The M.S. in Educational Technology program models the creation of learning communities linking in activities to K-12 students and teachers and cultural and community resource partners. Learning for the individual in the program is differentiated and constructivist. Each course has three dynamic overlapping focal areas: 1) technology skills, applications, and understanding; 2) professional growth and scholarship (pedagogy and grounding in the literature and in the field); and 3) content/action (individual and collaborative activities).
Students begin a developmental portfolio in their first semester and end the program with a polished professional portfolio, representing their learning and their capstone experience in the last two semesters.
All programs of study require the course EDI 908B Assistive and Instructional Technologies for Individuals with Disabilities: Current Research and Practice and will include the culminating experience (two 3-credit courses, EDI 776A and EDI 766B).
EDI 661 Transforming Communities of Practice: Applications, Technologies, & Implementation
Education, public and private, at all levels of delivery is experiencing major changes directly related to the evolution and implementation of technology in teaching and learning practices. This course provides students with the knowledge and skills necessary to critically assess and selectively incorporate 21st century learning tools into new learning environments. The focus is on Web 2.0 tools, second-generation Internet tools, that offer increased interactivity allowing teachers and students to easily create, communicate, collaborate, and share information, projects, and ideas. The course is delivered in a blended format mixing traditional face-to-face and online, asynchronous, learning experiences.
EDI 662 Transforming Communities of Practice: Technology-rich Learning Environments
Education, public and private, at all levels of delivery is experiencing major changes directly related to the evolution and implementation of technology in teaching and learning practices. This course introduces concepts and principles for creating technology-rich learning environments. Current practice and trends are explored as students identify and test available tools for delivering learning in diverse ways with, and around, information technologies. Students learn to build a foundation for using technology based learning theory, studying practice and trends that are successful, and using state and national standards. Creating electronic portfolios are developed as a process for documenting student performance. Students produce technology rich, standards based learning activities in collaborative and individual projects. The final project includes a documented rationale for using technology as a form of content delivery. The course utilizes a mix of face-to-face and online/virtual instruction and serves as a model for student work.
EDI 663 Technologies in the 21st Century: Applying Digital Media and Multimedia in Teaching and Learning
Education, public and private, at all levels of delivery is experiencing major changes directly related to the evolution and implementation of technology in teaching and learning practices. Digital media and multimedia provides teachers and students with powerful new ways of expressing, organizing, synthesizing, and evaluating ideas and information. This course provides students with the knowledge and skills necessary to create and use digital media / multimedia for educational purposes. The course will focus on developing skills in digital imaging, audio, and video production; and in combining media in new ways to present information and tell stories. We will examine ways that school based multimedia projects provide students with the opportunity to work collaboratively, engage in multiple modalities of learning and reflective thinking, and use a constructivist approach to learning. Students will work individually and in collaboration on class assignments and projects. The course is delivered in a blended format mixing traditional face-to-face and online, asynchronous, learning experiences.
EDI 664 Foundations of Educational Technology: Learning Theories, Critical Thinking, and Technologies for Teaching and Learning
This course builds the foundation for each student who enters the program. Students document entry skills in each of the three vertical threads (technology, professional growth and scholarship, and content/action) and identify particular educational applications within their teaching/professional educational settings. Students study learning theories (with an emphasis on critical thinking and problem solving in constructivist learning environments) as the basis for knowledge acquisition and knowledge building and apply technology tools for productivity, building communication systems, and presentations. Students also examine literature in cognitive and developmental psychology that bears on design decisions related to educational technologies and their appropriate uses at different stages of development. From this foundation, working with a faculty mentor, students prepare personal contracts for the program. Based upon the contract, each student begins growth in technology, professional growth and scholarship, content/action via individualized and group instruction.
EDI 716 Understanding Developmentally Appropriate Educational Technologies for Improving Learning Communities and Learning Systems
This course examines systems thinking, organizational theory, and change theory for improving learning communities and learning systems. Through the course, learners apply these approaches to their own teaching, learning and technology development.
