M.Ed. in Instructional Technology and Media
The School of Education and Child Development offers a Master in Education degree with an emphasis in Instructional Technology and Media. This program is intended for middle school and high school broadcasting and journalism teachers seeking the opportunity to network and study with media teachers from across the nation. Practical hands-on experience with copy writing, cameras, and other instructional technology is included in this online program.
This program requires attendance at a minimum of two summer media camps. Additional coursework is available through the camps; the remainder of the program may be completed online. There is an additional fee for attending summer camps.
Required Core Courses (18 hours):
Students are required to take this course during their first two semesters of graduate study. This course is required for all programs leading to the master in education degree, and provides an introduction to educational technology. This course uses a research-based approach to explore how educational technologies can be applied to enhance educator effectiveness and assist learners in reaching their objectives. Students will also develop strategies for evaluating new educational technologies as they emerge.
This is an advanced study of the cognitive process, the psychological foundations of educational practice, and the assessment processes utilized in the K-12 classroom setting. The course addresses cognition, conditions for optimal learning, assessment designs, formal/informal test construction, alternative assessment strategies, data collection and analysis, instructional decision making based on assessment results, and current issues/research regarding assessment.
This course will develop proficiency in academic writing, focusing on accuracy, authority, voice and format. The course will also develop the skills required to locate, evaluate and integrate information into academic work using online resources and digital tools. Participants will learn how to effectively search for information and objectively assess its value and meaning in context. This course is recommended for all graduate students.
This course studies the development of concepts of leadership and the techniques through which leadership is exercised. The influence of changing political, social and economic forces on education in general as they affect the role of the leader is explored.
Prerequisite: 27 completed graduate hours.
This course is designed to acquaint students with different methods of educational research and statistical procedures. Emphasis is placed on procedures for writing research papers and proposals. This course is designed to be completed the semester prior to EDUC 700 Capstone Seminar.
Prerequisite: EDUC 689.
This course must be taken within the final nine hours of degree work. It is deemed appropriate that every person completing a master in education degree be familiar with the current innovations of the profession. It is of equal importance that he or she relate knowledge derived from various courses to his or her own area of specialization and evaluate personal cognitive and affective growth. The Capstone Seminar aims to fill these needs. Completion of a seminar paper or project is a requirement for a satisfactory grade in this course. The paper will focus on the area of specialty for the graduate student. Successful completion of a written or oral, comprehensive, master’s degree examination is required as a part of the Capstone Seminar course. The course is graded satisfactory or unsatisfactory.
SCI 621 must be taken within the first two semesters.
EDUC 689 and 700 must be taken in last 9 hours of program.
Required Media Courses (12 hours):
Participation in ASB (Academy of Scholastic Broadcasting) workshop is required for this course. This demanding course will give the educator- students a hands-on, real-world experience they can easily transfer to their own classrooms in the fall. Production techniques will be taught by allowing the students to construct their own video projects. Digital and linear editing will be incorporated, numerous lesson plans and strategies will be distributed and discussed, professionals will offer tips, staff will utilize student-produced work for instructional purposes, and media literacy issues will be covered each day. The course will be applicable to middle and high school teachers, regardless of the amount of experience they have had in the subject area. There is an additional fee for participation in this course.
Prerequisite: HFA 646.
Participation in ASB (Academy of Scholastic Broadcasting) workshop is required for this course. This advanced course will give the educator-students a hands-on, real world experience they can easily transfer to their own classrooms in the fall. This course is a follow-up to Broadcasting I and provides students with in-depth production techniques; digital and linear editing; as well as lesson plans and strategies. This course is applicable for middle and high school teachers who have already attended Broadcasting for Teachers I. There is an additional fee for participation in the course.
Exploring ethical guidelines for professional behavior, this course surveys federal, state and municipal laws governing freedom of speech and commerce in journalism, public relations and advertising. It covers the reasoning and precedents behind the laws and regulations that affect communication and media.
Writing for print, broadcast, advertising and public relations with a special emphasis on the convergence of print with electronic publishing. Students learn the implications and potential of interactivity and cybertext.
Electives (6 hours) - Select two of the following:
Prerequisites: HFA 646 and HFA 647.
Participation in ASB (Academy of Scholastic Broadcasting) workshop is required for this course. This advanced course will give the educator-students a hands-on, real-world experience they can easily transfer to their own classrooms in the fall. This course is a follow-up to Broadcasting II and provides students with in-depth production techniques; digital and linear editing; as well as lesson plans and strategies. This course is applicable for middle and high school teachers who have already attended Broadcasting for Teachers I and II. There is an additional fee for participation in the course.
Prerequisite: SCI 620 or approval of instructor.
This course is designed to prepare educators with historical, security and ethical situations that will be encountered in educational technology.
Prerequisite: SCI 620 or approval of instructor.
Teaching and learning online is the primary focus of this course. Students will know and be able to design learning environments that are presented entirely online utilizing the Blackboard technology design tool. The emphasis is on designing and learning environments that encourage and motivate students as their knowledge and skills in using Blackboard are developed.
Prerequisite: SCI 621 or approval of instructor.
This course will provide the knowledge and skills to design Web pages that support the school setting. Students will learn and apply best practices for the layout and structural design of websites and create content specifically optimized for the Worldwide Web. Emphasis will be on practical applications of education-focused Web design.
Prerequisite: SCI 626.
Based on knowledge obtained in SCI 626, this course will take a hands- on approach to learning the technical skills required to construct websites that support the educational environment. A variety of coding techniques and Internet technologies will be utilized to provide a toolbox that students can use to create effective and efficient websites. Students will experience the entire website implementation process from layout sketch to going live.
Prerequisite: SCI 621 or approval of instructor.
Educators will have the opportunity to design, develop and implement technology plans at the classroom, building and district level. Visits and interaction with area school district technology coordinators will be an integral part of this course. Primary focus will be on systems, servers, technology layout and design, as well as purchasing and procurement of technology.
This course is designed to provide basic instruction terminology and methods of educational evaluation. Students will study techniques for evaluating the effectiveness of instructional/educational programs, including developing written and performance tests and survey instruments, and determining reliability and validity of evaluation instruments. Students will be able to define vocabulary terms, explain the evaluations process and procedures used in various evaluation models, identify evaluation purposes, determine which evaluation design is most appropriate, use the library and Internet, construct data gathering instruments, collect and interpret data, read evaluation reports and interpret their results and write comprehensive evaluation reports based upon an original study. This course will not lead to a public school teaching certificate.
Students will examine the use of educational models to create instruction that is appropriate from a pedagogical and practical viewpoint. Emphasis will be on theories and models to support the following: analysis of the learner environment and needs; design of a set of specifications for an effective, efficient, and relevant learner environment; development of all learner and management materials; and evaluation of the results of the development using formative and summative methods. Students will be asked to make well-informed decisions regarding modification to products/ materials/programs (formative) and determining the value of existing products/materials/ programs for possible adoption (summative). This course will not lead to a public school teaching certificate.
A study of the systematic processes of translating principles of learning and instruction into plans for instructional materials and activities. These processes include designing training programs, developing design strategies and models, and improving instructional effectiveness. Specifications for educational products and systematic planning procedures will be developed. The use of computer models and simulations will enhance the instructional design process. This course will not lead to a public school teaching certificate.
An introduction to creating and using simulations in an online classroom setting. This course will not lead to a public school teaching certificate.