MSTU 4000 001 Core seminar in communication, media, and learning technologies design
R 07:10 pm-09:00 pm
Y Chang

Discussion of critical issues; reading of key works; development of project in Communication, Media, and Learning Technologies Design; presentation of work in progress; conversations with leaders in the field.

MSTU 4083 003 Instructional Design of Educational Technology
W 07:20 pm-09:00 pm
A Fleurimond (online)

The nature of instructional technology. Systems approaches to planning, managing, and evaluating instructional processes and materials. Emphasis is on instructional design.

MSTU 4020 001 Social and communicative aspects of the Internet

Kristin Gorski

Examines social communicative practices as synergistic; how space, time, and social networks evolve and interact; and what this implies for the design and use of technology.

MSTU 5003 010 Theory and programming of interactive media: Part 1
M Cennamo

This course introduces the fundamentals of design and development for interactive front-end web applications. Students are provided with tools and theoretical knowledge for understanding and analyzing specific learning problems in order to their develop ideas into multimodal web-based learning experiences, through hands-on projects. UX theory and methods are integrated to ensure that students emerge as authors of well-designed and documented web artifacts. This course lays the foundation for the computational and design thinking necessary to conceive, plan, and build learning technologies. This course is a prerequisite for Part II.

MSTU 5027 001 Tools & toys for knowledge construction
R 03:00 pm-04:40 pm
N Holbert

This course is a hands-on design course intended to introduce students to the core tenets and techniques of constructionist design. In this course students will explore, use, and evaluate existing educational technologies specifically designed to engage learners in personally meaningful construction. These technologies include virtual construction environments and tools (NetLogo, Scratch, Pencil Code, etc.) for creating digital games, simulations, or interactive stories as well as state-of-the-art prototyping equipment (3D printers, laser cutters, microcontrollers, etc) for developing wearables, robotics, interactive exhibits, and electronic toys. While a portion of this course will be devoted to becoming familiar with the affordances of these technological tools, the primary goal will be for students to design and develop a new tool or environment for knowledge construction.

MSTU 4700 001 Student teaching practicum in educational technology
W 05:10 pm-06:50 pm
E Meier

The Technology Specialists student practicum supports the school practicum experiences through readings and weekly classes focused on key issues: addressing diversity, classroom project design, technology integration, and professional development. The Practicum provides an opportunity to reflect on classroom experiences, to design technology-integrated projects, and to match the unique skills of each candidate with the unique demands of each placement.

Restricted to students in TETS and TETT. Online course.

ITSF 4026 001 Technology and culture
W 07:20 pm-09:00 pm
G Andrews

An exploration of technologies, broadly defined, and the contexts of their development, use, and politics of distribution locally and globally, drawing on research in anthropology and related disciplines.

MSTU 6532 – Seminar in communication, media, and learning technologies design

This course will focus on a variety of multimodal approaches to conducting qualitative research. Texts will draw from a range of theoretical and conceptual traditions in which multimodal methods have been explored. Students’ own data will also serve as central texts for the course, and they will be expected to engage in data analysis with either their own existing data or data that they will collect as part of this course. The course will follow a seminar style that will include ample peer feedback, trying out different forms of multimodal analysis, and a culminating analytical project.

MSTU 5025 – Researching technology in educational environments

This course is designed as an overview of research designs and methodologies for students who are interested in researching the uses of technology in education, including both face-to-face and online/distance learning environments. The course looks at the theoretical bases for, and practical implementation of, different quantitative and qualitative research approaches, methodologies, and instruments. It is structured around a series of hands-on case studies in which students design research studies, revise existing instruments, and analyze previously collected data for technology-related projects in classrooms and online. Students are encouraged, but not required, to come with a research project in mind.

MSTU 5006 – Database-driven website development

Explores and provides a working knowledge of the technical and theoretical underpinnings of web application development by examining the layers of database construction, web programming, and user interface design.

MSTC 4043 – Science in the Environment

The adoption of new learning standards over the last few years has provided New York State a perfect opportunity to integrate environmental experiences into standards implementation efforts. In 2017, the New York State adopted the Next Generation Science Standards (NGSS). These standards emphasize a three-dimensional approach to student learning, incorporating science and engineering practices, disciplinary core ideas, and crosscutting concepts. Moreover, the standards are an effective entry point for integration of environmental literacy initiatives. Coyle (2014) notes that the NGSS have major content focus on science as it relates to the environment, namely through energy, nature, climate, sustainability, and the earth. The environment itself is changing rapidly: populations grow, species become threatened, endangered or they are at near extinction, and of course, the human impact cannot be ignored. This course seeks to examine the core topics in environmental science and environmental education. What skills and knowledge should environmental education provide?—this is a central question we’ll explore throughout the course. Students will learn principles from the sciences of ecology and study the relationships between living organisms, including humans, and their physical environment. We will also focus on the importance of environmental education to have individuals use critical thinking skills to support claims rooted in evidence-based research.