Technology is integral to all teaching and learning in this global age. Technology leaders apply processes and tools to pro-vide for professional development experiences for professional educators. The educational specialist in technology leadership (EdS - TL) program is designed to prepare and support candidates for educational technology leadership at multiple levels: from the local school to the broader national and global contexts.

Candidates who pursue the educational specialist in technology leadership (EdS - TL) degree focus on leadership in building technology embedded learning communities and workplaces. They acquire knowledge, skills and competencies for building, facilitating and supporting technology-rich learning environments. Their experiences involve planning professional development experiences, managing facilities and organizing human and technical resources for evidence based technology integration.

Students completing the educational specialist in technology leadership (EdS) degree will be able to:

• demonstrate and model continuous growth and development of the understanding of technology operations and concepts. [TF-I]
• plan, design, and model effective learning environments, curriculum plans, authentic learning experiences and assessment / evaluation strategies that are consistent with current research and supported by technology [TF-II, III, IV]
• contribute to personal productivity, professional development, and the building of a learning communities with a shared vision for campus or institutional integration of technology [TF-II, V, VIII]
• understand and model the social, ethical, legal, and human issues in the ethical use of technology in schools and society [TF-VI]
• promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for schools and other learning environments. [TF-VII]

Students pursuing the educational specialist in technology leadership are required to complete 39 credit hours.  All majors take the following required courses:

Leadership Courses (9 hours)

• EDTC 6465 – Design of Technology Supported Learning Environments  3 hours
• EDTC 6460 - Foundations of Educational Technology Leadership  3 hours
• EDTC 6022 - Designing Accessible Learning Communities  3 hours

Technological Core Courses (11 hours)

• EDTC 6300 - Technology Project Management  3 hours
• EDTC 5250 - Programming for Educators I  2 hours
• EDTC 5255 - Programming for Educators II  2 hours
• EDTC 5720 - Computer Networks  2 hours
• EDTC 5730 - Technology Environment Management  2 hours

Field Courses (3 hours)

• EDTC 6461 - Design of Technology Supported Learning Environments Internship  1 hour
• EDTC 6301 - Technology Project Management Internship  1 hour
• EDTC 6136 - Designing Accessible Learning Communities Internship  1 hour

Educational Technology Electives (9 hours)

• EDTC 5332 - Computer Information Systems  3 hours
• EDTC 5338 - Evaluating Emerging Technologies  3 hours
• EDTC 5340 - Modeling Data to Enhance Instruction  3 hours
• EDTC 5632 - Databases for Decision Making  3 hours
• EDTC 5637 - Systemic Change Theory & Technology  3 hours
• EDTC 5740 - Planning Educational Technology Facilities  3 hours
• EDTC 5900 - Technology, Ethics & Society  3 hours

Research (7 hours)

• EDTC 6240 - Educational Statistics  2-3 hours
• EDTC 6245 - Research Design  2-3 hours
• EDTC 6996 Content Performance Portfolio 3 hours

Final Program Survey (0 hours)

• EDTC 6995 - Final Program Survey

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 (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 (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. Prerequisite: 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 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. Prerequisite: 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.