M.Ed. Instructional Technology - Courses

COURSES FAQS OVERVIEW KSU CATALOG
  • In this course, educators will learn to utilize data to identify school improvement needs and make informed decisions in effectuating change. The ultimate goal of this course is to produce educational leaders who effectively collect, analyze and use data to improve schools through successfully demonstrated change models. In this course, educators will learn to systemically collect and analyze multiple sources of data to identify improvement needs, determine an effective response, monitor and correct progress, and demonstrate success to stakeholders. Additionally, students will learn to drive and sustain change in a collegial environment, culminating in students’ understanding of, and ability to use, a wide range of applicable leadership practices. Finally, students will learn a variety of technology tools to use for data analysis. They will also learn a variety of Web 2.0 tools to facilitate school communication.

  • This course introduces the design and facilitation of learning environments that apply technology-enhanced instructional strategies to maximize student learning. Candidates will apply current research and instructional design principles to design a 21st century learning experiences for students.

  • This course is designed to develop instructional technology leaders who are knowledgeable and skilled in technology leadership practices that improve student learning and school operations in PreK-12 schools. It addresses skills and competencies necessary for the support and assessment of national technology standards for teachers and administrators; technology planning (national technology plan, state technology plan, district/school technology plan); assessment and evaluation of technology initiatives; the change process as it applies to technology leadership; securing grants and establishing business partnerships and meeting the requirements of NCLB. This course will thoroughly examine issues and trends relevant to the field of educational technology.
  • This course introduces candidates to methods and strategies for using the Internet effectively in the classroom. Students will experience a variety of Internet technologies and develop strategies for classroom implementation. The course includes guided tours of some of the best educational sites on the World Wide Web and explores ways to integrate use of the Internet into an educational setting. This course introduces students to systematic instructional methods and models for using the Internet effectively in the classroom. Candidates will create lessons that are current, highly motivating, and mentally engaging.
  • This course is designed to provide candidates with knowledge and skills to design and develop multimedia and Web-based projects to facilitate P-12 student learning. Topics include the design, development, and evaluation of multimedia and web-based learning environments; research related to multimedia and emerging technologies; classroom applications; design and development techniques; hardware and software requirements; digitizing and manipulating images, voice and video materials; universal design; and copyright and ethics. Candidates will apply instructional design processes and principles to designing and developing multimedia and web content.
  • This course prepares instructional technology leaders to design and facilitate high-quality professional learning experiences that help other educators apply technology to enhance their professional practice and increase their productivity. Candidates will be prepared to implement technology in ways that support the emergence and evolution of professional learning communities in schools. Candidates learn to apply change models and diffusion theory in order to implement technology innovations in classrooms and schools.
  • This course is designed to help candidates develop an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to classroom practice.
  • This course provides an introduction to the field of distance learning and prepares instructional technology leaders to design and facilitate high-quality online learning. Course includes the examination of basic concepts and principles of online learning, the theoretical underpinnings of the field, research and application literature, and distance education delivery technologies. A systematic approach to the design, development, delivery, and evaluation of instruction for online learners is emphasized.
  • In this course, candidates develop a high-quality online learning experience for students using research-based elements and instructional design principles in online education. Candidates learn how to assess student learning needs, organize content into learning modules, create authentic and meaningful assessments, and engage learners in varied technologically-based activities to achieve learning outcomes. Candidates create this online course in a widely-used learning management system. As a practicum experience, candidates are enrolled in an online course currently being taught by an experienced online teacher. Candidates discuss how these experienced teachers apply principles discussed in class and how they organize, manage, and facilitate online teaching and learning
  • This course addresses expectations, challenges, and issues specific to facilitating online learning. Topics include motivating students, creating a sense of community, monitoring progress, providing feedback, differentiating instruction, encouraging interactivity, collaboration and dialogue, and preventing plagiarism and other forms of cheating. Under the supervision of their professor, candidates complete and reflect upon an extended practicum experience as an online teacher.
  • This course represents the capstone experience for the Master of Education in Instructional Technology. The purpose of the portfolio is to document mastery of the ISTE technology facilitation standards as well as to serve as a systematic, reflection-in-action approach to problem solving and decision-making. This process is designed to document the candidate’s development of expertise as an Instructional Technology facilitator. A primary goal of the portfolio is to document the candidate’s ability to provide technology facilitation at the building level. The portfolio provides a detailed authentic picture of the candidate’s professional practice and reflective analysis of the integration of courses taken supported by theory. Changes in classroom practices as well as philosophy and vision will be included.
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