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Course Criteria
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3.00 Credits
Procedures for the establishment or continued development of an instructional technology program for the PreK-12 environment or the professional setting for adult learners will be the focus of this course. Candidates will learn the roles and responsibilities of the technology leader: vision, strategic planning, budget development, equity, purchasing, staff developments, technology practices and program evaluation. The history, current practices and future directions of the instructional technology field provide a framework for student-creation of teaching and learning tools. Presentation, collaboration and multimedia become the vehicles for learning as students probe the role of technology within the PreK-12 environment or the professional setting for adult learners.
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3.00 Credits
Prerequisite: INST 509 Students will explore new and emerging technologies and construct the philosophical framework for how these technologies can be integrated into the PreK-12 environment or the professional setting for adult learners. Planning, diffusion of innovation and the educational change process will be discussed. Currently, the technologies that will be studied include those related to virtual reality, robotics, decentralized systems, intelligent agents and evolving distance education.
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3.00 Credits
This course studies the application of networking concepts related to the management of local area networks. Topics related to repair, setup, management and maintenance of local area networks in the PreK-12 environment or the professional setting for adult learners are included.
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3.00 Credits
This course is designed to help students gain the skills needed to assist teachers, administrators and parents in the selection, evaluation and use of adaptive/assistive technologies (AT) that provide access for all students to achieve educational goals. Students will learn about the continuum of AT devices from low-tech to high-tech, universal design for learning, curriculum adaptation, integration strategies, assessment and evaluation protocols.
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3.00 Credits
This course will provide students with a thorough look at important Web sites for educational use; in-depth skills in effectively utilizing search engine strategies for students; the tools and methodology necessary to create a content-rich Web site for school; effective ways to link the vast resources of the Internet to curriculum content; a multidisciplinary model for Internet curriculum integration; the information and tools needed to critically evaluate a Web page (students will evaluate the critical elements that must be present to give credibility to a page); strategies for utilizing the Internet and Web page use, construction, and curriculum development as an integral part of curriculum design; the implications of utilizing the Internet and a school’s Web page to publish student work; and the background in the moral, legal and ethical considerations of Internet use and Web page development in the schools and how to translate this knowledge into effective school policy.
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3.00 Credits
The course will provide an introduction to multimedia. The power of multimedia allows the teacher to be a developer of software or to facilitate student development of software. The focus will be on good multimedia design, the user and evaluation. Incorporation of media such as video, sound and graphics will also be included.
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1.00 - 3.00 Credits
Special topics of current relevance in instructional technology education will be offered from time to time. The topic to be addressed will be announced prior to registration. May be taken more than once with the consent of the student’s adviser.
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3.00 Credits
Prerequisite: EDMC 530 and a minimum of 15 credit hours in instructional technology; familiarity with Blackboard strongly recommended This course will build on the knowledge obtained in EDMC 530 The Teacher as Researcher and all other courses taken toward the degree. Students will examine major issues and problems within the instructional technology field including, but not limited to, achievement, motivation, access and equity. In this course, students will develop a research project pertaining to the implementation or integration of instructional technology into the teaching and learning process in the PreK-12 environment or the professional setting for adult learners.
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3.00 Credits
Prerequisite: INST 590 and acceptance into the MEd in Instructional Technology program; satisfactory completion of program requirements; and approval from the Bridgewater State University Institutional Review Board (IRB); and consent of the instructional technology coordinator Effective leadership in instructional technology requires the ability to make research-based decisions. In this course, students will “learn by doing” as each student completes an original research study on a topic of current relevance identified during the INST 590 research design. Students will grapple with the challenges and complexities of real-life data collection and analysis, discover the limitations of their research and develop the research writing skills required to convey their findings and implications to stake-holders in a clear, concise manner.
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3.00 - 6.00 Credits
Prerequisite: Acceptance and retention in the Professional Education Program, satisfactory completion of program requirements, and consent of the instructional technology coordinator During the clinical experience, the student is employed in the role of an Instructional Technology Specialist in a PreK-12 school setting under appropriate school and college supervision. The clinical experience is a full semester consisting of at least 150 clock hours (three credits) for those who hold a standard teaching certificate, and 300 hours (six credits) for students who hold the minimum provisional with advanced standing teaching certificate. If the student is not employed, he/she will be placed full-time in an appropriate school setting under the direction of a qualified practitioner and university supervisor.
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