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Course |
Description |
Objectives |
Candidate Tasks
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EDST 6206
Software: Selection and Evaluation
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Principles of resource selection and evaluation, including
pedagogical considerations, policy statements, selection tools, formats,
community factors, and curriculum needs are examined. Copyright, ethical
and legal issues, purchasing, licensing agreements and network
considerations are included.
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1.
Identify and classify educational software by its characteristics
2.
Relate software characteristics to learning models
3.
Select software to satisfy particular instructional goals and state and
national standards
4.
Select software for particular learning needs
5.
Evaluate software by a variety of methods
6.
Define and explain ethical, legal, equity, and social issues that
pertain to software selection, purchase, and utilization
7.
Locate and select on-line content area lessons that use software tools
(word processor, spreadsheet, database, and presentation software)
8.
Develop and produce lesson plans and products that include software
support tools (e.g. Inspiration, Publisher, grade book, puzzle
generator, or any other support tools
9.
Discuss strategies for using technology products in different
environments
10.
Create rubrics for student technology products |
1.
Analysis, classification, and selection of software based on learning
models project
2.
Create a software evaluation form for a particular environment based on
review of models and criteria
3.
Software review and evaluation project with findings presented in a
short paper
4.
Bibliography of on-line lesson plans that meet learning needs and use
software tools .
5.
Lesson plan with products that include software support tools (e.g.
Inspiration, Publisher) with appropriate accommodations for learners
with special needs
6.
Short paper on each of the following topics: strategies for using
computer-based technologies in a particular environment; inequities that
exist with regard to the selection and use of software; and ethical and
legal issues of educational software |
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EDST 6210
Microcomputing I |
Introduction to computers and
computing, problem solving, and the impact of computers in our lives.
Course provides a working knowledge of computers and Windows environment
with an emphasis on word processing, desktop publishing, spreadsheets,
presentation, and Web editing software. Course designed to focus on
student computing needs. |
1.
Demonstrate personal computing skills via the use of electronic
communications, online databases, search tools, application (word
processing, desktop publishing, presentation graphics, spreadsheets, and
authoring/Web-editing), and operating system software
2.
Describe the advantages, disadvantages and ethical considerations of
computer technology and the effect computers continue to have in our
society
3.
Develop instructional materials
4.
Training Plan: Design and develop a training plan and develop an
original learning tool
5.
Review online teaching materials |
1.
Three (3) quizzes
2.
PowerPoint Project
3.
Word Project
4.
Excel Project
5.
Publisher Project
6.
FrontPage Project
7.
Training Plan: Design and develop a training plan and develop an
original learning tool
8.
Review five online teaching materials for a specific topic
9.
Team software demonstration
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EDST 6212
Micro-Computing
II
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Introduces and develops expertise in database, desktop publishing,
photo-editing, and semantic networking software. Presents advanced
concepts in word processing, spreadsheet, and presentation graphics.
Emphasis is placed on using these programs to their full advantage by
use of advanced integration. The terminal goal is to develop computing
skills as they apply in appropriate organizational settings. |
1. Discuss
the history of software development and how its use has transformed our
lives
2. Develop advanced skills using online
electronic tools for research and communications
3. Competently use word
processing, spreadsheets, presentation graphics, desktop publishing, at
an intermediate to advanced level
4. Competently use database software and concept mapping
software at a beginner level
5. Develop methods to integrate applications
using OLE and other advanced features to increase personal and workplace
productivity
6. Research & identify multiple intelligence
theory
7. Revise
lesson plans to addresses all intelligences |
1.
Word Project
2.
Excel Project
3.
Publisher Project
4.
Access Project
5.
PowerPoint Project
6.
Response Paper
7.
Research Project & Paper: TOPIC: Multiple Intelligences
8.
Evaluate lesson plans for use of individual intelligences and determine
the gaps. Prepare a plan to address gaps
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EDST 6213
Access Database Application Development
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Using Microsoft Access, learn to manage information using a relational
database. Gain the knowledge and expertise to develop simple to complex
queries, data entry forms, and reports. Database design and the
importance of referential integrity stressed.
|
1.
Identify and describe how databases are useful and needed tools in the
workplace
2.
Develop business-oriented database management problem-solving skills
through case study analysis
3.
Distinguish and critique database management security policies
4.
Develop project management skills by working in collaborative teams that
emulate human resource management teams in the workplace
5.
Design, develop, create, publish, enhance, use, maintain, and manage a
database system and evaluate different hardware vendors for database
systems |
1.
Access Software Assignments
2.
Case Studies
3.
Team Database Project - Completes all stages of database planning
4.
Delivery System Management Paper
5.
