Cutting-edge technology allows for ever-increasing collaborations.
Members of the instructional technology program are constantly experimenting with both new instructional strategies and technologies.
Faculty and students actively create new materials and products. The instructional design process is a creative endeavor.
Dr. Ron Preston
MSITE Director of Students 352E Flanagan Building252email@example.com
P: BITE 2000 or BITE 2000 by-pass exam or BITE 2112 or MIS 2223 or other Council for Teacher Education approved technology course. Information literacy, media, and technology integration skills for professional and instructional use in instructional design, video applications, and digital applications.
Operation of microcomputers and selection, evaluation, and application of educational software.
Historical background, theories, instructional design and development, deliverers of instruction, current issues, and trends.
Systematic process for design of instruction. Task analysis and task analysis diagrams, learner and context analysis, and development of instructional strategies.
P: EDTC 6020. Introduces development of instructional analyses, strategies, and formative evaluation methods. Practical experiences in traditional and alternative instructional development and evaluation techniques.
Use of authoring systems for design, development, and testing of instructional course ware.
Open to other graduate education majors. In-depth study of NC K-12 computer skills curriculum. Emphasis on development of strategies, materials, and staff development to integrate technology into English/language arts, social studies, and information skills curricula.
Open to other graduate education majors. In-depth study of NC K-12 computer skills curriculum. Emphasis on developing strategies, materials, and staff development to integrate technology into math, science, and health curricula.
P: EDTC 6010, EDTC 6025, EDTC 6030. Process of instructional product development using multimedia technologies. Develops multimedia instructional modules.
P: Basic computer knowledge. Design and evaluate human-computer interfaces for information and instructional products. Applies human-computer interface principles and user-centered design perspective to project development.
Organization and design of Internet. Emphasis on tools available for discovering useful resources for instructional and other purposes.
Identifies and evaluates resources for research available on World Wide Web. Examines issues such as search strategies, copyright, and censorship.
Prepare educators in the use of information communication and technology (ICT) literacy skills.
Examines simulations and games for learning, including learner engagement and psychology of game play; research and development of instructional simulations and games; and applications in K-12, higher education, health education, military education, and corporate training.
P: EDTC 6020. Interrelationship of computer technology with instructional technology and its application to corporate training.
Design and development of desktop video for instructional applications. Integration of digital video with other media for instruction. Analog video production and principles of instructional television.
Design and production of graphic and visual elements for instructional applications. Covers electronic and print-based static and interactive media.
Methods and materials for selecting and using a variety of multimedia formats in PreK-12 classrooms.
Theory and principles of planning and administering school technology programs.
Planning, designing, implementing, and managing local area networks in instructional settings.
Basic principles of virtual reality. Emphasis on applications in education and other fields. Students select special projects according to their interests and build virtual environment.
P: EDTC 6240 or LIBS 6240 or consent of chair. Graphics-based environment design, building, application, and evaluation for education.
P: EDTC 6240 or LIBS 6240 or consent of chair. Text-based environment design, building, applications, and evaluation for education.
Internet connectivity required. Distance learning from administrative and program development standpoint.
(Same as LIBS 6848) P: EDTC 6242 or LIBS 6242; LIBS 6244 or LIBS 6244; or consent of chair. Explores problems and issues affecting building, use, and evaluation of virtual reality environments in educational settings.
(Same as LIBS 6900) Practical application of theory, assessment, and reflection addressing state and national standards in professional electronic portfolios.
May be repeated for maximum of 6 s.h. with change of topic for a given course number. Variety of newly developed and special courses.
For intermediate or advanced student. P: Minimum of 15 s.h. of credit in MAEd program; consent of chair. Study of topic not otherwise offered in curriculum or pursuit of topic beyond or in greater depth than is possible within context of regular course.
P: EDTC 6010, EDTC 6025, EDTC 6030, EDTC 6135, EDTC 7030; or permission from MS in instructional technology program coordinator. Initiation, development and completion of a capstone project.
P: EDTC 6010, EDTC 6020; EDTC 6035 or EDTC 6073; EDTC 6139, EDTC 6149. Applies current research in the development of technology specialists as instructional leaders in K-12 schools.
