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Designing a graduate capstone course: Encouraging evidence-based practice in educational technology
PROCEEDINGS

, Towson University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In recent years, teacher accountability has assumed a vital role in both initial preparation programs and inservice professional development activities. Teacher accountability measures are now steering personnel decisions, and reviving the debate over merit pay based on classroom effectiveness. Due to these accountability measures, many school districts are re-examining their policies toward reimbursing continuing education tuition credits. In this case, a master’s degree is no longer enough justification to receive an increase in salary. As a result, graduate education programs are beginning to scrutinize their course offerings, aiming to increase inservice evidence of instructional effectiveness. Our instructional technology program decided to require its students to complete an intensive, end-of-program technology experience, by writing a thesis, by completing an internship, or by completing a capstone portfolio project. The purpose of this presentation is to describe the capstone experience and how it helps students demonstrate evidence of classroom effectiveness.

Citation

Kenton, J. (2011). Designing a graduate capstone course: Encouraging evidence-based practice in educational technology. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1870-1875). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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