The Master of Education (M.Ed.) program with specialization in curriculum and instructional technology is offered at a distance education to meet the needs of K-12 teachers and other educational practitioners. The delivery of the program works for educators who are unable to attend classes in the traditional university setting.

This three-year program consists of 32 credits and is offered in a learning community environment. You will be able to work at a pace and time that is right for you. The credits you earn are the same as credits you would earn on campus and taught by the same faculty.

Technology allows much of the program to be delivered to distant learners anywhere and anytime. Some courses will require two to three Saturday visits to campus for group interaction and project presentations.

COURSE SCHEDULE

RESEARCH -
C I 515 - Action Research in Education - Cr. 3. Philosophy and methods of conducting and communicating action research. Current issues in action research and the use of action research to improve teaching and learning in classrooms is highlighted. Designed primarily for individuals involved in teaching or those developing educational materials.

C I 599B - Research Development Project - Instructional Technology Portfolio. Cr. 4. Prereq: 9 graduate credits in education. The portfolio reflects the student's experiences in the Master of Education with specialization in Curriculum and Instructional Technology program through the presentation of a reflective paper and artifacts.

C I 615B - Instructional Technology Seminar - Cr. 1. Selected topics in curriculum and instruction; an analysis of research potential; evaluation of impact upon the profession; implications for additional research.

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FOUNDATIONS -
C I 501 - Foundations of Instructional Technology - Cr. 3. Prereq. Graduate classification. Educational philosophies and theories of instructional technology. Application of research to the production and use of instructional technology for learning and teaching.

C I 503 - Theories of Designing Effective Learning and Teaching Environments- Cr. 3. Prereq: 501. Introduction to models and theories of instructional design. Examination of models based on behavioral, information processing, and cognitive science theories. Emphasis on design based constructivist theories and interpretivist epistemologies.

C I 594 - Contemporary Curriculum Theory and Principles - Cr. 3. Prereq: Graduate standing. Theoretical and historical perspectives of contemporary curriculum; social, cultural, and epistemological aspects of curriculum theory; political, racial, feminist, reconceptualist and postmodernism critiques of curriculum and schooling in the US.

HPC 588 - History of American Education - Cr. 3.Prereq: Graduate classification. Historical analysis of selected educational policies, such as equal educational opportunity, governance, discipline and teacher education. Biographies, school records, and government reports are examined. Antecedents to current issues are stressed.

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APPLICATIONS AND LEADERSHIP IN INSTRUCTIONAL TECHNOLOGY -
C I 505 - Introduction to Using Technology in Learning and Teaching - Cr. 2. Prereq: Graduate classification. Teaching and learning using computers. Selection and evaluation of software and hardware for teaching and learning. Research on computers. Tool software. Telecommunications. Trends in computer-based instruction.

C I 507 - Principles and Practices of Distance Education - Cr. 3. Prereq: Graduate classification. Distance learning today makes extensive use of new technologies. This course will introduce students to a range of technologies with a case based approach. It's aim is to induct students into the design and delivery of flexible and distance learning. Cases (examples) are drawn from higher education, professional development and training as well as K-12 schools. Project work will involve teams in evaluating, designing, and delivering some distance learning.

C I 511 - Technology Diffusion, Leadership and Change - Cr. 3. Prereq: Graduate classification. New technologies are at work in schools, universities and homes across the world to enhance learning. Are learning and educational organizations changing in response to technology's demands? This course considers the rapidly developing practice and research into the diffusion of technology for successful learning within and across disciplines and contexts. It will uncover principles, approaches and techniques to enable students to understand the complex changes affecting society today. It aims to prepare students to lead change in schools, higher education and other contexts where the importance of learning is recognized.

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