must be passed with a minimum grade of B- or the
equivalent at the graduate level and is scored by each member of the panel. A
majority ruling determines the results.
A student who fails the comprehensive examination shall be given one
opportunity to take it again, after he or she has made substantial progress in
whatever additional work may have been prescribed by the student’s advisor.
Students who fail the first examination do not have the option of appealing the
decision because they have the opportunity to take it a second time. The repeat
comprehensive cannot be taken in the semester of failure without the approval of
the Dean and Program Advisor. However, it must be completed by the end of the
following semester. Students must file a new application form prior to the next
applicable deadline. On a repeat examination, a five-member panel consisting of
the Dean and three or four specialists in the specific discipline (one education
representative for M.Ed. candidates) is required. Students are not allowed more
than one attempt to retake the comprehensive examination.
There is a fee of $125.00 for each comprehensive examination and a
commencement fee of $35.
CULMINATING ACTIVITY
All candidates for the Master of Education in Curriculum and Instructional
Technology must complete a two-part culminating activity during the last
semester of their graduate program to demonstrate their competency in the field
of instructional technology.
Part 1 consists of the submission of a portfolio that includes examples of how
the student fulfilled the requirement of completing a seventy-five hour field
experience. Field-based experiences are an integral component of a program for

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the preparation of educators. These experiences need to address the five
Professional Standards for Teachers and the subject matter knowledge
requirements.
Part 2 consists of a written comprehensive examination completed online.
The written examination is a synthesis and application of knowledge acquired
during the course of study leading to the master's degree; consequently,
satisfactory performance in course work does not necessarily guarantee
successful performance on the final comprehensive examination. The written
comprehensive examination consists of three questions (issues) posed by the
faculty. Students are required to respond to these issues based on the knowledge
they have gained from their coursework. These issues will be similar to the
sample questions listed below. The questions will be representative of topics
covered in both core and concentration courses.
The written comprehensive examination is administered on the first Saturday in
April, August and December. Access to the online examination will be made
available through the Blackboard CIT site at 8:30 AM. While the examination is
designed to take three hours, students may submit their exam responses up to 2
PM. No exams will be accepted after 2 PM. Many students make use of
study groups to prepare for the exam, however, consultation or
cooperation with classmates or others during the examination is
strictly forbidden.
Application forms for the comprehensive examination and graduation can be
downloaded from http://www.framingham.edu/continuing-education/documents/comp-
comm-applic-dec2013-may20141.pdf.
PART ONE
FIELD EXPERIENCE and PORTFOLIO
Field experience: Students matriculated in the M.Ed. in Curriculum and
Instructional Technology must complete seventy-five hours of field experience
distributed among the concentration courses at the discretion of the student. To
document this work, the student must maintain an electronic portfolio and
submit the URL to Kim Cochrane kcochrane1@framingham.edu at least one
week prior to taking the written comprehensive examination.
As stated at 603 CMR 7.4: Requirements for Field-Based Experience for
the Initial License (http://www.doe.mass.edu/lawsregs/603cmr7.html?section=04),
field-based experiences are an integral component of any program for the
preparation of educators. They must begin early in the preparation program (pre-
practicum) and be integrated into the courses or seminars that address
Professional Standards for Teachers or Professional Standards for
Administrators.

