EDTC - Educational Technology


2014-2015 GRADUATE STUDIES CATALOG
Effective 1 June 2014?31 May 2015

Please see the Graduate Catalog Archives for PDF versions of past catalogs.

Course Descriptions

EDTC 5010 Introduction to Technologies for Education

This course is intended as a broad-based introduction to technology. This is a hands-on, project-based course designed to help educators use technology creatively and effectively in support of curriculum in the elementary and secondary school classrooms. Topics include an introduction to media literacy, evaluation and integration of software into the curriculum, and the impact of technology on the teaching/learning process. Technologies presented include: multimedia, videodisks, Internet, and electronic communications (video, audio, and data).

EDTC 5020 Assistive Technology (3)

This is a hands-on, project based course designed to help educators evaluate hardware and software in relation to a student’s specific disability. It provides an in-depth explanation of hardware and software developed for people with disabilities.

EDTC 5030 Topics in Classroom Technologies (1-3)

The courses are designed to expose students to particular classroom applications or issues on the use of technology. This course may be repeated for credit if the content differs.

EDTC 5032 Introduction to Assessment Using Technology (2)

This course examines different methods to collect, organize, and analyze information using technological tools., It examines substantive and evidentiary learning processes, ISTE NETS, psychology of learning, pros and cons of using technology to assess, and the ethical and social aspects of evaluation and what assessment means in any curriculum and how can technology aid in the process.

EDTC 5033 Learning Communities (1)

This course is for individuals in an educational or business setting who have the desire to create and implement successful learning communities with technology in a teaching/instructing atmosphere. This course will take into account researching, creating, formulating, problem solving, grouping strategies, managing, and evaluating and assessing all aspects of learning communities in the educational/instructional setting.

EDTC 5034 Maximizing Interactive Learning with Technology (2)

This course enables educators to improve student retention, and increase learning through the use of hands-on activities that compliment curriculum across the board. This course covers the adaptation process of application software, free bundled software, and online searching and researching in computer labs and in one-computer classrooms.

EDTC 5036 Searching for Classroom Grant Opportunities (2)

This course is for individuals who have the desire to locate grants that are offered to educators, trainers, and instructors. It covers searching for grants using the Internet and traditional methods. The course also covers writing techniques, terminology, tips, and suggestions for effective grant writing to simplify the process and ensure success.

EDTC 5040 Graphic Design for Educators (2)

Computer graphics adds imagery for the web, design for the printed page, and broadcast-quality to multimedia presentations. This course covers the basic applications of computer graphics into word processing, multi-media, and web projects. Some topics include: downloading from the web, creating, converting, manipulating, placement, and exporting of graphics.

EDTC 5070 Desktop Publishing for Educators (2)

This course is a study of desktop publishing and the current state of the desktop publishing industry. Emphasis will be placed on how to actually create a publication from start to finish and include emphasis on types of publications useful in the classroom. Software required or access to the software in the lab.

EDTC 5100 Teaching with Technology: Methods and Materials (2-3)

This course is designed with a focus on developing curriculum materials infused with technology. Participants will design curriculum for their particular content area integrating technology into the student learning experience. Topics included in discussion are research regarding learning, models of curriculum design, assessment methods, and current/future technology. Participants will utilize technology in the creation of all course projects. This course may be used by math and educational technology students as a substitute for the Curriculum Design requirement. Prerequisites: Classroom Technologies or permission of the Educational Technology Coordinator.

EDTC 5180 Applications Software

The courses listed below examine specific applications software, such as word processing, database, and spreadsheet packages. This course may be repeated for credit if the content differs.

  • Microsoft Office (2-3)
    This course covers the basic software applications of Word, Excel, PowerPoint, and other supporting programs using Microsoft Office. Use of these applications as an instructional and managerial tool in an educational setting is emphasized.

EDTC 5200 Independent Study (1-3)

Students with special interests or needs that are not met by existing courses may request that a member of the faculty supervise an independent study. Together, the student and faculty member decide on the content of the independent study and the criteria for evaluation. This course may be repeated for credit if the content differs. Prerequisites: permission of the Educational Technology Coordinator.

