Master of Science in Instructional Technology-Master Technology Teacher Certification
- Baccalaureate degree
- Minimum of cumulative 3.00 GPA or 3.00 GPA in last 60 hours of undergraduate degree program
- Three positive letters of academic recommendation
- Letter of interest and commitment
- Completion of an on-site writing sample
- Current Resume
- Successful score on Interview
- MTT Certification requires additional application through the TK20 system.
Requirements must be submitted to the Graduate Studies Office by the designated deadline of first semester of enrollment.
Program Coordinator Contact: Dr. Rebecca Martindale; (903) 223-3096; email@example.com
Students should refer to their DegreeWorks degree audit in their Web for Students account for more information regarding their degree requirements.
|ITED 501||Instructional Technology Foundations||3|
|ITED 511||Teaching with Emerging Technologies||3|
|ITED 512||Evaluation in Instructional Technology||3|
|ITED 520||Instructional Design and Development||3|
|ITED 521||Instructional Multimedia Design and Development||3|
|ITED 523||Online Learning and Teaching||3|
|ITED 530||Research in Instructional Technology||3|
|ITED 532||Leadership in Educational Technology||3|
|ITED 590||Internship in Instructional Technology||3|
|SPED 520||Technology for Inclusion||3|
|Minimum Hours for Degree||36|
MTT Certification requires additional application through the Teacher Certification Office.
Graduate Courses in Instructional Technology
ITED 501. Instructional Technology Foundations. 3 Hours.
This course provides an introduction to the field of Instructional Technology (IT). It addresses the fundamentals of Instructional Technology, including the history of the field, instructional systems development (ISD) models, learning theories, instructional design theories, performance technology, trends and issues, and career opportunities. Prerequisite: Instructor permission required.
ITED 511. Teaching with Emerging Technologies. 3 Hours.
The Web 2.0 and other emerging learning technologies have the potential to provide effective and powerful learning environments in which learners can develop skills the information age require. This course explores innovative ways of utilizing emerging technologies to facilitate learning and to improve the way we teach. Topics include blogs, podcasts, wikis, online social networks, virtual worlds, and digital game-based learning. Prerequisite: Instructor permission required.
ITED 512. Evaluation in Instructional Technology. 3 Hours.
This course will focus on two main components: (1) formative and summative evaluation of instructional materials and (2) program evaluations in the field of instructional technology. Students will explore several aspects of conducting evaluations: planning and designing an evaluation, developing appropriate instruments, collecting and analyzing data, and communicating results and recommendations. Prerequisite: ITED 520.
ITED 520. Instructional Design and Development. 3 Hours.
This course provides students with experiences necessary to develop the knowledge, skills, and attitudes required for designing effective instruction that meets the needs of the information age. Students will explore the instructional systems development (ISD) process, from analysis through evaluation, and engage in authentic instruction design activities. This course replaces ITED 502 and 503. Prerequisite: Permission of the instructor.
ITED 521. Instructional Multimedia Design and Development. 3 Hours.
This course prepares students to develop the ability to apply theories of multimedia learning and design principles to multimedia design and produce an effective Web-based multimedia lesson. It addresses theoretical foundations, principles of multimedia learning, multimedia design process, interface design, typography, graphic design, audio and video production, and instructional animations. Prerequisite: ITED 520.
ITED 523. Online Learning and Teaching. 3 Hours.
This course focuses on two major components: (1) research on e-learning and (2) e-learning course development. Students will explore a variety of issues in online teaching and learning, conduct research, and engage in authentic design activities. The activities include developing a design document, interviewing SME's, developing content drafts, writing media scripts, and creating an online course. Prerequisite: ITED 520.
ITED 525. Designing Online Courses. 3 Hours.
This course develops students' ability to create effective online courses. It will focus learners' attention on unique characteristics and qualities of online courses. Learners will design effective experiences and materials to facilitate learning in a variety of online environments. The course is a good complement to ITED 523 - Online Learning and Teaching. It may be taken for an elective.
ITED 526. Advanced Instructional Video Development. 3 Hours.
This course teaches principles of instructional video development including designing for learning objectives, effective audio and lighting techniques, video recording and editing. It also explores effective use of video in the classroom or training setting.
ITED 530. Research in Instructional Technology. 3 Hours.
This course provides an overview of research methodologies. It examines quantitative, qualitative, and mixed methods approaches. Particularly, it emphasizes the need for improving the knowledge base about instruction and focuses on research methods for building design theory. Students will explore diverse research methods, critique research articles and develop research plans.
ITED 532. Leadership in Educational Technology. 3 Hours.
This course aims to prepare students for leadership roles in the Instructional Technology field. It explores leadership theories and models and provides practical guidance for developing basic leadership skills. Beyond the basics, it also examines new roles and skills of leaders for facilitating technology transformation as well as for building learning organization.
ITED 550. Adv Instr Web Site Development. 3 Hours.
This course introduces the student to the concepts of web site development using basic web editors and presents CSS as a conceptual bridge to the technical aspects of web development. Students will demonstrate competence through application of theories and concepts in a web design project. Students will use HTML as a beginning language in this course.
ITED 560. Introduction to Web-Based Instructional Content Development. 3 Hours.
ITED 580. Advanced Instructional Technology Project Management. 3 Hours.
This course introduces students to the basic processes of project management for instructional design projects. Students will learn about project development cycle, organizational issues, methods of planning, and techniques for managing the business and creative aspects of a successful instructional technology project. In addition, students will learn to use project management software for organizing, scheduling and monitoring project progress.
ITED 589. Individual Study. 3 Hours.
This course provides individual instruction. Students may repeat the course when topics vary.
ITED 590. Internship in Instructional Technology. 3 Hours.
This course is a supervised, field-based experience in which the student demonstrates ability to apply knowledge, skills, and dispositions acquired through program coursework, to the design, development, evaluation and implementation of technology-based instructional and training projects in a "real-life" work setting. The internship experience provides students the opportunity to apply theories, concepts, and principles of instructional technology to solving an instructional or a training problem in an authentic education or corporate setting. Prerequisite: Instructor permission required.
ITED 597. Special Topics. 3 Hours.
Instructors will provide an organized class designed to cover areas of specific interest. Students may repeat the course when topics vary.
SPED 520. Technology for Inclusion. 3 Hours.
This course focuses on developing students’ understanding of learners with special needs and the use of assistive technologies (AT) to meet the needs of such learners in inclusive settings. Students will investigate inclusion, accessible design, and using technology to meet the objectives of Individualized Education Plans of students with disabilities.