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Portfolio requirements: The portfolio must be designed to reflect your direct
field experiences with students. It must be organized according to the following:
1. A cover letter discussing your field experiences and how it supported your
coursework.
2. A table that shows how you allocated your seventy-five hours of direct field
experiences.
3. A table that demonstrates how your selected documents are connected to
the appropriate frameworks, Professional Standards and subject matter
knowledge requirements for teachers. To help you create the grid,
download the standards/requirements from the Massachusetts
Department of Elementary and Secondary Education web site,
http://www.doe.mass.edu/lawsregs/603cmr7.html?section=06. For your
convenience the standards/requirements are listed below.
4. A written reflection should begin each section of your portfolio in
which you (1) identify the artifacts and provide contextual information, (2)
describe how each artifact demonstrates your knowledge and skills in this
standard/subject matter knowledge, and (3) discuss how you will change
your practice in the future based on what you’ve learned.
5. Selected documents to validate your field experiences might include a copy
of lesson plans that have been taught and evaluated with student work
attached (if appropriate), PowerPoint presentations including an
explanation of the audience and its purpose, Web home page, WebQuests
including student work (if appropriate), etc.
Sample electronic portfolios:
http://www.sevenhillscharter.org/belanger/electronic%20portfolio.html
http://collinseportfolio.pbworks.com/
http://www.sciencefreaks.com/portfolio.shtml
http://www.geocities.com/suz_trottier/portfoliocontents.htm
http://primaryschool.asfg.mx/ptc/Portfolio_Judith_Kimmel_Ramirez/Index.htm
http://home.comcast.net/~fscportfolio/Index.htm
http://kaltavesta.portfoliovillage.com/ (Education Technology Concentration)
Grading:
Portfolios are graded on a pass/fail basis.
PART TWO
WRITTEN COMPREHENSIVE EXAMINATION
SAMPLE EXAMINATION QUESTIONS
(NOTE: Questions on the actual examination may be similar but will NOT be
identical to these questions. These questions are provided so that you will
understand the nature of questions posed on a comprehensive examination. BE
SURE to read and answer the examination questions on your comprehensive
examination. Some students prepare answers to the questions below and

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attempt to make them “fit” their examination questions. This has not been a
successful approach. If it is a two-part question, be sure to answer both parts.)
1. A watchword, or perhaps catchword, in education today is innovation - in
curriculum, in teaching techniques, in technology and other tools of
teaching. Yet, if we look at what actually occurs in our schools we realize
there has been little or no change in the actual content of education. The
core of education at all levels has been the liberal arts, the arts and science
curriculum, the three R’s, or some other name. How can technology be
integrated in such a manner as to remedy this situation?
2. It is sometimes said that there are two means of integrating technology
into the classroom, automating and informating. The former puts
technology to use by automating what we are already doing in schools. The
latter puts technology to use by actually changing the manner in which we
deal with information. Compare these approaches within the context of
preparing students to achieve at higher levels on the MCAS. An
excellent response to this question is given in the next section.
Use it as a study guide.
3. There is a continuing debate pertaining to curriculum development and
instructional design that centers on common core advocates and
constructivist advocates. The common core advocates insist that,
especially during these times of rapidly exploding information, there is a
need for a stable common core of knowledge. Constructivists, on the other
hand, argue that the concept of a common core is obsolete and that the
role of the teacher is to help students construct a knowledge base
reflecting their own experiences. How does instructional technology fit
into this debate?
4. Some suggest that education worthy of the name must be democratic; that
is, it must occur within the context of democracy understood as a "way of
life" rather than a series of specific institutions, grade levels or courses.
How can instructional technology contribute to enhancing education as a
way of life?
5. Educational technologists and philosophers alike suggest that computer
technologies are neutral in character and have meaning only insofar as
they are put to use by educators. Hence, a computer in a classroom is
neither good nor bad, but only as the teacher decides to use it for
educationally sound or unsound purposes. What types of professional
development programs and services should be brought to bear on this
matter?
6. The School Committee, concerned over parental complaints about the
availability of pornography and other objectionable materials on the
Internet, is wondering whether a policy for the district that includes a
central security system of blocking software should be developed.
However, the School Committee is also concerned that such a policy might
be overly restrictive. The issue is now in the hands of administrators and

