Graduate School of Management & Technology – Programs

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Graduate School of Management and Technology

Graduate Degree Programs

Graduate Certificates

 

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 technology 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 technological 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 ERIC, LEXIS/NEXIS, Marco Polo, the World Wide Web, and numerous subject-specific databases. A portfolio of electronic references is developed for use in curriculum design. Age- and content-appropriate exercises and assignments are created to help build K–12 student information literacy skills. Emphasis is on information resources in the field of education and in specific content areas to assist in future curriculum development and research activities. Criteria to evaluate the usefulness and validity of different types of education resources are developed 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 Webbased 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, asynchronous, and/or multimedia technology. Special emphasis is placed on creation of age-, content-, and context-appropriate exercises for students in a diverse array of classroom situations. Criteria and specific evaluation 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 EDTC 605 (or OMED 610). An overview of the use of technology to become more effective in the classroom and more efficient in planning. Technologies integral to curriculum and instruction can also enhance teachers’ day-to-day activities in classroom administration and management. Topics covered 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.

EDTC 620 Technology in K–12 Education: Synchronous, Asynchronous, and Multimedia Technologies (3) (Formerly OMED 630)

Prerequisites: EDTC 600 (or OMED 600), EDTC 605 (or OMED 610) and 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 is critically 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 EDTC 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 is examined. Also investigated is a wide range of instructional software packages related to specific subjects, with a cross-disciplinary emphasis on software for reading instruction and remediation. Issues such as compatibility with curricular goals, appropriateness of use, and student learning outcomes are examined. A project is completed in which a specific software program is integrated into the classroom, experiences of students with the software are assessed, and the effectiveness of the software in achieving teaching goals and objectives is 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 administration 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. A particular emphasis is placed 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 theories, approaches, and strategies that help teachers assume leadership roles in implementing technology change in K-12 schools. Specific 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 various 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)

Prerequisites: EDTC 600 (or OMED 600) and EDTC 605 (or OMED 610). 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 understanding 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 effective technology integration. Major projects include designing models for integrating global understanding into curriculum and instruction, developing case studies of technology integration in various countries, and evaluating relevant research.

EDTC 650 Special Topics in Instructional Technology (3)

Prerequisite: EDTC 620 or DETT 620. An exploration of current topics in instructional technology 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 technologies) 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)

Prerequisite: Completion of at least 27 graduate credits in EDTC or OMED courses. Recommended as the final course in the program. A self-directed project, in which teachers collaborate with colleagues within or across grade levels or departments to incorporate innovations into their curricula. Throughout the seminar, a portfolio is built to demonstrate the development, implementation, and outcomes of the project. This capstone experience provides teachers the opportunity to apply previous knowledge and skills gained from other courses in the program.