Instructional Technology

Name	Title	Credits	School
EDIT 603	Foundations I: Philosophy and Technology of Education	3	College of Arts & Sciences
Foundational research on the integration of instructional technologies in teaching, training, and learning enables the candidate to consider the social, psychological, and technical milieu of the digital medium in the second millennium. The candidate explores, through primary source literature and digital 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 to the candidate's final project: a rigorous, web based, well documented personal philosophy of instructional technology incorporating a variety of digital media artifacts. In this course, candidates will initiate their web based professional portfolio for the program. Candidates are expected to make additions and revisions to this philosophy each succeeding semester as specified in the final portfolio requirements for the degree. Field experiences are required and integrated into the course.
EDIT 605	Instructional Applications of Internet	3	College of Arts & Sciences
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. Prerequisite Course(s): Prerequisite: Take one course from this group (EDIT 608 or EDPC 605) and EDIT 603
EDIT 608	Curriculum Design & Development	3	College of Arts & Sciences
Candidates design an instructional unit within a defined course of study based on the five phases of instructional systems design; analysis, design, development, implementation and evaluation. Candidates conduct a needs assessment for the learner, content, and context of their unit of instruction aligning learning objectives with national and state standards. Candidates develop performance assessment measures and incorporate instructional technologies to meet the needs of diverse learners. Issues addressed are curriculum alignment, learning theory, differentiated instruction, and design of instructional technology activities for active student engagement and inquiry. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3
EDIT 610	Multimedia/Authoring	3	College of Arts & Sciences
Candidates design and develop a computer based or web based interactive instructional system using multimedia authoring tools. Candidates develop documentation required for using the product and strategies for integrating multimedia applications into their own instructional contexts to meet the diverse learning needs of their audience. Prerequisite Course(s): Prerequisite: Take one course from this group (EDIT 608 or EDPC 605) and EDIT 603
EDIT 614	Language Arts & Technology	3	College of Arts & Sciences
Candidates examine the national and state English/ Language Arts standards related to listening, speaking, reading, writing, and visual communication. Candidates explore methods, materials, and resources appropriate for cultural, ethnic, and diverse learning styles of all learners to meet the language arts and reading standards. Candidates investigate strategies for integrating technology into K-12 language arts and literacy instruction and teaching strategies appropriate to the level of instruction. Candidates apply research based effective practices for assessing learner progress and for using technology to improve reading, writing and communication. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 Prerequisite Course(s): Prerequisite: Take one course from this group (EDIT 608 or EDPC 605) and EDIT 603
EDIT 618	Foundations II: Diversity, Learning & Technology	3	College of Arts & Sciences
Candidates apply an understanding of diversity of student populations in contemporary elementary and secondary school. Consideration is given to addressing the needs and aspirations of all learners across the spectrum of culture, gender, language, and ability levels. Particular emphasis is placed on research and the use of case studies toward the development of open-mindedness, the awareness and implication of bias, and issues surrounding character education, and school violence. Literacy, reflective practice and assessment strategies are developed. The role of technology, both as a resource and tool, in the application. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 Prerequisite Course(s): Prerequisite: Take one course from this group (EDIT 608 or EDPC 605) and EDIT 603
EDIT 620	Role of the Technology Director	3	College of Arts & Sciences
The focus in this course is the role and responsibilities of the technology director at the building and district levels. Topics discussed include: planning for technology to meet educational priorities; professional development for integrating technology into teaching; national and state technology standards for students, teachers, facilitators and administrators; strategies for acquiring technology resources; and social, ethical, legal and human issues surrounding the use of technology. Final projects will address developing comprehensive plans for infusing instructional technology into curriculum and instruction. Field experiences are required and integrated into the course.
EDIT 624	Mathematics Science & Technology I	3	College of Arts & Sciences
The candidates will examine an integrated approach to the teaching of mathematics, science and technology. Emphasis will be on designing instructional strategies using technology to support problem solving skills, abstract and quantitative reasoning, mathematical modeling and mathematical fluency in students. Collaborative and project-based student-centered learning and assessment techniques will be the guiding principles in the course. Candidates will create strategies to coach and support teachers in the development of instructional materials to address the needs of diverse learners in the context of reflective practices. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 Prerequisite Course(s): Prerequisite: Take one course from this group (EDIT 608 or EDPC 605) and EDIT 603
EDIT 626	Mathematics, Science & Technology in Education II	3	College of Arts & Sciences
Candidates integrate mathematics, science, and technology with inquiry based teaching and learning aligned with national and state standards. Candidates explore issues, resources, technologies and methods to create integrated MST experiences and plan effective lessons for diverse student population. Candidate will investigate appropriate assessment strategies and the application of various technologies and web resources. Classroom Hours- Laboratory and/or Studio Hours- Course Credits: 3-0-3 Prerequisite Course(s): Prerequisite: Take EDIT 603 and one course in each group: Group 1 (EDIT 608 or EDPC 605) and Group 2 (EDIT 624 or EDMA 625)
EDIT 652	Core I - Virtual Learning	3	College of Arts & Sciences
This course provides candidates with a foundation in the conceptual rationale for virtual education delivery systems. Candidates will explore web-based technologies for instructional delivery of online course content for K-12 virtual education courses and programs. Candidates will adapt technology tools to accommodate differentiated learning needs and to facilitate interaction and discourse.