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teachers in the interest of eliciting suggestions. What would you suggest
and why?
7. Your school prides itself in its new technology. In addition to the computer
labs, each classroom has a teacher work station linked to a large-screen
monitor for group presentations. In addition to this new equipment,
teachers have been taught how to use presentation software. Power Point
in particular has become a very popular tool. Recently, however, students
and parents have been complaining that so many teachers are making
slide presentations that they are getting too commonplace, even boring at
times. "After all, how many different sound effects can you throw at these
kids?" Assuming that there is considerable substance to this concern,
define the likely problem(s) and develop some solutions.
8. Many commercial software companies are inundating the schools with
commercially prepared educational software; that is, pre-set software
programs that claim to teach reading, writing, mathematics, science,
foreign languages, and any number of other subjects. What are the
implications associated with this recent development?
9. Your school is brand new! It is equipped with state-of-the-art technology.
The principal has asked you to prepare a professional development
program pertaining to the use of the Internet and the World Wide Web.
What would you suggest?
10. During a recent faculty room discussion, teachers complained that some
students were upset at their low grades on a recent research project. One
teacher was visibly upset, saying, "Just because they find something on the
Internet, they think it’s true." Another teacher added to the discussion by
saying, "Some of my kids just print the Web pages and turned them in with
their name at the top." What is the problem here? How should it be
addressed?
11. As an instructional technology specialist, you are a member of the
planning committee for the development of a new school. (The choice of
level is yours - you can choose elementary, middle, or high school.) At one
of the early meetings, the topic of "computer labs" arose. Some members
proposed that the best approach to technology planning rests in well-
equipped computer labs. Other members were opposed to this, strongly
advocating for clusters of computers in individual classrooms. Finally,
since the discussion was not about to come to agreement, the committee
chairperson asked you to prepare a list of pros and cons for discussion at
the next meeting so that all committee members could discuss things
logically rather than emotionally. How would you approach this
assignment?
12. You have recently been hired as an instructional technology specialist in a
small school with very little technology integration. It is an old building
and actually has very little technology. The building is not networked and
only three of the ten classrooms have Internet access by way of a modem

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and phone line. However, the school will soon be replaced by a brand new
building. The new school will be networked and each classroom will have
four computers, a printer and a scanner. However, all is not well! It
seems that the faculty simply cannot get beyond the Mac-vs. -PC debate.
It looks like the principal will have to resolve this issue somehow, and he
has asked you asked you for advice. What would you advise and why?
Sample Response to Question #2
Note: The following response is a submission from one of our
students. It is an excellent example of the quality of response
expected from our graduates. The references need to be changed to
the APA format, which is now required on the written comprehensive
examination.
APA (American Psychological Association)APA Research Style Crib Sheet
provides a quick spot to check on proper APA format for citations.
http://www.docstyles.com/apacrib.htm
APA Style.org is the official APA site. http://www.apastyle.org/elecref.html
Response:
The discussions centering on the concept of automating versus informating are
not new. Bertram Bruce wrote an interesting article about the evolution of the
term “educational technology.” In one school of thought, educational technology
seemed to include “any device, medium, or artifact that is used for instruction,
thus both the familiar chalkboard and the textbook,” and in another group,
educational technology “extended to include lesson plans, assessment
procedures, essentially any form of codified educational practice.” (Bruce, 1999)
As inventions, such as film strips, television, or a simple globe of the earth, made
their appearance, the argument between the item and its use continued.
Computers are no exception.
When you automate, you do the same thing you always did only more efficiently.
Using technology as a form of automation has improved education by facilitating
the many tasks done manually. Additional free time allows educators the
opportunity to develop interesting and diverse curricula. Although this is
beneficial, using technology to informate would allow educators to communicate
with each other, share ideas, and collaborate on projects. Informating has much
broader implications. If this is true for educators, think of the possibilities it
holds for students. Being a mathematics teacher, I remember when calculators
first arrived on the scene. Students were overjoyed they no longer had to spend
endless hours doing long division. Their lives had been automated and the benefit
was that I could spend more time teaching concepts rather than waiting for
everyone to finish doing the calculations. The automating increased the
information base I could provide. But that was then and this is now. Informating
has come into my classroom via the calculator and this September, I will be
teaching mathematics entirely by calculator. I will not be using it as a computing
device, but as a way for students to acquire problem-solving strategies. By

