Teachers College, Columbia University
Department of Mathematics, Science and Technology
Program Study Guide for:
Communication, Media and Learning Technologies Design
Degree: M.A.
Major Code: TETS-INIT
This academic Program Study Guide has been developed to assist you in planning your
course of study at Teachers College. Below you will find the Study Guide for the program
to which you have been admitted.
We hope this Study Guide provides a helpful introduction and orientation to your
program. Given the richness and complexity of graduate and professional programs at
Teachers College, these Study Guides are intended to be illustrative, rather than definitive.
The TC Catalog, for the year in which you were admitted, is available online
(http://catalog.tc.columbia.edu/tc/) and remains the official reference document for College
policies and program requirements and, if applicable, the appropriate doctoral
requirements bulletin.
Congratulations, again, on your admission to graduate study at Teachers College,
Columbia University!
Revised: AY14-15
2
TEACHERS COLLEGE COLUMBIA UNIVERSITY
Department of Mathematics, Science and Technology
COMMUNICATION, MEDIA AND LEARNING TECHNOLOGIES DESIGN
PROGRAM
Technology Specialist for Teachers: Initial Teaching Certification
Degree: Master of Arts (M.A.)
Program Code: TETS-INIT
Brief Program Description
This is a Master of Arts degree program leading to an initial teaching certificate in New York
State. Program goals include preparing individuals to use technology as a set of tools with
students and to work effectively with teachers to help them learn to use technology, design
curriculum, and implement classroom projects in which technology is well integrated.
Completing the program requires 38 points, as well as, 100 hours of fieldwork and 40 days of
student teaching.
Minimum Point Requirement
The program requires 38 points of coursework. Course points from previous, non-Teachers
College work cannot be transferred in to count toward the 38 points required for this M.A.
degree.
Required Courses
 The program has five required core courses in the department (18 points)
MSTU 4001: Technology and School Change (3 points)
MSTU 4005: Equity, Ethics and Social Issues (3 points)
MSTU 4029: Managing Educational Technology Resources (3 points)
MSTU 4031: Object-Oriented Theory and Programming I (3 points) and MSTU
4032: Object-Oriented Theory and Programming Lab (1 point) or MSTU 5003:
Theory and Programming: Interactive Media I (3 points)
MSTU 4133: Cognition and Computers (3 points)
MSTU 4052: Computers, Problem Solving, and Cooperative Learning (3 points)
In addition, 100 hours of Fieldwork in schools will be assigned, as a part of core courses.
 A total of 9-10 points chosen from the list of suggested core courses within the
department
C&T 4052: Designing Curriculum and Instruction
HBSE 5910: Problems in Special Education: Policy/Administration
C&T 4504: Child Abuse and Substance Abuse Detection and Reporting
And one of the following two:
HUDK 4022: Developmental Psychology: Childhood
HUDK 4029: Cognition and Learning
 Required Practica (6 points)
MSTU 4700: Student Teaching Practicum in Educational Technology
Fieldwork Elementary Student Teaching (one semester)
Revised: AY15-16
3
Fieldwork Secondary Student Teaching (one semester)
Breadth Requirement (6-9 points)
All [M.A., Ed.D., etc.] students must complete a minimum of three courses, each for at least two
credits, at Teachers College and outside the Communication, Media and Learning Technologies
Design Program (that is, courses with a prefix other than MSTU).
Elective Courses (3-4 points)
Between the Required Courses and the Breadth Requirement Courses (a total of 34-35
points), a total of 3-4 points are left for electives. Skills courses do not meet this
requirement. “Skills” courses include (this is a sample list):
MSTU 5191: Educational Video Production I
MSTU 5199: Database Driven Website Development; Director; 3-D Modeling; Flash
Communication Server
MSTU 5814: Adobe in Design; Digital video; GIS in Curriculum; Creating Dynamic
Websites.
Statement about the Required, Integrative Project
At the conclusion of the program, candidates will prepare a final integrative project. The
project may vary considerably from candidate to candidate, depending on her or his
particular interests. In general, though, all projects will share these characteristics:
 They will be deeply informed by readings and research done throughout the program.

