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 Fall 2018
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 535-4201 Syllabus SP19
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 Fall 2018
EDTECH 537 › (previously 597)
BLOGGING IN THE CLASSROOM
(Effective summer 2014) Focuses on the use of blogs in education, including creating and maintaining blogs, using RSS readers and microblogging. Examines the nature and purpose of blogging, types of blog entries, blog promotion, disclosure guidelines, and building a blogging community.
—EDTECH 537 Syllabus Summer 2018
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 538-4201 Syllabus SP19
—EDTECH 538 Syllabus Summer 2018
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 Social Networking Learning Syllabus SP19
—EDTECH 543 Syllabus Summer 2018
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 563-4201 Syllabus
EDTECH 564 ›
GAMIFIED AUGMENTED REALITY AND MOBILE
Analysis of emerging technologies that combine virtual and augmented realities, with specific support for mobile applications.
— EDTECH 564 Syllabus Fall 2018
EDTECH 565 ›
ADVANCED EDUCATIONAL GAME DESIGN
Examines advanced digital games design for K-12 implementations. PREREQ
: EDTECH 536.
— EDTECH 565-4201 Syllabus SP18
EDTECH 597 ›
AUTONOMOUS ROBOTICS FOR TEACHING AND LEARNING
This course introduces methods for integrating robotics technologies into K-12 classroom settings. Participants build and program an educational robot. Basic concepts about robotics will be introduced. Participants discuss about ways of using robotics to learn different subjects such as math, physics, science, and computer programming. This course provides hands-on experience by assembling robot models and by programming robots. Video production skill is needed. A web site for keeping learning journal throughout the course is required.
—EDTECH 597 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 Spring 2019
—EDTECH 541 Syllabus Fall 2018
EDTECH 542 ›
School Technology Coordination
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 Spring 2019
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 Fall 2018
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 SP19
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
Special Topics Elective for Summer 2016
2nd 7-week session
June 27 – August 14
EDTECH 597 ›
INTRODUCTION TO OPENNESS
This is a studio model course examining major areas of openness, the impact on education, and instructional design. Students will create and revise several project artifacts, and will interact heavily throughout the development cycle. Key elements include examining the centeredness of education, questioning what human-centered education might look like, and exploring openness in education through a human-centered design lens.
—EDTECH 597-4201 Syllabus
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EDTECH 592 ›
(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 ›
(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 For more information, see Thesis
EDTECH 680 ›
EDUCATION SPECIALIST FINAL PROJECT (EdS only). Culminating activity for the Education Specialist in Educational Technology (EdS) program. The student-generated project topic must be approved by program coordinator prior to enrollment. Final project is a substantial written product and multi-media representation(s) of the work. Taken after all EdS core courses and cognate courses have been completed. (Pass/Fail). PREREQ: PERM/INST.
The following courses have been approved and will appear in the 2012-2013 Graduate Catalog.
EDTECH 601 ›
DOCTORAL STUDIES ORIENTATION
Introduction to the purpose and nature of doctoral studies in educational technology. Explores processes and procedures specific to the degree program, tools for collaboration and research, conferences and journals in the field, and graduate faculty research initiatives. Must be taken in first semester enrolled in doctoral program. PREREQ: Admission into the doctoral program in Educational Technology.
—EDTECH601 Dr. Lowenthal Syllabus
—EDTECH 601 Syllabus Summer 2018
EDTECH 602 ›
EMERGING TRENDS IN EDUCATIONAL TECHNOLOGY
Explores current topics and trends in educational technology research and their applications. Reviews literature and practices to identify emerging trends in the field.
—EDTECH 602 Syllabus Summer 2018
EDTECH 603 ›
GLOBAL AND CULTURAL PERSPECTIVES IN EDUCATIONAL TECHNOLOGY
Explores the implementation of information and communications technologies (ICT) in educational systems outside of the United States. Examines promises and challenges of ICT integration in both developed and developing countries as impacted by different contexts.
