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Course Criteria
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3.00 Credits
Explores a variety of online course development tools to create an asynchronous course in their content area. Aspects of online course design explored within this course include course design guidelines, best practices for teaching online, online delivery tools and systems. Students will design, implement, a unit consisting of four lesson modules. Students will work with popular online platforms.
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3.00 Credits
Explores current and emerging technologies used in online K to 12 teaching environments and the implications for using them. Students will determine the advantages and disadvantages of online technologies as they are given "hands-on" experiences using various technologies available for online courses. Students determine the best "technology fit" for various types and grade levels of K to 12 students who take online courses.
Prerequisite:
EDTC200 OR EDFD204
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3.00 Credits
Provides a capstone technology experience. This course is taken during student teaching with the opportunity to work with the student's cooperating teacher and/or technology coordinator to explore the latest educational technology practices. The course consists of technology integration of hardware and software, group seminar meetings (virtual), and an E-Portfolio to showcase technology integrated lessons and projects.
Prerequisite:
EDTC200 OR EDFD204
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3.00 Credits
Introduces students to educational technology with a focus on instructional design, computer productivity tools, multimedia, web-based tools, apps, and many other current educational technology topics. The methodologies and materials used in the course are updated each semester according to current trends, practices, and research in the field of educational technology.
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3.00 Credits
Provides students with a foundational understanding of learning from a neuroscientific perspective. Evidence-based instructional structures and principles of teaching are analyzed. Topics include: establishing classroom procedures, developing instructional objectives, sequencing learning activities, retrieval practice techniques, and differentiated instruction. Class project includes a detailed direct instruction lesson plan with an inquiry-based extension activity. Three hours lecture per week. Fulfills Foundations Oral Communication in general education. Prerequisites: ENGLISH 101or equivalent and 15 earned credits.
Prerequisite:
WRIT101 OR ENG100 OR ENG1112 OR ENGH101 OR ENGH101X OR HNR102 OR WRIT103
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3.00 Credits
Provides study of the application of the research and theories in human development, cognition, and learning to PreK-12 educational and institutional settings. Students use research and models in in human development, cognition, and learning as the basis upon which to make choices about interacting with and motivating students, reaching out to families, planning instruction and assessments, motivating students and organizing the classroom environment.
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3.00 Credits
Provides a foundation to diversity, equity, inclusion, and social justice within diverse US educational contexts. Students will explore their personal attitudes and bias about the current global and cultural diversity issues impacting public education and how it may influence their effectiveness as teachers of adolescents from international and diverse backgrounds. Students will analyze and create effective instructional materials, lessons, and assessments for English Language Learners with a culturally responsive and sustaining lens
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3.00 Credits
Focuses on designing, utilizing and analyzing multiple types of assessments that effectively measure student mastery of the curriculum. Teacher candidates will evaluate the validity and reliability of traditional and performance based assessments and prepare to apply assessment practices that match instructional strategies, are culturally relevant, support diverse students? development and learning, and authentically measure student performance. Differentiated assessment practices will be addressed for all learners in today?s inclusive schools.
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3.00 Credits
Focuses on strategies for effective discipline and classroom management including how to create and maintain a supportive learning environment that promotes the healthy development for students. Presents the methods of planning for the beginning of the year and for establishing an effective classroom atmosphere that promotes learning throughout the year. Current models and major theories of discipline are reviewed and evaluated.
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3.00 Credits
Provides candidates with authentic experiences to enhance knowledge and skills. The internship is a specialized experience where students are placed in an educational setting to engage in the roles and responsibilities outlined by the university instructor. Field assignments will be based upon the student's specialized program and predetermined competencies as set forth by the university instructor. Course may be repeated for credit. May be offered in traditional and distance formats. Prerequisites: Permission of the Instructor: Internship may be repeated for credit.
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