EDTECH 506 ›
GRAPHIC DESIGN FOR LEARNING Apply learning theory, principles of visual literacy, and graphic design techniques for instructional media development. Select and combine visual and text representations to effectively communicate instructional information. Note: We strongly recommend that students take EDTECH 502 and EDTECH 503 before enrolling in EDTECH 506. The knowledge and skills learned from 502 (web development) and 503 (instructional design) are necessary for a student to maximize the 506 course experience through the production of an authentic and useful final product. If a student already has an equivalent background in what the objectives covered in 502 and 503, it is possible to enroll in 506.
EDTECH 506 Syllabus
EDTECH 511 ›
INTERACTIVE COURSEWARE DEVELOPMENT This course is ideal for beginners with little or no prior instructional software development experience. The platform that we will be using is Author by MuzzyLane Software. The class provides experience developing multimedia materials that contain sound, graphic, and interactive components. See the syllabus for more detail. PREREQ: EDTECH 503, or Permission Number from the Instructor.
EDTECH 511 Syllabus
EDTECH 512 ›
ONLINE COURSE DESIGN Emphasizes web-based instructional design for the development of online courses. Consideration is given to various models of online delivery, content organization and presentation, and graphic design. Course participants create a fully developed online course. PREREQ: EDTECH 502 or PERM/INST.
EDTECH 512 Syllabus
EDTECH 521 ›
ONLINE AND BLENDED TEACHING IN THE K-12 ENVIRONMENT. Examines research-supported practices in online and blended classrooms. Emphasizes technology supported teaching and learning, classroom management, lesson design, learner engagement, and individualized instruction.
EDTECH 521 Syllabus
EDTECH 522 ›
ONLINE TEACHING FOR ADULT LEARNERS Emphasizes andragogy and best practice in online teaching, analyzing online teaching tools, planning, facilitating, and assessing collaborative and interactive e-learning experiences, and gaining practical experience teaching online.
EDTECH 522 Syllabus
EDTECH 523 ›
ADVANCED ONLINE AND BLENDED TEACHING. Utilizes a project-based approach emphasizing content-specific instructional strategies, improved communication, assessment, and evaluation of quality learning experiences in technology supported online and blended instruction. Experience with web-based conference tools recommended. Project required.
PREREQ: EDTECH 521 or EDTECH 522
EDTECH 523 Syllabus
EDTECH 524 ›
FIELD EXPERIENCE IN ONLINE TEACHING Online teaching internship in a Pre-K-12 online school or program. Students will participate in a hands-on field experience for the purpose of observing the effective management and instruction of learning in a fully online environment for a total of 8 weeks, which can start at the beginning, middle or toward the second part of a semester. Permission of Instructor Required for enrolling in this course. Graded pass/fail. (P/F) only.
EDTECH 524 Syllabus
EDTECH 532 ›
EDUCATIONAL SIMULATIONS Explores the theory and implementation of educational simulations and games for improved instructional engagement. This course uses a hands-on approach to explore the theories and the practical aspects of evaluating and implementing educational simulations for teaching and learning.
EDTECH 532 Syllabus
EDTECH 534 ›
MOBILE APP DESIGN FOR TEACHING AND LEARNING (Effective fall 2014) Students leverage the potential of mobile technologies by exploring, analyzing, and designing mobile apps for use in various settings such as teaching, learning, and work. NOTE: Students enrolling in 534 will need an Android smartphone to run/build/test apps that require a texting function. OR, Most apps will work on Android tablets, but students will need to have access to an Android phone at certain point for at least one required app. Students who build communication apps that require phone call functions, will need an Android phone.
EDTECH 534 Syllabus
EDTECH 535 › (previously 597)
DIGITAL ENGAGEMENT FOR LEARNING (Effective spring 2015) Provides an overview of instructional elements in digital engagement (e.g., cartoons, TV programs, movies, and digital games). Students conduct research on the practical application of digital engagement in classroom settings through experimentation and play.
EDTECH 535 Syllabus
EDTECH 536 › (previously 597)
EDUCATIONAL GAME DESIGN (Effective fall 2018) Provides novice students with programming opportunities for designing an instructional digital game. Students will learn how to design and develop instructional games for teaching and learning using an authoring tool of their choice. Students play instructional games and understand the game design process. Once students understand the game design process, they design their own short and simple game. Students will be able to design their own short and simple instructional game.
EDTECH 536 Syllabus
EDTECH 538 › (previously 597)
MAKER TECH: PHYSICAL COMPUTING FOR STEAM EDUCATION “Analyze, make, and apply maker tech for teaching and learning contexts. Leverage the power of programming and tinker with digital and physical artifacts for learning/practicing/applying knowledge in science, technology, art, engineering, and mathematics (STEAM).”
In this course, you will explore and develop your own maker projects. You will utilize intuitive block-based programming tools to create games, science simulations, music instruments, art projects that interact with circuits, everyday objects, and hardware. You will experience computational thinking such as procedural abstraction and algorithmic thinking, and unleash your creativity while experimenting with hybrid projects of digital and physical objects. You will also create instructional units that integrate your own maker projects for your context of teaching.
EDTECH 538 Syllabus
EDTECH 541 ›
INTEGRATING TECHNOLOGY INTO THE CLASSROOM CURRICULUM Examination and practice in technology integration strategies in classroom environments, using various applications, instructional, and productivity software, evaluating tools and resources, and developing integrated instructional activities.
EDTECH 541 Syllabus
EDTECH 542 ›
TECHNOLOGY-SUPPORTED PROJECT-BASED LEARNING Examines the Project-Based Learning Model, including development of PBL-based instructional units that engage learners in projects requiring investigation, analysis, synthesis, and presentation in real-world scenarios.