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inputting data and analyzing the results as seen on a graph, students will learn
how to develop a formula rather than memorizing the dozen or more that are
required. This is a much more productive way for students to learn.
I see computer technology in the same way. In addition to increasing student
interest and productivity, integrating computer technology into the curriculum
challenges the thought process and expands problem-solving strategies. In a
world where information abounds, integrating technology into the classroom
allows children to synthesize information as well as analyze it. Instead of just
increasing the information base, students are now increasing their knowledge
base. And that is the major thrust of the MCAS tests. The tests were designed to
measure performance based on the Massachusetts Curriculum Framework and
for mathematics the Curriculum Framework states: “The core concept of
Achieving Mathematical Power is that students develop mathematical power
through problem solving, communication, reasoning and connections. The
mathematics framework is more than a collection of concepts and skills. For
each individual it involves methods of investigating and reasoning, means of
communication, notions of context, and development of personal self-confidence.
The framework provides quality and equity for all learners.”
http://www.doe.mass.edu/frameworks/archive/math96/Mathpref.html
Technology is a way for students to experience math as something other than
pencil and paper calculations copied from a page of exercises in a book. It is more
than automating. The guiding principles underlying the direction of mathematics
education include opportunities for students to explore mathematical ideas in
ways that maintain their enjoyment of and curiosity about mathematics, help
them develop depth of understanding, and reflect real-world applications.
Students need to work together in teams and groups to enhance mathematical
learning, help each other communicate effectively, and develop social and
mathematical skills. Students need to see that mathematics learning is a lifelong
process that begins and continues in the home and extends to school and
community settings, as well as the connection with other disciplines.
Although I focused on mathematics, the goals and standards for the other
disciplines are similar. For example, in English Language Arts “The Core
Concept, Guiding Principles, and Learning Standards of this framework
emphasize the importance of increasingly challenging learning experiences that
help students develop English language arts skills, learn how to reason about
spoken and written discourse, and form aesthetic judgments. As part of these
learning experiences, students must develop reflective intelligence.”
http://www.doe.mass.edu/frameworks/eng97/englishCC.html and in science “If
students in Massachusetts are to learn about science and technology, they need to
tangle with questions just as scientists and technologists do. They need to
participate in projects, investigations, and design challenges that allow them to
puzzle and search, raise questions, and rethink them. Like scientists and
technologists, they must arrive at the essential content of science and technology
through inquiry. The Massachusetts Common Core of Learning affirms the

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importance of Inquiry for all students learning to solve complex problems. This
framework, like the others, builds on that understanding. Inquiry is at the heart
of science and technology education.”
http://www.doe.mass.edu/frameworks/archive/sci96/science2.html
Informating changes the way learning occurs by focusing on “what’s flowing
through the wires and boxes rather than the wires and boxes.” (November 1998).
Automating simply helps the information flow through the wires faster. The
MCAS are based on frameworks that address a student’s deeper understanding of
information, not how fast or how much he or she can supply. Informating
supplies educators with a way to assist students to reach beyond memorization to
the type of multifaceted understanding MCAS tests reflect. Many of the principles
of the MCAS tests can be met by designing units utilizing project-based learning,
which are models of informating, not automating. If the MCAS tests are
evaluating students who are focusing on concepts involving critical thinking
skills, problem-solving skills, and real-life applications, integrating technology in
an informating way becomes the method of choice.
References: These references need to be changed to the APA format
Bruce, Bertram C. (1999, July 19). “Educational Technology.” [Online].
Encyclopedia of Philosophy of Education. University of Illinois. Available:
http://www.educacao.pro.br/educationaltechnologychip.htm (2000, July
24).
Massachusetts Department of Education (2000). “English Language Arts: Core
Concept.” [Online] Available:
http://www.doe.mass.edu/frameworks/eng97/englishCC.html (2000, August
1).
Massachusetts Department of Education (2000). “Developing the Mathematics
Curriculum Frameworks.” [Online] Available:
http://www.doe.mass.edu/frameworks/archive/math96/Mathpref.html
(2000, July 14)
Massachusetts Department of Education (2000). “Science and Technology
Curriculum Frameworks: Owning the Questions.” [Online] Available:
http://www.doe.mass.edu/frameworks/archive/sci96/science2.html (2000,
August 1).
November, Alan. (1998, February). "Creating A New Culture of Teaching and
Learning." [Online}. Educational Renaissance Planners Web Site. Available:
http://www.anovember.com/articles/asilomar.html (2000, February 15).
The Benton Foundation Website (1996, December). “The Learning Connection.”
[Online]. Available: http://www.benton.org/Library/Schools/home.html
(2000, July 31)

