Master of Arts in Educational Technology and Online Learning Course Descriptions

EDL-520: Standards-Based Curriculum Development, Pre-K - 12 (3 credits)
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Curriculum revision is an ongoing process that requires professional guidance and support. Potential educational leaders need to understand the importance of curriculum development in the success of the educational experience and recognize the organization and relevance of curriculum change. Through the examination of various curriculum designs, educators will visualize an overview of systematic curriculum development. Standards-Based Curriculum Development, Pre-K-12 allows students to examine essential components of a cohesive curriculum based on such influences as national and state standards established to guide local curricular planning and development to meet the changing needs of students and other stakeholders in a diverse community. Processes for development of curricula at classroom, building, and district levels, regardless of grade, academic discipline, or kind of student, will be considered in preparation for hands-on experience in creating curriculum in the student's primary discipline. Integrating differentiated instruction through various curriculum designs will allow the educator to develop necessary skills, as an instructional leader, to facilitate his or her faculty's creation of successful curriculum documents. The entire process, from initial needs assessment to implementation, will be the focus of this course (ISLLC 1, 2, 3, 4, 5; NJDOE 1, 2, 3, 4).
EDL-540: Curriculum Leadership and Supervision (3 credits)
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This course provides students with multiple opportunities to critically analyze and apply various contemporary theories of effective school leadership to their professional practice. All theories are aligned with the national ISLLC standards and the NJDOE state standards, research-based frameworks informing the knowledge base, dispositions, and performances of effective school leaders. The course focuses on the performance aspects of effective leadership including empowering others, building collaborative organizational cultures, making informed decisions and communicating them skillfully, and resolving conflicts (ISLLC 1, 2, 3, 4, 5, 6; NJDOE 1, 2, 3, 4, 5, 6).
EDL-670: Technology of Instruction and Administration (3 credits)
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This course focuses on the key role of the principal as a leader in the selection, use, and evaluation of instructional technology. Students are encouraged to think critically about technology, both in role in the teaching-learning process as well as in its role in school management (ISLLC 1, 2, 3; NJDOE 1, 2, 3).
EDT-500: Foundations of Educational Technology: Theories and Practices (3 credits)
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This course focuses on the conceptual framework of technology, theories, and practices in educational environments. Students are provided the opportunity to investigate educational technology, analyze theories related to instructional design, and apply 21st century skills to teaching with technology.
EDT-510: Curriculum Development in Educational Technology (3 credits)
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This course provides an overview of curriculum development and the infusion of relevant education technology as it applies to individual needs in the on-site and online environments. The course will provide a framework for integrating technology with teaching and the overall development of knowledge in curriculum and classroom instruction.
EDT-520: Leadership and Supervision in Educational Technology (3 credits)
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This course is designed to provide both a theoretical and a practical foundation for current and future school leaders in the adoption and adaption of technology in administrative, curriculum, and instructional areas. The course will trace the development of educational technology today and provide the basis for leaders at all levels to make sound judgments about using technology to improve student learning and professional effectiveness. Included will be an examination of data-driven decision making and the overall collection and use of data.
EDT-700: Capstone Project in Educational Technology and Online Learning (3 credits)
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Capstone Project in Educational Technology and Online Learning provides for a research-based Capstone experience for degree candidates in the Master of Arts in Educational Technology and Online Learning (MAETOL) program. For the Capstone project, students will synthesize prior knowledge with the research necessary in the course to complete the first three chapters of a research-based technology plan for his or her selected level. This culminating experience provides the student with a practical study that could be conducted in or applied to his or her own educational situation or future positions.
EDT-710: Practicum in Educational Technology and Online Learning (3 credits)
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This course provides students an opportunity to articulate and apply best practices gained from courses taken in the Master of Arts in Educational Technology and Online Learning program to design and implement a formal evaluation of an educational technology or online learning program. Major topics include: types of evaluation, evaluation design and theory, measurement, sampling, data collection, data analysis, and presentation and utilization of findings. The course focuses on the capacity-building potential of evaluation and its impact on the quality and delivery of educational technology and online learning programs and requires students to complete a formal evaluation of an existing educational technology or online program. Students will be expected to conduct data analysis and are expected to design and execute all aspects of the evaluation; identify and critique the state of the empirical evidence related to the evaluation; and prepare and report project findings and implications.

Note: You are required to spend a minimum of 60 hours engaged in an educational technology and/or online learning program as a part of your program evaluation. In this regard you should contact and begin working with your Supervising Administrator as soon as possible to set up your supervised tasks and experiences. You will record and log the time spent engaged in the educational technology and/or online learning program in a Practicum Self-Report Log that you download from the course Web site. The Supervising Administrator will be asked to certify and sign-off on the Practicum Self-Report Log, without which you cannot pass and receive credit for this course.
OLT-510: Theory and Culture of Online Learning (3 credits)
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This course is designed to give adult educators a theoretical base and practical orientation to the culture of online learning as well as tools and concepts to use in creating and teaching online courses. The course emphasizes a variety of readings, individual student work, and a class discussion of online learning accompanied by practical experience in designing an online course. Because of the theory-base and instructional approach used in this course, participation by every student is crucial so that students can both learn and support each other in their learning process.
OLT-520: Learning Technology as an Issue in Online Learning (3 credits)
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One of the few things that almost all agree on is that technology is changing rapidly. How can teachers and learners keep up? This course takes the prudent track of discussing technology in the broader context of how to make decisions, solve problems, and learn/teach technological skills.
OLT-630: Issues in Instructional Design in Online Learning (3 credits)
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How is instructional design for online learning different from instructional design for other modes of delivering instruction? This course provides critical discussion of and practice in the ideas and practices that enhance quality in online learning and is designed for teachers who wish to develop effective online courses. Through readings and course discussions, students will gather and evaluate instructional material appropriate for online teaching and apply good instructional design principles to online teaching situations. Students will explore specific issues related to online courses and will plan, implement, and evaluate strategies that present the material to promote student learning in the courses.
OLT-640: Communication and Interactivity in Online Learning (3 credits)
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The technology enabling online learning allows communication and interaction between student and texts, student and teacher, and student and other students. This course considers the theoretical aspects of communication and interactivity and the practical skills of facilitating online discussions and online interactions. With the advent of web 2.0, the interactive web, there are new ways of communicating with students. Some are appropriate for an online class, some are not. This course will examine communication in light of new developments, keeping in mind that all courses must conform to solid pedagogical principles. Students will also be working to develop a "philosophy of online teaching" statement that is often required when applying for an online teaching position.
THC-625: Technology and the Human Community: Challenges and Responses (3 credits)
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Technology and the Human Community: Challenges and Responses looks at technology historically and philosophically. The course focuses on technological issues affecting contemporary and emerging professional, public, and private structures. A central issue is the role of the citizen in dealing with political, economic, and social pressures related to technology. A key purpose of this course is for students to exchange views by engaging in and discussing serious social and technological issues with a view toward their resolution.