EDTECH 542 Syllabus
EDTECH 543 ›
SOCIAL NETWORK LEARNING This graduate level course will explore collaborative and emergent pedagogies, tools, and theory related to the use of social networks in learning environments. Participants will gain hands-on experience with a variety social networking tools, create a community-based resource, and have an opportunity to develop a global professional network for educational technologists.
EDTECH 543 Syllabus
EDTECH 544 ›
INSTRUCTIONAL TECHNOLOGY COACHING
EDTECH 544 Syllabus
EDTECH 551 ›
TECHNICAL AND GRANT WRITING Project-based instruction entailing various kinds of technical writing, all focusing on a completed grant proposal. Includes evaluating writing for print versus electronic display. Additional focus on writing proficiencies, as needed.
EDTECH 551 Syllabus
EDTECH 552 ›
INTRODUCTION TO NETWORK ADMINISTRATION Introduction to technical competencies for school technology coordinators, addressing network administration, topography, and devices. Preparation for the CCENT (Cisco Certified Entry Networking Technician ) or CCNA (Cisco Certified Network Associate ) certificate.
EDTECH 552 Syllabus
EDTECH 554 ›
MANAGING TECHNOLOGY INTEGRATION IN SCHOOLS Explores strategies for planning and implementing technology integration on an organizational level and examines larger scale professional development models. Develops skills for taking a leadership role in district technology use planning, implementation and assessment.
EDTECH 554 Syllabus
EDTECH 563 ›
QUEST-BASED LEARNING DESIGN Emphasizes the knowledge, skills, and pedagogy of quest based learning as applied to emerging gaming techniques and technologies.
EDTECH 563 Syllabus
EDTECH 565 ›
ADVANCED EDUCATIONAL GAME DESIGN Examines advanced digital games design for K-12 implementations. PREREQ: EDTECH 536.
EDTECH 565 Syllabus
EDTECH 582 ›
SELECTED TOPICS: ONLINE TEACHING e-Portfolio course for the K-12 Online Teaching Endorsement This is a Special Topics course for fulfilling the competency-based requirements for the Idaho K-12 Online Teaching Endorsement. In the course, students will be compiling various artifacts and reflective statements that demonstrate their achievement of competencies as outlined by the Idaho K-12 Online Teaching Standards. The portfolio represents a broad-based selection of significant professional work, reflects the depth and breadth of a candidate’s professional experience, and is used to appraise candidates for the endorsement.
EDTECH 582 Syllabus
Culminating Activity
EDTECH 592 ›
PORTFOLIO (M.E.T. only) The portfolio is required for students in the Master of Education Technology (M.E.T.) program who enrolled Fall 2008 and after. This is a three unit course taken in your last semester in the program. In the course, you will be compiling various artifacts and reflective statements that demonstrate your achievement of competencies in the program. Your portfolio will presented to, and evaluated by, your faculty committee. Here is the course description: A broad-based selection of significant student work that is used to appraise student performance and professional development. A portfolio reflects the depth and breadth of a student’s educational growth since entering the graduate program. Portfolios may include, but are not limited to, classroom examinations, journals, writing samples, publishable scholarship, professional projects, annotated bibliographies, and artistic endeavors. Graded pass/fail only. This course is taken at the end of the M.E.T program after the Application for Admission to Candidacy form has been submitted and approved. Departmental permission is required to register for this course. Please complete the online Portfolio Application to obtain a permission number prior to registration.
EDTECH 593 ›
Thesis (Variable Credit; M.S.E.T. only) Independent research or creative activity at the master’s level resulting in a thesis that must be defended at a final oral examination and archived in the university library. The thesis must be written in clear and effective English and presented in a format that conforms to the standards of the Graduate College. Pass/fail only. PREREQ: All MSET courses completed.
EDTECH 596 ›
INDEPENDENT STUDY A Graduate Independent Study involves advanced study of a specialized topic. Any individual who has been admitted to the Graduate College is eligible. The graduate student is expected to work under the supervision of a member of the graduate faculty but with a high degree of autonomy. NOTE: Independent studies cannot substitute for regularly scheduled course offerings. Nor may a scheduled course offering be a significant component of an independent study. Application for Independent Study.
EDTECH 597 ›
SPECIAL TOPICS [Required Modifier] (Variable Credit) Instruction on a
topic that is not included in the catalog of regular graduate courses; the topic is
indicated by the required modifier. Descriptions for these courses are given in
the Schedule of Classes published each semester. Either graded or pass/fail.
Integrating Computational Thinking for Education Explores computational thinking (CT) frameworks, pedagogies, assessments, and educational technologies for teaching CT. Participants will create instructional units using effective pedagogies and technologies to integrate CT in their teaching contexts.
Integrating Computational Thinking for Education Syllabus
Cybersecurity in Schools The purpose of this course is to provide the students with an overview of the field of information security and assurance. In this course, students develop the foundation for understanding the key issues associated with protecting information assets and explore cyber trends and threats—along with the broader topic of cybersecurity–in a way that will matter to students and schools. Students will also gain insights for how schools protect their operations from attacks, discover the latest job trends and why the field continues to grow, and create a cybersecurity curriculum.
Dystopian Visions, A.I., & Education Considers the thematic elements of dystopian works and their relationship to AI within the context of education. Students will read or view selected pieces of dystopian fiction (i.e., short stories, poetry, novels, movies, music, and streaming series) to develop a series of reflections, creative works, and an academic treatment about A.I. and its impact on teaching and learning.