The Instructional Technology Program was created in Spring 2005, at the Department of Secondary Education, which is a part of the College of Education at Lewis University. It is a graduate-level program designed for pre- and in-service teachers in PreK - 12 schools and professions in educational technology fields. Many of the candidates already hold a teaching license and are working in schools as regular classroom teachers. Candidates take the IT courses to improve their technology integration strategies into the curriculum and to pursue an advanced degree in technology fields.

The M.Ed. courses in the Instructional Technology Program are aligned with Institutional standards, State standards (Technology Standards for All Illinois Teachers), and the Standards for Technology by the International Society for Technology in Education (ISTE) which is an affiliate of the National Council for Accreditation of Teacher Education (NCATE).

The central mission and vision of the University, the College of Education, and the Instructional Technology Master’s Program are consistent: the preparation of Educational Leaders who demonstrate professional knowledge and skill in instructional planning, delivery, and evaluation for a diverse student population and develop dynamic learning communities. The Instructional Technology program shares a conceptual framework with all other education programs in the College of Education.

The conceptual framework for programs in the College of Education contains the five structural elements (NCATE 2002, p.12): (1) vision and mission of the institution and unit, (2) unit philosophy, purpose, and goals, (3) knowledge bases, including theories, research, the wisdom of practice, and education policies, (4) candidates proficiencies aligned with the expectations in professional, state, and institutional standards, and (5) the system by which candidate performance is regularly assessed.

The unit’s framework promotes the development of the complete person through the pursuit of wisdom and justice. Fundamental to its mission is a spirit of association, which fosters communication in all teaching, learning, and service. Just as association is fundamental to the mission of the University, the unifying thematic principle serving as the foundation of the College of Education is an ethic of community, with a specific focus on “Developing Learning Communities.”

The College of Education supports the University’s mission through the dedication of advancing and promoting the principles of knowledge, wisdom, fidelity, association, and justice and providing comprehensive programs that enable graduates to develop learning communities that meet the needs of all students and area school districts.

The primary goal of teacher education programs in the College of Education is to prepare educational leaders who possess the knowledge and skills of their profession and the values to use that knowledge in a way that will positively impact schools and the larger community. Similarly, the recently created Instructional Technology Master’s Program is designed to prepare educational leaders who are able to maximize learning of students with diverse needs by using a variety of technology tools and resources.

• Knowledge – candidates will demonstrate comprehensive understanding of the content in their field, understand how individuals learn, understand research and opportunities available through professional organizations.
• Knowledge – candidates will demonstrate effective practice in their field through application of pedagogy, use of technology, and instruction informed by assessment.
• Association – candidates will communicate and collaborate effectively with students, colleagues, parents, professionals, and others to develop learning communities.
• Fidelity – candidates will demonstrate ethical behavior, desires, and dedication to participate as a member of the professional field, respecting and recognizing the integrity, diversity, truth, and value of all individuals.
• Justice – candidates will support the needs of diverse learners and work to promote equity and success for all.
• Wisdom – candidates will reflect on research, practice, and their own personal and professional values to implement change to improve student achievement.