EDTC 600 Foundations of Technology in Teaching and Learning (3)
(Formerly OMED 600.) An introduction to the integration of technology in the schools focusing on how instructional technol- ogy 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 techno- logical 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.
EDTC 605 Digital Information Literacy for K–12 Educators (3)
(Formerly OMED 610.) Prerequisite or corequisite: EDTC 600 or OMED 600. A study of the use and evaluation of a wide array of electronic information resources, including educational resources on the World Wide Web and numerous subject-specific databases. A portfolio of electronic references is developed for use in curricu- lum design. Age- and content-appropriate exercises and assign- ments are created to help build K–12 student information literacy skills. Emphasis is on information resources in the field of educa- tion and in specific content areas to assist in future curriculum development and research activities. Criteria to evaluate the useful- ness and validity of different types of education resources are devel- oped and critically assessed.
EDTC 610 Web-Based Learning and Teaching: Design and Pedagogy (3)
(Formerly OMED 620.) Prerequisite: EDTC 600 or OMED 600. Prerequisite or corequisite: EDTC 605 or OMED 610. An examination of the theory that informs technology-enabled and Web-based education, with special attention to best pedagogical practices. Unique challenges related to original design and/or adaptation of Web courses are explored. Knowledge and skills are acquired to create individual assignments, special classes, units, and entire courses that take full advantage of synchronous, asynchro- nous, and/or multimedia technology. Emphasis is on creation of age-, content-, and context-appropriate exercises for students in a diverse array of classroom situations. Criteria and specific evalua- tion tools are developed to assess student learning outcomes with different pedagogical approaches, delivery techniques, core content areas, and technologies. Current and emerging technology-enabled curricular innovations are also examined.
EDTC 615 Using Technology for Instructional Improvement (3)
(Formerly OMED 640.) Prerequisites: EDTC 600 (or OMED 600) and 605 (or OMED 610.) An overview of the use of tech- nology to become more effective in the classroom and more effi- cient planners. Technologies integral to curriculum and instruction can also enhance teachers’ day-to-day activities in classroom admin- istration and management. Topics include presentation programs, database programs, spreadsheets, electronic gradebooks, desktop publishing, portfolio development, and various types of educational software. Practical applications for the contemporary classroom are emphasized.
COURSE DESCRIPTIONS
EDTC 620 Technology in K–12 Education: Synchronous, Asynchronous, and Multimedia Technologies (3)
(Formerly OMED 630.) Prerequisite: EDTC 610 or OMDE 620. The technological foundation of the program, enabling K–12 teachers to employ appropriate technologies in classrooms and schools. The capacity of a variety of technologies designed to meet specific content, delivery, and learner goals and objectives are criti- cally assessed. Particular attention is paid to Web site construction. Knowledge and skills are developed in the application of such real- time technologies as satellite broadcasting, audio conferencing, videoconferencing, synchronous chats, streaming audio and video, and asynchronous technologies such as e-mail and listservs.
EDTC 625 Hardware and Software in Instructional Development (3)
(Formerly OMED 650.) Prerequisites: EDTC 600 (or OMED 600) and 605 (or OMED 610.) The application of hardware and software programs in K–12 classroom settings. A variety of operating systems commonly found in schools are examined. Also investigated are a variety of instructional software packages related to specific sub- jects, with a cross-disciplinary emphasis on software for reading instruction and remediation. Issues such as compatibility with curric- ular goals, appropriateness of use, and student learning outcomes are also examined. A project in which specific software program is inte- grated into the classroom, experiences of students with the software are assessed, and the effectiveness of the software in achieving teach- ing goals and objectives is completed and evaluated.
EDTC 630 Administration of Technology Initiatives: Planning, Budgeting, and Evaluation (3)
(Formerly OMED 660.) Prerequisites: EDTC 600 (or OMED 600), EDTC 605 (or OMED 610), and completion of at least 15 credits in EDTC or OMED courses. An overview of the admin- istration 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. Emphasis is on knowledge and skills teachers can use to acquire classroom technology, including grant writing and public-/private-sector partnerships.
EDTC 640 Technology Change Management in Schools (3)
(Formerly OMED 670.) Prerequisites: EDTC 600 (or OMED 600), EDTC 605 (or OMED 610), and completion of at least 15 credits in EDTC or OMED courses. An overview of the theo- ries, approaches, and strategies that help teachers assume leader- ship roles in implementing technology change in K–12 schools. 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 vari- ous technology training formats. In a guided project, a technology- training seminar is designed, developed, and implemented for delivery to colleagues.
EDTC 645 Integration of Technology: Global Perspectives (3)
(Formerly OMED 690.) Prerequisite: EDTC 636. 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 understand- ing 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 effec- tive technology integration. Projects include designing models for integrating global understanding into curriculum and instruction, developing case studies of technology integration in various coun- tries, and evaluating relevant research.
EDTC 650 Special Topics in Instructional Technology (3)
Prerequisite: EDTC 620 or DETC 620. An exploration of current topics in instructional technology which are offered on a rotating basis. Individual topics focus on advanced instructional multimedia for the K–12 classroom (including building interactive multimedia materials that meet the learning needs of diverse K–12 populations while developing skills using animation and other multimedia tech- nologies) or on teaching and learning in the K–12 virtual school (including policies and structures of K–12 virtual schools, teaching and course development strategies appropriate for elementary and secondary school online courses, and emerging issues in the K–12 virtual enterprise).
EDTC 670 Integrative Capstone Project (3)
(Formerly OMED 680. Recommended as the final course in the program.) Prerequisite: Completion of at least 27 credits of EDTC or OMED coursework. A self-directed project, in which teachers collaborate with colleagues within or across grade levels or depart- ments to incorporate innovations into the curricula. Throughout the seminar, a portfolio is built to demonstrate the development, implementation, and outcomes of the project. This capstone experi- ence provides teachers the opportunity to apply previous knowledge and skills gained from other courses in the program.