Overview of the field of educational technology emphasizing current issues, leadership in technology use planning, and evaluation/synthesis of research.
–EDTECH 501-4172/4173/4174 Syllabus Spring 2012
–EDTECH 501-4172 Syllabus Summer 2012
–EDTECH 501-4174 Syllabus Fall 2012
–EDTECH 501-4175 Syllabus Fall 2012
–EDTECH 501-4172/4173/4174 Spring 2013
–EDTECH 501 Summer 2013
–EDTECH 501 Fall 2013
Locate, retrieve, and evaluate information found on the Internet. Design and produce instructional Web pages using a combination of software and HTML/XHTML/CSS code. Apply appropriate instructional strategies and models to the design of digital curriculum.
–EDTECH 502-4172 Syllabus Spring 2012
–EDTECH 502-4173/4175 Syllabus Spring 2012
–EDTECH 502-4173 Syllabus Summer 2012
–EDTECH 502-4174 Syllabus Summer 2012
–EDTECH 502-4172 Syllabus Fall 2012
–EDTECH 502-4174/4175 Syllabus Fall 2012
–EDTECH 502-4173/4174 Syllabus Spring 2013
–EDTECH 502-4175 Syllabus Spring 2013
–EDTECH 502-4172 Syllabus Summer 2013
Focuses on systematic design of instruction and alternative models. Project required.
–EDTECH 503-4172 Syllabus Spring 2012
–EDTECH 503-4173 Syllabus Summer 2012
–EDTECH 503-4172/4173 Syllabus Fall 2012
–EDTECH 503-4174 Syllabus Fall 2012
–EDTECH 503-4172 & 4175 Syllabus Spring 2013
–EDTECH 503-4174 Syllabus Spring 2013
–EDTECH 503-4173 Syllabus Summer 2013
Overview of classic and contemporary theories of learning and their applications in educational technology and emerging orientations; implications for practice. PREREQ: EDTECH 501.
–EDTECH 504-4172/4173 Syllabus Spring 2012
–EDTECH 504-4173 Syllabus Summer 2012
–EDTECH 504-4172 Syllabus Fall 2012
–EDTECH 504-4173/4174 Syllabus Fall 2012
–EDTECH 504-4172 Syllabus Spring 2013
–EDTECH 504-4173/4174 Syllabus Spring 2013
Procedures for evaluating educational programs, training systems, and emergent-technology applications. PREREQ: EDTECH 501, EDTECH 503.
–EDTECH 505-4172/4173 Syllabus Spring 2012
–EDTECH 505-4172/4173 Syllabus Summer 2012
–EDTECH 505-4172/4173/4174 Syllabus Fall 2012
–EDTECH 505-4172/4173/4174 Syllabus Spring 2013
Research [Additional Core Courses for MS (Thesis) Program]
Review and analysis of research studies in educational technology. Foundations in the relationships among research design, measurement, and statistics; methodology for designing, conducting, and reporting educational technology research. PREREQ: EDTECH 504.
Measures of central tendency and variability, one and two sample tests, confidence intervals, chi-square, introduction to bivariate correlation, and analysis of variance.
–EDTECH 562-4172 Syllabus Spring 2012
Apply learning theory, principles of visual literacy, and graphic design techniques for instructional media development. Select and combine visual and text representations to effectively communicate instructional information.
Note: We strongly recommend that students take EDTECH 502 and EDTECH 503 before enrolling in EDTECH 506. The knowledge and skills learned from 502 (web development ) and 503 (instructional design) are necessary for a student to maximize the 506 course experience through the production of an authentic and useful final product. If a student already has an equivalent background in what the objectives covered in 502 and 503, it is possible to enroll in 506.
–EDTECH 506-4172 Syllabus Spring 2012
–EDTECH 506-4173 Syllabus Spring 2012
–EDTECH 506-4172 Syllabus Summer 2012
–EDTECH 506-4172/4173 Syllabus Fall 2012
–EDTECH 506-4172 Syllabus Spring 2013
–EDTECH 506-4173 Syllabus Spring 2013
Learning the tools for development of instructional courseware, which is the graphic interface for delivery of online instruction. Development of functional and instructionally effective courseware. PREREQ: EDTECH 502, EDTECH 503, or PERM/INST.
–EDTECH 511-4172 Syllabus Spring 2012
–EDTECH 511-4172 Syllabus Fall 2012
–EDTECH 511-4172 Syllabus Spring 2013
Emphasizes web-based instructional design for the development of online courses. Consideration is given to various models of online delivery, content organization and presentation, and graphic design. Course participants create a fully developed online course. PREREQ: EDTECH 502 or PERM/INST.
–EDTECH 512-4172 Syllabus Spring 2012
–EDTECH 512-4172 Syllabus Summer 2012
–EDTECH 512-4172 Syllabus Fall 2012
–EDTECH 512-4173 Syllabus Fall 2012
–EDTECH 512-4173 Syllabus Spring 2013
–EDTECH 512-4172 Syllabus Summer 2013
–EDTECH 512-4173 Syllabus Summer 2013
Research-based principles of multimedia learning are combined with technical skills of multimedia production to produce a series of digital multimedia projects for classroom and online applications.