EDI 686 Foundations of Educational Technology II: Fundamentals of Educational Research in Technology-Enriched Learning and Evaluation
This course, usually offered in conjunction with EDI 736, introduces educational research for the assessment of learning in technology-enriched, constructivist environments. Students learn to use appropriate educational technologies for synthesizing, generating, and evaluating knowledge. Constructivism and Applied Constructivist theories as models for developing technology-enriched learning systems are explored.
EDI 736 Applying Educational Technologies for Building Learning Communities and Learning Systems
This course, usually offered in conjunction with EDI 726, has learners extend their studies in knowledge acquisition and building by applying technologies to build virtual and in-person learning communities and systems using constructivist models. Students are taught to develop a "Long View" of teaching and learning from a systemic perspective and the possible roles that educational technologies could play in building and delivering those future systems.
EDI 746 Outcomes Assessment for Educational Technologists
Students are introduced to the design and application of outcomes assessment in technology-enriched learning environments. Moving from a rich theoretical and skills base, students begin to apply their knowledge to continue scholarly research that supports their personal or group focuses as they build greater understanding and apply learning in designing and evaluating models of learning systems in constructivist environments. This course emphasizes the critical importance of collaborative action and the value of working in teams.
EDI 756 Understanding the Role of Educational Technologies in Changing School Cultures, Organizations, and Communities
In this course, usually offered in conjunction with EDI 746, students begin to apply their knowledge to build learning communities and systems. Change models are explored, school organization and cultures analyzed, and models for future systems developed. Students (individually and in teams) design action-based teaching and learning models and participate in technology-enriched projects supporting educational outreach to schools, museums, and other learning communities.
EDI 766 Designing and Evaluating Assessment Plans for Technology-enriched Theoretically-Grounded Learning Environments
In this course, students apply learning theories and research understanding acquired in prior courses. They plan, design, develop, and practice innovative teaching and learning systems and design assessments of the effectiveness of various educational technologies. Student products from this course are shared with the larger learning community through our Electronic Education Village.
EDI 701A through EDI 701Z Technology and Learning Conferencing: Attending Professional
This course may be taken more than once. Each time it will have a new letter designation. For example, The National Educational Computing Conference (NECC) in 2003 might be EDI 701A, Technology and Learning Conferencing: National Educational Computing Conference, Seattle, WA, June/July, 2003, while another conference in 2003, might be EDI 701B with its specifications.
This course creates an intensive learning experience for the student before, during, and after a major national conference with a strong focus on technology and learning. One dimension of the course is hearing renowned speakers, attending sessions, interacting directly with a broad base of presenters, interviewing exhibitors while exploring new technologies, and reading extensively in both peer-reviewed scholarly research papers and work on practical ideas for effective technologies used purposively in K-12 settings. Another is the work with the faculty mentor who provides a framework for planning, study, and initial research prior to the conference; team building with all taking the course; mentorship and discussions during the conference; and production including communications and presentation afterwards. Outcomes include discussions online before, during, and after the conference, e-mails with people around the country who have presented, and after the conference a reflective paper and the construction of an interactive, multimedia website for others to view. Together, these constitute a personal portrait of substantive learning based around the conference, in which students evidence learning in the T.E.A.M. program frameworks and each of the three vertical threads (technology, professional growth and scholarship, content/action).
EDI 801A through EDI 801Z Technology and Learning Camp
This course may be taken more than once. Each time it will have a new letter designation. For example, Technology and Learning Camp 2012 might be EDI 801A, while Technology and Learning Camp 2013 might be EDI 801B.
This course models the creation of a constructivist learning environment in an intensive learning experience in residence for five days, preceded and followed by extensive work in preparation in pre-Camp and synthesis in post-Camp. Student-generated curriculum tied to New York State Learning Standards is presented at the end of the in-residence Camp period. The development of the curriculum and the resulting curriculum for K-12 students is constructivist in design and uses best practices of technology integration into content. Students join cohorts from pre-Camp through post-Camp to explore key issues related to technology integration into curriculum and developmentally appropriate uses of technology. They acquire or refine technology skills and design, develop, produce, and assess an interactive multimedia website, their curriculum project. Online conversations join all together in the Camp experience before and after residency. The content, the technology study, and the project development build from pre-Camp study and communications through the five days in residency. Work after camp includes further study and a reflective paper on the entire experience.
