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This course introduces teacher candidates to prominent research-based theories of learning and examines the impact of these theories on students, on learning and motivation, on teaching, and on assessment. Candidates critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.

This course focuses on the field of instructional technology, placing the field within the context of its history, current practices, and future directions. It provides the conceptual framework for other courses within the degree program.

This course presents the philosophical and theoretical foundation of instructional design. Students explore instructional design process models commonly used by practitioners. They will apply the stages of a process model to create design documents in the education and training contexts. The model will address instructional analysis, assessing learning from instruction, media characteristics and selection, managing instruction, formative and summative evaluation, and the motivational design of instruction.

This course presents the knowledge and skills necessary to identify training and/or instructional problems and potential solutions. Students explore the advantages and disadvantages of multiple techniques for performing a needs assessment. Students develop skills and collect resources related to the selection and use of analysis methods. They will conduct a needs analysis and submit a report in an education or training context. Evaluation of educational and training programs is addressed. Students consider evaluation taxonomies and models, tools, and techniques. They develop an evaluation strategy for an instructional program.

In this practitioner-oriented course, students will critically analyze readings and examples of instructional technology and design literature related to K12, higher education, military, or profit and nonprofit organizations. They will identify an instructional technology and design issue and find, review, analyze, and synthesize research related to the issue. They will conduct a literature review and draft the methods section of an applied research study. The course concludes with an examination of data analysis techniques and the preparation of an applied research proposal, which students can use as a guide to conduct further research or evaluation of instructional technology and design projects.

This course presents approaches to project management for education and training projects. Students explore concepts of project management and leadership, tools, procedures, and methodologies. They focus on creating, monitoring, and reporting project plans from the proposal to the implementation stages. They consider project constraints including time, cost, resource allocation, and scope. Concepts of change management are also explored and applied to implementation strategies used in education and training environments.

This course presents activities related to the design of a learning application. Students explore advantages and disadvantages of multiple learning environments and content delivery technologies. Th ey will develop a plan for an individualized learning project that includes a template for design of a specifi c environment. Course topics include education and communication theory, course and content delivery methods, asynchronous and synchronous technologies, multimedia design, usability testing, and integration of multimedia objects within instructional programs and systems.

This course provides an introduction to media and hypermedia production. It is intended for teachers, instructional designers, and trainers who would like to acquire fundamental knowledge and skills in designing and producing digital media. Students evaluate appropriate uses of digital media. Th e course introduces the tools of digital video production and sharing as students create online instructional materials using digital media.

In This Application-based Course, Students Will Discuss Trends And Issues Of E-learning Content Development And Explore Similarities And Diff Erences Among E-learning Authoring Tools And Methods. Th Ey Will Learn How To Develop Original Content With A Variety Of Authoring Tools And Soft Ware Applications And To Repurpose Existing Material With Reusable Learning Objects (rlos) And Content Repositories. Interface Layout Standards, Accessibility And Scorm/aicc Compliance, And Collaborative Environments Are Explored. Students Will Consider Technical And Development Requirements For E-learning Delivered Through Multiple Learning Channels Including Online And Mobile Platforms. Students Will Create A Design Document And Instructional Module In This Course.

The students will demonstrate proficiency in the development of multimedia and will develop instructionally effective multimedia products. They will be exposed to and utilize basic computer hardware and software and techniques found in multimedia production. They will utilize object-based and pixel-based graphics software to create and edit instructional images. They will plan, produce and edit a digital video and audio sequence to be used as part of a multimedia production.

Students will explore the ways that research has contributed to the field of Instructional Technology. The scientific method will be examined, and students will be expected to classify basic types of educational research by purpose and method. They will prepare a preliminary research plan and describe low they would conduct and evaluate survey research. The students will describe both qualitative and quantitative research models.

As the last course in a student’s graduate coursework, the internship allows students to put into practice the theory that they have learned in previous courses. Each internship must last at least 12 weeks and must be directly related to the general content of the master’s program.

Students will explore the role of technology in the classroom. A special emphasis will be placed on the use of technology as a mind tool to create a constructivist, higherorder thinking and learning environment. Students will proficient in a wide range of technologies and apply the instructional systems design process to all projects.