They will be informed by candidates’ reflections on their experiences during the
program, and what they have learned about students’ use of and learning with
technologies.

They will focus on some aspect of planning for the future, and in this way advance
the field by contributing candidates’ ideas on how the use of technology in schools
may be improved.

They will address the problems and issues involved in using technology fairly and
equitably to advance the learning of all children.
Projects may include the development of websites for particular purposes, such as providing
information or staff development with teachers, increasing communication between teachers
or between any members of the school community, or documenting learning with
technology.
Projects may also include the use of other types of media, such as videotapes or audiotapes
collected to document or to study students’ use of technologies, or may take the form of
traditional papers.
All projects will be presented to other students and faculty in the program, and will be
evaluated in terms of the four criteria outlined above. (Integrative projects do not receive
formal letter grades. “Evaluation” is meant here only in the sense of feedback to the
candidate.) Project criteria and expectations will be outlined by students’ Masters Advisor.
Student Teaching/fieldwork/practicum/internship requirements and information
Revised: AY15-16
4
Fieldwork consists of 100 hours students must spend in schools prior to student teaching.
Specific fieldwork assignments are required by some core courses. Fieldwork activities
include: observing students at work using technology, observing technology coordinators
providing support to teachers, and observing professional development activities.
Student Teaching placements total 40 days in schools: 20 days in an elementary placement
and 20 days in a secondary placement. These placements will, for the most part, occur in
local schools that are our program’s partners. It will be possible, in rare cases, to make
arrangements with other schools. Student teaching is organized by Professor Ellen Meier
(212.678.3829).
Certification and/or licensure requirements and information checklist
____ Complete the Technology Education Specialist M.A. degree
____ Pass the NYSTCE Academic Literacy Skills Test (ALST)
____ Pass the NYSTCE Educating All Students Test (EAS)
____ Pass the NYSTCE the Content Specialty Test- CST—Educational Technology
Specialist (071)
____ Complete three workshops: 1) child abuse and identification reporting; 2) school
violence prevention and intervention; and 3) Dignity for All Students Act (DASA).
____ Get fingerprint clearance; for information, please OTE at (212-678-4057)
____ When the M.A. degree is awarded; file an Institutional Recommendation Data Form in
the OTE/SSS office (Zankel Hall room 411) along with required documents (official
bachelors’ transcript, workshops proof)
____ Create a NYSED-TEACH account and file for the electronic certificate. (NYSEDTEACH website: www.highered.nysed.gov/tcert)
The Office of Teacher Education/School-Based Support Services (OTE/SSS ) serves as an
ongoing resource to this certification program and provides information, support and
resources to faculty and students engaged in the certification process.
Special requirements for professional education programs under NCATE review
1. Program entry-level benchmark or licensure test or professional examinations of content
knowledge will be measured by the NYSTCE Content Specialty Test for Technology
Education.
2. Assessment of content knowledge in the field of Educational Technology Leadership.
This is measured through assessment of a curriculum unit designed by the candidate that
integrates technology. The unit should be grounded in Wiggins’ and McTighes’ (2005)
Understanding by Design (UbD) approach, and focus on how software tools may be used
for problem-solving and student collaboration. This work will be completed as part of
MSTU 4052: Computers, Problem Solving, and Cooperative Learning.
3. Assessment that demonstrates candidates can collaborate effectively; plan, design, and
model effective learning environments; and plan and implement professional experiences
Revised: AY15-16
5
required of a technology leader. This is measured through the development of a
curriculum unit, cooperatively designed and planned by the candidate and the supervising
teacher in Understanding by Design format (Wiggins & McTighe, 2005). A rubric will
assess the collaboration and design features.
4. Assessment that demonstrates candidates’ knowledge, skills, and dispositions are applied
effectively in practice. Candidates will be observed and assessed by one of the program
supervisors using a rubric for teaching practice.
