ETEC 5203. Foundations of Educational Technology (Sp, Su). 3 Hours.
Provides learners with a comprehensive survey of the major trends, issues, people, processes, and products that have significantly affected the evolution of the field of educational technology.
ETEC 5213. Educational Media (Sp, Su, Fa). 3 Hours.
Instruction in selecting, utilizing and evaluating instructional materials and equipment. Prerequisite: Graduate standing.
ETEC 5243. Instructional Design Theory & Models (Fa). 3 Hours.
A study of the instructional development process as it pertains to the design and production of instructional materials which use modern technologies. Goal analysis, objectives, evaluation, instructional strategy development, production of an educational product, and revision of the instructional materials are considered. Prerequisite: Graduate standing.
ETEC 5253. Information Technologies (Irregular). 3 Hours.
Students perform intensive examinations of the role of new technologies and their implications for instructional practice. Emphasis is on identification and evaluation of new technologies in instructional environments. Establishing and maintaining learning environments, exploring selected theories and concepts, assessing potential uses of IT, and utilization of new technologies will occur.
ETEC 5263. Grant Writing in Instructional Technology (Su, Fa). 3 Hours.
Students will have an opportunity to find grant funding sources, write a grant, and submit an actual grant proposal to an agency for consideration. Will survey research in instructional media over the past 60 years and learn specific criteria for reading and evaluating research reports and articles. Will investigate current issues and topics related to research and grant writing in instructional media.
ETEC 5273. Advanced Design of Educational Media (Sp). 3 Hours.
Instruction in the planning and local production of instructional materials. Prerequisite: ETEC 5213.
ETEC 5283. Field Experiences in Educational Technology (Sp, Su, Fa). 3 Hours.
Field experience in educational technology settings. Prerequisite: Graduate standing and 6 hours of graduate work in educational technology.
ETEC 5303. Learning with Computers in K-12 Classrooms (Sp). 3 Hours.
Students learn how technology can be used to support K-12 classroom environments. Various learning theories and technologies will be explored and projects will be developed that utilize technologies and current learning theories in K-12 settings. Emphasis is on identification, evaluation, and the effective use of technologies to support classroom environments. Prerequisite: Graduate standing.
ETEC 5313. Principles in Visual Literacy (Sp, Su). 3 Hours.
Students gain understanding of visual literacy research and learn to create graphics that support learning. Literature in the area of visual literacy and learning theories as well as tools that facilitate effective visual literacy will be used to create visuals that are clear, communicate well, and help enhance learner performance.
ETEC 5373. Web Design (Sp). 3 Hours.
Students design, create, and analyze Web sites by applying processes, standards and techniques used to identify target audience; ensure compliance with copyright and disability laws, measure effectiveness, and coordinate Web design. Topics include copyright and fair use, user and task analysis, usability, accessibility, testing, search engine optimization, and web analytics. Prerequisite: ETEC 5213 or equivalent experience. May be repeated for up to 3 hours of degree credit.
ETEC 5743. Internship (Sp, Su, Fa). 3 Hours.
A supervised field placement in educational technology that provides experience consistent with the student's professional goals and training emphasis. Internship experiences are planning and directed under the guidance of a faculty member. On-campus and on-site supervision is required. Prerequisite: Graduate standing. May be repeated for up to 6 hours of degree credit.
ETEC 5981. Eportfolio Production (Sp, Fa). 1 Hour.
This is a capstone course that is typically taken in the last semester of coursework and designed to: 1) review key constructs presented within the Educational Technology curriculum; 2) provide ETEC students the opportunity for reflection relative to his/her learning of the key concepts; and 3) utilize technology to assemble student-created artifacts that demonstrate mastery of the key concepts.
ETEC 600V. Master's Thesis (Sp, Su, Fa). 1-6 Hour.
Master's Thesis. May be repeated for degree credit.
ETEC 6053. Special Problems in Educational Technology (Sp, Su, Fa). 3 Hours.
Individually designed and conducted studies of educational technology under the guidance of a faculty member. Negotiated learning contract with supervising faculty required before enrollment. On-campus supervision required. Prerequisite: Graduate standing. May be repeated for up to 6 hours of degree credit.
ETEC 6223. Strategic Planning and IDT Programs (Fa). 3 Hours.
The course offers readings and experiences intended to develop strategic planning knowledge, values, attitudes, and skills in future instructional design and technology leaders. Topics covered include strategic planning and leadership.
ETEC 6243. Advanced Instructional Design (Sp). 3 Hours.
This course explores advanced topics in instructional design to facilitate understanding of grounded models, advanced theories, and research. This course focuses on: 1) design and development of contextualized technology-supported learning environments; 2) analysis and application of advanced theoretical foundations of design; and 3) examination and critique of instructional design research. Prerequisite: ETEC 5243 or equivalent.
ETEC 6253. Distance Learning (Sp, Su). 3 Hours.
An intensive examination of the role of telecommunications and distance education technologies and their implications for educational practices. Emphasis is on techniques of development, utilization and evaluation of telecommunication and distance education technologies in classroom environments.
ETEC 6393. Issues and Trends in Instructional Design and Technology (Fa). 3 Hours.
Critical challenges posed as a result of the increasing infusion of technology into the school and training environments are explored. The course prepares students to make and defend policy decisions and become conversant with current trends and issues in the field.