This course provides an in-depth study of the theoretical foundations of learning and instruction as they apply to the Interactive Technologies.

This course will identify and describe tools that impact the design and delivery of instruction including presentation software. It will also discuss and apply the copyright laws and guidelines.

This course serves to introduce and provide experience with the systems approach to the design of instruction and training. The major components of instructional design models, along with their respective functions will be presented. This is an applications course that provides both introductory information and application of skills and techniques necessary in the design, development, and evaluation of sound instructional products. These skills are particularly pertinent for efficient and cost effective development of effective solutions to novel instructional problems.

This Course Will Discuss Basic Pc Architecture And Concepts, The Lan Hardware, Network Concepts, The Osi Model And Lan Operating And Administration Issues. It Will Also Include A Laboratory Component.

Students will formulate a systematic process for the identification, selection, use, and evaluation of technology within the curriculum. Students will create technology plans for the classroom, building, district, and regional levels. Consideration will be given to a number of issues which affect the procurement and use of technology in schools. Students will also choose a specific technology in which they will develop expertise for use in curriculum planning.

This course is designed to prepare students with knowledge, skills, and tools in the area of Distance Communications. Topics covered include communications technology, delivery systems, instructional development for distance education, and program quality assessment.

This course will explore the potential instructional and learning affordances of new internet technologies and the ways in which they might be used to promote communication and collaboration and to support authentic learning environments. Topics covered will include web authoring and Web 2.0 tools, mashup creation, virtual reality, online communities, Internet2, and the social implications of using such tools as learning technologies in a school environment.

Students will formulate a systematic process for the identification, selection, use, and evaluation of technology within the curriculum. Students will create technology plans for the classroom, building, district, and regional levels. Consideration will be given to a number of issues which affect the procurement and use of technology in schools. Students will also choose a specific technology in which they will develop expertise for use in curriculum planning.

The students will demonstrate proficiency in the development of multimedia and will develop instructionally effective multimedia products. They will be exposed to and utilize basic computer hardware and software and techniques found in multimedia production. They will utilize object-based and pixel-based graphics software to create and edit instructional images. They will plan, produce and edit a digital video and audio sequence to be used as part of a multimedia production.

Every business begins with a dream. But what separates those that fail from those that flourish is someone who has the vision, strategy, and discipline to nourish and grow that dream. If you possess the entrepreneurial spirit but need the practical skills to run a successful business in the field of professional communication, this program is for you! In this specialization, you will study key principles and practices critical to establish a communications-oriented small business and position it for growth. This bachelor degree specialization uses 4 specialization courses from the MABC program, giving the student a head-start on their master’s degree.

This Course Lays A Foundation For Future Studies Through The Introduction Of Learning Theory And Methodology, And Through Practicalapplication Of The Various Practices Required In A Typical Jiu Distance-learning Course Of Study. The Course Introduces Candidates To: Instructional Methods Of A Typical Jiu Distance-learning Course Of Study Various Learning Theories And Instructional Methodologies Applied To Educational Practice Instructional Methods Used For Lesson Planning In Educational Practice Primary Sources For Instructional Purposes, Including Those Found In The Library Of Congress The Course Project, Lesson Plan Portfolio: Integrating Learning Theory Into Practice (teachers) Or Curriculum Guide Portfolio: Integrating Learning Theory Into Practice (educational Administrators), Consists Of Multiple Lesson Plans/curriculum Guides Designed For Social Studies Or Science Instruction, Each Utilizing A Particular Instructional Methodology. When The Project Is Complete, The Candidate Will Have A Guide To Classroom Application With Concrete Examples.

