Instructional Technology (EDIT)

504 Introduction to Educational Technology (3:3:0). Examines uses of and issues in educational technology. Explores curriculum integration of technology and focuses on learning and using commercially available applications software. Field experience in public schools is required.

510/EDSE 510 Introduction to Assistive Technology (3:3:0). Provides an understanding of assistive technology and its application in instructional programs, career tasks, and life skills for those with disabilities. Presentation and demonstration experiences enable students to better use assistive technology in education, work, community, and home environments. Knowledge and awareness components of this course may be delivered via distance education.

522/EDSE 522 Assistive Technology for Individuals with Sensory Impairments (2-3:2-3:0). Focuses on professionals and/or students interested in serving the visually impaired/blind or hearing impaired/deaf populations. Heightens the awareness of participants to specific technology and resources available to enhance and improve the ability of individuals with hearing and visual impairments to succeed in school, daily living activities, and employment. Knowledge and awareness components of this course may be delivered via distance education.

523/EDSE 523 Accessibility/Input Modification (1-3: 1-3: 0). Provides students with an overview of accessibility/input modifications and strategies. Students explore various input devices and their application and use by individuals with disabilities. Opportunities for in-depth exploration of sophisticated access technologies are made available to those students who seek expertise in specific assistive technology devices. Knowledge and awareness components of this course may be delivered via distance education.

524/EDSE 524 Assistive Technology for Individuals with Learning Disabilities (2:2:0). Focuses on strategies and techniques for implementing software and other technologies in the lives of individuals with learning disabilities from ages 3 to adult. Students have the opportunity to develop and implement plans for assistive technology. Apracticum is required as part of this course. Knowledge and awareness components of this course may be delivered via distance education.

525/EDSE 525 Software for Individuals with Special Needs (1-2:-1-2:0). Focuses on software evaluation and design for individuals with disabilities. Students have the opportunity to explore existing software resources and identify design features to meet an individual's special needs. Students create a software program for a person with disabilities (Credit 2). Knowledge and awareness components of this course may be delivered via distance education.

526/EDSE 526 Assistive Technology and the Internet (2:2:0). Provides an overview of the World Wide Web/Internet. The focus is on accessibility issues and solutions. Students perform web searches and design and produce an informational web page. Knowledge and awareness components of this course may be delivered via distance education.

530 Scripting and Programming (1-3:1-3:0). Enables students to develop computer-based educational materials using a widely known educational scripting language. Students explore basic authoring capabilities and learn to apply those capabilities by designing and producing materials using the commands, procedures, and functions of the scripting language.

532 Software Evaluation and Curriculum Integration (3:3:0). Teaches students to examine and apply fundamental evaluation criteria to assess the quality and appropriateness of software in light of instructional objectives. Explores techniques for effective curriculum integration of software within a wide range of classroom settings, as well as the means to gauge effective software use to support instructional objectives.

561 Teaching with Telecommunications (1:1:0). Helps students explore and develop expertise with the various aspects of telecommunications tools, as well as model the ways these tools can be used for personal learning and for integration into the teaching/learning process. Addresses e-mail, the Internet, the World Wide Web, and online databases.

562 Teaching with Databases (1:1:0). Helps students explore and develop expertise with the various aspects of databases, as well as model the ways databases can be integrated into the teaching/learning process. Focuses on strategies for searching, sorting, creating, and communicating with information, much of which is structured by a variety of online and offline databases.

563 Teaching with Graphics (1:1:0). Helps students explore and develop expertise with the various graphic programs available for constructing visual images. Addresses draw and paint programs, scanning and editing images, and using visual communication to support K­12 learning.

564 Teaching with TV/Video (1:1:0). Helps students explore and develop expertise with social, cognitive, and learning implications of film, video, and television. Engages students in the process of planning, storyboarding, and filming with video.

565 Teaching with Educational Software (2:2:0). Helps students explore and develop expertise with a variety of educational software, including simulations, problem-solving software, computational tools (calculators, probeware, LOGO, and spreadsheets), and drill-and-practice/integrated learning systems. Emphasizes the ways these programs support the K­12 teaching/learning process.

566 Teaching with Multimedia/Hypermedia (2:2:0). Prerequisite: EDIT 563. Helps students explore and develop expertise with a variety of hypertext/hypermedia and multimedia tools. Emphasizes students' ability to use hypermedia/multimedia tools and then to teach others to use these tools. Covers the ways the integration of hypermedia/multimedia tools in the K­12 curriculum can support learning, and the difference between hypermedia and multimedia.

567 Teaching with Desktop Publishing (2:2:0). Prerequisite: EDIT 563. Helps students explore and develop expertise with a variety of publishing tools, including word processors, desktop publishers, and idea processors. Emphasizes using these tools to communicate. Covers design and layout principles, the appropriate use of images to facilitate communication, and the ways K­12 teachers can design opportunities for students to learn these concepts.

