ETEC 503 – Technology for Teachers
Practical classroom applications of current hardware and software. The purpose of this course is to provide inservice teachers with a hands-on opportunity to collaboratively and individually design and develop projects, assignments and assessment tools that integrate technology. As the students in the course are practicing teachers products created in class are meant to have practical application in their individual classrooms. Theoretical constructs of instructional design, visualizing concepts and visual literacy are used as the basis for developing each technology integrated product. Students learn advanced email skills, applications for the Internet in curriculum, presentation skills and software, effective use and editing of graphics, and general multimedia. Projects are graded using performance checklists. (3 credits)

ETEC 414 - Media in Education
Introduction to theories, application of principles, acquisition of practical skill of educational media relevant to teaching/learning situation, in classroom as well as non-school settings. The purpose of the course is to prepare student teachers and other educators to use a variety of media and advocate for media in the classroom. Theoretical constructs of instructional design, visualizing concepts and visual literacy are used as a basis for developing media. Students learn about technology including video, computer graphics, projected visuals, e-mail, World Wide Web, distance education, and multi-media. The course follows an interactive and hands-on approach. Students produce a number of media projects, and make presentations advocating various technologies. Projects are graded using performance checklists. (3 credits)

ETEC 600 – Theory and Practice in Educational Technology
Major models of instruction underlying technological application to instructional development. The purpose of the course is to prepare students to become instructional designers. The course covers systems theory, change theory, needs assessment, information processing, instructional design, and grant writing basics. In groups, students develop and present a front-end analysis of a chosen instructional system. Using a need identified in the analysis, they develop a grant proposing a technological solution. Students also in groups present a lesson demonstrating various models of instructional design. The final exam asks students to reflect on key concepts covered in the course. The course is rigorous and requires that students commit ample time for reading, writing, and meeting with project teams. This course is part of the core in the Educational Technology Master's Program. It is also appropriate for teachers, administrators, trainers, and other educators seeking to examine and improve their own instructional systems. Taught both online and face-to-face. (3 credits)

ETEC 603 - Instructional Design & Development
Basic concepts and techniques of instructional design and application to solving instructional problems in real-life situations. The purpose of the course is to prepare students to follow a systematic approach for designing instruction. The course includes the application of basic concepts and techniques for solving instructional problems in real-life situations. Students will develop instructional modules and conduct formative evaluation. Peer review will be used to enhance the teamwork aspect of instructional design. This course is part of the core in the Educational Technology Master's Program. It is also appropriate for teachers, administrators, trainers, and other educators wanting to improve their ability to design instruction. (3 credits)

ETEC 687 - Educational Technology Practicum
Practicum in instructional development and design in academic, agency, and private industry settings. Second and third year students choose a real-life instructional design/technology project as a group. Students individually identify what they would like to learn in the course and the group tries to incorporate these areas into the chosen project. Then, students identify roles of group members, set goals and objectives, conduct, and evaluate the project. A final report is required to document the project. Past projects have included conducting technology workshops for College of Education faculty and assisting the teacher education program in improving technology skills for student teachers. The course is restricted to students in the ETEC Master's program. (3 credits)

ETEC 699 - Directed Reading and/or Research
This course is an elective in the ETEC Master's program. The purpose of the course is to allow individual students and faculty members to pursue projects of mutual interest. It serves as additional practical experience for the student. Past student projects have included: writing grants, acting as research assistants, writing research articles, and acting as teaching assistants for the courses listed above. (3 credits)