Educational Technology Course Description

>Educational Technology Course Description

EDUC 573 Applications of Technology

This course is designed to address current research and theory, instructional design and product development, information access and delivery issues, and pragmatic ideas for integrating educational technology in the classroom to meet the needs of diverse learners. This course is a requirement for Library Media Specialist certification as well as a core requirement for the MAT, MET, and the MSE in Curriculum and Instruction. EDUC573 is the prerequisite to all EDET courses.

ETOP 583 Perspectives on Diversity in Education

This course is designed to give education professionals a better understanding of the theoretical foundations of multicultural education as well as current practices in this field. This is a systematic study of what transpires in intercultural contacts and interactions within the educational setting when the communication process involves culturally diverse people. The diversities on which we will focus will include race, ethnicity, socioeconomic class, personality/temperament, gender, religion, and communication styles.

GRED 543 Methods of Inquiry I

This course will consist of a survey of research methods; Qualitative, Quantitative, Mixed Method, and Action Research. A variety of research designs will be explored for each method noted above. Students will receive an overview of different methods of data collection and analysis frequently used in research literature. A survey of basic statistical methods including descriptive statistics, z- and t-tests of means, and correlation will be included. General research terms and processes will be discussed and reviewed during the class, including tools to collect data, code data, and present the data. Excel will be used for this course when performing the statistical analysis of data. A study of Action Research for teachers, counselors, and administrators will be one component of the course. As part of the course requirements, students are required to complete a research prospectus using one of the following methods; Qualitative, Quantitative, Mixed method, or Action Research. You will also be expected to use a web-based presentation system to present your proposal presentation. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.

EDET 523 Digital Citizenship

This course is designed for K-12, technical and community college instructors, administrators, library media specialists, and technology leaders. The goal is to develop the understanding of the National Educational Technology Standard for Teachers through the definition of the term Digital Citizenship and to identify ways Digital Citizenship can improve teaching and learning through the responsible use of technology. The nine elements of Digital Citizenship (access, commerce, communication, literacy, rights and responsibilities, health and wellness, and security) will be explored with Copyright Clarity emphasized, providing structure to course objectives. Prerequisites: EDUC 573.

EDET 543 Online Applications for Collaboration

This course will enable participants to harness the power ofusing online collaboration tools for student engagement and learning. Course participants will experience the Web as more than a source of information, instead using it as a means of constructing new knowledge through conversation, networking, and collaboration. Applications such as Twitter, Facebook, Ning, Skype, Google Reader, and more will be explored and applied to the teaching and learning process. Prerequisites: EDUC 573.

EDET 553 Differentiating Instruction with Technology

This course is designed to provide the participants with a philosophical, professional, and practical framework for the integration of technology into instruction in the K-12 classroom through differentiation. Participants will explore learner characteristics, student needs and elements of differentiated instruction. Technology-rich products and lessons will be developed and evaluated to meet the needs of a diverse population. Choices allow graduate students with varied backgrounds and interests to select activities that meet their professional needs. Prerequisites: EDUC 573.

EDET 563 Web-based Design, Implementation, and Assessment

Through active engagement, students will be introduced to web-based learning, communities and instructional design. Various online and web-based instructional platforms will be explored, as well as the benefits and disadvantages of synchronous and asynchronous learning. Students will be guided in applying current technologies to create a web-based community of learning. Finally, the implementation and evaluation of web-based instruction will be reviewed. Prerequisites: EDUC 573.

EDET 573 Methods of Using Technology to Enhance Literacy

This course is designed to provide graduate students with an understanding and application of an array of technology tools and strategies to teach reading and writing in the classroom for lesson planning and instructional purposes, including but not limited to wikis, blogs, podcasting, and digital storytelling. Graduate students will explore how assistive technology has changed literacy instruction, specifically how changes in technology have affected a writer’s audience and purpose. Prerequisites: EDUC 573.

EDET 593 Capstone ePortfolio

This course is designed to allow graduate students to research, examine, and develop an e-portfolio demonstrating their knowledge and abilities concerning the ISTE Standards (formerly the NETS) for Teachers (ISTE Standards•T). An action research project will be included in the portfolio. This course should be taken as the final course in the MET degree program. Prerequisites: EDUC 573 and GRED 543.