EDTC 5210 In-Service Education (1-4)

These courses are not part of the existing curricula but provide experiences important to the academic and professional development of educators. This course may be repeated for credit if the content differs. Prerequisites: permission of the Educational Technology Coordinator required to apply it to the MET degree.

EDTC 5250 Programming for Educators I (2)

This course is designed to provide educators with foundational skills and experiences in computer programming. Students will be introduced to the rationale, uses, and history of computer programming in schools. Basic programming concepts using Scratch will be taught. Such concepts include: Procedural programming, Event driven programming (Control structures, sequence, if/else, for loop, while loop), Stepwise refinement. Emphasis will also be on students’ reflection on various advantages for using programming in the K-12 environment as a tool for teaching/instruction. Educational programming languages for the K-12 classroom such as MSWLOGO, XLogo and Scratch will be used.

EDTC 5255 Programming for Educators II (3)

This course is designed to provide educators with skills and experiences with computer programming beyond the basic level. Students will be introduced to the Python programming language, concepts covered include: user interaction, procedural programming (methods, parameters, return values) GUI programming. variables, lists and arrays, error handling, debugging. Emphasis will also be on rationale for using programming in the k-12 environment as a tool for teaching/instruction. Programming languages for professional applications development – Python will be used. Prerequisitess: Permission of Instructor.

EDTC 5290 Digital Video for Educators (3)

This course enables participants to plan, design, script, produce, edit and present digital movies. Emphasis is on classroom lesson designs and teaching-learning applications. The course focuses on teachers making videos for instructional presentations and students making video for creative writing / storytelling, reporting research, and assessment of learning.

EDTC 5295 Advanced Digital Video Editing (3)

This course provides an extension to the “Digital Movie Making” class. In this class, students will learn the basics of Non-linear video editing, the set up and importance of lighting and audio to good video, and how to export video for a variety of audiences. Other advanced techniques like compositing, blue/green screen, and title and text generation will also be taught. Prerequisites: EDTC 5290.

EDTC 5297 Advanced Computer Graphics and Desktop Publishing for Educators (3)

This is a course on developing students’ critical and creative thinking skills using advanced computer graphics and desktop publishing. It will include topics such as an introduction to the Bezier curve, palettes, brushes, and combining applications. Prerequisites: EDTC 5070.

EDTC 5332 Computers and Information Systems (3)

This course is for educators for whom the computer will be an everyday tool. This course covers core concepts of computers and information systems in order to be able to use the computer competently. Information is presented on the capabilities of computers that users can apply at work, home, and school. Topics covered will include computer development; input, processing, storage, and output hardware; software development; programming languages; communications; connectivity; systems development; database management; information management; ethics; privacy; security; and purchasing and maintaining a computer system.

EDTC 5334 Constructivism and Technology (3)

This course is an introduction to constructivist theories in education and t their applications to curriculum and instruction. The course employs collaborative processes and learning community-based web technologies (i.e. Web 2.0 tools) so that students learn about constructivism by experiencing constructivist methodologies and technologies used in this course. Participants build their knowledge and skills about constructivist theory and practice through collaborative writing and curriculum building using new interactive web technologies.

EDTC 5336 Technology and Differentiated Instruction (2)

This course will provide the participants with a philosophical, professional, and practical framework for the integration of computer technology into differentiated instruction in the K-12 classroom. Participants will explore learner characteristics of high-incidence student groups (gifted, ELL, special education, culturally diverse groups, gender groups), student needs and appropriate teacher responses, and elements of differentiated instruction. A toolbox of technology interventions will be developed. Participants will gain skills in evaluation of currently used instructional units in order effectively to integrate differentiation strategies using computer technology. Legal, ethical, and practical issues will be considered.

EDTC 5338 Evaluating Emerging Technologies (3)

In this course the student is introduced to the basic concepts of emerging technologies. Emphasis is given to three primary functions: evaluation, selection, and integration of technology. Additional topics include: background of technology into teaching, planning and implementation for effective integration for classroom and school districts including aspects of distance learning resources and methods, Web sites and Web pages and Internet usage exploration as educational technologies, and use of emerging developments in technology for future use.

