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PROGRAM PHILOSOPHY

The field of Instructional Technology (IT) might be best described as the intersection of several other applied and basic fields. It draws from fields as diverse as psychology, cognitive science, instructional science, computer science, communication, organizational development, philosophy, and curriculum development. Instructional Technology is not merely a borrower of knowledge from other fields, however. IT makes its own contributions to theory and research, adapting general learning theories to develop instructional theories of its own.

The IT Program at the University of Houston can be distinguished from IT programs at other institutions through our unique philosophy based on a strong commitment to the broad representations of community, individual learning, and the collaboration that strengthens the two. This philosophy is in accordance with the College of Education's conceptual framework, Collaboration for Learning and Leading.

We broadly perceive community to include our college, the university, and the local Houston environment. The community is a rich context and resource from which we can solicit authentic learning tasks and clients, and to which we can contribute new perspectives and meaningful products. Our students graduate with real-world experience that can only be gained by experience with extended and coordinated community-based projects, not by contrived course requirements. Our program actively seeks outside funding to promote and continue such authentic projects because we so strongly believe it is the best context in which our students can develop expertise in the field.

We recognize that each student brings to our program a range of formal training, career experience, and future goals. Thus, no longer can we be satisfied with presenting a single, static curriculum and still effectively prepare students for a competitive marketplace. Our beliefs have led us to develop a program that recognizes and celebrates student individuality and diversity. Students work with advisors to develop a degree plan that begins from their existing knowledge and strives toward intended career goals. We aim to teach not specific software or hardware operations, but instead focus on transferable technical skills couched in solid problem-solving experiences, theoretical discussions, and a team-oriented atmosphere. Students work throughout the program to critically assess their own work for the purpose of compiling a performance portfolio that will accurately and comprehensively portray their individual abilities to themselves, faculty, and future employers.

Completing our philosophical foundation is a continuous goal of collaboration. Our faculty operates from a broad collaborative understanding that recognizes how everyone involved in any process brings unique and valuable experiences and perspectives. Within the IT program, faculty, staff, and students rely on each other to contribute relevant expertise. Faculty members regularly seek collaboration with other faculty in the College of Education, especially those involved with teacher education, as well as with faculty in other schools across campus. Additionally, a focus on collaborative partnerships with community agencies and other educational institutions is often infused through the design of our courses and our relationships with students.

The design, curriculum, and instructional flow of courses in the IT Program are directly aligned with the IT Program Area competencies, which in turn are aligned with the International Society for Technology in Education (ISTE) Curriculum Guidelines for Basic Endorsement in Educational Computing and Technology Literacy. The Instructional Technology program has been reviewed and accredited by the International Society of Technology in Education (ISTE). ISTE is an affiliated professional association of the National Council for Accreditation of Teacher Education (NCATE).