571 Tools for Visual/Graphic Design (1:1:0). Teaches basic knowledge of the tools available for integrating graphics and visual design into computer-based instruction. Exposes students to the latest tools available for the development, integration, and management of visual and graphic display.

572 Tools for Digital Video and Audio (1-3:1-3:0). Provides an overview of digital video and audio software programs and considerations for using these tools in the instructional design process. Gives students an overview of the rationale for using select tools and developing the skills necessary to use them.

573 Project Management Tools (1:1:0). Teaches basic knowledge of the tools available for managing computer-based multimedia and hypermedia projects. Exposes students to the latest tools available for the management, planning, and tracking of large-scale projects. Covers issues related to project management of multimedia.

574 Networking Tools (1-3:1-3:0). Teaches basic knowledge of current networking and telecomunications devices used to enhance the instructional design process. Covers local area networks, telecomunications, and teleconferencing and distance education technologies.

575 Authoring Tools (1-3:1-3:0). Introduces specific authoring tools through hands-on lab instruction, interaction with the software interface, construction of instructional sequences, importing video and audio clips, resource management, and animation. Content is customized to the particular software tool presented.

575-A Authoring Tools: Authorware (1-3:1-3:0). Teaches the basic fundamentals of the Authorware program. The program can be very complex, and only the essential functions of the program are used as a basis for this course. Students develop a basic self-directed design module that includes the major components of the software covered. Provides the designer with the core foundations for the development of computer-based instructions. Students can apply the concepts taught in the Authorware program to other authoring tools.

575-B Authoring Tools: Toolbook (1-3:1-3:0). Introduces object-oriented construction and authoring with Asymetrix's Multimedia Toolbook. Through hands-on lab instruction, students learn Toolbook's interfacebuttons, fields, palettes, viewer's hotwords, etc. Teaches advanced concepts of importing video and audio clips, resource management, object-linked and embedding, and path-based animation. An introduction to basic scripting theories prepares students for the next level of Toolbook authoring. Students may apply the concepts taught in this course to other authoring tools.

593 Instructional Hardware Systems (1-3:1-3:0). Teaches students the basic technical features of computer-based hardware systems used in educational settings, including stand-alone computers, peripheral devices, and networking systems.

597 Special Topics in Education (3:0:0). See EDUC 597.

611 Distance Learning via Networks and Telecommunications (3:3:0). Allows students to explore the educational opportunities distance learning affords through electronic networks and telecommunications. Hands-on activities with these technologies focus on planning, implementation, and evaluation. Students discuss emerging applications in distance learning and how new approaches to learning can be integrated into today's classrooms.

630 Coordinating School-based Educational Technology (3:3:0). Prerequisites: EDIT 532 and 593, or permission of instructor. Examines the responsibilities and knowledge/skill demands of school-based technology coordinators. Addresses broad educational technology issues, as well as resource and facilities management, staff development, curriculum integration, and planning for new technologies.

704 Instructional Technology Foundations and Theories of Learning. (3:3:0). Reviews the practical and pedagogical issues related to the design and development of technological instruction. Emphasizes investigating instructional design as a field and community of practice, as well as reviewing core learning theory constructs applicable to the design of instructional technology.

705/EDCI 705 Instructional Design (3:3:0). Prerequisite: Teaching experience. Helps students analyze, apply, and evaluate the principles of instructional design to develop education and training materials spanning a wide range of knowledge domains and instructional technologies. Focuses on a variety of instructional design models, with emphasis on recent contributions from cognitive science and related fields.

711 Teaching with Technology I: Telecommunications and Databases (3:3:0). Corequisite: EDCI 710. Helps students explore and develop expertise with the various aspects of telecommunications and databases, as well as model the ways these tools can be used for personal learning and for integration into the teaching/learning process. Addresses e-mail, the Internet, the World Wide Web, and online and multimedia databases. Also focuses on strategies for searching, sorting, creating, and communicating with information, many of which are structured by a variety of online and offline databases.

713 Teaching with Technology II: Graphics, TV and Video, and Simulations (3:3:0). Corequisite: EDCI 712. Helps students explore and develop expertise with the various graphic programs available for constructing visual images, with the interpretation and creation of video, and with the structure and use of simulations for learning. Addresses draw and paint programs, scanning and editing of images, and use of visual communication to support K­12 learning. Explores the social, cognitive, and learning implications of film, video, and television, and engages students in the process of planning, storyboarding, and filming with video. Also focuses on the various categories of simulation, the relationship between simulations and ways of knowing, and strategies for using simulations to promote K­12 learning.

