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Master of Science in Instructional Technology

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Master of Science in Instructional Technology for Trainers
Master of Science in Instructional Technology for Educators

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Instructional Technology for Trainers Specialization

program description

The specialization designed for individuals interested in training in a corporate or related settings.   Students will be prepared to effectively integrate instructional and technological knowledge and skills within the context of workplace training and performance improvement. The program is designed around industry needs and competencies identified by the American Society for Training and Development (ASTD) and other training organizations with a primary focus on developing corporate training and development practitioners.

Trainer Specialization Learning Outcomes

At the conclusion of the program, students will be able to:

• Identify the diversity of learning needs among adult learners in a variety of organizational contexts.
• Create instructional experiences using technology that address individual and shared learning needs
• Diagnose organizational needs for change and the role of technology in facilitating the change
• Manage technological and human resources through skillful project management
• Foster increased understanding in an organization of the use of technology for developing human resources in an organization
• Design and implement formative and summative learning assessments and program evaluations
• Communicate clearly in written, oral and multimedia forms including promotional and instructional materials.
• Communicate in multi-cultural environments

total req’d hrs - 37

The required courses for this program are:

Core Courses

• TIE 500 Survey of Instructional Technology

  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.

• TIE 501 Foundations of Instructional Design and Technology

  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 (3 credits).

• TIE 503 Instructional Applications of the Internet

  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.

• CUR 500 Curriculum Design and Development

  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 (3 credits).
  

Required Courses

• TIE 539 Emerging Technologies Seminar
  

  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.

• TIE 560 Training Practitioner Skills, Strategies and Techniques

  Virtually every practitioner instructional specialist at some time faces the requirement to conduct training presentations in a platform or stand-up mode. This course develops trainer skills through study and practice of a broad range of training session activities including: formal presentations, interactive discussions, role-playing, case study, simulation, facilitation, and distance learning. Students will also use video and other media and modifications of package activities. Participants will also explore the use of computers and related technologies in training (3 credits).

• TIE 561 Instructional Systems Design

  Participants are introduced to systems approach, or ISD. Class work applies scientific method to training development to be sure programs are comprehensive in scope, yet lean in execution. Each student will select a specific training need and then develop a systematic training design through careful front-end analysis of training needs, tasks performed and learner population. Media techniques appropriate to a given setting are chosen. Participants complete all aspects of program design, including analysis described, construction of training objectives, evaluation measures and budgets. At course completion each student will have a blueprint for training for implementation in later courses (3 credits).

• TIE 564 Technology Planning and Change Management for Trainers
  

  Students will study theories of organization change and planning strategies in order to be able to learn skills that will allow them to manage and lead change regarding the adoption and change of technology.  Students will learn about planning tools, how to analyze organizational needs for technology and how to prepare the organization and its members for the changes.  Finally, students will learn to assess changes and develop embedded approaches to assessment for continual improvement in the selection and use of technology for all its stakeholders.

• HRM 523 Training and Development of Human Resources

  Examination of training and development in organizations, the purposes served and the role played in increasing individual and organizational effectiveness. Included is a review of adult learning behaviors; methodologies for conducting needs analysis and evaluation of training activities; and the systematic design of instructional modules for skills training activities and management development programs. The role of the training director and management of the training functions are examined (3 credits).

Research and Field Project

• EDR 500 Research Methods and Assessment

  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. (3 credits).
  Prerequisite: Candidates must have completed a minimum of 24 credits prior to enrolling in this course.

• TIE 596 Field Project

Elective Courses

• HRM 550 Human Resources Management

  An introduction to human resource management in the modern organization. Major functional areas including employment, compensation, benefits, HRIS, employee and labor relations, training and development, human resource planning, personnel policy and procedures are covered (3 credits).

• TIE 530 Multimedia/Authoring

  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 (3 credits).

• TIE 531 Designing Multimedia Projects
  

  Managing Multimedia Projects is a leadership development course focused on project management for multimedia projects.  Students will apply knowledge and skills required to assess client needs and develop a multimedia project proposal to meet those needs.  Proposals will include consideration of project team members and required skills, budgeting, and equipment needs.  Students will develop multimedia management responsibilities and guidelines for specific project requirements and be able to communicate with all project team members in relation to technical issues of various media.  Students will learn to communicate with clients using written and presentation skills for conceptual design, production solutions, a development team, budget, and timeline.