Response Paper - TOPIC: societal issues related to databases, such as
privacy, security, and fraud
4.
Final Examination
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EDST 6214
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Learn how to use the Internet and related tools, Microsoft FrontPage,
information utilities, and other aspects of information technology.
Prepares the non-technical student to survive the electronic information
explosion and succeed in the 21st century.
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1.
Identify Internet infrastructure, and recognize ways in which the WEB
has revolutionized our society
2.
Research and report on the complex ethical issues regarding the Internet
3.
Formulate an understanding for the use of different online search tools
and develop computing skills using these tools
4.
Evaluate web pages for: content, use of design principles, and
compliance with
ADA and apply learned knowledge to professional and/or
instructional web pages
5.
Perform online research and report on electronic portfolios as an
assessment tool
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1.
FrontPage Software Assignments
2.
Final Web Site: Plan, design, create, publish and present your own web
site
3.
Two (2) quizzes
4.
Internet Issue Research Paper
5.
Assessment Tool Research Paper |
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EDST 6215
Computer Graphics and Animation
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Create, manipulate, and enhance graphic images suitable for printed
publications, electronic presentations, and multimedia applications
including web pages with Microsoft Image Composer. Plan and design
animated images using Microsoft GIF Animator bringing all learned
knowledge together by creating Macromedia Flash movies.
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1.
Identify key points in the history and evolution of animation and
associated learning theories
2.
Describe the ethical considerations of using personal creations
3.
Develop educational technology and communication skills using online
electronic tools for research, communication, and productivity purposes
4.
Design and develop graphic images using the Microsoft Image Composer
software for a variety of electronic and print uses
5.
Design and develop animations using Microsoft GIF Animator software
6.
Design, develop and present artifacts in student created web-based
portfolio
7.
Use graphic images in the visualization software program of Microsoft
PowerPoint to create uniquely designed electronic presentations
8.
Design and develop movies with Macromedia Flash.
9.
Design, develop, and deliver a hypermedia lesson, which provides the
opportunity to develop platform skills |
1.PowerPoint Presentation
2.
Web Site
3.
Software Assignments
4.
Final Flash Project
5.
Research Paper - TOPIC: Hypermedia
6.
Mini Lesson: Prepare and deliver a ten-minute mini lesson to the class
that teaches some aspect of hypermedia. Provide a written
self-evaluation of your delivered lesson, and include the observed
learner characteristics and their evaluation of you.
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EDST 6216
Electronic Research Technologies |
Advanced electronic research using computer-based and Internet
accessible tools. Find, evaluate and assemble the best information for
individual research interests and workplace needs. Develop research
skills and information discrimination techniques using electronic
resources. Includes research methodology, bibliography development,
search strategies, electronic reference materials, online newspapers and
periodicals, email, listservs, and newsgroups. |
1.
Identify and apply professional & ethical standards for using
computer-based technologies for research
2.
Confidently and knowledgeably use a wide variety of computer-based
technologies for scholarly research
3.
Construct an effective research strategy
4.
Use software tools for research productivity, perform data analysis, and
to communicate findings
5.
Navigate and efficiently use the Internet to locate primary and
secondary resources for research
6.
Evaluate sources and research on the Web for credibility and usefulness
and uncover the “hidden Internet” and use databases and other hard to
find sources
8.
Locate and use: reference materials (dictionaries, almanacs,
encyclopedias); library, government, and other important subject-based
resources; and online newspapers and periodicals
9.
Use email, listservs, and newsgroups for research
10.
Organize information and notes electronically |
1. Electronic Research Portfolio: To include the
following:
a. Cover with a picture/graphic from the Web
b. Table of Contents
c. Rationale for using computer-based technologies for
research
d. 30 topics critical to researchers using computer-based
technologies
2. Brochure to teach about a particular online database
3. Annotated Bibliography of 25 online resources that would
contribute to the development of your research topic
4. Position Paper on one of the articles distributed and
discussed in class |
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EDST 6301
Literature for Children and Young Adults |
Evaluating, selecting, and using literature in print and electronic
formats with children and adolescents. Course emphasis is on strategies
for motivating children to read and the integration of literature
throughout the curriculum. |
1.
Critically evaluate a wide variety of children’s and young adult books
using a variety of tools including professional books, journals, and the
Internet
2. Demonstrate familiarity with outstanding authors and illustrators of
children’s and young adult books
3. Explain major genres of children’s and YA literature
4. Identify, recommend, and use appropriate children’s and young
adult literature that reflects the age, development, reading level,
goals, and interests of the students
5.