EDTC 5340 Modeling Data to Enhance Instruction (3)

This course is designed to focus teachers on engaging in data-driven decision making for instructional improvement. In the context of national and state-based teacher accountability systems, teachers are expected to use student performance and test data to improve student learning by differentiating instruction for each student. In this course, teachers will use data modeling software in conjunction with inquiry based approaches to interpret and analyze student performance data. Using these modeling tools teachers will engage in trend analysis, data representations and visual modeling of individual student data. Teachers will also learn how to teach inquiry based data modeling concepts to students in their own classrooms.

EDTC 5410 In-Service Topics (1-3)

In-service courses are designed to provide educators with practical applications of contemporary research and methodology to improve classroom effectiveness. This course may be repeated for credit if the content differs. Limited number of credits may be applied to the MET degree.

  • Captivate in the Classroom (2)
    Discover how to enrich one’s presentations whether in a classroom or online by using Adobe Captivate to enhance your presentation for your class next semester. Storyboarding will help you design an interactive presentation. The course involves a recording device to record the presentation you storyboarded. Finally, you will incorporate PowerPoint or screen captures of any software or WWW to create your presentation. Knowledge of PowerPoint is required.
  • Flash in the Classroom (2)
    Discover ways in which to enhance curriculum using the multimedia-authoring program Flash. Students learn how to design their own multimedia projects, reports, and presentations by combining text, graphics, movies, and sound. Activities include using the Internet, creating original artwork, and importing graphics and photographs.
  • Inspiration for the Classroom (1)
    This course is intended to teach skills and curriculum uses of Inspiration software in the classroom. This is a hands-on, project-based course designed to help educators use visualization and concept mapping effectively in the classroom to enhance learning.
  • Integrating Multimedia from the Internet into the Curriculum (2)
    Students will learn to locate and integrate a variety of images, sound files and video from the Internet into curriculum activities. Emphasis will be on activities that promote critical thinking in the K-12 classroom.
  • Microsoft Office (2)
    This course covers the basic software applications of Word, Excel, PowerPoint, and other supporting programs using Microsoft Office. Use of these applications as an instructional and managerial tool in an educational setting is emphasized.
  • Using PDAs in Education (1)
    This course will discuss capabilities and terminology associated with handhelds, and how they can be used in the classroom, in the business world, and in everyday life. We will examine how they are more than time and organizational managers, and how they support teaching and learning in the classroom. With a focus on educational applications, but also including business applications, we will search on the Internet for free and / or low-cost educational, utilities, and game software programs and practice downloading and uploading. We will discuss assessment methods, hot sync, beaming, copyright issues, curriculum content, various PDAs, and ways and means to obtain handhelds.
  • Whiteboard in the Classroom (1)
    Students will learn about interactive whiteboards and their implementation in educational environments. Students will investigate the options available in hardware and software as well as learn to incorporate interactive whiteboards for effective teaching and learning.

EDTC 5460 - Curriculum Design Technology Apps (3)

This course is designed to help individuals plan learning experiences. Topics included are technology in the classroom, research regarding learning, models of curriculum design, and methods of evaluation. Participants will design curriculum for their particular content area integrating technology into the student learning experience. Evaluating software packages for use within the curriculum is required.

EDTC 5465 Instructional Design (2)

Master teachers are expected to create instructional materials that reflect current theory and research on learning, exemplify a creative infusion of technology into the content areas, and approach assessment as a dynamic, process-oriented component of the learning experience. This course allows participants to create a comprehensive instructional project in their own content area. This project will reflect their knowledge of learning theory, teaching strategies, leading-edge technology, and performance assessment. Students will have “hands-on” experience with leading-edge technology to assist them in instructional design processes. Prerequisites: EDUC 5460 or EDTC 5460.

EDTC 5550 Web Page Authoring and Design I (2)

This course is designed to teach educators how to use hypertext markup language (HTML) to design and create Web pages for use in educational settings. Students will learn how to use HTML, tags, links, and attributes for a basic understanding of publishing HTML documents. Tables, forms, style sheets, and frames in educational settings will be covered.

EDTC 5555 Web Page Authoring and Design II (2)

This course is designed to teach educators how to use hypertext markup language (HTML) to design and create Web pages for use in educational settings. This is the second half of EDTC 5550. Tables, forms, style sheets, and frames in educational settings will be covered. Prerequisites: EDTC 5550.

