ABSTRACT
Polin’s chapterdescribes aprogram tomove the15-year-oldmaster of arts in educational technology to an online format-the online master’s of art in educational technology (OMAET). The program is conducted almost entirely through the Internet, with only three face-to-face meetings during a 13-month program. The vast majority of interactions take place online using asynchronous and synchronous tools such as newsgroups, web pages, groupware, chat shells, and e-mail. Her chapter describes the application of sociocultural learning theory to design changes in curriculum and pedagogy, and more important, how those changes were possible largely because the program was online.