EDI 811 Using Computers as Mindtools in K-12 Classrooms
This course focuses on the use of software applications as "mindtools" to support learning in K12 learning environments. Mindtools, computer software applications, enable learners to represent what they have learned and know rather than replicating a teachers' interpretation. Students develop learning modules for their classes that make use of computers as mindtools. Students in the course develop the technology skills for several software applications that are necessary for building their own knowledge representations of content in their fields of expertise.
EDI 812 Designing Internet-based Instruction for the K-12 Classroom
Students enrolled in this course will create learning materials that will integrate the Internet effectively in their classes. Students create web-enhanced lessons and develop web-based learning environments based on existing instructional models. As part of this course, students also discuss effective searching, Internet-related safety and ethical issues, effective use of Internet communication tools, and questions to consider when evaluating the instructional usefulness of a website.
EDI 825 Building Interactive Web Systems
This course extends upon basic web design to include the capacity to read and write data in data bases (e.g., Microsoft Access or SQL, Oracle, etc.). Students learn educational applications that use the web for capturing user input for storage and analysis, for retrieving stored data based upon a particular user's needs, and for searching data systems based upon user queries. Students design applications for their own learner constituencies and justify their use from a pedagogical perspective.
EDI 831 Using Computer-Based Simulations: Astronomy Education
In this course, the computer functions as a virtual planetarium. By immersion in a "perfect" simulation the student explores and interacts with both the real and apparent motions of the solar system bodies. Special attention is paid to the Earth/Moon/Sun system to develop an understanding of such diverse concepts as the seasons, "rising/setting," lunar phases, length of day, and eclipses. Also, the interaction of the planets, comets, and other aspects of the night sky are simulated. Relevance and applications to New York State Learning Standards are explored.
EDI 841 Electronic Educational Village Project: Applying Technology In Learning
In this course, students apply their knowledge from previous semesters about developmental psychology, constructivist learning environments, systems theory and education, and educational technologies to build learning communities and systems. Students have identified projects in their previous courses that they will continue to building the course. Students work in groups to develop a number of technology-based products enhancing the teaching and learning systems they worked on through the preceding year. Students work individually to design technology-enhanced lessons (and sample products) based on various instructional design models representing both cognitive and constructivist theories. Students also study and apply message design theory to all of their products.
EDI 908B Assistive and Instructional Technologies for Individuals with Disabilities: Current Research and Practice
Assistive and instructional technologies refer to the application of technology to meet the needs of students throughout special education. IEP teams are now required to consider Assistive Technology for all children in Special Education This summer institute is designed to bring some of the leading researchers, developers and practitioners in this emerging area to Long Island University. Topics include: overview of assistive technology, applications with students with learning disabilities, recent research and development in multimedia applications for at-risk and mildly disabled students, applications for students with physical and/or speech impairments, and integrating assistive technology within the IEP and into the classroom.
The Culminating Experience
The final work will include a six credit experience and include EDI 776A and EDI 776B.
EDI 776A Culminating Experience: Issues, Challenges, and Opportunities for Applying Technologies in Learning Systems
In this course, students assess and diagnose opportunities for enhancing the effectiveness of learning systems through the selection, implementation, and ongoing evaluation of appropriate educational technologies. Students identify and address existing and potential impediments in conventional educational settings to the application of technologies for improving learning systems. Students also consider technology specific impacts and applications including digital plagiarism, digital divide, and copyright.
EDI 776B Culminating Experience: Actualizing Systemic Technology-Based Learning
This course serves as the culminating experience for the core of the program, if nine cores are designed for the team. Students are expected to finish developing personal and group learning systems, professionally present and support those systems to peers and mentors, and synthesize their experience in the program. Mentors review program contracts with students. The capstone experience, the online professional portfolio is completed in this semester and presented to an audience of peers.