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FAQ (Frequently Asked Questions)
Who is my advisor?
Kim Cochrane is your academic advisor. She can be reached at
kcochrane1@framingham.edu. Please type “your name and M. Ed. CIT Advising”
in the subject line of your email.
Is it necessary to have the written approval of my advisor for all of
the courses in my degree program?
Yes, each semester you need to contact Kim Cochrane to obtain her written
approval prior to registering for ALL courses in your degree program. A copy of
the approvals will be placed in your file at DGCE.
What teaching license will I obtain after completing this program?
This program leads to an initial license as an Instructional Technology Teacher,
all levels.
How many years do I have to complete this degree?
All requirements for the degree (programs of 10 courses) must be completed
within six (6) years from the end of the semester in which the student is first
matriculated in a master’s program. (Source: FSU 2012-2013 Graduate Catalog,
page 11).
What if I need to take some time off?
All matriculated students who do not take at least one (1) course during the
academic year will become inactive. Inactive students must apply for re-
admission in writing when seeking to return to active status. Students returning
to a program after being away for more than two consecutive semesters
(excluding summer) are subject to the new program requirements upon their
return. (Source: FSU 2012-2013 Graduate Catalog, page 11)
How many courses may I take during a semester?
Students matriculated in a part-time graduate program can take no more than
two courses during the Fall or Spring semester, and no more than three courses
during the Summer sessions, without written approval from their advisor.
(Source: FSU 2012-2013 Graduate Catalog, page 12)
May I transfer professional development courses to my degree
program?
Professional development courses, even at the graduate level, will not be accepted
in transfer toward a master’s degree. (Source: FSU 2012-2013 Graduate Catalog,
page 10)

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When and how do I apply for the comprehensive examination and
commencement?
You should apply for both the examination and commencement during the next
to the last semester of your coursework. Please follow the following schedule:
deadline for the August exam is April 15; deadline for the December exam is
August 15; deadline for the April exam is January 15. You can download the
application from the website:
http://www.framingham.edu/continuing-education/documents/comp-comm-
applic-dec2013-may20141.pdf
Who is required to complete a practicum?
Students seeking an initial Instructional Technology Teacher License (all levels)
are required to complete a practicum (INST 939 Practicum in Instructional
Technology).
Prior to applying for the practicum, a passing score for the Communication and
Literacy Skills Test of the Massachusetts Tests for Educator Licensure (MTEL)
must be submitted to the Framingham State University Division of Graduate and
Continuing Education. The practicum is taken only after successful completion of
all degree requirements in the Master of Education with a concentration in
Curriculum and Instructional Technology program. Permission of the program
advisor at least three (3) months prior to the practicum is required. Students
secure their own practicum site, which must be approved by the University.
For students seeking a first Initial License, a field-based 300-hour practicum or
practicum equivalent is required. Students must complete 150 hours at each of
any two of the following levels: PreK-6, 5-8, 8-12. For students seeking an
additional Initial License, a 150-hour practicum or practicum equivalent in the
role of the license in an appropriate classroom, determined by the program
advisor, is required. The student is guided by the cooperating school system and
his/her university supervisor. (The practicum application starts on page 17 of
this document).
How do I apply for initial licensure as an Instructional Technology
teacher (all levels)?
After you receive your M.Ed. in CIT AND have completed the required number
of practicum hours, you may apply for your initial license in instructional
technology. A website has been created to help you with the process. Go to
https://sites.google.com/site/fsulicensure/, click on Master’s Degree Program, click on
Curriculum and Instructional Technology and follow the prompts.

