EDTC+Courses



Upload course work from all the other courses completed. EDTC 600: Foundations of Technology in Teaching and Leading School-Based Experiences: End-of-Semester Reflection Candidates write a culminating essay evaluating two field-based experiences. Teachers in the course implement with students the 1-3 day lesson plan they submitted as their take-home midterm. (Non-teacher candidates are given an alternate equivalent experience--comparison of online lessons to their midterm lesson plan.) All candidates also complete an observation/interview to extend their real-world experience about how technology-integration can advance student learning and improve instructional practice.

EDTC 605: Teaching Information and Media Literacies in the Digital World Community Librarian Interview or Development of Personal Learning Network Candidates are asked to either interview a community librarian about how he/she supports Prek-12 students or develop a personal learning network of experts to consult. Both options address developing a learning community beyond the school for supporting the teaching of information and media literacies in the classroom. 

EDTC 625 Hardware and Software in Instructional Improvement Assistive Technology Interview Candidates interview a PreK-12 Special Education Teacher, Special Education Supervisor; Technology Coach, or District Technology Coordinator, to acquire practical guidance from those in the school system about technology and equity, particularly, technologies used on a daily basis to meet the needs of students in the jurisdiction. A second purpose is for candidates to identify school and district policies and procedures for accessing assistive technologies.



EDTC 615 Using Technology Instructional Improvement We are living and teaching in a very exciting time – even with the NCLB accountability guidelines – we have an amazing opportunity to connect our students to the world – like never before - and to connect the technology tools to assessment techniques. The biggest question that you face is, “How do you do this well?” There is not one teaching skill that holds the golden key. There is not one resource that will ‘do it for you.’ There is not one piece of assessment that serves the needs of all learners and all curriculum areas of learning. Which may be exactly why there is so much 'distaste' for once-a-year State Tests with teachers always questioning, "What is this test really measuring?" As teachers we must a full toolbox of assessment tools and technology tools can be part of that toolbox. We must also develop within us attitudes, and dispositions with knowledge content and technology skills, which will expand your personal research, your capabilities, your student capabilities and all of your abilities to collaborate and learn to become meaningful 21st century citizens – active, aware, expert researchers and powerful communicators.







EDTC 630 Administration of Technology: Planning, Budgeting, and Evaluation <span style="font-family: Georgia,serif; font-size: 150%;">Technology Professional Shadowing or Interview <span style="font-family: Georgia,serif; font-size: 150%;">Candidates either shadow for a day, if possible, or interview a technology coach, technology coordinator, or technology integration specialist. The purpose is for candidates to gain a practical look at the roles, responsibilities, and daily work of a technology integration specialist.

<span style="color: #ff0000; font-family: Georgia,serif; font-size: 150%;">EDTC 640 Leading Technology Change in Schools <span style="font-family: Georgia,serif; font-size: 150%;">Professional Development Project After developing a District Professional Development Plan, candidates prepare a five-day workshop for teachers, create a, support wiki for the workshop, and deliver one day of the workshop, online, to teachers and other educators in their EDTC 640 classroom. Candidates also evaluate their own professional development and that of their colleagues. In this clinical experience, Candidates plan face to-face workshops but also deliver online professional development and support.

<span style="color: #ff0000; font-family: Georgia,serif; font-size: 150%;">EDTC 645 Integration of Technology: Global Perspectives

<span style="font-family: Georgia,serif; font-size: 150%;">Interview of Policy Maker or Educator in a Country Other than the U.S Candidates interview an elementary/secondary policymaker or educator from outside the United States, as part of their Global Case Study that explores a country’s elementary and secondary technology infrastructure, policy, practice or professional development. Part of the goal of the project is to apply what candidates learn to improving the integration of technology in their school district (or a district of their choice).

<span style="color: #ff0000; font-family: Georgia,serif; font-size: 150%;">EDTC 650: Teaching and Learning in the K-12 Virtual School

<span style="font-family: Georgia,serif; font-size: 150%;">Interview of Stakeholder of K-12 Virtual School Candidates interview a student, parent, teacher, or administrator in a K-12 virtual school, to generate a participant perspective as part of their study of the virtual school.

<span style="color: #ff0000; font-family: Georgia,serif; font-size: 150%;">EDTC 670: Integrative Capstone Project

<span style="font-family: Georgia,serif; font-size: 150%;">Integrative Capstone Project Candidates identify an instructional problem in the preK-12 classroom or school; develop a technology based solution, implement the solution with preK-12 students or teachers; evaluate the data on degree of K-12 student learning; recommend improvements; disseminate the results; and suggest questions for further research. Those who are not currently working in the schools work with a practicing educator in the schools to implement their project.

<span style="color: #ff0000; font-family: Georgia,serif; font-size: 150%;">Academic Writing for Graduate Students: COMM 600

<span style="font-family: Georgia,serif; font-size: 150%;">The development of the writing and critical-thinking skills needed for effective academic writing. Skills addressed include applying accurate grammar and punctuation; using critical thinking to summarize and evaluate texts; developing well-organized, well-supported, and clear arguments; integrating sources into writing and formatting academic papers using APA guidelines; and revising writing to produce a clear, concise style appropriate to audience, context, and purpose.

<span style="font-family: Georgia,serif; font-size: 150%;">Course Goals/Objectives

<span style="font-family: Georgia,serif; font-size: 150%;">At the end of this course, students should be able to


 * 1) <span style="font-family: Georgia,serif; font-size: 150%;">demonstrate accurate grammar, punctuation, and usage
 * 2) <span style="font-family: Georgia,serif; font-size: 150%;">apply principles of unity, support, and coherence in writing at the paragraph and essay levels
 * 3) <span style="font-family: Georgia,serif; font-size: 150%;">analyze academic texts through critical reading strategies
 * 4) <span style="font-family: Georgia,serif; font-size: 150%;">summarize, critique, and synthesize academic articles in essay form
 * 5) <span style="font-family: Georgia,serif; font-size: 150%;">apply APA guidelines in citing and listing references
 * 6) <span style="font-family: Georgia,serif; font-size: 150%;">revise writing in response to feedback to produce clear, concise academic discourse

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