*INTERNATIONAL STUDENTS: In addition to the base program curriculum listed below, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course.
Study of the theoretical, historical, contemporary and ethical foundations of educational technology. Debates social and ethical issues surrounding integrated technologies as they are designed and implemented for an academic environment. Examines how technology is embedded within policies and practices in curriculum and instruction.
This course will provide an overview of current and emerging innovative technology trends in teaching and learning. Specifically, students will explore the ideas and theories that drive many of the most recent trends in K-12 educational technology. This exploration will be capped with the design and development of an engaging technology-supported lesson for students in K-12 classrooms that leverages current and emerging teaching/learning/technology trends.
This course is an introduction to the disciplined practice of integrating technology into teaching and learning. It provides an overview of current instructional technologies and theory-based design strategies for effectively using these technologies.
This course provides an overview of instructional design processes, methodologies, and professional standards that guide the development of online instruction. Accessibility concerns in online education will also be discussed.
This course will address the use of assistive technology within a teaching and learning environment. It will present research and trending developments on how specific technologies address the academic challenges of individuals with cultural, social, emotional, mental and physical needs. Topics include defining and differentiating assistive and adaptive educational technologies; identifying the legislative policies connected with such technologies; exploring ethical and legal ramifications of technology usage; and collaboration and implementation of technology-enhanced materials and teaching/learning opportunities for all learners.
Pedagogical concepts and design strategies underlying the use of an image-rich curriculum to enhance instruction. Examination and evaluation of the use of visual technology tools and techniques to build visual literacy and meet learning objectives.
Examination of the decision-making process and the role of technology in supporting data-driven decision-making to enhance teaching and learning.
Examination and evaluation of the use of technologies in the design and building of learning communities and development of community-based outreach and engagement.
Principles of teacher research. Focus on development of basic research skills to carry out action research, self-study, or other practitioner research projects with the goal of improved teacher practice. Skills for interpreting published research are also emphasized.
A master’s capstone is required for all master of arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice.
A capstone seminar that explores teaching as a reflective practice. Reflection on one's own beliefs and assumptions as they relate to teaching and learning.