–EDTECH 513-4172 Syllabus Spring 2012
–EDTECH 513-4172 Syllabus Spring 2013
Examines research-supported practices in online teaching and learning in the K-12 environment. Emphasizes online teaching tools, caseload management, learner engagement, and individualized instruction. Project required.
–EDTECH 521-4172 Syllabus Spring 2012
–EDTECH 521-4172 Syllabus Summer 2012
–EDTECH 521-4172/4173 Syllabus Fall 2012
Emphasizes andragogy and best practice in online teaching, analyzing online teaching tools, planning, facilitating, and assessing collaborative and interactive e-learning experiences, and gaining practical experience teaching online.
–EDTECH 522 Syllabus Fall 2011
–EDTECH 522 Fall 2012
Emphasizes content-specific instructional strategies, methods, data analysis, and improved communication in online instruction. Experience with web-based video/audio communication tools recommended. PREREQ: EDTECH 521 or EDTECH 522
–EDTECH 523-4172 Syllabus Spring 2012
–EDTECH 523-4172/4173 Syllabus Spring 2013
Online teaching internship in a Pre-K-12 online school or program. Students will participate in a hands-on field experience for the purpose of observing the effective management and instruction of learning in a fully online environment for a total of 8 weeks, which can start at the beginning, middle or toward the second part of a semester. Permission of Instructor Required for enrolling in this course. Graded pass/fail. (P/F) only.
–EDTECH 524-4172 Syllabus Fall 2012
Explores teaching and learning in virtual worlds. Projectbased design, facilitation, and evaluation of instruction, research, and other resources.
NOTE: This course requires synchronous meetings in Second Life. Please read the syllabus for specifics on the date and time of the synchronous meetings.
–EDTECH 531 Syllabus Spring 2010
Explores the theory and implementation of educational games, simulations, and virtual environments for improved instructional engagement. Includes evaluation methods and socio-cultural implications.
NOTE: This course requires synchronous meetings in Second Life. Please read the syllabus for specifics on the date and time of the synchronous meetings.
–EDTECH 532-4172 Syllabus Spring 2012
Produce educational video for YouTube using digital video cameras and editing software. Design and develop appropriate instructional activities that integrate online video. Examine the benefits and controversial aspects of video sharing in the classroom.
–EDTECH 533 YouTube for Educators Fall 2012
–EDTECH 533 YouTube for Educators Fall 2013
This graduate level course will explore collaborative and emergent pedagogies, tools, and theory related to the use of social networks in learning environments. Participants will gain hands-on experience with a variety social networking tools, create a community-based resource, and have an opportunity to develop a global professional network for educational technologists.
–EDTECH 543 Social Network Learning Fall 2010
–EDTECH 543 Social Networking Learning Fall 2012
Leverage the potential of mobile technologies by exploring, analyzing, and designing mobile apps for use in various settings such as teaching, learning, and work.
–EDTECH 597-4173 Syllabus Fall 2011
–EDTECH 597-4173 Syllabus Fall 2012
This course provides an overview of instructional elements in technology-based edutainment (i.e. cartoons, TV programs, movies, digital games, and smart phones). Learners will conduct research on the practical application of edutainment in classroom settings through experimentation and play.
–EDTECH 597-4172 Syllabus Spring 2012
–EDTECH 597-4172 Syllabus Spring 2013
Focuses on the use of blogs in education, including creating and maintaining blogs, using RSS readers and microblogging. Students will examine the nature and purpose of blogging, types of blog entries, blog promotion, disclosure guidelines, and building a blogging community.
–EDTECH 597 Syllabus Summer 2011
–EDTECH 597 Syllabus Summer 2012
In this course, students type in provided source codes into their programs, modify the typed-in codes, and create a new instructional mobile game. Students design their own short and simple instructional game for either iPhone or Android as a group. These three steps for designing a mobile game will provide novice students with a valuable programming experience for the future instructional game design.
–EDTECH 597 Syllabus Fall 2011
–EDTECH 597 Syllabus Fall 2012
Examination and practice in technology integration strategies in classroom environments, using various applications, instructional, and productivity software, evaluating tools and resources, and developing integrated instructional activities.
–EDTECH 541-4172 Syllabus Spring 2012
–EDTECH 541-4172 Syllabus Summer 2012
–EDTECH 541-4172/4173/4174 Syllabus Fall 2012
–EDTECH 541-4172/4173 Syllabus Spring 2013
Examines the Project-Based Learning Model, including development of PBL-based instructional units that engage learners in projects requiring investigation, analysis, synthesis, and presentation in real-world scenarios.
–EDTECH 542-4172 Syllabus Summer 2012
School Technology Coordination
Project-based instruction entailing various kinds of technical writing, all focusing on a completed grant proposal. Includes evaluating writing for print versus electronic display. Additional focus on writing proficiencies, as needed.
–EDTECH 551-4172 Syllabus Spring 2012
–EDTECH 551-4172 Syllabus Fall 2012
–EDTECH 551-4172 Syllabus Spring 2013
Introduction to technical competencies for school technology coordinators, addressing network administration, topography, and devices. Preparation for the CCENT (Cisco Certified Entry Networking Technician ) or CCNA (Cisco Certified Network Associate ) certificate.