• TIE 535 Advanced Multimedia Technology
  

  Students in the course will become conversant with a variety of technologies used in the integration of multimedia components into instructional programs. These components include sound and video tools for image/text scanning and text recognition. Participants will work with tools for creating animations and digital movies along with tools for image and text formatting. As a culminating exercise, Students will prepare units of instruction suitable for all learners that incorporate the tools and techniques noted above.

• TIE 562 Training and Performance Consulting
  

  Students will explore the world of training consulting.  The multiple roles of several types of consultants will be examined as well as the phases of the consulting process.  Strategies fro success, ethical dilemmas, marketing of the consulting process and financial concerns will also be discussed.  Participants will examine their own behavior in developing a consulting practice, identify their own modes for dealing with outside consultants and practice the consulting process, both external and internal.

• TIE 563 Computer Courseware Design for Training and Learning Applications

  Each student selects an instructional training system for design and development in computer-based format for a particular equipment configuration as the final course output. Projects include individual-and-design-team approaches for planning and producing documentation required for commercial development of the lesson. Participants will use an authoring system to develop Computer Assisted Instruction (CAI) courseware. Class sessions feature lecture, small group meetings, group discussion and individual project-related effort. The instructor will use individualized coaching to assist students (3 credits).

• ELD 520 Management Development

  In today's business environment, management development is a key factor to organizational survival. In this course, students will learn the concept of management development, how Human Resources professionals should look at management development, the current strategies and techniques utilized for developing the various levels of managers in the organization, and the strategies/techniques that need to be developed to prepare management for future challenges. This course will provide students with practical strategies/methodologies needed to effectively develop and integrate management development programs/initiatives in their organizations and get the support needed to implement them. In the course, each student will focus on the design of a specific management development program, initiative, or curriculum that is of significant importance to his/her organization or personal situation. At the completion of the course, each student will have developed an outline/proposal for use as a "blueprint" for their management development program/initiative (3 credits).

• EDP 551 Psychology of Multimedia Design: Human -Computer Interaction
  
  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.
  

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Instructional Technology for Educators P-16 Specialization

program description

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:

• 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 req’d hrs - 37

Core Courses

• TIE 500 Survey of Instructional Technology

  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.

• TIE 501 Foundations of Instructional Design and Technology

  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 (3 credits).

• TIE 503 Instructional Applications of the Internet

  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.

• CUR 500 Curriculum Design and Development

  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 (3 credits).
  

Required Courses

• EDP 550 Computers and Higher Order Thking Skills

  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. 

• TIE 525 School Technology Planning and Change Management

  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.

• TIE 539 Emerging Technologies Seminar (1 credit)

  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 (2 courses, 6 credits, must be taken in consecutive terms)

• EDR 500  Research Methods and Assessment    
  
  Candidates 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. Candidates complete the course by preparing a detailed research proposal in the form of a completed document using actual or hypothetical data (3 credits).
  Prerequisite: Candidates must have completed a minimum of 24 credits prior to enrolling in this course.

• TIE 596   Field Project  

Elective Courses

TIE 510 Social Studies and Technology

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.

• TIE 511 Language Arts and Technology

  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.

• TIE 512 Mathematics, Science, and Technology I

  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.

• TIE 513 Mathematics, Science, and Technology II

  Integrating mathematics, science, and technology in the elementary school experience is critical in providing students with relevant, inquiry-based learning that is aligned with NYS standards and that helps young people develop problem-solving skills. These MST experiences reflect the life experiences that await students and help to create life long learners. In this course, students explore the issues and methods in creating integrated MST experiences. These issues and methods include planning effective lessons, developing MST experiences that address the diversity of students, collegiality, and planning. Crucial to this will be an investigation of appropriate assessment strategies and the application of various technologies. To successfully study the integration of MST, students research and analyze curriculum integration as proposed by scholarly education journals. In addition, students will fully plan a unit of study and actually do the activity or project indicated in that unit. Field observations and experiences are required and integrated into the course.

• TIE 530 Multimedia Authoring
  

  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.

• EDP 551 Psychology of Multimedia Design: Human-Computer Interaction
  

  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.