Doctoral Program in Instructional Technology and Leadership Course Descriptions
GDIT 701 Professional Leadership in Technology (2 cr.)
The major theme of this course is to help understand the critical role of leadership in the effective application and integration of technology into the learning process and administrative functions of an organization. It is critical that leaders understand the importance of developing a shared vision of the role of technology in the teaching-learning experience, comprehend the change process, and learn how to develop a strategic plan to guide the implementation and evaluation of technology.
GDIT 702 Leadership and the Future of Technology (2 cr.)
As the field of education changes, educators are under increased pressure to reform our nation's elementary and secondary schools, graduate and undergraduate education programs, and corporate training environments. For these reasons, this course will explore all parts of the continuum of instructional technology education. The course will explore a new social contract to put in place technology-based processes to sustain the relative excellence of the nation's higher education and so prepare for a new century.
GDIT 703 Foundations of Instructional Technology (3 cr.)
This course offers an examination of the key foundations of teaching and learning as applied to instructional technology. Participants will consider the psychological, philosophical, social, and historical perspectives of using technology for teaching and learning. Included are topics such as taxonomy for the technology domain, technology-based instructional delivery media, impact of technology on the learning community, and the timeline of technology development.
GDIT 704 Professional Studies in Instructional Technology Leadership (3 cr.)
Participants will take a leadership role in designing, summarizing, and applying various principles and practices of educational research in instructional technology. They will be exposed to major research findings and trends related to the use of technology for teaching and learning to support an integrated learning environment, especially as it applies to human and equity issues. Participants will practice these theories of learning, teaching, and instructional design and synthesize their relationship to the uses of technology to support learning.
GDIT 705 Courseware Design (3 cr.)
The course is designed to support doctoral students of Instructional Technology in the courseware development process, from analysis through evaluation, especially the analysis, design and development phases. Students will gain perspectives and experiences on designing and developing courses with emerging interactive technology for more engaging classroom teaching and research. While the course emphasizes design considerations, students will practice diverse technology, consider possible areas of application, and research the applied educational use of these technologies.
GDIT 706 Developing a Learning Environment Using IT (3 cr.)
This course will discern the information access and delivery methodologies available for various learning environments that support curriculum development. Participants will analyze and categorize telecommunications tools that support research and instruction throughout the classroom and distance learning environments. They will create and deliver a multimedia presentation using advanced features of a selected state-of-the-art presentation tool demonstrating their understanding, research, and practice of these methodologies.
GDIT 707 Instructional Technology Design and Leadership (3 cr.)
Participants will assume a leadership role in the design and implementation of an enterprise-wide technology plan. Included in this plan will be a description and analysis of accepted principles of strategic planning, a demonstration of the system development life cycle (as well as other systems analysis models), and the performance standards for individuals serving in instructional technology support roles in various learning environments. Group processes and inter-personal dynamics are important elements in the change process. Participation on planning committees will improve the participant’s communication and consensus-building skills. Because all plans require funding, participants will identify alternate funding sources to help ensure the success of their plan. Some participants will serve on local technology planning committees.
GDIT 708 Technology Management and Leadership (3 cr.)
This course is designed to develop a model of leadership that evaluates various technologies to ensure the proper delivery of instruction in a variety of instructional settings. Topics include, but will not be limited to, operating and network systems installation, configuration and management, and evaluation. Various licensing schemes will be introduced with particular attention to how vendors maintain, repair, and otherwise support the teaching and learning environment. Human resource issues will be presented along with the characteristics and skills required for a competent technology committee. Various problem-solving scenarios will be presented including issues associated with public relations, new and emerging technologies, professional development, purchasing, community resources, legal aspects, special needs learners, security, funding, facilities, and other critical issues.
GDIT 709 Instructional Program Development (3 cr.)
Participants will develop curricular plans based on local, state, and national, and international standards for the use of computers and other instructional technologies. They will demonstrate their mastery by incorporating diversity issues in their program development and implementation efforts. Once developed, the plan will contain staff development and training elements including an identification of resources, audience characteristics, and learner expectations. The plan will also identify the process to adapt the learning environment based on these characteristics and expectations.
GDIT 710 Distance Learning Field Experience (3 cr.)
Participant will learn a “hands-on” holistic approach to distance and online learning with a view of the entire process of instructional design models, curriculum development, facilitator training and continuing professional development. Additionally, students will learn about implementation and online interaction; technology augmenting curriculum, assessment. Students will present a formal evaluation of findings to the online cooperative educator and administration, based on a literature review in the field of observation, and design and teach one faculty development lesson with Act 48 credit (if applicable) to enhance online teaching and learning.
GDIT 711 Distance Learning Global Leadership (3 cr.)
Participants will identify local, state, national, and international leaders in the field of distance and online learning and take a leadership role in assembling, introducing, and moderating panel discussions on specified topics of interest to the class. Speakers will be identified and participate through asynchronous discussions, synchronous discussions, face-to-face meetings, and through videoconferencing.
GDIT 715 Instructional Learning Theory (3 cr.)
The purpose of this course is to prepare instructional leaders who will be committed to teaching and engaged in learning. Instructional leaders are able to reflect upon and improve practice from their own experiences. This course is based upon three pillars: schools of educational psychology, major contemporary educational movements and paradigms, and established models of instruction. Instructional learning theory is centered on the major schools of educational psychology: behaviorism, cognitive learning theory, humanism, and lifelong learning. Participants will also be exposed to models of instruction for their consideration. Each model of instruction will be based upon the schools of educational psychology and movements and paradigms.
GDIT 720 Best Instructional Practices (3 cr.)
This course examines best instructional practices, as identified in the literature and in study of exemplary schools. It also includes examination of instructional models, technology, organizational paradigms, interaction schemes, processes and assessments.
GDIT 725 Leadership & Ethics (3 cr.)
Provides cohort members with a broad-based, interdisciplinary knowledge of leadership and ethics theory as it relates to instructional technology. Cohort members will analyze and critique case studies of the leadership styles presented and analyze their own leadership style in the context of those theoretical perspectives.
GDIT 726 Education in a Global Society (3 cr.)
Students will be expected to compare the educational system in the United States to systems in other nations with particular emphasis on the United Kingdom, New Zealand, China, Japan, and India. Specific issues discussed will include economics and work, comparative educational systems, migrations, marginalized populations, and technology.
GDIT 819 Social Justice (3 cr.)
This course is designed to prepare educational leadership students with information to better enable them to be advocates of social justice for children, families, schools and communities. The course focuses on educational and political policies that relate to social justice and attempts to prepare educational leaders to make a positive contribution in this field in their role as educational leader/administrator/social activist/policy reformer. The primary objective of this course is to better understand how socially just, educational change actually happens and most importantly how it can and must be implemented in families, schools, and communities. The course emphasizes the unique value of every child regardless of race, ethnicity, gender, socioeconomic level, or handicapping condition.
GDIT 799 Dissertation (fall semester) (3 cr.)
Successful completion of the written and oral presentation of the student’s doctoral research is required.
GDIT 799 Dissertation (spring semester) (3 cr.)