–EDTECH 552-4172 Syllabus Spring 2012
–EDTECH 552-4172 Syllabus Spring 2013
–EDTECH 552-4173 Syllabus Spring 2013
Explores strategies for planning and implementing technology integration on an organizational level and examines larger scale professional development models. Develops skills for taking a leadership role in district technology use planning, implementation and assessment.
–EDTECH 554-4172 Syllabus Spring 2012
A Graduate Independent Study involves advanced study of a specialized topic. Any individual who has been admitted to the Graduate College is eligible. The graduate student is expected to work under the supervision of a member of the graduate faculty but with a high degree of autonomy.
NOTE: Independent studies cannot substitute for regularly scheduled course offerings. Nor may a scheduled course offering be a significant component of an independent study.
The portfolio is required for students in the Master of Education Technology (M.E.T.) program who enrolled Fall 2008 and after. This is a three unit course taken in your last semester in the program. In the course, you will be compiling various artifacts and reflective statements that demonstrate your achievement of competencies in the program. Your portfolio will presented to, and evaluated by, your faculty committee. Here is the course description: A broad-based selection of significant student work that is used to appraise student performance and professional development. A portfolio reflects the depth and breadth of a student’s educational growth since entering the graduate program. Portfolios may include, but are not limited to, classroom examinations, journals, writing samples, publishable scholarship, professional projects, annotated bibliographies, and artistic endeavors. Graded pass/fail only. This course is taken at the end of the M.E.T program after the Application for Admission to Candidacy form has been submitted and approved. Departmental permission is required to register for this course. Please complete the online Portfolio Application to obtain a permission number prior to registration.
–EDTECH 592-4172 Syllabus Spring 2012
–EDTECH 592-4173 Syllabus Spring 2012
–EDTECH 592-4174 Syllabus Spring 2012
–EDTECH 592-4172 Syllabus Fall 2012
–EDTECH 592-4173 Syllabus Fall 2012
–EDTECH 592-4173 Syllabus Spring 2013
–EDTECH 592-4172 / 4174 Syllabus Spring 2013
Thesis (Variable Credit; M.S.E.T. only)
Independent research or creative activity at the master’s level resulting in a thesis that must be defended at a final oral examination and archived in the university library. The thesis must be written in clear and effective English and presented in a format that conforms to the standards of the Graduate College. Pass/fail only
For more information, see Thesis
Doctoral CoursesThe following courses have been approved and will appear in the 2012-2013 Graduate Catalog
Introduction to the purpose and nature of doctoral studies in educational technology. Explores processes and procedures specific to the degree program, tools for collaboration and research, conferences and journals in the field, and graduate faculty research initiatives. Must be taken in first semester enrolled in doctoral program. PREREQ: Admission into the doctoral program in Educational Technology.
Explores current topics and trends in educational technology research and their applications. Reviews literature and practices to identify emerging trends in the field.
–EDTECH 602-4172 Syllabus Fall 2012
Explores the implementation of information and communications technologies (ICT) in educational systems outside of the United States. Examines promises and challenges of ICT integration in both developed and developing countries as impacted by different contexts.
Examines principles that guide innovative leadership of educational technology programs and initiatives. Focuses on the synthesis of theories, models, and processes that guide policy creation and active project implementation. Emphasis on team building, organizational psychology, people and resources, and change management. PREREQ: EDTECH 601
Introduction to best practices and principles related to the management of projects in educational organizations (all levels, traditional or online). Emphasis on team building and leadership, establishing relationships, benchmarks and evaluative practices. Review and use of various project management software tools. PREREQ: EDTECH 601
Overview of quantitative research approaches in educational research. Covers concepts of, and practice with, parametric and non-parametric tests and predictive analysis. Introduction to experimental design, survey sampling, and advanced statistical analysis. Purchase of statistical analysis software is required. PREREQ: EDTECH 562
Overview of qualitative research approaches in educational research. Reviews the theory, epistemological assumptions, and application of major methodologies. Focuses on developing skills in creating field notes, planning and conducting interviews, collecting relevant artifacts, analyzing data, and writing reports. Introduction to computer-assisted qualitative data analysis.
Explores advanced concepts of quantitative theory and data analysis methods. Guides selection and application of multiple, appropriate levels of analysis to selected research questions. Purchase of statistical analysis software is required. PREREQ: EDTECH 562, 652
Explores specific qualitative methodologies in depth. Extensive practice in analysis of data based on a selected qualitative tradition, followed by the presentation of results. Focuses on the development, planning, and conduct of an applicable project. Includes further practice with computer-assisted qualitative data analysis. PREREQ: EDTECH 653
Introduction to fundamental algorithms and methodologies for data mining and machine learning. Topics include techniques in pattern discovery and predictive modeling. PREREQ: EDTECH 562, 652
Study and application of design-based research methodology, aimed to improve educational practices through iterative analysis, design, development, implementation, and generation back to theory. Emphasis on collaboration among researchers and practitioners in real-world settings. PREREQ: EDTECH 561