5. Assessment that demonstrates the candidate models, designs, and disseminates methods
and strategies in technology that enhance student learning. Candidates will thoroughly
document a carefully designed and implemented classroom project. A project rubric
assessing implementation methods and strategies is used to capture key elements of the
placement project, including, for instance, assessment of student learning.
6. Assessment that demonstrates the candidate understands and can develop programs that
address the social, legal and ethical issues related to technology within the
district/region/state. Candidates will create a technology plan for a real or fictitious
school. If the plan is for an existing school, it should have details that fit the needs of that
school. If not for an actual school, the plan should discuss options in appropriate
planning areas. A rubric will be used to assess key factors for a technology plan. This
work will be completed as part of MSTU 4052, 4005 and 4029.
7. Assessment that addresses how the candidate uses technology to plan and implement
effective assessment and evaluation strategies. Candidates will develop a case study of a
real or fictitious school that documents steps and strategies for using technology
effectively for assessment and evaluation. This work will be completed as part of the
course work for MSTU 4001: Technology and School Change.
8. Assessment that addresses facilitation of a shared vision for integration of technology
and how to foster an environment and culture conducive to the realization of the vision.
Please see the description of the integrative project above.
Transfer Credit
Course points from previous, non-Teachers College work cannot be transferred in to count
toward the 38 points required for this M.A. degree.
Statement about Satisfactory Progress
Students are expected to make satisfactory progress toward the completion of degree
requirements. Program faculty will annually review each student’s progress. Where there
are concerns about satisfactory progress, students will be informed by the program faculty. If
a student is performing below expectations he/she may be required to complete additional
course work. The program will provide a plan and timeline for remediation so students know
the expectation for them to continue in the program. If satisfactory progress is not maintained
a student may be dismissed from the program. Please see the statement on policy of grades
at Teachers College. URL:
http://catalog.tc.columbia.edu/tc/catalogdetail/policiesproceduresdocuments/grades/
Standard Policies and Procedures
Revised: AY15-16
6
Services for Students with Disabilities: The College will make reasonable
accommodations for persons with documented disabilities. Students are encouraged to
contact the Office of Access and Services for Individuals with Disabilities for information
about registration (163 Thorndike Hall; 212-678-3689; TTY: 212-678-3853). Services are
available only to students who are registered and submit appropriate documentation.
Statement on Academic Conduct: A Teachers College student is expected to refrain from
any conduct, including cheating, plagiarizing, or purchasing documents submitted for
academic evaluation, that calls into question his/her academic and/or professional probity.
Decisions regarding academic evaluation in all aspects of students’ work at the college,
including course work, certification examinations, clinical or field experiences, and
preparation of dissertations, are within the sole jurisdiction of the faculty concerned,
including as appropriate, the department or program staff members. Disciplinary actions
(e.g., reprimand, suspension, or dismissal) in cases of academic misconduct can be imposed
by the Vice Provost or the Committee on Student Conduct.
Resolution of Student Academic Program Concerns: Any student who has a concern
regarding an academic matter may seek assistance. The procedure for resolving academic
program concerns (see note of grade correction process below) begins with either the faculty
member (if the concern is related to a course) or the student’s advisor. If the student is not
satisfied with the response or resolution achieved at this first level, or if speaking with the
faculty member presents a conflict of interest for the student, the student should proceed to
speak with the Program Coordinator in the area in which the academic concern resides. If
the student is not satisfied with the response or resolution achieved through the Program
Coordinator, the student should proceed to speak with the Chair of the academic department
in which the academic concern resides. If the student is still not satisfied with the response
or resolution achieved through the Department Chair, or if speaking with the Department
Chair presents a conflict of interest for the student, the next step is to contact the Office of
the Vice Provost. At any stage of the process, students are welcome to seek the advice and
guidance of the Ombudsman, who is charged with attempting to informally resolve student
dissatisfaction of an academic nature on a completely confidential basis.