This Course Introduces The Essential Concepts And Practices Of Educational Assessment. Assessment Information That Drives Decisions About The Classroom Student, The Effectiveness Of The Instructional Program, And The Instructor Is Derived By Studying: Achievement Targets And Assessment Design Test Construction Within The Context Of Validity, Reliability, And Fairness Analysis Of Test Results And Progress Monitoring Assessment Reform And District, State, And National Assessments In The Course Project, Model Assessment Program (map): Planning And Implementing Effective Assessment And Evaluation, Candidates Demonstrate The Ability To Plan And Implement Effective Evaluation Through The Creation Of A Model Assessment Program (map) That Incorporates Technology, Benchmarks, Assessment Targets, And A Scheme For Scoring, Analyzing, And Reporting Assessment Results. The Project Is A Key Assessment For Candidates In The Med In K-12 Instructional Technology Programs And It Is Designed To Demonstrate Mastery Of The International Society For Technology In Education Technology Facilitation Standards.

This course focuses on teaching strategies for mathematics that simultaneously assist K-12 students in the development of conceptual understandings and the acquisition of skills that ultimately contribute to higher mathematical achievement. Using strategies and applications endorsed by the National Council of Teachers of Mathematics, in alignment with state content standards, the course concentrates on assessing individual students’ needs in the development of instructional materials for mathematics. In the course project, Mathematics Teacher Work Sample: Supporting Student Learning, candidates develop and implement a Teacher Work Sample incorporating (1) formal and informal assessments to inform the development of objectives and learning goals, and to align instruction to student needs and instructional materials, (2) technological tools to facilitate mathematical learning, and (3) mathematical instructional strategies that elicit varied representations of mathematical ideas and facilitate students’ mathematical problem-solving skills. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment: Teacher Licensure program, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

This course addresses technologies that support candidates in designing activity-based instruction for K-12 students to encourage meaningful learning and critical thinking. This course also discusses the risks associated with Internet use by children. In the course project, Technology Unit Plan and Presentation: Implementing Effective Activity-based Instruction, each candidate demonstrates effective application of knowledge, skills, and dispositions through the development of a technology unit plan that teaches K-12 students to use technology efficiently to develop a creative solution to a real-world problem, and a presentation of the unit plan for school administration and staff. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education Technology Facilitation Standards.

This course teaches candidates how to create a positive learning community and take steps to maintain that environment by guiding and correcting behavior when necessary (Burden, 2006, p. 2). It focuses on four dimensions of classroom and instructional management: Environmental management Instructional management Classroom management Behavioral management The course project, Classroom Management Plan: Establishing and Maintaining a Positive Learning Environment, serves as a guide for candidates establishing a plan for their own classrooms. Candidates develop and communicate a personal philosophy regarding classroom management that references physical surroundings, student motivation approaches, rules and procedures, and strategies for dealing with challenging behaviors and diverse needs.

This course presents an overview of current special education issues as they relate to inclusive practices. Candidates will gain an understanding of the challenges faced by exceptional students and analyze the responsibilities of educational professionals in addressing these challenges by: Developing an orientation toward effective instruction in inclusive settings through a study of the history of current special education laws as well as attitudinal issues regarding inclusive education Observing, assessing, planning, and evaluating students with instructional, behavioral, and cultural challenges Working collaboratively within a team of educational professionals, family members, and the exceptional student for decision making and problem solving In the course project, Instructional Action Plan: Supporting Students with Exceptional Needs, each candidate provides evidence of his or her ability to (1) utilize human development theory when planning lessons and delivering instruction to students with exceptional needs, (2) seek assistance and guidance from school-based teams to address students’ learning needs, and (3)implement research-based instructional strategies to develop cognitive processes related to critical thinking and problem solving. The project is a key assessment for candidates in the MEd in Elementary Curriculum, Instruction and Assessment programs, and it is designed to demonstrate mastery of the Association for Childhood Education International (ACEI) professional standards.

This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in: Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics Teaching writing and reading to emerging language learners The application of personal and cognitive developmental theories The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.

