Educational Technology Department
Graduate Course Descriptions

EDTC 610 Comparative Introduction to Computer Languages (3)
	This course provides an introduction to programming using relevant educational applications. It is designed to enhance the learner's knowledge of how computers work, including their capabilities and limitations. It also provides an introduction to computer languages and to scripting using various related software packages. Concentrated hands-on projects are developed. Prerequisites: EDTC 621Using the Internet in Education, EDTC 642 Introduction to Hypermedia and either EDTC 612, 615, 616, 624, or 626 Technology in the Math/Science Curr., Social Studies Curr., Special Ed. Curr., English/Language Arts Curr., or Art/Music Curr. respectively.
EDTC 612 Technology in the Math/Science Curriculum (3)
	This course focuses on the new ways we "do" math with a variety of technology from graphing calculators to sophisticated, symbolic, algebraic programs. Prerequisites: EDTC 621 Using the Internet in Education and EDTC 625 Using Integrated Software Across the Curriculum
EDTC 614 Distance Learning for Educators (3)
	This on-line course includes in-depth modules presenting various models that can be used as the structure for on-line courses, program seminars, and other virtual classroom needs. Module topics include models of learning theory, models of teaching theory, the application of generative learning theory to on-line education, and distance learning assessment theory. The course is designed to provide students ample opportunities to apply on-line teaching and learning theory to their particular areas of interest in curriculum development. Students also explore the ethical and social issues of information technologies and their impact on learning styles in the information age. All students use all types of distance education as complements to the practical application courses offered in the program. Prerequisite: EDTC 623 Introduction to Educational Technology and EDTC 618 Learning Theories, Motivation, and Relationship to Technology (latter may be taken as a co-requisite)
EDTC 615 Technology in the Social Studies Curriculum (3)
	This course explores the use of technology within the social studies curriculum. Participants are asked to work with a broad range of technology including Internet resources, webquests, CDs, integrated software, simulations, etc. Also explored is the extent to which technology has brought a diversity of materials leading to changes in styles and content both in teaching and learning. Using existing standards aimed at print materials, participants are asked to analyze these standards with respect to new technologies. Prerequisites: EDTC 621 Using the Internet in Education and EDTC 625 Using Integrated Software Across the Curriculum
EDTC 616 Technology in the Special Education Curriculum (3)
	This course focuses on the use of educational technology by special needs populations and familiarizes students with adaptive and assistive technologies. Prerequisites: EDTC 621 Using the Internet in Education and EDTC 625 Using Integrated Software Across the Curriculum
EDTC 617 Publishing on the Web: Design, Theory, and Applications (3)
	This course explores the Internet as a source for information presentation. Students learn about the new types of communication and information presentation being developed. This course focuses on advanced techniques such as: sound, animation beyond GIF animation, movies, forms, interactive web pages, c.g.i. scripts, java, etc. as well as the theory of information presentation and design on a web site. Prerequisite: EDTC 621 Using the Inernet in Education
EDTC 618 Learning Theories, Motivation, and Relationship to Technology (3)
	The principal theories of human learning are surveyed including behaviorism, cognitive information processing, and constructivism. Additional theories which have been shown to affect learning are examined, including: motivational, developmental, biological, sociological, and physiological factors. Special emphasis is given to alternative educational approaches, methods, strategies, and technologies that increase instructional effectiveness.
EDTC 619 Advanced Hypermedia (3)
	This course looks at the rapid development in information presentation using motion to create presentations controlled by a computer. A variety of software packages are used to create movies, animations and sound tracks to explore a dynamic flow of information. Prerequisite: EDTC 642 Introduction to Hypermedia
EDTC 620 Special Topics in Educational Technology (3)
	This course examines current issues and topics in educational technology. Since the field of educational technology is ever changing, topics vary. Prerequisite: permission of the Coordinator
EDTC 621 Using the Internet in Education (3)
	This course prepares in-service and pre-service teachers to use the Internet as an educational resource. Through the creation of a web project, students gain insight into using new technologies to create an active learning environment that encourages critical thinking and collaboration. Students learn to do research on the World Wide Web, correspond using e-mail, participate in Usernet bulletin boards and LISTSERVE mailing lists, and create web pages. Students are introduced to working with graphics, digital sound, and video. The controversial issues of censorship, intellectual property rights, security, source validity, and the impact of multimedia technology on education are studied in the course. Prerequisite: EDTC 623 Introduction to Educational Technology and EDTC 618 Learning Theories, Motivation, and Relationship to Technology (latter may be taken as a co-requisite)
EDTC 622 Research Application in Educational Technology (3)
	Research Applications in Educational Technology is a seminar aimed at integrating knowledge of research methods and basic statistics with computer based data analysis skills. The course emphasizes the interpretation, synthesis, evaluation and analysis of research in the area of educational technology. Course topics are presented from the perspective of the student as both a consumer and a producer of research. Students analyze numerous instructional datasets via a statistical data analysis package, produce statistics and graphs, and report and discuss results. During the course of the semester students critically analyze, review, and interpret two research-based articles in the field of educational technology, and develop a research proposal in an area of interest to them. Prerequisite: A minimum of 15 EDTC graduate credits, including EDTC 618 Learning Theories, Motivation, and Relationship to Technology.
