500

This course examines and evaluates the role of learning technologies to foster student engagement and learning, and to inspire creativity, critical thinking, problem solving, and other higher order thinking skills. Candidates will review research on teaching problem solving with technology and conduct research to understand how this issue fits in their teaching and learning contexts. Candidates will critically review tools, frameworks, and approaches to learning problem solving, including problem-based learning, systems thinking, modeling, and complexity theory as these relate to bringing real-world problems into classroom in age-appropriate ways, and will build a mini-unit incorporating multiple approaches. Pre-requisite(s): LSE 500 or permission of TIE Program Director. Co-requisite(s): None. 3 semester hours

In this course, candidates examine social, cultural, political, and economic factors that have historically affected and which currently affect technology integration and access in educational environments. These factors are examined in relation to candidates' personal, professional and social identities as well as their philosophical outlook and experiences. Candidates engage in ongoing discussion of and reflection on roles and responsibilities of educators who construct and implement technology-enriched learning environments, develop resources and plans for supporting their own ongoing professional development, evaluate projects designed to promote cross-cultural awareness, and identify obstacles to effect technology integration in their local contexts. Pre-requisite(s): TIE majors only; non-TIE majors who wish to register for this course must have prior permission of the TIE program coordinator. Co-requisite(s): None. 3 semester hours

This course is an introduction to learning technologies for use in educational settings. A brief history and context of technology tools for learning and instruction are discussed. Candidates will use current and emerging digital tools to foster the 21st century skill framework of the 4Cs: critical thinking, communication, collaboration and creativity in their classrooms. Topics include digital age teaching and learning, how to use technology tools for education, digital citizenship and digital tools to support instruction of the 4C’s i.e. podcasts, Google tools, videos and social media. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is about understanding digitally-mediated 21st century learning environments and how to effectively design learner-centered experiences using digital tools and contexts. Candidates will consider digital tools and frameworks of various modes of learning, including blended and online learning, digital games, simulations, mobile technologies and augmented reality. Building upon their knowledge of instructional technologies, teaching and learning, candidates will be engaged and challenged to design activities using digital media and digital environments. Pre-requisite(s): LSE 500, TIE 535. Co-requisite(s): None. 3 semester hours

This course focuses on technology planning in educational settings. Topics include tools and strategies for effective technology planning for growth and improvement in student learning outcomes. Candidates will conduct all aspects of the planning process, including needs assessment, research, technology procurement, change management, and professional development. Candidates will discuss the issues related to leadership in strategic planning for technology, including developing a shared vision, curriculum planning, change management, program development, and evaluation at the school and district level. Pre-requisite(s): TIE 515 or equivalent, TIE 535. Co-requisite(s): None. 3 semester hours

This course explores the use of tools and software to support data-informed decision making and leadership in educational contexts. Candidates will use advanced features of productivity tools to create and evaluate artifacts for analysis of outcomes, as well as planning for curriculum and instruction. Candidates will be able to select, compare, and evaluate digital tools to support leadership in educational settings, including spreadsheets, school information, and learning systems, Google forms, cognitive mapping, and other software tools appropriate for supporting instructional decision-making. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is an introduction to instructional design and technology integration theories to create engaging learning experiences and environments for digital age. The major components of instructional design and development models will be presented, with an emphasis on applying technology to instruction and learning. Additionally, this course focuses upon research based digital tools and instructional technology trends to support active learning. Candidates will implement the design process to develop technology-infused instruction and learning. Pre-requisite(s): TIE 515 and LSE 500 or permission of the Program Director. Co-requisite(s): None. 1-3 semester hours

In this course candidates plan, design, create and evaluate digital materials, tools and resources for teaching, learning and assessment in educational settings. Topics include the creation and use of resources using web development tools, participation in global online collaborative communities, instructional design of technology-based experiences for effective student learning and engagement, as well as assessment for student learning. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

In this course, students use authoring tools to develop multimedia/hypermedia learning activities, applying instructional design principles. Students will select and create digital images and video to represent information and communicate ideas that will be used in a curricular application to meet diverse P-12 student needs. Students review trends, research, and copyright issues in use of multimedia authoring in educational settings. Students apply concepts and knowledge to assist P-12 students and teacher colleagues in using authoring tools, considering both instructional and assessment strategies. Prerequisite(s): TIE 532. Non-TIE majors who wish to register for this course must have prior permission of instructor. 3 semester hours

This course prepares candidates to lead professional learning communities and activities for excellence in designing purposeful digital age teaching and learning. Topics include developing a shared vision of technology use, identifying and designing resources to build technological pedagogical content knowledge (TPACK), as well as effective planning, implementing and evaluating professional learning experiences related to learning technologies. Candidates will explore best practices in coaching and professional development models, apply skills in conducting professional learning development, and critique/reflect upon practice. Each candidate is to complete at least 15 hours of clinical experiences. Pre-requisite(s): Twelve hours of TIE coursework. Co-requisite(s): None. 3 semester hours

This course will examine and evaluate contemporary issues of interest relating to, and impacting, the field of learning technologies. Using appropriate theoretical frameworks, candidates will critically review and discuss contemporary trends in research, theory and/or policy. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

This course will consider and evaluate issues of interest relating to, and impacting, the development of curriculum materials in the field of learning technologies. Using appropriate theoretical frameworks, candidates will critically review and discuss contemporary trends in the development of curriculum and supporting technologies in regard to learning technologies. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

This course will consider and evaluate issues of interest relating to, and impacting, the review of best practices and development of new instructional practices within the field of learning technologies. Using appropriate theoretical frameworks, candidates will critically review and discuss contemporary trends in the instructional tools, strategies and practices in regard to learning technologies. Pre-requisite(s): None. Co-requisite(s): None. 1-3 semester hours

The Technology in Education portfolio is required of all M.Ed. candidates. Portfolios will document growth in technological content knowledge (TPACK), evidence leadership and professional growth, communicate competencies in learning design with technologies, and serve as a resource. The Portfolio Seminar is a culminating activity in the Learning Technologies M.Ed. programs. Pre-requisite(s): TIE 515 (or equivalent), TIE 535, LSE 500 (or equivalent), and TIE 542. Co-requisite(s): TIE 593 or permission of Program Director. 1 semester hour

This course provides a culminating experience for candidates in The Learning Technologies Programs. Emphasis is on current trends and issues, seminal and research findings related to the use of emerging technologies in education. Candidates are required to research and propose solutions to a problem of practice around the implementation of new technologies within their own teaching and learning contexts. As part of this course, candidates are required to complete minimum of 15 hours of field experiences. Pre-requisite(s): This course is open only to Learning Technologies majors. Completion of 12 semester hours of Learning Technologies courses, including TIE 535. M.Ed. candidates should also have completed ESR 505. Co-requisite(s): TIE 592 or permission of Program coordinator. 3 semester hours

Independent study provides an opportunity for degree-seeking students to pursue advanced scholarly study in special areas where they seek further information, or to investigate a practical school problem. 1-3 semester hours