Master of Science in Instructional Technology for Educators
The Master of Science in Instructional Technology degree is a 13 course, 37 credit hour degree with two program specializations to meet student needs. One specialization is focused on practicing P-16 educators in public or private school settings. The other specialization is focused on learners whose goal is to work in areas of workforce training and performance improvement in corporate, not-for-profit, and government settings.
Pre-K to 16 Educators Specialization Learning Outcomes
The learning outcomes are based on the NETS-TF standards (http://www.ncrel.org/tech/nets/nets-t-rubric.pdf)
At the conclusion of the program, students will be able to:
Total Required Hours: 37
Pre-K to 16 Educators Specialization Learning Outcomes
The learning outcomes are based on the NETS-TF standards (http://www.ncrel.org/tech/nets/nets-t-rubric.pdf)
At the conclusion of the program, students will be able to:
- Demonstrate knowledge, skills, and understanding of technology operations and concepts
- Plan and design technology-advanced learning environments and experiences.
- Enhance existing learning environments and experiences through the use of technology
- Apply appropriate tools and methods for effective assessment and evaluation
- Promote productivity and professional practice among teachers and administrators with technology and targeted professional development.
- Model social, ethical, legal, and human practices issues regarding the use of technology in educational settings
- Develop and implement technology plans regarding infrastructure, procedures, policies, plans, and budgets in educational settings.
- Contribute to shared visions for campus integration of technology and foster an environment and culture conducive to the realization of those visions.
Total Required Hours: 37
Master of Science in Instructional Technology for Educators - Program Outline
Core Courses
| Code | Course Name | Credits |
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- Candidates are provided with an overview of technology applied to the instructional process. Within the content of learning theories, the Course includes the application of computers, videodiscs, tape, DVD, film, and simulations. Current issues in training and staff development are investigated.
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- Foundational research on the integration of digital technologies in teaching, training, and learning enables the candidate to consider the social, mental, and technical milieu of the digital medium in the second millennium. The candidate explores, through primary source literature and cyber artifacts, the continuum of thought that frames the past, present, and future understanding of instructional technology within education, corporate, personal, and societal contexts. This exploration leads candidates' final project: A rigorous, web-based, well documented personal philosophy of instructional technology incorporating a variety of digital media formats. This philosophy initiates each candidate's web-based professional portfolio. Candidates are expected to make additions and revision to this philosophy each succeeding semester as specified in the final portfolio requirements for the degree. Field observations and experiences are required and integrated into the course.
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- In this course candidates will integrate the tools and resources of the Internet into their instructional dialogue. Starting with learning standards and/or instructional competencies, candidates adapt Internet resources and internet-based teaching strategies to their instructional environments. Constructivist and other learning approaches are used and modeled for all activities. Candidates will utilize the current tools and resources of the Internet as well as consider evolving standards and capabilities.
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- Candidates outline a course of study and develop a unit of study that meets academic learning standards and promotes a learner-centered inquiry-based program. Candidates develop instructional goals and objectives at various learning levels. Candidates determine needs, interests, abilities, and learning styles of diverse learners, and apply learning principles to facilitate the learning process. Literacy and study skills strategies to enable students to achieve learning objectives are planned. Candidates select a range of teaching/learning methods, media, and instructional technology that enhance and individualize activities for diverse learners. Criteria, rubrics, reflective practice techniques and assessments are developed. Curriculum alignment is achieved through application of curriculum design, learning theory, and use of the learning technologies of the information age.
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- Students examine the nature and components of language arts including listening, speaking, reading, writing, viewing and visually representing material. Students develop knowledge about the development of language from birth through grade 12. In this course, students focus on the effects of cultural, ethnic, gender, and learning disabilities on the acquisition and use of language and all its functions. Students explore the theoretical basis of instruction in language arts and teaching strategies for early childhood through grade 12, as appropriate to the student’s level of instruction. The students also research underlying effective practices for instruction and assessment of learner progress. The role of technology in supporting language arts is a primary strand throughout the course. Field observations and experiences are required and integrated into the course.
