ITSF 4005 001 Education in Emergencies and Reconstruction
W 01:00 pm-02:59 pm
This course provides students with a comprehensive introduction to the growing and increasingly complex field of education in emergencies, one which encompasses crises caused by natural disasters and armed conflict and which spans the relief-development spectrum. The course will provide opportunities for students to critically reflect on practice, policy, research, and advocacy efforts within the field and to develop transferable skills related to program design and policy analysis. The course will draw on a combination of readings, lectures, class discussions, simulations, student presentations, multimedia, group work, and guest speakers to deepen our understanding of the education in emergencies field.
MSTU 4005 001 Equity, Ethics, & Societal Issues/Educational Technology
W 07:20 pm-09:00 pm
Addresses a wide range of issues concerning equity and access, including differential gender, racial, and ethnic uses of computers. Examines legal and ethical issues in students’ use of technology with an emphasis on improving access and use of technology for all students.
MSTU 4133 001 Cognition and Computers
T 12:00 pm-01:40 pm
This course explores ideas about cognition and knowledge representation and how they relate to the use of computers in instruction. Students select a subject area, learn to represent knowledge from it so that it can be implemented in a computer instructional system, and use the knowledge representation to characterize the cognitive prerequisites and consequences of learning to use computers.
For educators involved in the planning, implementation, and maintenance at the building/campus level. Students learn how to apply educational technology to achieve educational objectives and to manage interpersonal relations in the process.
ORLD 4051 001 How adults learn
M 05:10 pm-06:50 pm
This course provides a sophisticated introduction to the field of adult learning and its relationship to adult development and how these principles can be used to support learning across various types of organizations. Students will learn how to practically operationalize the science of human development in their instructional design, facilitation and experiential learning, and assessment and course evaluations. The course takes a design thinking approach to learning, enabling students to engage with prominent models of human development and learning in a hands-on and practical way, grounding their learning through action and lived experience.
ORLD 5050 001 Mobile Learning Design for Professional Growth
R 05:10 pm-06:50 pm
This course provides students with comprehensive practical strategies to leverage mobile first learning designs, and utilizing mobile devices in numerous contexts. As mobile-learning can happen anywhere and anytime, the concept of learning and that of a classroom has become more fluid. Today’s contemporary classrooms can be imagined and realized as any place where students of all ages can engage in student-centered, active learning using various mobile technological tools. This course enhances people’s ability to learn, access and leverage technology who are not experts in the field of technology. It provides an adult learning overview on mobile devices, and helps you pursue mobile learning activity designs, mobile app design and prototyping, m-Learning delivery, assessments, monitoring, and evaluation.
A&HF 5590 001 Voices in Philosophy and Education
R 3:00 pm-04:40 pm
Topics vary. Close reading and discussion of one or more key thinkers in philosophy of education and the history of ideas (e.g., Plato, Kant, Pragmatism, The Frankfurt School).
MSTU 4049 001 Technologies and Literacies
R 03:00 pm-04:40 pm
An examination of the relationship between computers and the writing process. The course explores the effect of electronic text on traditional notions of text, literacy, and communication. Assumes no computing experience.
MSTU 4001 001 Technology and school change
R 5:10 pm-06:50 pm
This course explores how technology is currently used in our schools and how technology can be used more effectively as a catalyst for larger school reform efforts. Participants will examine some of the institutional forces shaping the integration of technology into our schools and some of the institutional change theories that influence these forces to address the question: What can technology contribute to school improvement and how can we facilitate those changes?
MSTU 4000 001 Core seminar in communication, media, and learning technologies design
R 07:10 pm-09:00 pm
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
T 5:20 pm-7:50PM
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
This course introduces the fundamentals of design and development for interactive web applications. Students are provided with tools and theoretical knowledge for understanding and analyzing specific learning problems in order to their 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 for the computational and 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
This course is a hands-on design course intended to introduce students to the core tenets and techniques of 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 and a new or for k.
MSTU 4700 001 Student teaching practicum in educational technology
W 05:10 pm-06:50 pm
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
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.