CONSTRUCTIVIST LESSON & GRAPHIC EXCELLENCE
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COURSE DESCRIPTIONS
Foundations of Technology in Teaching and Learning (EDTC 600)
An introduction to the integration of technology in the schools focusing on how instructional technology affects and advances K-12 learning. Topics include principles of integrating technology to strengthen standards-based curricula, instruction, and assessment; selection of software and other technological materials; uses of technology for collaboration with school-related audiences; issues of digital equity and ethics; and strategies for using digital technology with special needs populations. 3 Credits
Teaching Information and Media Literacies in the Digital World (EDTC 605)
Corequisite: EDTC 600 (or OMED 600). A study of the expanding types of literacies required for teaching and learning in the K-12 schools, with a concentration on digital information and media literacies. Analysis of core information literacy skills serves as the foundation for a discussion of the effects of current and emerging media on the evaluation and creation of knowledge. Topics include the effective use of online databases and search engines to access information and media resources; application of the research process; information and media literacy skills needed for reading and navigating the web environment and creating new content; options for age-appropriate, subject-specific research assignments that involve K-12 students in project-based learning; and issues related to ethical uses of information and digital citizenship across literacies.3 Credits
Web-Based Teaching and Learning: Design and Pedagogy (EDTC 610)
Prerequisite: EDTC 600; Co-requisite: EDTC 605 (or OMED 610). An examination of the theory that informs Web-based education and the implementation of best pedagogical practices. Challenges related to the original design and/or adaptation of effective Web-based instruction are explored. Focus is on developing the knowledge and skills to create multiple types of Web-based assignments and units for K-12 students using Web authoring software. Topics also include constructing evaluation tools to assess K-12 student learning outcomes across different content areas and grade levels. Strategies for effective online group collaboration are discussed and implemented.3 Credits
Using Technology for Instructional Improvement: Research, Data, and Best Practices (EDTC 615)
Prerequisite: EDTC 605; Corequisite: EDTC 610. Overview of systematic planning, development and evaluation of media-rich classroom instruction. Research and assessment data are analyzed for their use in promoting student learning and technology integration. Collecting, summarizing, analyzing and applying assessment data to classroom improvement with techniques for organization and participation in a grade-level or school-wide collaborative team are included.3 Credits
Technology in K-12 Education: Synchronous, Asynchronous, and Multimedia Technologies (EDTC 620)
Prerequisite: EDTC 610; Co-requisite: EDTC 615 (or OMED 640). A study of various technologies to assist teachers in strengthening content delivery and K-12 student learning. Focus is on designing and developing instructionally effective visual materials and multimedia for incorporation into the classroom. Examples include presentations, graphics, and a classroom Web site with instructional and administrative components. Knowledge and skills are also developed in the educational applications of real-time technologies that enable video-and audio-conferencing in classroom and schools.3 Credits
Hardware and Software in Instructional Development (EDTC 625)
Prerequisite: EDTC 615; Co-requisite: EDTC 620 (or OMED 630). A study of the application of hardware and software programs in K-12 classroom and school settings. Various operating systems and network issues commonly found in schools are examined. Topics include a wide range of instructional software packages related to specific subjects and grade levels, assistive technologies appropriate for different student needs, and free Web 2.0 tools for classroom instruction and professional growth. Discussion also covers hardware and software choices compatible with curricular goals and troubleshooting strategies--both technical and instructional--for teachers and students. Research on specific hardware and software is analyzed. Emerging technology-enabled curricular innovations are also examined.3 Credits
Administration of Technology Initiatives: Planning, Budgeting, and Evaluation (EDTC 630)
Prerequisite: EDTC 620; Corequisite: EDTC 625. An overview of the administration of technology in K-12 school systems. The impact of technology in schools is explored from a variety of perspectives, including access, planning, budgeting, maintenance, and life cycle management at the classroom, school, and district levels. Criteria for making financial and instructional decisions about technology are developed and evaluated. A particular emphasis is placed on knowledge and skills teachers can use to acquire classroom technology, including grant writing and public-private sector partnerships. 3 Credits
Leading Technology Change in Schools (EDTC 640)
Prerequisite: EDTC 625; Corequisite: EDTC 630. An overview of the theories, approaches, and strategies that help teachers assume leadership roles in implementing technology change in K-12 schools. Specific topics include the role of change agents in K-12 schools, strategies to meet the needs of technologically unskilled teachers, tools and techniques to respond to diverse competency levels, and various training models and approaches for adult learners. Structured observation is employed to critically assess the effectiveness of various technology training formats. In a guided project, a technology-training seminar is designed, developed, and implemented for delivery to colleagues.3 Credits