Develop creative activities for teaching children’s and young adult
literature and motivate students to read
6. Integrate children’s and young adult literature across the curriculum
in the media center and the classroom
7. Teach sensitive issues and areas of diversity through literature
8. Describe the common awards and recognitions given to children’s and
young adult books
9. Respond to a censorship challenge |
1.
Create a website for assignments as a portal for children’s and young
adult literature
2.
Read or view at least 30 titles. Select three books that represent
diversity. Develop an evaluation tool, guide, and rubric to evaluate
the books. Use professional books, journals, and the Internet to help
you evaluate your selections
3.
Lesson plan that includes literature and activities to teach another
subject or a sensitive issue
4.
PowerPoint slide presentation on reading level indicators that you could
present on at a workshop for your faculty
5.
Webliography of at least 25 sites useful for teaching children’s or
young adult literature
6.
Short paper on censorship and challenges
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EDST 6304
Production of Instructional Resources I
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Design and development of instructional and professional products using
a variety of technological tools to produce audiovisual, text, and
computer-based materials and products. Production skills and equipment
operation are introduced within the context of using technology in an
occupational setting.
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1.
Use appropriate analog and digital productivity tools to develop
instructional and professional products
2.
Apply principles of visual design and media literacy to the development
and production of instructional products
3.
Produce instructional and professional products using various aspects of
integrated application programs
4.
Produce print products using a desktop publisher
5.
Develop storyboards and scripts for products
6.
Develop an instructional design and presentation materials using
advanced PowerPoint techniques
7.
Use imaging devices (digital cameras, scanners) to produce
computer-based instructional materials
8.
Use appropriate video equipment to prepare audiovisual and
computer-based materials and products
9.
Effectively present computer-based learning to a group
10.
Apply appropriate techniques to assess & revise an instructional or
professional product |
1.
Design a visual using computer graphics and describe which visual
guidelines and principles you used
2.
Using desktop publishing software produce a brochure or newsletter,
combining text and graphics that explains, teaches, or presents
activities about visual literacy
3.
Product Design Project and presentation that includes use of a variety
of video and imaging devices
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EDST 6306
Instructional Design
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Using a systematic approach, students will design, develop, evaluate and
revise instruction to meet defined goals and objectives. Contemporary
theories of learning become the framework and catalyst for the design
process.
|
1.
Reflect on professional practice to make decisions about technology
2.
Define instructional terms and describe models associated with
behaviorist, information processing, and other cognitive learning
theories
3.
Design, create, and deliver a curricular unit that includes a variety of
technology-based learning tools and materials
4.
Critique and evaluate learning experiences that integrate technology
resources and a variety of learning strategies
5.
Knowledgeably discuss present directions and future visions for
technology in education |
1.
Journal Activities and Class Discussion
2.
Instructional Design Project-Teams of 4 develop an IT-Assisted PBL Unit
with 4 lessons. Create both content (product) and process assessment
rubrics suitable for the lesson. Present the unit to the class as a team
3.
Develop a resource-oriented Web site that you can use in your lesson
plan and can be shared with other teachers |
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EDST 6307
Integrating Curriculum & Technology
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Learn how to integrate “best practice” and technology standards with a
technology-based curriculum. A broad range of computer-supported
learning tools, projects, and emerging technologies explored, created,
and evaluated through an interactive approach.
|
1.
Define instructional terms and describe models associated with cognitive
learning theories
2.
Discuss standards, policies, professional, ethical, legal, and equity
issues in the implementation of technology
4.
Demonstrate the essential hardware and software production and
utilization skills needed to apply technology in teaching/learning
environments
5.
Critique and evaluate learning experiences (lesson plans and units) that
integrate technology resources and a variety of learning strategies
6.
Design, create, and deliver a curricular unit that includes a variety of
technology-based learning tools and materials to include NJ core
curriculum and technology standards
7.
Describe a variety of assistive devices and software for using
technology with persons with disabilities
8.
Knowledgeably discuss present directions and future visions for
technology in education |
1.
Journal Activities and Class Discussions
2.
Booklet and Oral Presentation: Construct a booklet about one of the many
Assistive Technologies available and evaluates its usefulness for
persons who are disabled
3.
Curriculum Unit: Create and web-publish a curriculum unit for a
discipline-specific educational experience to include three lesson plans
using a software tools. Include an evaluation of a software package that
could be used with your unit and a Webliography
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EDST 6310
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This graduate level internship involves a minimum of 150 clock hours
working at an approved school/media center under supervision of a
certified media specialist and college supervisor. This practicum
involves observation and participation in all important aspects of
school library administration, including selection and organization of
materials; references and bibliographic services; curriculum
development; and techniques of teaching library media skills.
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1.
Engage in a wide range of authentic services for students and teachers
in the educational media center
2.