EDTC 5560 Internet Applications

The courses listed below are designed to provide experience in Internet applications in educational settings. This course may be repeated for credit if the content differs.

  • JavaScript (3)
    The integration of HTML with JavaScript enhances Web page usage in the classroom. Students learn how to add special features and make interactive Web pages. Students learn how to build Web pages with forms, tables, and database search functions. Prerequisites: EDTC 5555.

EDTC 5630 Advanced Topics in Classroom Technologies (1-3)

The courses are designed to further the student’s knowledge and skills for a variety of technologies used by educators. This course may be repeated for credit if the content differs.

EDTC 5631 Literacies and Technology (3)

This is a project based course that will explore the realm of literacy and how technology can be used through tools such as grants and other search engines to find resources to supplement literacy and media. Aspects of literacy and goal setting recommendations based upon technology will be addressed.

EDTC 5632 Databases for Decision Making (3)

This course explores ways to manage information using databases. Students will explore a variety of database activities which will stimulate the critical evaluation of data needed for wise decision making. Students will also learn how to incorporate these activities into curriculum.

EDTC 5633 Adult Learning and Technology (2)

This class focuses on two specific areas of teaching and learning: adult learning methods and the use of technologies appropriate to environments that engage adult learners. While the material covered in this course will deal with good practices in the teaching of adult learners, it will also provide sound methodology in the teaching of k-12 students as the focus is on individualizing education and creating relevance in course materials specific to immediate needs.

EDTC 5635 Robotics in the Classroom (2)

In this class students will examine how incorporating robotics technology into pre-existing lesson plans will create investigative play through the design of meaningful projects, encourage group participation, enhance social skills, increase comprehension, retention, and thinking and learning skills. Students will build a TechCard chassis-based robot using principles of basic electronics. Students will create a robot that is aesthetically pleasing and one that solves a real-world problem and does something. Students will examine and discuss how robot building involves probability, planning and predicting, designing, hypothesizing, measuring, applying mathematical and scientific principles. Discussions will include how robotics relate to education, how to incorporate robotics into existing lesson plans to enrich and expand on already existing lessons at any grade level in multiple disciplines.

EDTC 5637 Systemic Change Theory & Technology (3)

The introduction of various technologies into our teaching and learning environments is meant to strengthen the ability of institutions, teachers, and students to reach their educational goals. The implementation phase, however, is often a turbulent process involving a great deal of institutional and pedagogical change. This course will focus on the processes of change in teaching and learning environments that are normalizing the use of educational technologies and explore various theories of resistance and adoption.

EDTC 5638 Technology and Language Arts (2)

Discover ways of using technology to enhance the language arts curriculum. This hands-on course will develop many enriching activities for your students in language arts.

EDTC 5639 Technology and Thinking Skills (3)

This is a course on developing students’ critical and creative thinking skills using new video and computer technologies.

EDTC 5710 Maintaining Computer Systems (2)

This course will take students from computer setup through software installations and hardware upgrades in order to maintain a well-running computer system without the need of technical support.

EDTC 5720 Computer Networks (2)

This course provides teachers with an awareness of and an exposure to educational computer networks. Participants will learn basic terminology, purpose, and functions of a computer network. The focus of this course will be computer network usage and management, not the installation and maintenance of hardware. Participants will receive hands-on experience with computer network systems.

EDTC 5730 Technical Environment Management (2)

This course is designed to provide hands-on technical management skills. Topics include equipment attainment, installation, maintenance, troubleshooting, and technical support. 

EDTC 5740 - Designing Educational Technology For Educators (3)

Students learn to consider the various components of educational technology facilities and their impact on education. Students will tour the educational technology facilities of several schools in the area to broaden their knowledge of different ways of successfully implementing technology.

EDTC 5745 Instructional Technology Planning and Management (2)

This course reviews the strategies used for effective technology planning and management. Determining level of technology integration, evaluating appropriate technology acquisitions, developing successful technology plans, and planning successful technology staff development will be reviewed through readings and student projects. State and national standards for student and teacher performance will be a focus for the course.

