Courses

INST 509 - Foundations of Instructional Technology

Course Description:

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 multi-media become vehicles for learning as students probe the role of technology within the PreK-12 environment.

 
INST 522 - Instructional Design

Course description:

Using a systematic approach, students will design, develop, evaluate, and revise instruction to meet defined goals and objectives. Contemporary theories of learning become the framework and catalyst for the design process.

 
INST 523 - Information Access and the Internet

Course Description:

This course provides continued development of skills in the use of telecommunications and the Internet. Advanced hands-on practice in using the Internet, ethical and legal issues related to responsible classroom use of the Internet and a wide variety of curriculum connections will be explored.

 
INST 524 - Technology Leadership

Course Description:

Procedures for the establishment or continued development of a K-12 Instructional Technology Program 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 development, and program evaluation.
 

INST 525 - Emergent Technologies and Learning Environments

Course Description:

Students will explore new and emerging technologies and construct the philosophical framework for how these technologies can be integrated into 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.

INST 552 - Multimedia for Educators

Course Description:

The course will provide an introduction to multimedia.  The power of multimedia allows the teacher to be the 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.

INST 529 - Assistive Technology

Course Description:

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.

EDMC 530 - Teacher as Researcher

Course Description

This course is designed to provide graduate students in education with an introduction to the research process. Emphasis will be placed upon acquiring pragmatic skills that can be used throughout one's career. Students will not be expected to run statistical programs. The course will stress the development of skills required for the critical evaluation of current research studies. Students are expected to become informed (and critical) consumers of research literature, and become familiar with the methods and technology surrounding scientific inquiry. Modes of instruction will include: lecture/discussions, oral reports, written reports, cooperative groups and small group discussions. There will be an on-going reflective exploration of each student's personal/professional beliefs about teaching and learning through the use of journals.

INST 590 - Seminar in Instructional Technology: Research and Analysis

Course description:

This course will build on the knowledge obtained in EDMC 530 Research Methods and all of the 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 PreK-12 environment or professional setting for adult learners. 

INST 595 - Advanced Research Seminar

Prerequisite:

INST 590 and acceptance into the Master's degree of education in Instructional Technology program, satisfactory completion of program requirements, an approval from the Bridgewater State College Institutional Review Board (IRB), and consent of the instructional technology coordinator.

Course description:

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 stakeholders in a clear, concise manner.

INST 596 - Clinical Experience

Prerequisite:

Acceptance and retention in the Initial License Program, satisfactory completion of program requirements, and consent of the instructional technology coordinator

Course description:

During the clinical experience, the student is employed in the role of an Instructional Technology Specialist in a pre-K-12 school setting under appropriate school and college supervision. The clinical experience is a full semester consisting of at least 150 clock hours (3 credits) for those who hold a standard teaching certificate, and 300 hours (6 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 college supervisor

Last Modified: September 22, 2011