Integration of Technology: Global Perspectives (EDTC 645)
Prerequisite: EDTC 630; Corequisite: EDTC 640. Exploration of global perspectives on advancing K-12 student learning through technology. Investigation covers how schools design innovative units and programs that take full advantage of technology's ability to reach beyond national borders and promote global understanding and how various nations approach the challenge of technology integration in the schools. Focus is on evaluating best practices in the United States and other nations and on analyzing the role of policy in shaping the way resources are deployed to advance effective technology integration. Major projects include designing models for integrating global understanding into curriculum and instruction, developing case studies of technology integration in various countries, and evaluating relevant research.3 Credits
Teaching and Learning in K-12 Virtual Schools (EDTC 650)
Prerequisite: EDTC 640 or DETC 620. An introduction to K-12 distance education, including the policies and structures of K-12 virtual schools, teaching and course development strategies appropriate for K-12 online courses, and current issues involved in the K-12 virtual enterprise. Emphasis will be on K-12 schools that offer courses over the Internet; also included will be discussion of principles that apply to other forms of K-12 distance education, such as television and correspondence courses. Topics include different models of current K-12 virtual schools; district, state, and national regulations governing these schools; role of parental involvement and student support systems; social and collaborative aspects of learning at a distance; and training and mentoring of online K-12 teachers. Trends in international K-12 virtual schools will be compared with those in the U.S. The effectiveness of virtual schools and courses at the elementary and secondary school level will be explored.3 Credits
Integrative Capstone Project (EDTC 670)
Prerequisite: First nine courses in the program. May be taken with EDTC 645 or EDTC 650. Recommended as the final course in the MED program. A self-directed project, in which teachers collaborate with colleagues within or across grade levels or departments to incorporate innovations into their curricula. Throughout the seminar, a portfolio is built to demonstrate the development, implementation, and outcomes of the project. This is designed as a capstone experience that provides teachers the opportunity to apply previous knowledge and skills gained from other courses in the program. 3 credits
Foundations of Technology in Teaching and Learning (EDTC 600)
An introduction to the integration of technology in the schools focusing on how instructional technology affects and advances K-12 learning. Topics include principles of integrating technology to strengthen standards-based curricula, instruction, and assessment; selection of software and other technological materials; uses of technology for collaboration with school-related audiences; issues of digital equity and ethics; and strategies for using digital technology with special needs populations. 3 Credits
Teaching Information and Media Literacies in the Digital World (EDTC 605)
Corequisite: EDTC 600 (or OMED 600). A study of the expanding types of literacies required for teaching and learning in the K-12 schools, with a concentration on digital information and media literacies. Analysis of core information literacy skills serves as the foundation for a discussion of the effects of current and emerging media on the evaluation and creation of knowledge. Topics include the effective use of online databases and search engines to access information and media resources; application of the research process; information and media literacy skills needed for reading and navigating the web environment and creating new content; options for age-appropriate, subject-specific research assignments that involve K-12 students in project-based learning; and issues related to ethical uses of information and digital citizenship across literacies.3 Credits
Web-Based Teaching and Learning: Design and Pedagogy (EDTC 610)
Prerequisite: EDTC 600; Co-requisite: EDTC 605 (or OMED 610). An examination of the theory that informs Web-based education and the implementation of best pedagogical practices. Challenges related to the original design and/or adaptation of effective Web-based instruction are explored. Focus is on developing the knowledge and skills to create multiple types of Web-based assignments and units for K-12 students using Web authoring software. Topics also include constructing evaluation tools to assess K-12 student learning outcomes across different content areas and grade levels. Strategies for effective online group collaboration are discussed and implemented.3 Credits
Using Technology for Instructional Improvement: Research, Data, and Best Practices (EDTC 615)
Prerequisite: EDTC 605; Corequisite: EDTC 610. Overview of systematic planning, development and evaluation of media-rich classroom instruction. Research and assessment data are analyzed for their use in promoting student learning and technology integration. Collecting, summarizing, analyzing and applying assessment data to classroom improvement with techniques for organization and participation in a grade-level or school-wide collaborative team are included.3 Credits