EDTC 5750 Special Institute (1-3)

Various institutes are offered to provide a wide range of workshop experiences and contemporary topics in the area of educational technology. For more specific and current information, contact the School of Education. This course may be repeated for credit if the content differs. Prerequisites: permission of the Educational Technology Coordinator.

EDTC 5820 Designing an Online Course -Part I (2)

This course will engage the student in building an online course using online software. Current curriculum and instructional design principles will be utilized. The focus is on curriculum building for a single course. 

EDTC 5825 - Designing an Online Course Part II (2)

This course will engage the student in building an online course using online software. Current curriculum and instructional design principles will be utilized. The focus is on curriculum building for a single course. It is a continuation of EDTC 5820. Prereq: EDTC 5820.

EDTC 5830 Video Conferencing for Educators (3)

This course will familiarize the student with multiple video conferencing and collaboration technologies, along with technical and policy issues involved in their use in the classroom. Students will develop strategies and techniques in the use of these technologies to effectively address classroom learning objectives. Uses for teachers and their students include, but are not limited to, virtual field trips, professional development opportunities, contact and collaboration with experts outside the classroom, and utilization of established video conferencing programming. 

EDTC 5840 Designing an Online Curriculum (3)

This course will engage the student in designing a virtual school curriculum using current curriculum and instructional design principles. The focus is on curriculum building for an entire virtual school. Prerequisites: EDTC 5460.

EDTC 5900 Technology, Ethics, and Society (3)

This course will engage social ethics in response to its impact on the developing technologies of global societies. Students will explore the relationship of technology through various philosophical and/or moral perspectives. This course will assist students in exploring their implicit values as they relate to technology.

EDTC 5995 Final Program Survey

All educational technology MET students are required to register for this zero credit hour course during their final semester. Students complete a program evaluation survey about their participation in the educational technology program. For specific guidelines see the EDTC Coordinator. This course is graded on a credit/no credit basis only.

EDTC 5996 Content Performance Portfolio (2)

The aim of the Content Performance Portfolio Course is to assist educational technologists (facilitators and coordinators) in developing and demonstrating their mastery of skills that are related to the facilitation of technology in their school environment. Different mediums of representation such as print, video, visual and web will be used to demonstrate student competencies with National Educational Technology Standards at the advanced level. By engaging in and demonstrating multiple forms of representation with media, students will explore processes for becoming effective educational technology facilitators. The overall construct of the course will demonstrate ISTE NETS skills and competencies, however the portfolio will be organized around AECT standards.

EDTC 6000 Advanced Graduate Certificate Project (3)

The advanced graduate certificate (AGC) project is the culminating experience in the AGC program. The student chooses a faculty member to supervise this final project. Examples include a presentation or demonstration for an MAT class, a school district, a local board of education, or a community group; a paper or research project which might be published or distributed within an appropriate school, community group, or for a large audience; or an action project designed and implemented within the student’s place of employment.

EDTC 6022 Designing Accessible Learning Communities (3)

Technology facilitators are increasingly called on to create safe and supportive learning environments that allow learners to be more independent and valued. Federal laws (e.g. IDEA and NCLB) require learners in schools to receive accommodations and accessibility options. Beyond such mandates, however education leaders should be able to engage in Universal Design for all populations and their environments. This course engages learners in universal design and accessibility principles and practices.

EDTC 6136 Designing Accessible Learning Communities Internship (1)

Technology facilitators are increasingly called on to create safe and supportive learning environments that allow learners to be more independent and valued. Federal laws (e.g. IDEA and NCLB) require learners in schools to receive accommodations and accessibility options. Beyond such mandates, however education leaders should be able to engage in Universal Design for all populations and their environments. This course engages learners in universal design and accessibility principles and practices. This course is a semester long internship. It involves fieldwork in which the candidate spends an extended period of time with an individual with special needs. The candidate then proceeds to reflect on the experience and designs a technology based application (process or procedure) for enhancing the learning experiences of the individual. It is to be taken concurrently with EDTC 6022.

EDTC 6240 Educational Statistics (2-3)

Educational Statistics is an introductory graduate course in using quantitative methods for inquiry in education. Students will be exposed to the fundamental concepts and procedures of descriptive and inferential statistics. Students will develop competence in reading and understanding statistics topics from various sources. The course includes an introduction to the use and interpretation of SPSS.