—EDTECH603 Syllabus Fall 2018
EDTECH 604 ›
LEADERSHIP IN EDUCATIONAL TECHNOLOGY
Examines principles that guide innovative leadership of educational technology programs and initiatives. Focuses on the synthesis of theories, models, and processes that guide policy creation and active project implementation. Emphasis on team building, organizational psychology, people and resources, and change management. PREREQ: EDTECH 601
—EDTECH604 Syllabus SP19
EDTECH 605 ›
PROJECT MANAGEMENT IN EDUCATIONAL SETTINGS
Introduction to best practices and principles related to the management of projects in educational organizations (all levels, traditional or online). Emphasis on team building and leadership, establishing relationships, benchmarks and evaluative practices. Review and use of various project management software tools. PREREQ: EDTECH 601
—EDTECH605 Syllabus SP19
EDTECH 650 ›
(previously numbered 561)
RESEARCH IN EDUCATIONAL TECHNOLOGY
Review and analysis of research studies in educational technology. Foundations in the relationships among research design, measurement, and statistics; methodology for designing, conducting, and reporting educational technology research. PREREQ: EDTECH 504.
—EDTECH 650 Syllabus Fall 2018
EDTECH 651 ›
(previously numbered 562)
EDTECH 652 ›
QUANTITATIVE RESEARCH METHODS
Overview of quantitative research approaches in educational research. Covers concepts of, and practice with, parametric and non-parametric tests and predictive analysis. Introduction to experimental design, survey sampling, and advanced statistical analysis. Purchase of statistical analysis software is required. PREREQ: EDTECH 562
—EDTECH652 Syllabus SP19
EDTECH 653 ›
QUALITATIVE RESEARCH METHODS
Overview of qualitative research approaches in educational research. Reviews the theory, epistemological assumptions, and application of major methodologies. Focuses on developing skills in creating field notes, planning and conducting interviews, collecting relevant artifacts, analyzing data, and writing reports. Introduction to computer-assisted qualitative data analysis.
—EDTECH 653 Syllabus Fall 2018
EDTECH 662 ›
ADVANCED QUANTITATIVE RESEARCH METHODS
Explores advanced concepts of quantitative theory and data analysis methods. Guides selection and application of multiple, appropriate levels of analysis to selected research questions. Purchase of statistical analysis software is required. PREREQ: EDTECH 562, 652
—EDTECH662 Syllabus SP19
EDTECH 663 ›
ADVANCED QUALITATIVE RESEARCH METHODS
Explores specific qualitative methodologies in depth. Extensive practice in analysis of data based on a selected qualitative tradition, followed by the presentation of results. Focuses on the development, planning, and conduct of an applicable project. Includes further practice with computer-assisted qualitative data analysis. PREREQ: EDTECH 653
—EDTECH663 Syllabus SP19
EDTECH 671 ›
DATA MINING RESEARCH METHODS FOR EDUCATION Introduction to fundamental algorithms and methodologies for data mining and machine learning. Topics include techniques in pattern discovery and predictive modeling. PREREQ: EDTECH 562, 652
EDTECH 672 ›
Study and application of design-based research methodology, aimed to improve educational practices through iterative analysis, design, development, implementation, and generation back to theory. Emphasis on collaboration among researchers and practitioners in real-world settings. PREREQ: EDTECH 561.
—EDTECH672 Syllabus SP18
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EDTECH 202 ›
TEACHING AND LEARNING IN A DIGITAL AGE
Standards, skills and strategies for integrating technology tools in the classroom and digital environments to support student engagement, creativity, digital citizenship and digital age learning experiences.
—EDTECH202 Spring 2019 Syllabus
—EDTECH202 Summer 2018 Syllabus
EDTECH 203 ›
FOUNDATIONS OF DIGITAL CULTURE Engages students in developing strategies for digital spaces. Develops 21st Century skills including creativity, critical thinking, digital communication and collaboration, information literacy, digital citizenship, and personal and social responsibilities.