EDTC 623 Introduction to Educational Technology (3)
	This course provides background knowledge of basic educational technologies with particular emphasis on the application of instructional technology in K-12 curriculum. The technologies included are: microcomputers, input/output devices, storage systems, telecommunications software, productivity tools, CD-ROM, educational software, and information presentation software. Students explore the history and direction of instructional technologies, ethical and social issues, the importance of media literacy, as well as new forms of assignments and assessments using new technologies.
EDTC 624 Technology in the English/Language Arts Curriculum (3)
	This course focuses on creative writing, reading, literacy education, and new forms of creative expression as well as new research methods. Prerequisites: EDTC 621 Using the Internet in Education and EDTC 625 Using Integrated Software Across the Curriculum
EDTC 625 Using Integrated Software across the Curriculum (3)
	Students learn about integrated software packages (i.e., software which integrates word processing, data base management, paint, draw, spreadsheet and telecommunications capabilities into one package). The package is studied as the starting point of a resource based curriculum. New types of learning and assignments across the curriculum are explored. Prerequisite: EDTC 623 Introduction to Educational Technology and EDTC 618 Learning Theories, Motivation, and Relationship to Technology (latter may be taken as a co-requisite)
EDTC 626 Technology in the Art Curriculum (3)
	This course focuses on the use of graphic design to find new ways of providing art and music instruction. Prerequisites: EDTC 621 Using the Internet in Education and EDTC 625 Using Integrated Software Across the Curriculum
EDTC 627 Seminar: Current Trends in Educational Technology (3)
	This upper level seminar is designed to explore the latest trends and research in educational technology. The course involves intensive study and discussion in specialized areas. Prerequisite: a minimum of 21 EDTC graduate credits, including both EDTC 618 Learning Theories, Motivation, and Relationship to Technology and EDTC 622 Research Applications in Educational Technology
EDTC 628 Practicum (3)
	The purpose of the practicum is to integrate the student's program of study into a practical manifestation of "educational change and technology innovation." Students may elect to write either a project proposal, project case study, or to develop a multi-media course. Working independently, with the project advisor, students gather data, analyze results, write a report, and support recommendations. Students are encouraged to create an implementation plan for their practicum. Prerequisite: a minimum of 21 EDTC graduate credits, including both EDTC 618 Learning Theories, Motivation, and Relationship to Technology and EDTC 622 Research Applications in Educational Technology
EDTC 629 Graphics and Graphic Design in Education (3)
	This course provides a conceptual bridge between language arts and visual arts. It examines the history, creative strategy, and art of written language and typography, with special emphasis on the technologies of language. During the semester students examine the genesis of the visual form of language, the material constraints on visual form, and its ability to communicate both cultural value and information. Reading, discussions, and hands-on design projects expose students to current topics of this changing field. Assignments emphasize the development of an aesthetic - or "feel" - for type and the current philosophic discussions concerning the production of meaning through visual form. Prerequisites: EDTC 618 and 642.
EDTC 642 Introduction to Hypermedia (3)
	This course explores the historical development of hypermedia and explains information presentation using hypermedia. Teachers examine the way that hypermedia can be used to enhance learning in the classroom by using different learning styles through the personalization of hypermedia. Teachers learn not only how to link the hypermedia software with other media such as laser disks, but also how to use other peripherals for video, still graphics, and sound capture. Prerequisite: EDTC 623 Introduction to Educational Technology and EDTC 618 Learning Theories, Motivation, and Relationship to Technology (latter may be taken as a co-requisite)
EDTC 631 Technology Facilitators: Issues and Challenges (3)
	This course prepares students to serve as technology facilitators—professionals who promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for P-12 schools. An analysis of district-wide and school curriculum needs, state agency mandates and federal imperatives as well as personnel roles and services will be conducted.
EDTC 632 Technology and Methods in the ESL Curriculum (3)
	This course explores the application of technology and teaching methods within the ESL curriculum. The goal is to develop ESL teachers who know how to access resources to maintain state-of-the-art technological literacy. Each participant will design an instructional project-based learning activity as part of this class.
EDTC 633 Technology and Methods in the World Languages Curriculum (3)
	This course explores the application of research, technology, and teaching methods within the World Languages curriculum. The goal is to develop world languages teachers who know how to access resources to maintain state-of-the-art technological literacy. Each participant will design an instructional project-based learning activity as part of this class.

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