A+B. Intro_SJ.1 - University of Maryland University College

OMAT 606 Internship with Seminar (9)
Pre re q u i s i t e : Completion of all other MAT c o u r s ew o rk. Te a c h e r s
apply concepts, techniques, methods, and theories learned in prior
courses and field experiences. The teacher candidate spends a full
semester in a professional development school working with a
school-based teacher mentor and university mentor. This internship
is a continuation of the initial field experience in OMAT
603. The online seminar is conducted throughout the internship
semester and addresses topics important to new teachers such as
the establishment of credibility in the classroom, parental invo l vement,
support and referral services for students, instructional
planning, and workload management. A teaching portfolio is
developed for final review. Teachers must be available Monday
through Friday during regular school hours and be able to participate
in additional school-based activities.
OMAT 607 Secondary Reading I (3)
Essential dimensions of secondary reading instruction, including
motivation for reading, cognitive strategies, and remediation, are
explored. Other topics include appropriate reading materials,
technology for reading instruction, assessment of content literacy,
and relationships between vocabulary and concept development.
OMAT 608 Secondary Reading II (3)
Prerequisite: OMAT 607. A coherent literacy program that
supports reading and writing across subject areas is developed.
Methods and strategies for evaluating and adapting reading curricula
for varying student needs are addressed. Teachers develop
lesson plans that integrate appropriate reading materials to
achieve specific subject-matter goals.
OMAT 609 Technology in Teaching and Learning (3)
(Also listed as OMED 600.) This course builds on the traditional
concepts found in foundations of education courses, but incorporates
how technology affects and advances learning. Issues
involving the history and evolution of technological innovations
in education, ethics, and the use of technology for testing a n d
assessment are addressed. Detailed topic explorations include collaborative,
object-based, and museum learning principles; the
integration of technology in the assessment of learning styles;
and performance-based and standards-based curricula. Strategies
for using technologies with special needs populations are also
examined.
OMDE 601 Foundations of Distance Education (3)
The goals of the course are to provide the student with a foundation
of knowledge, skills, and attitudes that are re q u i red by a
competent practitioner of distance education. Students explore
the critical concepts and issues identified in the distance education
literature and critically examine the history and theories
of the field. The course has been developed by Ulrich Bernath
(Germany) and Eugene Rubin (USA) in collaboration with
Borje Holmberg (Sweden) and Otto Peters (Germany).
OMDE 602 Distance Education Systems (3)
Distance education functions within the organizational structure
of educational institutions, businesses, nonprofit organizations,
and government will be examined. Students analyze operational,
logistic, and regulatory systems within distance education and
training organizations. A range of theories pertaining to systems
in general, systems in education, systems needs in distance education,
and systems approaches to organizational development
are introduced.
OMDE 603 Technology in Distance Education (3)
This course explores the role of technology in the design, development,
and delivery of distance education. Students critically
examine the relationship between technology and the goals of
the educational/training organization. Various uses of technology
are explored in the areas of course development, asynchronous
and synchronous distance course delivery, and management/
administration. The relationship of information technology and
distance education is explored, and special emphasis is placed
on computer-based technologies.
OMDE 604 The Management of Distance Education 2:
Leadership in Distance Education (3)
This course introduces the student to the organization, management,
and administration of distance education systems. Specific
issues include roles (both traditional and unique), leadership,
human resource management, employee relations, the role of
information technology, student support services, faculty/staff
development, inter-institutional collaboration, funding, delivery
systems, and policy. Both the education and business environments
are explored in this course, and students gain understanding
and skills that allow them to function effectively in either
type of organization.
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