TEDxNYIT: Creating Harmony in a World Experiencing Tectonic Shifts
TEDxNYIT: Creating Harmony in a World Experiencing Tectonic Shifts
Dynamic, Radical Solutions Needed: 2014 Cybersecurity Conference Highlights
NYIT Engineering Professor Wins NIH Grant for Robotics Research
NYIT Holds Convocation for Medical and Health Professions Students
NYIT Medical Researcher Wins NIH Grant for Cardiac Studies
EDIT 603 - Foundations I: Philosophy and Technology of Education - 3 credits 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 may be integrated into the course. Prerequisite: Permission.
EDPC 605 - Curriculum Design and Development - 3 credits 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. Field experiences may be integrated into the course. Prerequisite: Permission.
EDPC 610 - Foundations II: Diversity, Learning, and Technology - 3 credits Candidates apply an understanding of diversity of student populations in P-12 schools. Particular emphasis is placed on research-based evidence for effective uses of assistive and instructional technology for improving student performance in national and state standards-based general education curriculum. Candidates develop instructional materials to meet the needs and aspirations of all learners across the spectrum of culture, gender, language, and ability levels. Case studies are developed to demonstrate technology integration for differentiation for all learners. Field experiences may be integrated into the course. Prerequisite: EDPC 603 or EDIT 603 and EDPC 605
EDIT 605 - Instructional Applications of Internet - 3 credits 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. Field experiences may be integrated into the course. Prerequisites: EDIT 603 or EDPC 603, EDPC 605
EDIT 610 - Multimedia/Authoring - 3 credits 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. Field experiences may be integrated into the course Prerequisites: EDIT 602 or EDIT 603, EDPC 605 or EDTR 609
EDIT 695 – Field Experience Practicum and Seminar - 3 credits This practicum and seminar will be a culminating field experience for the instructional technology master’s program. The practicum portion will include the NYSED minimum field experience requirement (50 hours). The experience 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 of candidate’s impact on student learning, and practicum experiences that meet standards for Instructional Technology Coaches as described in ISTE NETS-C.
EDLA 615 - Language Arts and Technology - 3 credits 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. Field experiences may be integrated into the course. Prerequisites: EDIT 603 or EDPC 603, EDPC 605
EDMA 625 (EDSC 625) - Mathematics, Science, and Technology I - 3 credits Candidates examine an integrated approach to the teaching of national and state mathematics, science and technology (MST) standards in the context of real world problem solving. Candidates explore ten strands of mathematical study: problem solving, reasoning and proof, communication, connections, representation, number sense and operations, algebra, geometry, measurement, probability and statistics and two major strands of science study: life and physical science. Candidates incorporate constructivist and project based teaching and assessment techniques in MST lesson/unit planning and instructional projects that address the needs of diverse learners in the context of reflective practice. Field experiences may be integrated into the course. Prerequisites: EDIT 603 or EDPC 603, EDPC 605.
EDSC 626 (EDMA 626) - Mathematics, Science and Technology in Education II - 3 credits 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. Field experiences may be integrated into the course. Prerequisite: EDSC 625 (EDMA 625)
EDIT 690 Assessments and Evaluation – 3 3redits 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 and student learning. Strengths and weaknesses of each approach will be analyzed. Candidates will learn about resources for designing, developing, and implementing the evaluation and measurement of instructional interventions. Focus will be on measuring instructional effectiveness. Specific topics include: needs assessment, data collection methods, data analysis, and communication of results. Special attention is devoted to methods of assessing k-12 learning outcomes. Candidates complete the course by preparing a detailed evaluation and assessment plan to determine evidence of student learning in a specific educational context.
EDSS 620 - Social Studies and Technology - 3 credits (elective) Candidates develop skills and thinking processes of historians using technologies for inquiry learning and explore global perspectives in teaching historical events. Candidates examine primary source documents, websites and other media to stimulate critical thinking. Candidates investigate methods, materials, and resources appropriate for diverse learners. Candidates design curriculum materials for use in the classroom that incorporate state and national standards in social studies education and further literacy and study. Field experiences are required and integrated into the course. Prerequisites: EDIT 603 or EDPC 603, EDPC 605.
EDIT 663 – Educational Uses of Social Media - 3 credits (elective) 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 learning experiences beyond the classroom. Candidates will develop projects that incorporate social media tools to enhance teaching and learning. Prerequisite: approval of advisor.