Ed.S. ITEC Certification Track Courses


Core Courses:

  • The course deepens experienced educators’ knowledge of research-based best practices in diverse classrooms. This is an advanced course with in-depth study of classic and current research on learning theories and related topics in educational psychology as they relate to teaching and learning in schools. Focus is on those theories and research which have transformed and are reforming educational practice.

  • Candidates will develop a functional understanding of quantitative and qualitative research as applied to educational arena. Emphasis is placed on candidates acquisition of analytical and interpretive skills.

Instructional Technology (ITEC) Courses:

  • 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 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.

  • This course will provide candidates an overview of the field of instructional technology including history, research and current trends and issues. Candidates will develop strategies for keeping abreast of instructional technology issues and trends, engage in the professional literature of the field and research a current trend or issue in the field. Additionally, candidates will develop a proposal for their Capstone Project for the program.