This Course Continues To Cover Scientifically Based Teaching Methods, Models, Strategies, And Approaches For Teaching Oral And Written Language Skills. The Course Content Provides A Foundation For And Discusses Strategies For Best Practices In: Teaching The Five Components Of Reading: Comprehension, Vocabulary, Fluency, Phonemic Awareness, And Decoding/phonics Teaching Writing And Reading To Emerging Language Learners Within The Context Of Reading And Writing In Content Areas Formal And Informal Assessment Strategies And Techniques In Reading And Writing The Course Project, Work Sample Portfolio Part Ii: Designing And Implementing Literacy Lessons Within Content Areas, Allows Candidates To Implement Curriculum They Design, Integrating Pre-assessment And Post-implementation Reflection Within Specific Content Areas As Well As An Individual Literacy Plan. Candidates Prepare Literacy Lesson Plans Using Formal And Informal Assessment Information, And Then Implement The Lesson With K-12 Students. Prerequisites: Edu 527 Must Be Successfully Completed Before Registering For Edu 528. Student Support Counselor Permission Required For Registration.

This course enables learners with diverse backgrounds, characteristics, and abilities to deal with the appropriate use of educational technology. Candidates gain an understanding of issues regarding copyright, equity, and access when using educational technology by: Examining equitable and ethical applications of technology in learning environments Reflecting on the issues involved in the use of technology in the investigation of current standards for fair use of materials obtained using technology Developing a policy for ethical technology usage in instructional settings, In the course project, School Internet Use Policy: Promoting Responsible, Ethical and Legal Use of Technology in Education, candidates critique, revise, and defend a school Internet use policy and promote responsible, ethical, and legal use of technology in education. The project is a key assessment for candidates in the MEd in K-12 Instructional Technology programs, and it is designed to demonstrate mastery of the International Society for Technology in Education (ISTE) Technology Facilitation Standards.

This course explores the processes involved in determining specific needs in an educational environment that can be used to assist in the evaluation and selection of educational technology as the rationale for decisions, planning, and designing a strategic technology plan. The course examines available technology as related to curriculum, standards, and assessment in a variety of educational settings. In the course project, Technology Integration Strategic Plan: Creating a Shared Vision, students create a shared vision for the integration of technology through the development of a technology integration strategic plan that includes a needs assessment, timeline, and budget. For students in the MEd in Education Leadership and Administration (K-12) programs, the course project s a key assessment designed to demonstrate mastery of the Educational Leadership Constituent Council (ELCC) professional standards.

This course discusses qualifications for state licensure in Colorado and other states, and includes in-depth discussions of the following pertinent topics: How teaching, learning, and administering in Colorado are informed by the state's standards-based education principles and expected assessment outcomes How Colorado's standards fit within the context of voluntary national standards or guidelines created by national education organizations How Colorado's standards compare with those established in other states The course project, Licensure Portfolio: Identifying and Understanding State Requirements for Licensure, provides a useful resource for candidates pursuing their goal of becoming a licensed professional. Candidates learn about Colorado's content and performance standards, and those of other states, as well as other important information and resources regarding licensure requirements.

This course introduces students to a variety of instructional design models that can be implemented to create well-designed instructional technology products that solve real-world problems. Instructional systems design models such as the ADDIE model will be investigated as well as the learning theories behind them. The Backward Design instructional design model will also be studied. The course project, Instructional Design Plan: Creating a Model, is broken into two parts. Students will (1) select, analyze, and defend their choice of an instructional design model with which they will (2) create a short unit/module of instruction that incorporates state standards (K-12) or other designated learning outcomes (Adult Ed.) involving the implementation of technology.

