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The current study sought to determine if the Master of Arts in Teaching (MAT) program design promoted personalized learning in the LMS platform, Webtycho. Personalized learning provides a medium to improve efficiencies in online learning. Personalized learning is not directed or paced so much by the teacher as it is by the student's own ability and capacity to acquire knowledge [1]. A qualitative case study, paired with quantitative data, will corroborate indications, through triangulation, of some, or all, of the seven multiple intelligences learning styles, student e-learning practices demonstrated, and e-teaching practices employed, to determine if personalized learning has occurred with current MAT students. A recommendation of ways to meet the learning needs of all current and future students in the MAT program will be provided

Abstract-Global citizenship and an international orientation are high on the agenda in higher education both in Europe and in the USA. The realization of ambitions in this sphere is often problematic since student and staff exchange is a costly and time consuming affair. In this paper we will explore to what extent the use of technology may facilitate this process and what the added value is. To that end we will demonstrate how a university in the Netherlands and a university in the United States began a partnership in the area of teacher education. Through the use of technology, faculty and student teachers in the Netherlands and the USA socialize and collaborate on the secure educational platform Myschoolsnetwork.com. We will focus on the relationship between the social and the professional, the formal and the informal. We will demonstrate how parts of the US and NL curricula were synchronized and how students on both sides of the Atlantic uploaded lesson plans, webquests and classroom dilemmas .We will discuss why and how we began our partnership and provide detailed instructions on how to achieve success in the development in a transatlantic partnership. and explore what factors determine success or failure. In the conclusion plans for the future will be described.

The University of Maryland University College’s (UMUC) Department of Education developed a program to increase achievement of secondary school students and increase retention of Master of Arts in Teaching Program (MAT) pre-service teacher candidates entitled, “Professional Partnerships”. “Professional Partnerships” is a tiered system of support that promotes stakeholder success by providing online mentoring to pre-service teacher candidates from master mentor teachers. The master mentor teachers were provided with web conferencing workshops and online mentoring in the use of technology tools, The goals of the program are based upon the Redesign of Teacher Education and a research based framework that strengthens partnerships with local school districts to include: improvement of secondary student achievement, enhancement of instruction provided by teacher candidates and in-class teachers through the use of science, technology, engineering, and math (STEM) content as a tool for instruction, improvement, assessment, and communication within the global educational community

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