Required Courses
| Code | Course Name | Credits |
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- Computers and Higher Order Thinking Skills is a technology applications course focused on designing micro-worlds for teaching problem solving in K-12 settings. Learners will apply knowledge of human cognition, motivation, and multiple intelligences in creation of technology-enhanced learning environments that promote the development and transfer of critical thinking and problem solving skills in students. Learners will review existing micro-worlds and use industry standard authoring tools to create their own. Learners will also look at designing lessons in which students work with technology to solve problems and engage in critical and complex thinking. Learners will explore the capabilities of tools that engage students in higher order thinking. Learners will create assessment rubrics for meaningful learning activities.
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- The focus in this course is on the position of a building or district coordinator. Topics to be discussed include: planning, implementing change in organizations, selection and acquisition of hardware and software, preparation of bid sheets; availability and handling of software; repair and maintenance of hardware; lab assistants and their role; laboratory use by teachers and classes; training of staff, students, and administration; salary; release time and teaching duties; and computer ethics. Hardware of all types will be demonstrated; field trips will be made to schools.
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- Students will each identify an emerging technology and develop a proposal to their employers to adopt the technology including such topics as a description of the technology, the appropriate audience for the technology, how that technology will enhance learning for a particular group of learners, e.g., students with disabilities, young children, factory workers, and how the technology will be used. Students with critique all proposals submitted. Prerequisite: successful completion of 24 credits.
Research and Field Project
| Code | Course Name | Credits |
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- Students explore selected forms of quantitative and qualitative research, considering the strengths and weaknesses of each. Specific topics include: establishing the problem and the hypothesis; locating and reviewing relevant research literature; selecting a subject, research design, and appropriate statistical measures; and interpreting research results. Special attention is devoted to methods of assessing learning and other outcomes. Students complete the course by preparing a detailed research proposal in the form of a completed document using actual or hypothetical data. Prerequisite: Candidates must have completed a minimum of 24 credits prior to enrolling in this course.
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- This is the culminating course in the masters’ courses of study. Candidates carry out an applied research project in a chosen area of expertise that demonstrates and documents the candidates comprehensively developed skills. The project synthesizes work of the degree candidates’ program. The field project is based on standard-based learner-centered quantitative and qualitative design begun in the research course ad refined in this course. The design demonstrates the application of a range of teaching/learning methods, media, instructional technology, and integrates appropriate criteria, rubrics, and assessments. The instructional needs of diverse learners are integrated into the field design. The final report includes detailed documentation of the rationale, design, and implementation of the project followed by an evaluation and analysis of project results. Candidates are encouraged to publish their reports in professional journals and in ERIC. Prerequisite: EDR 500.
Elective Courses (Choose Three)
| Code | Course Name | Credits |
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- Social Studies and Technology is a technology applications course focused on integrating technology into the social studies curriculum. Learners review national, state, and local district standards for history and social studies and identify specific technology tools and procedures that assist in implementing best practices in social studies instruction. Learners build technology integration strategies and apply them to projects and lessons that can be used directly in the classroom. Additional emphasis is placed on using project-based teaching and assessment as well as inquiry learning for the integration of all content areas.
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- Candidates examine an integrated approach to the teaching of mathematics, science, and technology. Mathematical reasoning, numbers and numeration, operations, modeling, and multiple representation, measurement, uncertainty, patterns and functions will be studied in the context of problem solving. The candidate will learn strategies to integrate mathematical content with science content in life, physical sciences, technology tools, and design. Constructivist and project based teaching and assessment techniques will be guiding principles throughout the course. The candidate will learn research-based strategies to address the needs of diverse learners in the context of reflective practice. Field observations and experiences are required and integrated into the course.
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- Each candidate selects an instructional module for design and development in computer-based format for a particular hardware-configuration as the final course output. Projects include individual and design-team approaches for planning and implementation of a complete module of instruction. In addition to multimedia lesson materials, candidates also produce user documentation required for professional-level development of a product. Candidates use an authoring software package to develop computer-based and web-based instruction. Candidates construct strategies for integrating the use of multimedia applications into their own classrooms with an awareness of the diverse needs of their students. Class sessions feature lecture, hands-on practice, small group meetings, group discussions and individual project-related effort. The instructor uses individualized coaching to assist students.
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- This course is the culminating experience in the multimedia sequence. Students will develop knowledge and skill in the analysis and application of cognitive frameworks and conceptual models that are the foundation of multimedia designs. Students will design a technologically integrated Human-Computer Interaction (HCI) instructional unit appropriate for differentiated learners.