Students develop skill in advanced aspects of the operation and use of the range of instructional technologies from desktop to distributed computing environments. Students use operating systems, learn network administration, do technology planning, and work with basic authoring tools. Skill is demonstrated through a series of projects including development of a technology plan for a specified work setting and authorship of a prototype program.
This course provides candidates with the opportunity to participate in a full-time, supervised internship in middle grade classrooms. The student teaching experience occurs in a 5-9 school setting. Offered on a pass-fail basis only. Repeated for up to 15 hours. Prereq: Must meet published college requirements for teaching.
This course dives deep into the intersectionality of race (and whiteness) to gender, sexuality, class, and multiple abilities that manifest in both society and education. Students will learn larger social systems of power that structures education, especially with respect to race, racism, whiteness, and white supremacy.
This course is designed to introduce students to theory, research, and teaching applications of second language literacy development in the ESL classroom. This is a field-based course, and students will study current teaching methods of literacy instruction and apply those ideas with learners in an ESL setting.
Critical analysis of instructional design models and their theoretical foundations including the impact of various models and perspectives on the practice and the products of instructional design.
The goal of this course is to examine the theoretical foundations and best practices involved in multimedia research and interface design. These investigations are anchored in user-centered design and the methodology explored in the course is research to practice in usability testing and iterative program design.
Focuses on individual and collaborative authoring applications for technology based instructional materials. Topics include linear and non-linear information structures, instructional message design, compositional issues related to audience focus, information density, language control, and organization, and prototype production with industry standard authoring software.
Using complex and intersectional readings, field-based activities, and lectures with critical dialogue, this intense 1-unit course deeply examines how teachers create a socially and racially just classroom environment in order to meet the diverse needs of all students. Students come away from this course having an introductory understanding of how cultivating classroom community is more about building meaningful and just relationships rather than simple management. Students will also learn theories, strategies, and context for developing a socially and racially just teacher identity.
The purpose of this course is to examine the growing research and design literature for on-line communities and networked learning groups that support cooperative, collaborative and social instructional activities. Framed by concepts from Activity Theory, Social Networking Theory and Social Learning Models students will read current books, research articles and be introduced to research methods and tools (such as tracking utilities and on-line data collection) for examining on-line communities.
Students will teach in their subject areas in the schools full time, meet regularly to discuss teaching effectiveness and strategies for improvement and develop their professional portfolios. May be repeated to a maximum of nine credits. Lecture, 3-9 hours; laboratory, 6-18 hours.