This Course Provides Candidates With An Opportunity To Apply Their Expertise In Curriculum Design, Instructional Strategies,classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments.in The Course Project, Student Teaching Portfolio Project I: Developing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address, And Promote Student Achievement.the Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment: Teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: Jiu Candidates Are Required To Complete Each Of The Items Described Below And Work Directly With Their Student Support Counselor To Register For Edu 605a: 1.complete 200 Hours Of Level-1 Field Experience: Complete 200 Hours Of Level-1 Field Experience Working With K-12 Students And Have Faxed A Completed Level-1 Field Experience Documentation Form To The Jiu Registrar’s Office. (these Hours May Be Defined As Time In The Field Working On Jiu Professional Synthesizing Projects Under The Supervision Of A Sponsor Or As Hours Completed Outside Of Jiu Coursework. For Example, Supervised Activities Working With Youth In A School Or A Community Agency Are Acceptable. All Level-1 Field Experience Must Be Completed While Enrolled At Jiu.) 2.complete Edu 600 & Edu 538*: Complete Edu 600 Teaching & Administering In Colorado & The States, And Edu 538:k-12 Teaching: Legal And Societal Contexts. 3.possess 2.5 Cumulative Gpa: Possess A Minimum Cumulative Grade Point Average Of 2.5 In Courses Leading To The Master’s Degree At Jiu. 4.complete 66% Of Degree: Complete At Least 66% Of The Required Courses In Licensure Degree Program. 5.submit Passing Score On The State Licensure Exam: Submit To The Registrar’s Office A Passing Score On The Requisite State Licensure Exam(s) Required By Your State. Exam Results Must Be Received By The Jiu Registrar Prior To Registration In Edu 605a. 6.secure Student Teaching Placement: Secure A Placement In An American School That (1) Consists Of A Classroom Setting At The Grade Level And In The Subject Area Required For Intended Teaching License (e.g., Elementary Classroom, Secondary Mathematics Classroom, Etc.), And (2) ...show more »Provides Multiple Opportunities To Work Directly With Students From Diverse Backgrounds (i.e., Students Who Are English Language Learners, Of Both Genders, From Different Socioeconomic Backgrounds, From Different Ethnic/racial Groups, Students With Different Learning Ability Levels, Etc.). 7. Secure Qualified Mentor Teacher And Submit Mentor Qualifications: Identify A Mentor Who (1) Possesses A Current United States Teaching License, (2) Has Three Years Or More Of Licensed Experience In My Endorsement Area, And (3) Currently Works In The Role Of A Teacher In My Endorsement Area. Submit A Copy Of The Mentor’s State License, And A Copy Of The Mentor’s Resume To The Clinical Practice Facilitator. 8. Submit District Agreement Form: Submit A Completed District Agreement Form To The Jiu Registrar’s Office. 9.submit Clinical Practice Code Of Conduct Form: Submit A Signed Clinical Practice Code Of Conduct Form To The Registrar’s Office. 10.submit Completed Prerequisite Checklist: Submit Completed And Signed Prerequisite Form To Your Student Support Counselor. * Candidates In The Following Programs Are Not Required To Complete Edu 538:k-12 Teaching:legal And Societal Contexts: Med In K-12 English As A Second Language Education:teacher Licensure Med In K-12 English As A Second Language Specialist:bilingual Education Teacher Licensure Med In K-12 Instructional Technology:teacher Licensure «show less

In This Course, Candidates Apply Their Expertise Of Curriculum Design, Instructional Strategies, Classroom Management, And Assessment To A K–12 Educational Setting. Mixing Field Observation Experiences And Full-time Teaching, Candidates Utilize Standards-based Educational Theories And Practices Daily In Real-life Teaching And Learning Environments. In The Course Project, Student Teaching Portfolio Project Ii: Implementing Effective Instructional Practices, Each Jiu Teacher Candidate Develops A Professional Teaching Portfolio. Components That Make Up The Portfolio Provide Evidence Of The Teacher Candidate’s Ability To (1) Develop Lesson Plans That Address Diverse Student Needs, (2) Utilize Formal And Informal Assessments To Measure And Monitor Student Performance, (3) Integrate Literacy Into Content Area Instruction, (4) Utilize Effective Classroom Management And Student Engagement Strategies, (5) Exhibit Professional And Ethical Practice That Is Responsive To Evolving Issues And Environments, And (6) Collaborate With School-based Teams And Parents To Identify, Address And Promote Student Achievement. The Project Is A Key Assessment For Candidates In The Med In Elementary Curriculum, Instruction And Assessment:teacher Licensure Program And It Is Designed To Demonstrate Mastery Of Association For Childhood Education International (acei) Professional Standards. Candidates In This Program Also Complete Two Other Key Assessments: Developing Effective Lesson Plans Which Involves Creating Lesson Plans, Using The Jiu Lesson Plan Protocol, To Be Implemented In The Classroom. K-12 Field Experience Mentor Evaluation Report Which Takes The Form Of A Field-based Mentor Evaluation Of The Jiu Teacher Candidate Against Multiple State And Acei Professional Standards. Prerequisites: (1) Edu 605a Must Be Successfully Completed Before Registering For Edu 605b. Edu 605b Must Be Taken In Consecutive Sequence With Edu605a. Student Support Counselor Permission Required For Registration Of Edu 605b.