715 Teaching with Technology III: Publishing and Computational Tools (3:3:0). Corequisite: EDCI 714. Helps students explore and develop expertise with a variety of publishing tools, including word processors, desktop publishers, and idea processors. Emphasizes using these tools to communicate. Covers design and layout principles, the appropriate use of images to facilitate communication, and the ways K­12 teachers can design opportunities for students to learn these concepts. Also helps students explore and develop expertise with a variety of tools commonly used as part of "computational science" and mathematical modeling. These tools include programming languages such as LOGO, calculators, spreadsheets, probeware, and graphing calculators.

717 Teaching with Technology IV: Hypermedia and Emerging Technologies (3:3:0). Corequisite: EDCI 716. Helps students explore and develop expertise with a variety of hypertest/hypermedia and multimedia tools. Emphasizes students' ability to use hypermedia/multimedia tools and then to teach others to use these tools. Focuses on understanding the difference between hypermedia and multimedia. Also examines a range of educational technologies expected to become important applications within the next three to eight years, such as virtual reality and disturbed learning.

720 Leadership Issues in Educational Technology (3:3:0). Examines how educational technology can provide an infrastructure for creating, managing, and evaluating innovative types of teaching/learning environments. Explores new assumptions about learning, instructional technology, and organizational development as a foundation for planning how schools can use technology to evolve beyond conventional approaches.

725 Technology and Diversity (3:3:0). Focuses on the ways technology may be used to support the learning needs of all students, including English as a Second Language (ESL) students, bilingual students, and students with special needs. Emphasizes helping teachers use technology to support learning when faced with such diverse learners in one classroom.

730 Analysis and Design of Multimedia/Hypermedia Environments (3:3:0). Prerequisites: EDIT 732 and knowledge of an authoring tool. Allows students to design, implement, and evaluate technology-based education and training materials using advanced computer-based authoring tools.

732 Advanced Instructional Design: Constructive Methods (3:3:0). Prerequisite: EDCI/EDIT 705. This is the capstone course of a three-course sequence on the theory and practice of instructional design. Helps students apply the ideas developed in prior courses to complete a major instructional design project. Covers leading-edge ideas in the evolution of instructional design.

750 Emerging Educational Technologies (3:3:0). Prerequisites: EDCI 705 and EDRS 590, or permission of instructor. Examines a range of educational technologies expected to become important applications in the next three to eight years. Assesses the potential of these emerging technologies to improve practice and to alter the mission and content of education, and helps students develop skills in strategic planning.

752 Design and Production of Multimedia and Hypermedia Learning Environments (3:3:0). Prerequisites: EDIT 530, COMM 555, and EDCI 705, or permission of instructor. Allows students to design and produce multimedia/hypermedia applications based on current theory and research in instructional design and cognitive science. Examines user needs, information models, structure, and media selection and uses to inform the design and production of the final project.

771 Introduction to Multimedia/Hypermedia (2:2:0). Provides an overview of the issues and tools used within the field of instructional design. Focuses on the development of skills necessary to implement hypermedia/multimedia ideas into the production process.

772 Web-Based Instructional Tools (2:2:0). Provides an overview of web page development tools. Gives students an opportunity to develop designing principles and skills for publishing documents on the World Wide Web. Students interact with a variety of web publishing software programs and work with general design principles to develop a series of web pages based on a given theme.

773 Human Computer Interface Design for Teaching and Learning. (3:3:0). Provides an overview of human-computer interface issues related to the instructional design of technology-centered learning environments. Examines a continuum of human-computer feedback.

790 Practicum in Instructional Technology (1-6:1-6:0). Prerequisites: Completion of IT track requirements, except for practicum, and permission of advisor. Provides supervised practice in applying the knowledge and skills of the student's chosen track through placement in an appropriate work setting.

791 Project Development Practicum (9:9:0). Corequisites: EDIT 704 and 732. Designed for full-time students in the Instructional Technology Track 1 Design and Development Immersion Program, this course option allows students to join a design team focusing on the instructional design process and development of a technology-based instructional or training product. Students are expected to reflect on their involvement and process of instructional design through the submission of a portfolio at the culmination of the experience.

792 Advanced Project Development Practicum (9:9:0). Prerequisite: EDIT 791. Designed for full-time students in the Instructional Technology Track 1 Design and Development Immersion Program, this course option allows students to participate in a second design project team, refining their skills in the process of instructional design. Students are expected to substantially reflect on their first design experience and bring to the advanced project development team an enhanced understanding of instructional design.

797 Advanced Topics in Education (3:3:0). See EDUC 797.

895 Emerging Issues in Instructional Technology (3:3:0). Prerequisite: Admission to the Ph.D. program or permission of instructor. Covers selected emerging issues in instructional technology. This seminar examines ways instructional technology provides an infrastructure for creating, managing, and evaluating innovative types of teaching/learning environments.