MAR*TEC Grant

MAR*TEC

Mid Atlantic Region Technology in Education Consortia

MAR*TEC serves as a regional technological resource for the five jurisdictions in the mid Atlantic region: Delaware, Maryland, New Jersey, Pennsylvania, and the District of Columbia. It is operated by Temple University Center for Research in Human Development and Education in consortium with the schools of educaiton of Fairleigh Dickinson University of New Jersey (FDU), Frostburg State University of Maryland (FSU), and in partnership with a network of nine schools serving as MAR*TEC demonstration and professional development centers.

MAR*TEC partners are committed to addressing educaitonal reform needs to ensure that every student in the mid-Altantic region benefits from the potential of technology use to enhance their ability to achieve schooling success and their full participation in the workplace of 21st century America and the global economy. The overall goal is to build a knowledge base and the capacity for implementing effective integration of learning technologies to significantly improve teaching and learning in schools and in after-school settings. MAR*TEC envisions a connected system - of schools, parents, community agencies, professional groups, higher education institutions, and innovative program developers - for bringing together a rich array of expertise and existing resources across the region, and at all levels of the educational community.

Our MAR*TEC Project - The Webcentric Community

This project is built on the work of Frostburg State University's (FSU) Partnership project that includes Allegany County Public Schools (ACPS), St. Michael's Parochial School, and the Allegany College of Maryland (ACOM). The overall goal of the project is to design a model for professional development that utilizes a seamless webcentric community design that provides learning support to students, teachers, andt teacher candidates.

Project Activities

Activity 3.2.1	Complete the integration of technology in all required courses for teacher candidates across campuses.
Activity 3.2.1A	Convene a task force of faculty from FSU and ACOM to assure all courses in liberal arts, sciences, and education courses required for teacher candidates integrate technology into instruction.
Activity 3.2.1B	Engage partner schools in developing technologically rich units of instruction to be used by internship students and, if successful, by mentor teachers.
Activity 3.2.2	Develop the technology capability of taking teacher candidates from the two higher education institutions directly into classes to observe and analyze teaching and learning.
Activity 3.2.3	Provide teacher candidats with opportunities to engage in Web-based projects with students in classrooms.
Activity 3.2.4	Modify the delivery system of graduate courses to experienced teachers to reduce in-class time and increase Web-based time in education courses.
Activity 3.2.5	Develop a system for three-way conferencing in the field.
Activity 3.2.6	Develop a mechanism for PreK-16 faculty to use the web to facilitate instruction and learning.
Activity 3.2.7	Provide support for visiting models of excellence in other school districts and states.
Activity 3.2.8	Create a cadre of parents and community leaders who support the use of technology in teaching and learning to engage in an ongoing conversation on the importance of technology in instruction and learning.
Activity 3.2.9	Establish networks.
Activity 3.2.10	Evaluate the project.

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