Our Perspective
Our approach to the study of the emergence of technology in society includes an environment in which teachers and students collaborate in the exploration of frontiers in human learning. In this research context we encourage strategies in the application of technology which translate into an aggressive agenda for the understanding and manipulation of developing innovations as well as fluency in the use of current technology. Course emphasis is on an approach to learning in which students construct meanings through personalized applications to professional goals and interests in assigned readings, papers, projects, and research.
The program’s blended mode of delivery characterizes the predominant course structure; a variety of learning components that includes both online and face-to-face experiences. Research on the use of technology in both learning and work environments supports the thesis that technology is a force in developing collaborative environments. Throughout the program students are encouraged to work in groups or teams on projects and in the analysis and application of their readings through a combination of discussion formats.
In this learning context enriched by state-of-the-art technologies, students envision new constructs; original paradigms for the classroom, office or organization. New settings call for new styles of leadership. In designing emergent environments, students research and define emerging leadership roles. In this context they actively examine their own leadership styles and potential, set personal leadership goals and focus their research and projects to attain these goals.
Also found throughout the program is the recognition of the importance of observation and reflection in all aspects of study. The graduating professional leaves with an openness and sensitivity to changing roles and relationships, an understanding of the impact these changes will have on the persons and organizations involved, and a vision of potentially challenging futures. In addition, they are prepared to assume leadership roles in a collaborative environment characterized by reciprocity and reflection. Thus, this research orientation, together with the themes explicated above, identifies and insures the integrity and scholarly quality of the Chestnut Hill College Instructional Technology program.