EDIT 654	Core II - Virtual Learning Applications	3	College of Arts & Sciences
This advanced course in virtual education provides experience in virtual education applications in which candidates develop instructional lessons plans and deliver virtual learning instructional units for diverse K-12 students. Each unit will include an interactive development process specified learning outcomes, assessments and resource materials to support learning in a virtual web-based learning environment. Prerequisite Course(s): Prerequisite: EDIT 652 and EDPC 605
EDIT 663	Educational Applications of Social Media	3	College of Arts & Sciences
Candidates will explore educational applications of social media tools for teaching and learning. Candidates investigate the advantages of "new social learning" and management of social media for effective implementation in P-12 learning spaces. Particular focus will be on instructional applications, cooperative learning facilitation, and the extension of leaning experiences beyond the classroom. Candidates will develop projects that incorporate social media tools to enhance teaching and learning. Prerequisite Course(s): Prerequisite: Take EDIT 603 and one course in each group. Group 1 (EDPC 605 or EDIT 608) and Group 2 (EDPC 610 or EDIT 618)
EDIT 690	Assessment and Evaluation Methods	3	College of Arts & Sciences
Candidates explore selected forms of quantitative and qualitative methodologies used for conducting needs assessment, developing technology-related professional learning programs, and evaluating the impact on instructional practice student learning. Strengths and weaknesses of each approach will be analyzed. Candidates will learn about resources for designing, development, and complementing the evaluation and measurements of instructional interventions. Focus will be on measuring instructional effectiveness. Specific topics include: need assessment, data collection methods, data analysis, and communication of results. Special attention is devoted to methods of assessing k-12 leaning outcomes. Candidates complete the course by preparing a detailed evaluation and assessment plan to determine evidence of student learning in a specific educational context. Prerequisite Course(s): Prerequisite: Take EDIT 603 and one course in each group. Group 1 (EDPC 605 or EDIT 608) and Group 2 (EDPC 610 or EDIT 618)
EDIT 695	Practicum and Seminar	3	College of Arts & Sciences
This practicum and seminar will be culminating field experience for the instructional technology master's program. The practicum portion will include the NYSED minimum field experience requirement. The experiences will expand candidate's knowledge of the field of instructional technology and his/her leadership expertise. The seminar component will require that candidates complete their electronic portfolio by reviewing, updating or creating artifacts, rationales and reflections related to experiences in the program for each International Society for Technology in Education (ISTE) National Education Technology Standards (NETS) for Technology Coaches standards. The portfolio will provide evidence for candidate's impact on student learning, and practicum experiences that meet standards for Instructional Technology Coaches as described in ISTE NETS-C. Prerequisite Course(s): Prerequisite: Complete 27 credits of the degree requirements
EDIT 701	Contemporary Strategies for Technology Integration in the Curriculum	3	College of Arts & Sciences
Candidates explore essentials of technology integration, curriculum enhancement using backward design, differentiated instruction and authentic inquiry. Using the Intel Teach to the Future Essentials course materials, candidates learn how, when, and where to incorporate technology tools and resources into current curriculum with the goal of developing higher order thinking skills. Candidates develop new ways to create assessment tools and align lesson plans with state and national standards. This course incorporates hands on use of the Internet, Web page design, and multimedia software.
EDIT 702	Critical Thinking and Communicating With Technology	3	College of Arts & Sciences
Candidates explore higher order thinking skills using technology integrated into the curriculum. Using the Intel Teaching Thinking with Technology course materials candidates design instruction to manage, explore, and communicate complex and interconnected issues. Candidates learn to use technology tools for setting priorities, comparing and contrasting factors, investigating cause and effect relationships, and building well structured arguments to support position on issues. Candidates develop instructional strategies aligned to curriculum standards for inquiry and collaboration using online tools. Prerequisite Course(s): Prerequisite: EDIT 701
EDIT 741	Habitat Ecology and Technology for Elementary Teachers	3	College of Arts & Sciences
In this course candidates will explore the principles of ecology and biodiversity and the effects of environmental changes. The complex interrelationships among plants, animals, climate, seasons, rainfall, and other geographical influences on nature will be investigated. Candidates will develop instructional strategies for elementary students to use technology resources and tools for hands-on inquiry-based and project-based learning. Projects are designed relevant to candidates' interests, abilities and background knowledge for developing knowledge and skills for protecting the environment. Assessments are aligned with the New York State Learning Standards and Performance Indicators.
EDIT 742	Fundamentals of Environmental Education for 21st Century Learners	3	College of Arts & Sciences
This course, developed with input of national environmental education experts, examines the history, definition, and goals of environmental education. Candidates will develop an understanding of the professional roles and instructional methods of environmental educators and gain the knowledge and skills necessary to incorporate quality environmental education into their instruction. Candidates will develop instructional strategies using technology resources and tools for hands-on environmental projects. Assessments are aligned with Performance Indicators of the New York State Learning Standards.