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For your reference
Massachusetts Department of Education
Education Laws and Regulations
603 CMR 7.00
http://www.doe.mass.edu/lawsregs/603cmr7.html?section=08
7.08: Professional Standards for Teachers
(1) Application. The Professional Standards for Teachers define the pedagogical and other
professional knowledge and skills required of all teachers. These Standards are used by
teacher preparation providers in preparing their candidates, by the Department in
reviewing programs seeking state approval, and by the Department as the basis of
performance assessments of candidates. Candidates shall demonstrate that they meet the
Professional Standards by passing a Performance Assessment for Initial License (a) in the
practicum or practicum equivalent phase of preparation for the Initial License or (b) as
part of the Performance Assessment Program. The Department will issue guidelines for
each type of performance assessment to reflect differences in growth in professional
knowledge and skills.
(2) Standards for All Teachers Except Library and Speech, Language, and Hearing
Disorders Teachers
(a) Plans Curriculum and Instruction.
1. Draws on content standards of the relevant curriculum frameworks to plan
sequential units of study, individual lessons, and learning activities that make
learning cumulative and advance students' level of content knowledge.
2. Draws on results of formal and informal assessments as well as knowledge of
human development to identify teaching strategies and learning activities
appropriate to the specific discipline, age, and range of cognitive levels being
taught.
3. Identifies appropriate reading materials, other resources, and writing activities
for promoting further learning by the full range of students within the classroom.
4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning
activities.
5. Plans lessons with clear objectives and relevant measurable outcomes.
6. Draws on resources from colleagues, families, and the community to enhance
learning.
7. Incorporates appropriate technology and media in lesson planning.
8. Uses information in Individualized Education Programs (IEPs) to plan strategies
for integrating students with disabilities into general education classrooms.
(b) Delivers Effective Instruction.
1. Communicates high standards and expectations when beginning the lesson:
a. Makes learning objectives clear to students.
b. Communicates clearly in writing and speaking.
c. Uses engaging ways to begin a new unit of study or lesson.
d. Builds on students' prior knowledge and experience.
2. Communicates high standards and expectations when carrying out the lesson:
a. Uses a balanced approach to teaching skills and concepts of elementary
reading and writing.

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b. Employs a variety of content-based and content-oriented teaching
techniques from more teacher-directed strategies such as direct
instruction, practice, and Socratic dialogue, to less teacher-directed
approaches such as discussion, problem solving, cooperative learning,
and research projects (among others).
c. Demonstrates an adequate knowledge of and approach to the academic
content of lessons.
d. Employs a variety of reading and writing strategies for addressing
learning objectives.
e. Uses questioning to stimulate thinking and encourages all students to
respond.
f. Uses instructional technology appropriately.
g. Employs appropriate sheltered English or subject matter strategies for
English learners
3. Communicates high standards and expectations when extending and completing
the lesson:
a. Assigns homework or practice that furthers student learning and checks
it.
b. Provides regular and frequent feedback to students on their progress.
c. Provides many and varied opportunities for students to achieve
competence.
4. Communicates high standards and expectations when evaluating student
learning:
a. Accurately measures student achievement of, and progress toward, the
learning objectives with a variety of formal and informal assessments,
and uses results to plan further instruction.
b. Translates evaluations of student work into records that accurately
convey the level of student achievement to students, parents or
guardians, and school personnel.
(c) Manages Classroom Climate and Operation.
1. Creates an environment that is conducive to learning.
2. Creates a physical environment appropriate to a range of learning activities.
3. Maintains appropriate standards of behavior, mutual respect, and safety.
4. Manages classroom routines and procedures without loss of significant
instructional time.
(d) Promotes Equity.
1. Encourages all students to believe that effort is a key to achievement.
2. Works to promote achievement by all students without exception.
3. Assesses the significance of student differences in home experiences, background
knowledge, learning skills, learning pace, and proficiency in the English language
for learning the curriculum at hand and uses professional judgment to determine
if instructional adjustments are necessary.
4. Helps all students to understand American civic culture, its underlying ideals,
founding political principles and political institutions, and to see themselves as
members of a local, state, national, and international civic community.
(e) Meets Professional Responsibilities.
1. Understands his or her legal and moral responsibilities.
2. Conveys knowledge of and enthusiasm for his/her academic discipline to
students.

