ECEL517: Integrating Science and Technology in Early Childhood and Elementary Classrooms (3 hours lecture)

Starting Summer 2012: Inquiry based science, technology, engineering and math (STEM) experiences for elementary instruction serve as a framework for this course. In this course, students examine the process of discovery through individual and group activities in STEM grounded in critical thinking and problem solving activities, effective pedagogical strategies that engage children in the wonder of STEM, a survey of dominant STEM curricula, and analysis of the impact policy documents have on the work of elementary educators. Opportunities for fieldwork. 3 sh.

EDTC510: Technology Planning for Education Renewal (3 hours lecture)

Students assist district or organizational leaders in the systemic design and implementation of a technology plan that is customized for a school or organization's philosophy, budget, and individual staff needs and abilities. Comprehensive planning considers goals, standards, resources, community structures, school or organization-based support, and staff development. Students conduct a needs assessment, facilitate planning meetings among leaders, educators, staff, parents and community representatives and address practical issues of purchasing and technical support. 3 sh.

Prerequisites: EDTC 500, EDTC 501, and EDTC 502 or graduate program coordinator's approval.

EDTC530: Integrating Technology Across the Secondary Curriculum (3 hours lab)

Ths laboratory course provides students with hands-on experiences in creating educational and instructional technology environments that are student-centered, collaborative, inquiry-based, and emphasize critical thinking. The course explores the fundamentals of interactive design using both MacIntosh and PC-based computer platforms. Students orchestrate object, print, video and digital media technologies to support specific curricular goals at the middle- and high-school levels. 3 sh.

Prerequisites: EDTC 500 and EDTC 501 or graduate program coordinator's approval.

MEDI500: Media, Technology, and Learning in the Curriculum (3 hours lecture)

The organizing and integrating of media in school curricula and other educational programs. Identifying instructional purposes and defining roles for technology and media in learning and teaching. Examining and comparing curriculum designs for their concordance with the procedures of technology in education. Selection and evaluation of materials. 3 sh.

MEDI503: Critical Basics of Media and Technology Production (3 hours laboratory)

This course introduces critical and practical frameworks for producing educational media. Students engage in hands-on production of multiple media forms to support a variety of curricular goals, with emphasis on digital media. Students explore the possibilities of multimedia and non-linear teaching and learning for educators and learn the fundamentals of interactive and integrative curriculum design across MacIntosh and PC-based computer platforms. Open to matriculating and non-matriculating students. 3 sh.

MEDI506: Evaluation and Selection of Educational Media (3 hours lecture)

Emphasizes the evaluation and selection of research materials in multiple media formats - from print to digital. The course provides opportunities to discover what kinds of resources are available and generate criteria for evaluating the quality and usefulness of new and traditional media in supporting the research process. 3 sh.

MEDI520: Production of Materials for Media Technology (3 hours lecture)

For developing advanced proficiency in preparing audio, photographic, and graphic materials. Especially for persons charged with materials preparation in media centers. Laboratory instruction. 3 sh.

MEDI521: Design of Innovative Curriculum Resources (3 hours lecture)

Emphasis on systems design, software, program development, creative development of media for special learning situations, basic design of programmed instruction and multi-media techniques. 3 sh.

MEDI523: Integrating Technology Across the Elementary Curriculum (3 hours lab)

This laboratory course provides students with hands-on experience in creating educational and instructional technology environments that are student-centered, collaborative, inquiry-based, and emphasize critical thinking. The course explores the fundamentals of interactive design using both MacIntosh and PC-based computer platforms. Students orchestrate object, print, video and digital media technologies to support specific curricular goals at the early childhood and elementary levels. 3 sh.

MUED518: Technology for Music Teachers (3 hours lecture)

A history and overview of computer platforms and applications for music. A review of pre-college, collegiate, and professional music software; the basics of music programming; a review of MIDI applications and interfaces; the use of interactive media in music pedagogy; and the future of computer applications in this field. 3 sh.

READ503: Literature for Adolescents (3 hours lecture)

Offers background for the development of recreational reading programs in middle schools and high schools. Literature written for students, as well as literature intended to be read widely by adolescents, criteria for book selection, censorship, role of mass media, minority group identification through books, bibliotherapy, bibliographic tools, and the importance of the librarian. 3 sh.

READ522: History of Literacy and Media (3 hours lecture)

Students learn about the history of literacy and media from early sign-making systems, to the printing press, to broadcast media and education, to the internet, and across ancient, modern and post-modern eras. Students also learn the history of a range of literacy educational initiatives from Dame Schools and tutor systems, to literacy "readers" in schools, to national policies that shape education, and more. In learning about the history of literacy and media, students engage with issues concerning dominant literacy discourses in education and wider society, children's and youths' literacy practices and the extent to which these are built upon in schools, and the relationship between literacy policies and classroom practices over time. 3 sh.

Prerequisites: READ 500 or READ 501 or instructor's permission.

READ524: Teaching Multiethnic Literature in P-8 Classrooms (3 hours lecture)

Students examine multiethnic children's literature as aesthetic forms and pedagogical tools. Students analyze the social, political, and education implications of this literature and its use in P-8 classrooms. Students are encouraged to introduce powerful, well-written and illustrated, and engaging literature into their classroom teaching across a range of subject areas as they explore important topics, such as race, ethnicity, and democracy; processes such as critical thinking and critical media analysis; and issues of power and privilege. Students learn to use this literature effectively and confidently within a range of curriculum and assessment structures. 3 sh.

READ525: Literacies, Digital Technology and Learning (3 hours lecture)

Within this course, students examine a range of theoretical, methodological and practical approaches to identifying and understanding new literacies. In particular, students engage with sociocultural approaches to understanding and exploring new literacies that focus on literacy in connection with social practices. Students also evaluate popular literacy and technology uses in classrooms, and develop their own strategies for bringing together literacy learning and digital technologies in well informed and forward-looking ways in schools. 3 sh.

SPED585: Technology for Inclusive Classrooms

The course is designed to provide educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings. Two main purposes for students with disabilities will be emphasized. Teachers will learn how to provide access to the curriculum for students with disabilities by using the principles of Universal Design for Learning as a framework for curriculum design. They will learn how to utilize technology to meet the unique needs of students with disabilities in order for them to attain maximum independence and participation in all environments. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).