Students use instructional computing applications and understand the roles and uses of computers in instruction. Students select and use instructional computing hardware and software appropriate to instructional goals and settings. Students use electronic networks for instructional purposes. Students demonstrate skill using basic productivity software through structured assignments and collaborative projects.
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 provides students with a critical analysis of multicultural education theories, perspectives, current issues, and trends. Students will develop the competencies needed to write scholarly literature reviews, identify areas in multicultural education needing further research studies, and submit papers for review and presentation at professional meetings.
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.
The course is designed to examine the causes of and solutions to disruptive and noncompliant behavior and classroom management problems that are within the control of the classroom teacher. The course content is designed around two approaches: 1) identifying prevalent problems and exploring specific solutions to them; 2) presenting selected strategies and applying them to a variety of problems. In both cases, alterna- tives are considered in the light of relevant theory, law, research and experience.
Provides an in-depth survey of the field of instructional design and technology. Topics covered include the history of instructional design and technology, critical issues, current trends and future prospects for the field, instructional development, research, certification, and professional development.
Clinical techniques used in the remediation of reading problems. It is a course designed to develop individualized procedures related to diagnosis. Classroom applications of the instructional procedures are discussed. This course is a combination of lecture and application with a student client.