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3. Maintains interest in current theory, research, and developments in the academic
discipline and exercises judgment in accepting implications or findings as valid
for application in classroom practice.
4. Collaborates with colleagues to improve instruction, assessment, and student
achievement.
5. Works actively to involve parents in their child's academic activities and
performance, and communicates clearly with them.
6. Reflects critically upon his or her teaching experience, identifies areas for further
professional development as part of a professional development plan that is
linked to grade level, school, and district goals, and is receptive to suggestions for
growth.
7. Understands legal and ethical issues as they apply to responsible and acceptable
use of the Internet and other resources.
Massachusetts Department of Education
Education Laws and Regulations
603 CMR 7.00
7.06: Subject Matter Knowledge
Requirements for Teachers
Instructional Technology (Levels: All)
http://www.doe.mass.edu/lawsregs/603cmr7.html?section=06
(14) Instructional Technology (Levels: All)
(a) The following topics will be addressed on a test of subject matter knowledge:
1. Technology tools for word processing, databases, spreadsheets, print/graphic utilities,
multi- and hypermedias, presentations, videos for the purpose of formal and informal
assessment, instruction, and administration for professional and instructional use.
2. Communications and research tools such as email, world wide web, web browsers, and
other online applications that link to the state standards and requirements, for
professional and instructional use.
3. Criteria for selection, evaluation, and use of appropriate computer/technology based
materials to support a variety of instructional methods.
4. Ethical and social issues surrounding privacy, copyright, and crime relating to
educational technology and resources.
(b) The following topics shall be included in an approved program but will not be
addressed on a test of subject matter knowledge:
1. Use of resources for adaptive/assistive devices that provide access for all
students.
2. Methods to support classroom teachers and other school personnel in improving
student learning through appropriate use of technology in the classroom,
including consultation techniques and professional development.

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GENERAL INFORMATION about the
CURRICULUM & INSTRUCTIONAL TECHNOLOGY Practicum
1. The practicum is completed after all degree requirements have been successfully
completed (10 courses, portfolio and written comprehensive examination).
2. Candidates must apply for the practicum at least three months before the desired
practicum beginning date. All applications must be submitted electronically to
Dr. Graham (czgraham@hotmail.com) and hardcopy (with your signature).
Mail the hardcopy to the Jackie Dorr at the FSU Division of Graduate and
Continuing Education.
3. Practicum Requirements as defined by 603 CMR 7.00 Regulations for Educator
Licensure http://www.doe.mass.edu/lawsregs/603cmr7.html?section=04 Section 7.04
Part (4)
A practicum is required for candidates seeking an Initial license as an Instructional
Technology Teacher (all levels).
The length of the practicum is 300 hours if this is your first initial license.
150 hours at each of any two of the following levels: PreK-6, 5-8, 8-12
If it is your second initial license, the length of the practicum is 150 hours.
75 hours at each of any two of the following levels: PreK-6, 5-8, 8-12
4. A practicum must be supervised jointly by the (university) supervisor from the
preparation program in which the candidate is enrolled and the supervising practitioner
(cooperating teacher). The supervising practitioner responsible for the larger portion of
the practicum and the program supervisor will together evaluate the candidate on the
basis of the appropriate standards. Disagreement between the supervising practitioner
and the program supervisor will be resolved by the decision of a third person chosen
jointly by them.
5. MTEL Requirements
Prior to applying for the practicum, candidates must submit evidence of a passing score
on the MTEL Communication and Literacy Skills Test.
6. The candidate is responsible for securing a placement site and obtaining the approval of
the Program Coordinator and the Dean. In order to formally apply for the practicum,
candidates must submit a completed Application for a Practicum in Curriculum and
Instructional Technology (see below).
7. DGCE will notify the candidate, in writing, once the request for the Practicum has been
approved. A copy of the letter will be sent to the cooperating teacher and the university
supervisor.
8. Consult the Semester Bulletin for information on the dates for the Practicum and the date
and location of the first seminar. Candidates will register for the practicum as you would
for any other course.

