Courses

Instructional Technology Portfolio
Jossette Sherwood-Hill

Courses
MEDT 6401	Instructional Technology (3 credits) An overview of communication and technology as it relates to teaching and learning. This course includes the design, production and utilization of materials and operation of audiovisual equipment and microcomputers.
MEDT 6462	Admin of Instruction Technology Programs (3 credits) An overview of the procedures in planning, grant writing, administering and evaluating instructional technology programs in the schools. Leadership skills, managing people and resources, effective training techniques, and trends and issues associated with leadership in the use of instructional technology are emphasized.
MEDT 7461	Instructional Design (3 credits) The course provides an overview of systematic approaches to instructional planning, development, and evaluation.
MEDT 7464	Integrating Tech Into Curriculum (3 credits) Techniques for incorporating technology into the curriculum based on current learning theories. Cooperative planning and teaching between the teacher and the media specialist and infusion of information skills into classroom activities will be stressed.
MEDT 7467	Web Design for Instruction (3 credits) This is an intermediate level course on design, development and formative evaluation of web-based instructional systems. Web page design strategies based on research on effective practice are emphasized. Students use software development tools to create and evaluate interactive lessons including strategies for assessing learning achievement.
MEDT 7468	Introduction to Multimedia (3 credits) A survey of basic elements and technical aspects of multimedia. Included are selection of hardware and software, design principles, hands-on production, classroom applications, and discussion of issues and useful resources.
MEDT 7470	Video Prod & Utilization (3 credits) An advanced course in design and production of video instructional materials. Classroom utilization of video will be included.
MEDT 7472	Introduction to Distance Education (3 credits) This course is a general introduction to conceptual, theoretical, and practical ideas concerning education, including the current status of distance learning and its impact on education. Students will become conversant in the terminology of the field of distance education, review its history, conduct research on specific areas of practice, investigate instructional and learning design strategies, explore the technologies commonly used, and understand the unique roles and responsibilities of the distance learner and the distance instructor.
MEDT 7485	Special Topics in Media (3 credits) Individually designed studies of topics in media or instructional technology focused on the student's areas of specialty.
CEPD 6101	Psychology of Classroom Learning (3 credits) This course provides an in-depth study of the major cognitive and behavioral theories of classroom learning. Emphasis will be placed on enabling teachers and counselors to better understand how students learn; on helping educators identify and remove barriers that impede student learning; and on helping educators develop, utilize and advocate teaching practices, programs, and curriculum that lead to academic success for all. Theories of motivation, classroom management practices, and belief systems that promote learning will also be addressed.
EDLE 6322	Curriculum for Education Leaders (3credits) This course provides in class and field experiences for students in the investigation of current curriculum literature and in the identification and creation of organizational patterns/designs which support both short and long range school goal setting. Students will learn to coordinate and synthesize curriculum development, utilize appropriate instructional designs including delivery, management and resources, as well as to reflect on the interpretation and utilization of test results for the improvement of instructional programs.
EDRS 6302	Research Methods in Education Studies (3 credits) The study of the general principles of qualitative, quantitative, and action research designs. Students become consumers of research in their fields and learn how to conduct research in their particular educational settings.

Last updated by Jossette Sherwood-Hill July 7, 2010 Top of page