NYIT Salutes the Class of 2013 at its 52nd Commencement
NYIT Salutes the Class of 2013 at its 52nd Commencement
NYIT’s Physician Assistant Graduates Celebrate at White Coat Ceremony
Energy Conference 2013: Preparing for Climate Change
Annual Reception Celebrates Faculty Scholarship
NYIT and Turkish Dignitaries Celebrate Partnerships
NYIT College of Osteopathic Medicine Hooding Ceremony and Brunch
“Security in the Asia-Pacific: Strategic Challenges and Opportunities” - USN Admiral S. Locklear
Transfer Enrollment Days
Public Talk with Lama Ole Nydahl: What Happens When We Die? A Buddhist Perspective
Transfer Enrollment Days
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 are required and integrated into the course. Prerequisite: Permission.
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. 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. Prerequisites: EDIT 602 or EDIT 603, EDPC 605 or EDTR 609
EDIT 620 Role of Computer Coordinator (3 credits)
The focus in this course is the role and responsibilities of the building level instructional technology educator/coordinator. Topics discussed include: planning for technology to meet educational priorities; professional development for integrating technology into teaching; national and state technology standards for students and teachers; 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. Prerequisite: 18 credits or permission.
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 are required and 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 are required and integrated into the course. Prerequisites: EDIT 603 or EDPC 603, EDPC 605.
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 are required and 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 are required and integrated into the course. Prerequisite: EDPC 603 or EDIT 603 and EDPC 605
EDPC 690 Research Methods and Assessment (3 credits)
Candidates explore selected forms of quantitative and qualitative research, considering the strengths and weaknesses of each. Specific topics include: establishing the problem and the hypothesis; locating and reviewing relevant research literature; selecting a subject, research design, and appropriate statistical measures; and interpreting research results. Special attention is devoted to methods of assessing learning and other outcomes. Candidates complete the course by preparing a detailed research proposal in the form of a completed document using actual or hypothetical data. Candidates must have completed a minimum of 24 credits prior to enrolling in this course.
EDPC 691 Field Project (3 credits)
This is the culminating course in the masters’ courses of study. Candidates carry out an applied research project in a chosen area of expertise that demonstrates and documents the candidates comprehensively developed skills. The project synthesizes work of the degree candidates’ program. The field project is based on a standards based learner-centered quantitative or qualitative design begun in the research course and refined in this course. The design demonstrates application of a range of teaching/learning methods, media, instructional technology, and integrates appropriate criteria, rubrics, and assessments. The instructional needs of diverse learners are integrated into the field design. The final report includes detailed documentation of the rationale, design, and implementation of the project followed by an evaluation and analysis of project results. Candidates are encouraged to publish their reports in professional journals and in ERIC. Prerequisite: EDPC 690
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 are required and integrated into the course. Prerequisite: EDSC 625 (EDMA 625)
EDSS 620 Social Studies and Technology (3 credits)
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.