May be repeated. May count maximum of 3 s.h.
May be repeated. No credit may count toward degree. Students conducting thesis research may only register for this course during the summer.
(Same as LIBS 7010) P: Consent of MAEd program director. Principles and practices of supervision of media and technology programs for school district and/or region.
(Formerly EDTC 7320) Principles of Internet (web-based) instruction, including instructional design components, and designing web pages for delivery of instruction.
Practical application of instructional strategies and delivery methods.
(Formerly EDTC 7310) Principles and theories of distance learning, including design, delivery, and evaluation.
(Formerly EDTC 6120) Advanced examination of learning theories that affect development of instruction.
Explores issues associated with building the training systems and subsystems necessary for training and sustaining human performance. Topics include performance analysis and needs assessing, life cycle training concerns, training development, training devices and strategies for use, cost and performance analysis, and technology used in training delivery.
Advanced examination of instructional systems analysis. Includes conducting needs analysis, performance analysis, task analysis, learner analysis, and environmental analysis in preparation for instructional design.
May be repeated for a maximum of 6 s.h. with change of topic. P: Consent of chair. Variety of newly developed and special courses.
Introduces management of distance education programs, covering online course management, strategic planning, faculty development and support services, student services, issues, and future trends.
P: Admission to doctoral program. Advanced seminar focusing on theory, research, models, delivery, and current issues of instructional technology in schools, higher education, and training.
For advanced or doctoral student. P: Consent of chair. Topics not otherwise offered or offered in greater depth than in the context of a regular course.
P: Admission to EdD in educational leadership or consent of instructor. Advanced study of established and emerging models of instructional design and development. Includes descriptive and prescriptive theories of instructional development.
P: Admission to EdD in educational leadership or consent of instructor. Advanced study of established and emerging methods of educational evaluation. Includes both program evaluation and product evaluation with emphasis on technology programs and products.
P: Admission to EdD in educational leadership or consent of instructor. Advanced study of theoretical foundations of instructional systems.
P: Admission to EdD in educational leadership or consent of instructor. Advanced seminar in diffusion and adoption of innovations, including models of change, research-based practice, adaptation due to contextual constraints, and challenges particular to adoption of technology.
P: Admission to EdD in educational leadership or consent of instructor. Advanced seminar on instructional development as it relates to organization and faculty development, and instructional change within higher education settings.
2 lecture and 2 lab hours per week. P: Basic knowledge of computer operations. Basic applications of virtual reality in education and other fields. Students select special projects according to their interests.
2 lecture and 2 lab hours per week. P: EDTC 2240 or consent of dept chair. Intermediate design, building, applications, and evaluation of graphics-based virtual environments for specific applications.
2 lecture and 2 lab hours per week. P: EDTC 3242 or consent of instructor. Advanced design, building, applications, and evaluation of graphics-based virtual environments for specific applications.
2 lecture and 2 lab hours per week. P: EDTC 2240 or consent of instructor. Role of virtual reality as instructional tool. Types, applications, and hardware and software.
2 lecture and 2 lab hours per week. P: EDTC 2240 or consent of instructor. Design, building, applications, and evaluation of applications of text-based virtual environments.
May be repeated for maximum of 9 s.h. with change of topic. P: Consent of instructor. Selected topics in educational technology. Variety of newly developed and special courses
2 lecture and 2 lab hours per week. P: EDTC 2240 and working knowledge of HTML or consent of instructor. Design and construction of interactive three dimensional Internet applications. Uses tools such as VRML.
P: 16 s.h. in virtual reality courses or consent of instructor. Problems and issues affecting building, use, and evaluation of virtual environments.
For intermediate or advanced student. May be repeated for maximum of 6 s.h. P: Consent of dept chair. Study of topic not otherwise offered in curriculum or topic beyond or in greater depth than is possible within the context of regular course.
1 lecture and 10 lab hours per week and 140 hours of observation and practical experience in a professional setting. Periodic group meetings with instructor and other interns. P: 16 s.h. in virtual reality courses or consent of instructor.