Grade Correction Procedure: The instructor for a course has the responsibility for setting
the requirements for a course and making an evaluation of students’ work. Once a grade has
been given, the instructor is not free to change the grade unless the instructor indicates to the
Registrar that an error was made in the original grade transmitted. If a student believes that
an error has been made, he/she must take the initiative in bringing about the necessary
correction prior to the conclusion of the semester immediately following the semester in
which the course was taken. The normal procedure for effecting a correction would be
through direct discussion between the student and the instructor. If redress cannot be attained
through such discussions, the student may next appeal to the department chairperson of the
department offering the course. If resolution cannot be attained through appeal, the student
may next appeal to the Dean. In situations where the student feels that such an appeal process
might not be in the student’s interest, counsel and assistance can be sought from the Office of
the College Ombudsman and the Office of the Vice Provost.
Revised: AY15-16
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(Continued on next page)
Revised: AY15-16
8
Technology Specialist K-12: Initial Certification
(M.A.; Program Code: TETS-INIT; Minimum Points: 38)
The following grid provides a way to conceptualize your progress through the program. Place
the semester and year you anticipate enrolling in a course under "Enrollment Date." Place the
semester and year in which you completed a course under "Date Completed."
Enrollment
Date
Date
Completed
Required Courses (19 points)
 MSTU 4001: Technology and School Change
 MSTU 4005 Equity, Ethics and Social Issues
 MSTU 4029: Managing Educational Technology
Resources
 MSTU 4031: Object-Oriented Theory and Programming
I, OR MSTU 5003: Theory and Programming: Interactive
Media I (3 points)
 MSTU 4133: Cognition and Computers
 MSTU 4052: Computers, Problem Solving, and
Cooperative Learning
Courses Outside Department (9-10 points)
Courses can count under Breadth Requirement.
 C&T 4052: Designing Curriculum and Instruction
 HBSE 5910: Problems in Special Education:
Policy/Administration (or another policy course)
 C&T 4504: Child Abuse and Substance Abuse
Detection and Reporting
And one of the following two:
 HUDK 4022: Developmental Psychology: Childhood
 HUDK 4029: Cognition and Learning
Required Practica (6 points)
 MSTU 4700 Student Teaching Practicum
Elementary Student Teaching Placement
Secondary Student Teaching Placement
Breadth Requirement (6-9 points)
All [M.A., Ed.D., etc.] students must complete a minimum
of three courses, each for at least two credits, at Teachers
College and outside the Communication, Media and
Learning Technologies Design Program (that is, TC
courses with a prefix other than MSTU).
List your breadth requirement courses below.
Revised: AY15-16
9
Enrollment
Date
Date
Completed
Elective Courses (3-4 points)
A total of 3-4 points are left for electives to meet the 38
point requirement. Skills courses do not meet this
requirement.
Integrative Project
List completion date:
To help your planning, the following grid shows when courses are typically offered. However,
while every effort is made to offer courses as shown below, unexpected developments can result
in changes. You should check with your advisor and with the current schedule of classes during
the registration period to confirm a given course's availability. Please note that the following is a
guide only, and not a definitive statement confirming that a class will be offered as shown.
Unless otherwise noted, courses are offered f2f.1
Course Number and Name


MSTU 4001: Technology and School Change
MSTU 4005: Equity, Ethics and Social Issues


Fall
Semester
Yes
Yes, online
only
Yes
Yes
MSTU 4029: Managing Educational Technology
MSTU 4031: Object-Oriented Theory and Programming I
OR MSTU 5003: Theory and Programming: Interactive
Media I (3 points)
 MSTU 4052: Computers, Problem Solving, and Cooperative Yes
Learning
Yes , f2f
 MSTU 4133: Cognition and Computers
and online
Breadth Courses
Yes
 C&T 4052: Designing Curriculum and Instruction
 HBSE 5910: Problems in Special Education: Policy/
Administration (or another policy course)
Yes
 C&T 4504: Child Abuse and Substance Abuse Detection
and Reporting
And one of the following two:
Yes
 HUDK 4022: Developmental Psychology: Childhood
 HUDK 4029: Cognition and Learning
1
Spring
Semester
Yes
Yes
Yes, Online
Only
Yes, Online
only
Yes
Yes
Yes
Face-to-face, in a classroom setting, as opposed to online.
Revised: AY15-16