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FRAMINGHAM STATE UNIVERSITY
Division of Graduate and Continuing Education
APPLICATION FOR A PRACTICUM IN
CURRICULUM AND INSTRUCTIONAL TECHNOLOGY
NAME: _____________________________________________________________________________
First M.I. Last
ADDRESS: ___________________________________________________________________________
number/street city/town state/zip
HOME PHONE______________________________BUSINESS PHONE__________________________
area code/number area code/number
EMAIL ADDRESS _____________________________________________________________________
SOCIAL SECURITY NUMBER____________________________SEMESTER/YEAR_______________
LICENSE SOUGHT: Initial Instructional Technology Teacher (all levels)
DATE OF APPLICATION: _______________________ PROGRAM ADVISOR: Dr. Claire J. Graham
…………………………………………………………………………………………………………………
Current Employment Information (be specific if you are currently teaching and/or employed in a school
setting)
_____________________________________________________________________________________
_____________________________________________________________________________________
Practicum Placement Information (Please complete the information for the two levels of your
practicum: PreK-6, 5-8, 8-12)
LEVEL: _______________________________
NAME OF SCHOOL______________________________________________________
ADDRESS OF SCHOOL __________________________________________________________
PRINCIPAL _______________________________________ TELEPHONE ______________________
Name of Cooperating Teacher ____________________________________________________________
Email address of cooperating teacher _______________________________________________________
Title____________________________________________________Tenured: Yes_________No_______
License(s) held by Cooperating Teacher __________________________________________________
Number of years of employment in role (minimum of three) _____________________________________
Do you have children who attend this school? _______________________________________________
Do you have an immediate family member employed in this school? ______________________________

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LEVEL: _______________________________
NAME OF SCHOOL __________________________________________________
ADDRESS OF SCHOOL___________________________________________________________
PRINCIPAL _______________________________________ TELEPHONE ______________________
Name of Cooperating Teacher ____________________________________________________________
Email address of cooperating teacher _______________________________________________________
Title____________________________________________________Tenured: Yes_________No_______
License(s) held by Cooperating Teacher __________________________________________________
Number of years of employment in role (minimum of three) _____________________________________
Do you have children who attend this school? _______________________________________________
Do you have an immediate family member employed in this school? ______________________________
…………………………………………………………………………………………………………………
PLEASE ATTACH A DESCRIPTION OF YOUR INTENDED PRACTICUM EXPERIENCE (BOTH
LEVELS).
In order to meet the DESE regulations you will be expected to include these experiences in your practicum
experiences.
1. Technology tools for word processing, databases, spreadsheets, print/graphic utilities, multi- and
hypermedias, presentations, videos for the purpose of formal and informal assessment, instruction,
and administration for professional and instructional use.
2. Communications and research tools such as email, world wide web, web browsers, and other online
applications that link to the state standards and requirements, for professional and instructional use.
3. Criteria for selection, evaluation, and use of appropriate computer/technology based materials to
support a variety of instructional methods.
4. Ethical and social issues surrounding privacy, copyright, and crime relating to educational technology
and resources.
5. Use of resources for adaptive/assistive devices that provide access for all students.
6. Methods to support classroom teachers and other school personnel in improving student learning
through appropriate use of technology in the classroom, including consultation techniques and
professional development.
If any aspect of my proposed practicum placement(s) changes before beginning or while in the
practicum, I will notify the Program Coordinator immediately.
____________________________________________________ ________________________
Student’s Signature Date
Please return the completed hardcopy application to: Ms. Jackie Dorr
DGCE, Framingham State University
100 State Street
Framingham, MA 01701
Please submit an electronic copy to Dr. Claire J. Graham at czgraham@hotmail.com

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For Office Use Only:
Application Review for _______________________________________________
Practicum in Curriculum and Instructional Technology
Student has successfully completed all degree requirements.
Application has been submitted three months prior to the start of the practicum.
Student has passed the MTEL Communication and Literacy Skills test.
Student’s 150 (or 75) hour practicum at Level _________________ is approved as described.
Student’s 150 (or 75) hour practicum at Level _________________ is approved as described.
Cooperating Teachers have the appropriate credentials.
---------------------------------------------------------------------------------------------------------------------------------
The student is approved for the 300 (150) hour practicum as described in this application.
_____________________________________ ___________________________________
Program Coordinator Date
The student is approved for the 300 (150) hour practicum as described in this application.
_____________________________________ ___________________________________
Dean Date
---------------------------------------------------------------------------------------------------------------------------------
The applicant is not approved to enroll in the practicum in CIT at this time for the following
reason(s):
1/11 cjg

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