Technology in K-12 Education: Synchronous, Asynchronous, and Multimedia Technologies (EDTC 620)
Prerequisite: EDTC 610; Co-requisite: EDTC 615 (or OMED 640). A study of various technologies to assist teachers in strengthening content delivery and K-12 student learning. Focus is on designing and developing instructionally effective visual materials and multimedia for incorporation into the classroom. Examples include presentations, graphics, and a classroom Web site with instructional and administrative components. Knowledge and skills are also developed in the educational applications of real-time technologies that enable video-and audio-conferencing in classroom and schools.3 Credits
Hardware and Software in Instructional Development (EDTC 625)
Prerequisite: EDTC 615; Co-requisite: EDTC 620 (or OMED 630). A study of the application of hardware and software programs in K-12 classroom and school settings. Various operating systems and network issues commonly found in schools are examined. Topics include a wide range of instructional software packages related to specific subjects and grade levels, assistive technologies appropriate for different student needs, and free Web 2.0 tools for classroom instruction and professional growth. Discussion also covers hardware and software choices compatible with curricular goals and troubleshooting strategies--both technical and instructional--for teachers and students. Research on specific hardware and software is analyzed. Emerging technology-enabled curricular innovations are also examined.3 Credits
Administration of Technology Initiatives: Planning, Budgeting, and Evaluation (EDTC 630)
Prerequisite: EDTC 620; Corequisite: EDTC 625. An overview of the administration of technology in K-12 school systems. The impact of technology in schools is explored from a variety of perspectives, including access, planning, budgeting, maintenance, and life cycle management at the classroom, school, and district levels. Criteria for making financial and instructional decisions about technology are developed and evaluated. A particular emphasis is placed on knowledge and skills teachers can use to acquire classroom technology, including grant writing and public-private sector partnerships. 3 Credits
Leading Technology Change in Schools (EDTC 640)
Prerequisite: EDTC 625; Corequisite: EDTC 630. An overview of the theories, approaches, and strategies that help teachers assume leadership roles in implementing technology change in K-12 schools. Specific topics include the role of change agents in K-12 schools, strategies to meet the needs of technologically unskilled teachers, tools and techniques to respond to diverse competency levels, and various training models and approaches for adult learners. Structured observation is employed to critically assess the effectiveness of various technology training formats. In a guided project, a technology-training seminar is designed, developed, and implemented for delivery to colleagues.3 Credits
Integration of Technology: Global Perspectives (EDTC 645)
Prerequisite: EDTC 630; Corequisite: EDTC 640. Exploration of global perspectives on advancing K-12 student learning through technology. Investigation covers how schools design innovative units and programs that take full advantage of technology's ability to reach beyond national borders and promote global understanding and how various nations approach the challenge of technology integration in the schools. Focus is on evaluating best practices in the United States and other nations and on analyzing the role of policy in shaping the way resources are deployed to advance effective technology integration. Major projects include designing models for integrating global understanding into curriculum and instruction, developing case studies of technology integration in various countries, and evaluating relevant research.3 Credits
Teaching and Learning in K-12 Virtual Schools (EDTC 650)
Prerequisite: EDTC 640 or DETC 620. An introduction to K-12 distance education, including the policies and structures of K-12 virtual schools, teaching and course development strategies appropriate for K-12 online courses, and current issues involved in the K-12 virtual enterprise. Emphasis will be on K-12 schools that offer courses over the Internet; also included will be discussion of principles that apply to other forms of K-12 distance education, such as television and correspondence courses. Topics include different models of current K-12 virtual schools; district, state, and national regulations governing these schools; role of parental involvement and student support systems; social and collaborative aspects of learning at a distance; and training and mentoring of online K-12 teachers. Trends in international K-12 virtual schools will be compared with those in the U.S. The effectiveness of virtual schools and courses at the elementary and secondary school level will be explored.3 Credits
Integrative Capstone Project (EDTC 670)
Prerequisite: First nine courses in the program. May be taken with EDTC 645 or EDTC 650. Recommended as the final course in the MED program. A self-directed project, in which teachers collaborate with colleagues within or across grade levels or departments to incorporate innovations into their curricula. Throughout the seminar, a portfolio is built to demonstrate the development, implementation, and outcomes of the project. This is designed as a capstone experience that provides teachers the opportunity to apply previous knowledge and skills gained from other courses in the program. 3 credits