Instructional Technology Courses (EDIT)

Related Catalog Entry: Graduate School of Education

Related Mason Website: Graduate School of Education (http://gse.gmu.edu/)

504 Introduction to Educational Technology (3:3:0).Prerequisites: Admission to the Graduate School of Education or senior standing, and permission of instructor. Examines uses of and issues in educational technology, explores curriculum integration of technology, and focuses on learning and using commercially available applications software.

530 Use of Scripting Languages in Authoring Educational Materials (3:3:0). 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. Techniques for effective curriculum integration of software within a wide range of classroom settings are explored, as well as the means to gauge effective software use to support instructional objectives.

561 Teaching with Telecommunications (1:1:0). Designed to assist students in exploring and developing expertise with the various aspects of telecommunications tools as well as to model the ways in which these tools can be used for personal learning and for integration into the teaching/learning process. The course addresses e-mail, the Internet, the World Wide Web, and online databases.

562 Teaching with Databases (1:1:0). Designed to assist students in exploring and developing expertise with the various aspects of databases as well as to model the ways in which databases can be integrated into the teaching/learning process. The course 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). Designed to assist students in exploring and developing expertise with the various graphic programs available for constructing visual images. The course addresses draw and paint programs, scanning and editing images, and using visual communication to support K-12 learning.

564 Teaching with TV/Video (1:1:0). Designed to assist students in exploring and developing expertise with social, cognitive, and learning implications of film, video, and television as well engage students in the process of planning, storyboarding, and filming with video.

565 Teaching with Educational Software (2:2:0). Designed to assist students in exploring and developing 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. Emphasis is placed on the ways these programs support the K-12 teaching/learning process.

566 Teaching with Multimedia/Hypermedia (2:2:0).Prerequisite: EDIT 563. Designed to assist students in exploring and developing expertise with a variety of hypertext/hypermedia and multimedia tools. Emphasis is placed on students' ability to use hypermedia/multimedia tools and then to teach others to use these tools. Attention is paid to the ways in which the integration of hypermedia/multimedia tools in the K-12 curriculum can support learning, and to the difference between hypermedia and multimedia.

567 Teaching with Desktop Publishing (2:2:0).Prerequisite: EDIT 563. Designed to assist students in exploring and developing expertise with a variety of publishing tools to include word processors, desktop publishers, and idea processors. Emphasis is placed on using these tools to communicate. Attention is paid to design and layout principles, the appropriate use of images to facilitate communication, and the ways in which K-12 teachers can design opportunities for students to learn these concepts.

593 Educational Hardware Systems (3:3:0). 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 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. Broad educational technology issues are addressed, as well as resource and facilities management, staff development, curriculum integration, and planning for new technologies.

699 Information Tools for Personal and Organizational Productivity (1:1:0). Introduces graduate students to the instructional and database management uses of microcomputers. Emphasis is on study and exploratory application in laboratory classes of selected concepts of computer usage to achieve objectives common to a variety of formal educational settings.

711 Teaching with Technology I: Telecommunications and Databases (3:3:0). Corequisite: EDCI 710. Designed to assist students in exploring and developing expertise with the various aspects of telecommunications and databases as well as to model the ways in which these tools can be used for personal learning and for integration into the teaching/learning process. The course addresses e-mail, the Internet, the World Wide Web, and online and multimedia databases. In addition, the course focuses on strategies for searching, sorting, creating, and communicating with information, much of which is 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. Designed to assist students in exploring and developing 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. The course addresses draw and paint programs, scanning and editing of images, and use of visual communication to support K-12 learning. It explores the social, cognitive, and learning implications of film, video, and television as well as engages students in the process of planning, storyboarding, and filming with video. Last, the course focuses on the various categories of simulation, the relationship between simulations and ways of knowing, and strategies for using simulations to promote K-12 learning.

715 Teaching with Technology III: Publishing and Computational Tools (3:3:0). Corequisite: EDCI 714. Designed to assist students in exploring and developing expertise with a variety of publishing tools to include word processors, desktop publishers, and idea processors. Emphasis is placed on using these tools to communicate. Attention is paid to design and layout principles, the appropriate use of images to facilitate communication, and the ways in which K-12 teachers can design opportunities for students to learn these concepts. In addition, the course assists students in exploring and developing 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. Designed to assist students in exploring and developing expertise with a variety of hypertest/hypermedia and multimedia tools. Emphasis is placed on students' ability to use hypermedia/multimedia tools and then to teach others to use these tools. Attention is paid to understanding the difference between hypermedia and multimedia. In addition, the course 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 (2:2:0). Examines how educational technology can provide an infrastructure for creating, managing, and evaluating innovative types of teaching/learning environments. New assumptions about learning, instructional technology, and organizational development are explored as a foundation for planning how schools can use technology to evolve beyond conventional approaches.

730 Instructional Design of Technology-Based Educational Materials (3:3:0). Prerequisites: EDIT 530 and EDCI 705, or permission of instructor. Allows students to design, implement, and evaluate technology-based education and training materials using advanced computer-based authoring tools.

732 Advanced Instructional Design and Development (3:3:0).Prerequisites: EDIT 530, EDCI 705, and EDIT 730, or permission of instructor. Capstone course of a three-course sequence on the theory and practice of instructional design. Students apply the ideas developed in prior courses to complete a major instructional design project. Leading-edge ideas in the evolution of instructional design are also discussed.

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 within the next three to eight years. The potential of these emerging technologies to improve practice and to alter the mission and content of education are assessed, and skills in strategic planning are developed.

752 Design of Multimedia/Hypermedia Educational Materials (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. Examination of user needs, information models, structure, and media selection and use inform the design and production of the final project.

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

797 See EDUC 797.

895 Emerging Issues in Instructional Technology (3:3:0).Prerequisite: Admission to the Ph.D. program or permission of instructor. Studies 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.