(Formerly OMED 600.) An introduction to the integration of technology in the schools focusing on how instructional technology affects and advances K–12 learning. Topics include principles of integrating technology to strengthen standards-based curricula, instruction, and assessment; selection of software and other technological materials; uses of technology for collaboration with school-related audiences; issues of digital equity and ethics; and strategies for using digital technology with special needs populations.

(Formerly OMED 610.) A study of the use and evaluation of a wide array of electronic information resources, including subject-specific databases and educational resources on the World Wide Web. A portfolio of electronic references is developed for use in curriculum design. Age- and content-appropriate exercises and assignments are created to help build K–12 student information literacy skills. Emphasis is on information resources in the field of education and in specific content areas to assist in future curriculum development and research activities. Criteria to evaluate the usefulness and validity of different types of education resources are developed and critically assessed.

(Formerly OMED 620.) An examination of the theory that informs technology-enabled and Web-based education, with special attention to best pedagogical practices. Unique challenges related to original design and/or adaptation of Web courses are explored. Knowledge and skills are acquired to create individual assignments, special classes, units, and entire courses that take full advantage of synchronous, asynchronous, and/or multimedia technology. Emphasis is on creation of age-, content-, and context-appropriate exercises for students in a diverse array of classroom situations. Criteria and specific evaluation tools are developed to assess student learning outcomes with different pedagogical approaches, delivery techniques, core content areas, and technologies. Current and emerging technology-enabled curricular innovations are also examined.

(Formerly OMED 630.) A foundation in educational technologies designed to enable K–12 teachers to employ appropriate technologies in classrooms and schools. The capacity of a variety of technologies to meet specific content, delivery, and learner goals and objectives is critically assessed. Web site construction is highlighted. Knowledge and skills are developed in the application of real-time technologies such as satellite broadcasting, audio conferencing, videoconferencing, synchronous chats, streaming audio and video, and asynchronous technologies such as e-mail and list servers.

(Formerly OMED 650.) A study of the application of hardware and software programs in K–12 classroom settings. Various operating systems commonly found in schools are examined. Also investigated is a wide range of instructional software packages related to specific subjects, with a cross-disciplinary emphasis on software for reading instruction and remediation. Discussion covers compatibility with curricular goals, appropriateness of use, and student learning outcomes. Assignments include a project in which a specific software program is integrated into the classroom, experiences of students with the software are assessed, and the effectiveness of the software in achieving teaching goals and objectives is evaluated.

(Formerly OMED 660.) An overview of the administration of technology in K–12 school systems. The impact of technology in schools is explored from a variety of perspectives, including access, planning, budgeting, maintenance, and life-cycle management at the classroom, school, and district levels. Criteria for making financial and instructional decisions about technology are developed and evaluated. Emphasis is on knowledge and skills, including grant writing and public-private sector partnerships, that teachers can use to acquire classroom technology.

(Formerly OMED 670.) An overview of the theories, approaches, and strategies that help teachers assume leadership roles in implementing technology change in K–12 schools. Topics include the role of change agents in K–12 schools, strategies to meet the needs of technologically unskilled teachers, tools and techniques to respond to diverse competency levels, and various training models and approaches for adult learners. Structured observation is employed to critically assess the effectiveness of various technology training formats. In a guided project, a technology-training seminar is designed, developed, and implemented for delivery to colleagues.

(Formerly OMED 690.) Exploration of global perspectives on advancing K–12 student learning through technology. Investigation covers how schools design innovative units and programs that take full advantage of technology’s ability to reach beyond national borders and promote global understanding and how various nations approach the challenge of technology integration in the schools. Focus is on evaluating best practices in the United States and other nations and on analyzing the role of policy in shaping the way resources are deployed to advance effective technology integration. Major projects include designing models for integrating global understanding into curriculum and instruction, developing case studies of technology integration in various countries, and evaluating relevant research.

