UMUC

Graduate School of Management and Technology

Course Descriptions - EDTC (Education: Instructional Technology)

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.) A study of the use and evaluation of a wide array of electronic information resources, including numerous subject-specific databases and educational resources on the World Wide Web. A portfolio of electronic references is developed for use in curriculum design. Age- and contentappropriate 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.) 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 in creating individual assignments, special classes, units and entire courses that take full advantage of synchronous, asynchronous and/or multimedia technology are developed. Emphasis is 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:Research, Data and Best Practices (3)

(Formerly OMED 640.) An overview of how to plan effective technology use to enhance curriculum, instruction, assessment and day-to-day classroom administration and management. Topics include electronic grade books, presentation programs, database programs, spreadsheets, electronic portfolios and various types of educational software. Research (empirical, qualitative and mixed method) and assessment data are evaluated for their use in promoting student learning and technology integration. Emphasis is on practical applications for the contemporary classroom.

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

(Formerly OMED 630.) A foundation in educational technologies designed to enable K–12 teachers to employ appropriate technologies in classrooms and schools. The capacity of a variety of technologies 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 real-time technologies such as satellite broadcasting, audio conferencing, videoconferencing, synchronous chats, streaming audio and video, and asynchronous technologies such as e-mail and list servers.

EDTC 625 Hardware and Software in Instructional Development (3)

(Formerly OMED 650.) A study of the application of hardware and software programs in K–12 classroom settings. Various operating systems commonly found in schools are examined. Also investigated are a wide range of instructional software packages related to specific subjects, with a cross-disciplinary emphasis on software for reading instruction and remediation. Discussion covers compatibility with curricular goals, appropriateness of use and student learning outcomes. Assignments include a project 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.) 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. 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.) 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.) 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. 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)

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 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. A self-directed project, in which teachers collaborate with colleagues within or across grade levels or departments to incorporate innovations into their curricula. A portfolio is built to demonstrate the development, implementation and outcomes of the project. Study is designed to provide teachers the opportunity to apply knowledge and skills gained from previous coursework.