EDTC 6245 Research Design (2-3)

Students will be exposed to various quantitative and qualitative methods as well as mixed methods. Knowing which method(s) to use with various research questions is important.

EDTC 6250 Thesis in Educational Technology I (3)

In this course students write a comprehensive thesis that focuses on original research in the field of educational technology. This thesis should include the following elements 1) identification and description of a research question, 2) examination of related bibliographic sources (literature review), 3) data collection and analysis, 4) findings, discussion, and conclusions. Ultimately students are expected to propose, develop, complete, and defend a thesis that incorporates a comprehensive understanding of research methods and critical analysis based in their coursework throughout the program. The thesis area or topic will be developed by the student in consultation with the major instructor as well as a committee comprising other faculty or local experts. The thesis proposal and document must be presented in accord with Webster University Graduate Thesis guidelines and departmental specifications.

EDTC 6255 Thesis in Educational Technology II (3)

In this course students write a comprehensive thesis that focuses on original research in the field of educational technology. This thesis should include the following elements 1) identification and description of a research question, 2) examination of related bibliographic sources (literature review), 3) data collection and analysis, 4) findings, discussion, and conclusions. Ultimately students are expected to propose, develop, complete, and defend a thesis that incorporates a comprehensive understanding of research methods and critical analysis based in their coursework throughout the program. The thesis area or topic will be developed by the student in consultation with the major instructor as well as a committee comprising other faculty or local experts. The thesis proposal and document must be presented in accord with Webster University Graduate Thesis guidelines and departmental specifications. Prerequisites: EDTC 6250.

EDTC 6300 Technology Project Management (3)

In this course students will engage in developing and demonstrating their mastery of skills that are related to the facilitation of technology in their school environment. Different mediums of representation such as print, video, visual and web will be used to demonstrate student competencies with National Educational Technology Standards at the advanced level. By engaging in and demonstrating multiple forms of representation with media, students will explore processes for becoming effective educational technology facilitators.

EDTC 6301 Technology Project Management Internship (1)

This course is a semester long internship. It is to be taken concurrently with EDTC 6300.

EDTC 6460 Foundations of Educational Technology Leadership (3)

This course engages students in acquiring the competencies and skills for understanding as well as implementing technological pedagogical content knowledge (TPCK). By focusing on the concepts and competencies that teachers ought to have so as to meaningfully integrate technology into instruction in their specific content area this course supports the growth of teachers’ professional knowledge base. The course focuses on the ability of teachers to recognize the evidence based applications of technology in specific subject area as distinct across disciplines.

EDTC 6461 Design of Technology Supported Learning Environments Internship (1)

This course is a semester long internship. It is to be taken concurrently with EDTC 6460 and EDTC 6465.

EDTC 6461 Design of Technology Supported Learning Environments Internship (1)

This course is a semester long internship. It is to be taken concurrently with EDTC 6460 and EDTC 6465.

EDTC 6465 Design of Technology Supported Learning Environments (3)

Master teachers are expected to create instructional materials that reflect current theory and research on learning, exemplify a creative infusion of technology into the content areas, and approach assessment as a dynamic, process-oriented component of the learning experience. This project will reflect their knowledge of learning theory, teaching strategies, leading-edge technology, and performance assessment. Students will have “hands-on” experience with leading-edge technology to assist them in instructional design processes. Prerequisites: EDTC 6460.

EDTC 6995 Final Program Survey (0)

All educational technology EdS- Technology Leadership students are required to register for this zero credit hour course during their final semester. Students complete a program evaluation survey about their participation in the educational technology program. For specific guidelines see the EDTC Coordinator. This course is graded on a credit/no credit basis only.

EDTC 6996 Content Performance Portfolio (3)

Master teachers are expected to create instructional materials that reflect current theory and research on learning, exemplify a creative infusion of technology into the content areas, and approach assessment as a dynamic, process-oriented component of the learning experience. This project will reflect their knowledge of learning theory, teaching strategies, leading-edge technology, and performance assessment. Students will have “hands-on” experience with leading-edge technology to assist them in instructional design processes. Prerequisites: EDTC 6460.