Explain the services offered to various patrons of the educational media
center
3.
Plan, develop, and execute a teaching unit in an educational media
center
4.
Practice and use effective classroom management techniques
5.
Consult with teachers about integrating the educational media center
into the curriculum
6.
Assume responsibility for the various aspects of administering the
educational media center program and providing services as allowed by
the supervising media specialist
7.
Develop a handbook for a school/educational media center
8.
Describe important educational media center policies related to
censorship and challenges
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1.
150 hours of work in a public school educational media center
2.
Log- a record of growth and development and describes the experiences
that have helped you to meet the course objectives
3.
Teaching Unit – to include at least 3 lesson plans with audiovisual and
computer-based technologies and included in your professional portfolio
4.
Media Center Handbook: To include – philosophy, mission statement, media
committee, diagram of the center and description of the facilities,
services to include borrowing materials, production facilities, and
technology, available resources, patron responsibility, and materials.
Evaluate handbook and make revisions
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EDST 6314
Multimedia Technologies |
The
use of a computer to present and combine text, graphics, audio and video
with links and tools to create learning packages, assessment tools,
presentations, and stand-alone training. Focus is on good multimedia
design, scripting, used of audio and video tools, the Internet as a
delivery tool and computer-based training using Director and Premier.
|
1.
Define multimedia, describe why it is effective, and explain how it will
be important to life in the twenty-first century
2.
Describe how computers are used across the curriculum in a wide range of
subjects
3. Explain the copyright
law and fair use as it applies to multimedia
4.
Describe emerging multimedia technologies
5.
Select, use and configure multimedia hardware
6.
Identify societal issues raised by the manner in which multimedia
technologies are used
7.
Competently use a variety of multimedia tools and techniques included in
Macromedia Director 8.5, and Adobe Premier 6 at an
intermediate or advanced level
8.
Design advanced applications, such as hierarchical design, multiple
linking, and hybrid designs
9.
Distribute multimedia applications on the Internet |
1.
Participation and discussion
2. Software Assignments (Premiere and Director)
3.
Director 8.5 Project and
oral presentation
4. Short Paper – Topic:
How multimedia technologies may play a role in the classroom of the
future
6. Long
Paper – Topic: Selection based on the topics and issues presented and
studied in class. |
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EDST 6315
Technical Processes for Educational Media Resources
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An
analysis of the theory of classification and information systems,
techniques for print and non-print cataloging with emphasis on practical
application utilizing automated resources, and a survey of developments
in information retrieval and other ed media center applications of
modern procedures in acquisition, circulation, management and periodical
control. |
1.
Describe, critique, and recognize bias in various systems for organizing
information in both print and non-print formats
2.
Interpret catalogs to users using appropriate technology
3.
Perform subject and descriptive cataloging on print and non-print
formats using current standards
4.
Explain the impact of current and emerging automation technologies for
cataloging using associated terminology
5.
Demonstrate competence using available automation technology, including
Internet and bibliographic utilities
6.
Discuss the principles of print and non-print collection preservation
and maintenance and explain the tasks involved |
1.
Weekly Article Discussion
2.
PowerPoint Presentation – How to use a card catalog system
3.
Original MARC cataloging for print/non-print materials:
4.
Annotated Webliography
5.
Instruction Booklet – TOPIC: either book repair or weeding. DRAFT -
Evaluated by three class members. FINAL – presented to class |
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EDST 6326
Advanced Psychology of Learning
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Research in learning, motivation, individual differences, teaching
methods and adjustment as applied to the learning process. Survey of
major contemporary psychologists. |
1.
Demonstrate how learning is defined and used by contemporary
psychologists and write about the elements and mechanisms of the types
of learning and their similarities/ differences
3.
Apply different types of learning to solving real-world problems and the
relative merits of those applications
4.
Write about the ways in which empirical research on learning is
conducted, and how to evaluate the evidence offered in support of
various interpretations of learning
5.
Exhibit understanding of the processes of aversive conditioning and
stimulus control of behavior and factors that influence the
effectiveness of these forms of behavior to solve learning and
behavioral problems
7.
Demonstrate an understanding of and application of the principles of
social learning theory
8.
Discuss cognitive theories of learning and demonstrate an understanding
of the importance of attention, perception and memory processes in
learning
9.
Describe the cognitive processes in complex human abilities, such as
language and problem solving
10.
Incorporate in class discussions and written assignments how research
and theory in behavioral and cognitive psychology can be applied to
real-world problems |
1.
Participation and discussion
2.
Reading Assignments
3.
Papers - Seven (2)-page critical analyses of refereed articles on the
psychology of learning
4.
Oral Presentation and PowerPoint
5.
Final Paper
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