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M.S.Ed. Instructional Technology Courses

The following courses comprise the program of study for the Master of Science in Education in Instructional Technology.

View the online Graduate School Course Catalog for detailed Program course descriptions. Refer to this catalog for electives and other courses.

Due to new PDE regulations, there are additional ESL and Special Education requirements. Students will be required to have three (3) credits of ESL and nine (9) credits of Special Education. These courses are PDE requirements and not a part of your Program IF you can show similar courses on your transcripts.

Course NumberCourse TitleCredits
GESL 501

Helping English Language Learners in Mainstream Classes

English as a Second Language (ESL) instruction aims to provide English Language Learner (ELLs) with social, cultural and basic and academic language skills to improve their academic achievement. Granted that the developmental goals of ELL’s language and academic skills are inseparably interdependent, ESL instruction cannot be perceived as the sole responsibility of ESL specialists. This course aims to support pre-service content area teachers in developing adequate level of competency in addressing the special needs of linguistically and culturally diverse learners in their classes. It also prepares pre-service content area teachers to work with ESL professionals on various levels. The course provides them with basic knowledge and skills appropriate and effective instructional experience for the ELL population. It also focuses on how content area teachers can make accommodations, adaptations and modifications in their instructional planning and implementation to create an inclusive instructional environment for all learners. In light of PDE requirements, the course covers content related to the five TESOL standards, including language, culture, instructiona, assessment, and professionalism.

3
GFDE 510

Theory of the Teaching and Learning Process

This course provides opportunities to analyze assumptions about knowing, teaching, and learning; to study theories of human learning and their relationships to motivation, development, and teaching; and to reflect on and project your own teaching and learning practice based on theoretically sound principles.

3
GILT 509

Independent Study

1-6
GILT 511

Technology and Education

Examines the pedagogy of teaching digitally, the use of technology as a teaching strategy for the classroom, and the impact of school-related legislation and leadership roles available in instructional technology.

3
GILT 512

Instructional Design

"Instructional Design is a ""hands-on"" course. As such, you will work on assignments to address some of the key issues confronting educators with respect to the design and implementation of technology-based lessons in the classroom. This course introduces the fundamental concepts of technology-based instruction by examining the pedagogy of teaching and the use of technology as a teaching tool. The instructional design theories that are introduced are equally applicable to education, training and learning in general. However, this course was designed specifically around the application of these theories and practices in the teaching of children. Blending these theories, participants design instructional materials that take full advantage of their target population's learning strengths, and help their learners master the material and identified learning objectives. The design activities are provided to guide you in the development of an overall unit of instruction and how the particular lesson you will create in this course fit into the grand scheme of the identified unit of instruction. "

3
GILT 513

Instructional Application of Technology

Participants will prepare technology-based instructional lessons in K-12 subjects (Math, Science, English and Social Studies). They will integrate their understanding of instructional design and delivery with basic learning theories.

3
GILT 514

Management of Instructional Technology

Technology planning, the impact of technology on students and organizations, the multicultural effects of technology, and project management life cycle will be considered.

3
GILT 515

Instructional Technology Practicum

The pivotal learning experience providing an opportunity to learn by doing. Participants will be paired with real-world demands to implement technology in schools. Typically taken during the final semester of the program.

3
GILT 518

Assessment of Instructional Technology

Assessment of Instructional Technology aims to address the overwhelming goal of measuring student success using a variety of tools and measurement methods. Through this course, we will explore traditional and alternative assessments, evaluative methods, intentions and interventions in your classroom. Methodology explores classic methods of observational formative assessments and the use of technology-based tools to assess student learning and the overall assessment of technology based learning. This course is designed to expose Instructional Technologists to theories, models and tools of assessment that can support instructors and classroom instruction.

3
GILT 520

Teaching with Technology Across the Curriculum

GILT 520 is an on-line course for educators and corporate trainers to use technology as a tool to solve real-world problems as part of the learning process. The focus of the course is on the integration of technology across the curriculum by using it as a tool, rather than as an instructional delivery device. New applications of known technologies will be utilized and new technologies will be introduced and evaluated for their value in an integrated unit; this component is critical, as technology changes dramatically, day-to-day. Emerging technologies will be researched and examined for their potential to enhance education, and strategies will be developed to stay current with the ever-changing environment which technology has added to our culture. The strategies are more pedagogically justified as a learning tool then developing proficiency in specific technology applications.

3
GILT 521

Digital Imagery for Teachers

This course focuses on various uses of multimedia for enhancing course material. Participants create and edit digital images, implement design concepts for creating web pages, and work with video. The students will become more comfortable with different software packages that allow for more creativity and interactivity in the class- room and in the workplace.

3
GILT 524

Education Technology Hardware Certificate

Examines the requirements of effectively planning and delivering instructional technologies curriculum as it relates to the hardware and software requirements. Participants will experience the A+ certification process and optionally install a network lab.

3
GILT 540

Delivery, Trends, Responsibilities and Professionalism

This course is for candidates that are pursuing Online Instruction Endorsement from PDE. Candidates will demonstrate knowledge and understanding of digital citizenship, legal issues with online education, confidentiality procedures and protocols. The course also covers effective online instruction as appropriate through the Teacher Effectiveness model of teacher supervision and evaluation.

3
GILT 631

Instructional Techniques

The focus of this course is on planning for pupil involvement with particular emphasis on selection of content, activities, materials and instructional techniques to improve school teaching in the content areas.

3
GREV 525

Educational Research Literacy

The goal of this course is to develop the skills and knowledge base necessary for the conceptual understanding of research presented in the literature. In doing so, it will provide the foundation to become critical readers of research.

3
GSCE 520

Introduction to Teaching

This course has two primary goals: (1) To explore what “good teaching” is by looking at: (a) your own experience as a learner; (b) theories of teaching and learning; and (c) current standards for teaching; and (2) To have you experiment with different approaches to teaching, with an emphasis on: (a) Reflecting on successes and areas where improvement is needed; and (b) Seeing things through students’ eyes.

3
GSPE 501

Exploring Inclusive Practices

This online course allows teacher candidates from various disciplines to explore methods and supports for delivery of instruction to students with high incidence disabilities. A foundations will laid for acquiring the necessary background and skills in the process(es) of universal design, differentiated instruction, and co-teaching. With an emphasis on literacy development, candidates will become familiar with adapting curriculum based on student learning needs, IEP, and 504 plan goals and objectives, and environmental considerations.

3
GSPE 502

Legal/Ethical Issues: Special Education

This online course will examine current trends and issues in the field of special education and provide a solid foundation in various assessment procedures. Instructional certification and educational specialist candidates in a variety of programs will explore the intent and extent of the current laws related to special education and serving students with disabilities in school settings. Experiences will include an introduction and overview of basic assessment, as well as general research, discovery, and exploration of history, etiology, laws, theories, and techniques related to special education. The impact of current trends and legal issues on the educational processes in preK-12 public schools will be addressed.

3
GSPE 503

Social Justice and Empowerment

This course is designed to be taken by special education majors and those interested in learning more in the area of social justice as it applies to persons with disabilities. Topics include a review of the historical treatment of and current issues in the lives of persons with more significant disabilities. The course content, activities and experiences provide the candidate/student with the knowledge, skills and dispositions needed to teach and/or support persons with more significant disabilities to live meaningful lives in inclusive settings and to be empowered by developing communication (including augmentative and assistive communication), self-determination and social skills.

3