(Formerly OMED 680.) A self-directed project, in which teachers collaborate with colleagues within or across grade levels or departments to incorporate innovations into their curricula. A portfolio is built to demonstrate the development, implementation, and outcomes of the project. Study is designed to provide teachers the opportunity to apply previous knowledge and skills gained from previous coursework.

(required Within The First 6 Credits Of Graduate Study For All New Graduate Students And All Inactive Students Who Reapply For Admission.) An Overview Of Online Library And Information Resources—material That Is Critical For 21st-century Managers. An In-depth Introduction To The Library Research Process And The Tools Necessary To Succeed In Graduate Study Are Provided. Emphasis Is On The Efficient And Effective Use Of A Variety Of Electronic Retrieval Systems, Including The Online Catalog Of The University System Of Maryland And Affiliated Institutions (usmai), Umuc’s Subscription Databases, And The Web. Discipline-specific Research Is Conducted In Order To Gain Experience In Formulating Viable Research Questions, Selecting The Most Appropriate Investigative Methods And Resources For Research, Locating Relevant Research Materials, Evaluating The Scholarly Value Of Sources, And Effectively Citing Sources. Introduction To Graduate Library Research Skills Is Designed To Familiarize Students With Online Library And Information Resources—material That Is Critical For 21st-century Managers. This Noncredit Course Is Required For All New Graduate Students And All Inactive Students Who Reapply For Admission. The Grading Method Is Pass/fail. Ucsp 611 Must Be Completed Within The First 6 Credits Of Graduate Study.

(Formerly OMED 640.) Overview of systematic planning, development, and evaluation of media-rich classroom instruction. Research and assessment data are analyzed for their use in promoting student learning and technology integration. Discussion covers collecting, summarizing, analyzing, and applying assessment data to classroom improvement, as well as techniques for organization and participation in a grade-level or school-wide collaborative team.

An exploration of current topics in instructional technology, which are offered on a rotating basis. Individual topics focus on advanced instructional multimedia for the K–12 classroom (including building interactive multimedia materials that meet the learning needs of diverse K–12 populations while developing skills using animation and other multimedia technologies) or on teaching and learning in the K–12 virtual school (including policies and structures of K–12 virtual schools, teaching and course development strategies appropriate for elementary and secondary school online courses, and emerging issues in the K–12 virtual enterprise).

This course provides the foundations of analysis and assessment methodologies used in the field of education. Students are introduced to applied quantitative and qualitative educational research methods in context of the practitioner’s educational environment. Emphasis is placed on the use of technology in assessment practices.

This course focuses on educational research methods for the teaching practitioner. Students will design, conduct, and present an applied educational research project.

This course provides a foundation for the practice and evaluation of instructional design, as well as an in-depth elaboration of standard instructional design models and associated methodologies. The course includes strategies for development of objectives, taxonomy classification schemes, content analysis procedures, and instructional strategy selection, as well as adaptation and adoption of available resources.

This course provides an introduction to the various schools of thought regarding how people learn and apply their learning to concrete situations, emphasizing the practical implications of cognitive science. It provides a comprehensive survey of our progressive understanding of the learning process. Students will explore learning theories, such as cognitive, behaviorist, social, developmental, and adult learning theories, as well as the research regarding transfer of learning in various domains. Students will apply these concepts in their respective fields by utilizing the practical instructional strategies based on these theories.

This course examines the development of comprehensive educational curricula and/or development programs. Students will perform all phases of curricula design tied to their area of professional practice.

This course introduces students to foundational concepts and skills for personal and professional use of technology, including productivity software. This course explores instructional technology including definition and components of design and development. The use of technology in the classroom as well as distance learning is covered.

The course examines the use of computer-mediated learning environments in classroom, lab, and distributed learning contexts. Students will work on specific projects related to their field of practice creating computer-based instructional materials reflecting problem definition, learner analysis, objectives specification, criterion tests, construction, strategies selection, formative validation, and evaluation. Attention is given to ethical and legal issues.

This course examines how to create an evaluation plan, including how to interpret and present results from complex evaluation data to parents, managers, or other stakeholders. This course will also focus on how to create a certification program.