An application of technology tools in teaching practices to promote technology integration that is seamless and adds significant value to student learning of K-12 curriculum. An investigation of theoretical and practical issues and methods.
Explore paradigms establishing educational innovations that challenge traditional norms in pedagogical and assessment practices. Investigate theories and practice of creativity and change in the processes of innovating teaching and learning.
Examine, critically assess and develop curriculum that aims to build students' creativity, collaboration, critical thinking, and communication skills to prepare them for an increasingly complex, demanding, and competitive workplace.
Explore social justice concepts, issues and reforms particularly associated with digital/global contexts. Develop necessary analytical tools and knowledge to assess inequity and injustice in ever-changing global communities.
The purpose of this course is to discover the creative process that uses instructional design frameworks (analysis, design, development, implementation, and evaluation) to create effective, efficient, and appealing instruction.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
Maximum concurrent enrollment is two times.
The purpose of this course is to provide an overview of the field of instructional design and technology and its impact on education and training. Current trends and issues in the application of instructional design and technology will be explored.
The purpose of this course is to provide an overview of distance education foundations (design and development), application and implementation (interactivity and interactions), and management issues (policy and evaluation).
Investigate research and best practices related to the development of instructional activities and materials for online instruction. Develop materials to work within a learning management system environment.
Explore theoretical perspectives of the changing ways society communicates in digital and live contexts. Create and apply multimodal communication in our evolving social contexts.
Explore opportunities for creating, designing, tinkering and making in learning contexts. Develop an understanding of theory and practice for creating environments for learners to design using available resources and modes.
Investigate options for implementing alternative methodologies in the classroom. This course will explore Flipped Learning/Flipped Classrooms, Gamification, Blended Learning, BYOD, 1:1 environments and other emerging instructional strategies.
Develop foundational knowledge about trans-disciplinary approaches to learning where rigorous academic concepts are coupled with real-world problem-based and performance-based lessons. Engage in and develop integrated STEM learning activities across disciplines.
Explore innovative practices in learning and explore processes for transforming ideas into practical applications. Critically consider how social contexts share educational experiences through reviewing research and practices.
Individual field experience in educational technology. Field experience and summative report format must be approved by advisor. S/U graded.
Supervised professional activity requiring a minimum of 10 hours per week. Develop project, product or technological device unique to the field. An approved end of semester project report is required. S/U graded.
Scheduled on irregular basis. Explore special topics in Educational Technology. An appropriate subtitle will explain each course.
Investigate research methodologies for the fields of instructional design and educational technology including theoretical and practical approaches. Explore current research problems and directions for future research.
Extends content of ET 700. Investigate research methodologies for fields of instructional design and educational technology including theoretical and practical approaches. Explore current research problems and directions for future research.
Orients students to doctoral program by exploring topics related to research, teaching in higher education, and professional engagement. Engage in readings and discussions and field related projects.
Review established learning theory, adult learning theory, educational identity, and philosophy; investigate theoretical substructures in technology-rich teaching and learning and explore their impact on educational change.
Explore implementations and implications of educational technology in a global context. Examine promises and challenges of technology integration in both developed and developing countries as impacted by different socioeconomic contexts.
Establish foundational knowledge about critical theory; examine key texts, issues, and methodologies within critical educational research from cultural studies, action research, critical ethnography, narrative inquiry, critical pedagogy, and feminist research.
Investigate various theoretical positions recognized as instrumental in shaping instructional design practice. Explore underlying philosophical positions that contribute to the application of these theories in a variety of design settings.
Establish foundational knowledge about human performance technology. Examine instructional uses of case studies for analysis, design, and evaluation of performance and educational environments.
Explore what it means to be innovative. Critically examine trends and issues in educational technology as well the processes that enabled them. Study emerging and open source technology applications.
Compose and communicate in all forms, media, modes, and genres. Employ rhetorical strategies from placement of texts to consideration of audience to the media used to write and present meaning.
Design and develop computer-based games and mobile applications for educational contexts. Explore various design tools and examine research and implementation issues related to gaming in various educational settings.
Selection of an appropriate research topic in the field of instructional design and technology. Summarize related literature, identify a researchable problem within that topic, and develop appropriate methodology. Develop an approved research proposal. S/U graded.
After receiving approval for the proposal, the doctoral candidate must register for dissertation hours while conducting the research and writing the final report in the form of a dissertation. Doctoral candidates must earn 12 hours of dissertation credit towards the doctoral degree.