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Educational Technology 689

EDET 689: Educational Technology Capstone

Prerequisites: EDET 619, EDET 620, EDET 630, EDET 640, EDET 650. May be taken concurrent with EDET 630, EDET 640 or EDET 650

Credit Hours: (3)

Provides students in the Educational Technology concentration program an opportunity to define an applied research or evaluation project under the direction of education faculty members.  Results of the applied project will be included in the students’ electronic portfolios and formally presented at the end of the semester as an exit requirement from the program.

 

Detailed Description of Conduct of Course

Under the direction of an education faculty member, the student will work with an educational client (i.e. teacher, administrator, industry professional) to define an instructional need and technology-supported instructional solutions are proposed.  Such projects might include the development of hand-held computer games addressing the learning of specific academic standards, the design and implementation of computer-based social networking resources for specific high school courses, and the creation of multimedia instructional support material for clients with specific instructional needs.  Through regular meetings with faculty advisors, she student will design and develop the interventions in conjunction with their clients, supervise project implementation, and report the results in a formal evaluation or research report.  Faculty advisors will help to ensure that the scope of the completed projects meet the minimum requirements for completing the graduate program.  Students will generate final reports to be included in their educational technology program portfolios, and the results of final projects as well as other portfolio artifacts will be formally presented to an oral comprehensive exam committee at the end of the semester as an exit requirement for the program.

 

Goals and Objectives of the Course

Goals, objectives, and assignments in this course address the following NCATE Standard:

NCATE Standard 1c – Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Goals, objectives, and assignments in this course address the following National Educational Technology Standards and Performance Indicators for Teachers (NETS-T):

NETS-T 1: Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

  • NETS-T 1a. Promote, support, and model creative and innovative thinking and inventiveness
  • NETS-T 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
  • NETS-T 1c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
  • NETS-T 1d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

NETS-T 2: Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and dispositions identified in the NETS•S. Teachers:

  • NETS-T 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
  • NETS-T 2b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
  • NETS-T 2c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
  • NETS-T 2d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Goals, objectives, and assignments in this course address the following Virginia Department of Education Technology Standards for Instructional Personnel (TSIPs):

·       VAC TSIP 20-25-30a. Instructional personnel shall be able to demonstrate effective use of a computer system and utilize computer software.

·       VAC TSIP 20-25-30b. Instructional personnel shall be able to apply knowledge of terms associated with educational computing and technology.

·       VAC TSIP 20-25-30c. Instructional personnel shall be able to apply computer productivity tools for professional use.

·       VAC TSIP 20-25-30d. Instructional personnel shall be able to use electronic technologies to access and exchange information.

·       VAC TSIP 20-25-30e. Instructional personnel shall be able to identify, locate, evaluate, and use appropriate instructional hardware and software to support Virginia’s Standards of Learning and other instructional objectives.

·       VAC TSIP 20-25-30f. Instructional personnel shall be able to use educational technologies for data collection, information management, problem solving, decision- making, communication, and presentation within the curriculum.

·       VAC TSIP 20-25-30g. Instructional personnel shall be able to plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings.

More specific instructional goals include: 

  • Identify and communicate instructional problems. (NCATE 1c; NETS-T 2a; VAC TSIP 20-25-30b, e)

 

  • Given instructional problems, design technology-supported instructional solutions that meet the needs of all stakeholders involved (i.e. students, teachers, parents, administrators, community members). (NCATE 1c; NETS-T 2, 2a-d; VAC TSIP 20-25-30a-f)

 

  • Apply appropriate research and/or evaluation techniques to the design, implementation and analysis of an instructional intervention. (NCATE 1c; VAC TSIP 20-25-30a-f)
  • Write a research or evaluation report conforming to specific graduate-level writing guidelines. (NCATE 1c; VAC TSIP 20-25-30a-f)
  • Develop a technology-assisted presentation conforming to the principles of projected message design that addresses the main points of a research/evaluation project. (NCATE 1c; NETS-T 2, 2a-d; VAC TSIP 20-25-30a-f)

 

Assessment Measures

All instructors of this course will assess students using the following key tasks:

·       Individual student projects will be assessed using detailed rubrics that address the following evaluation categories:

­   Instructional need well documented and defined

­   Instructional goals clearly articulated

­   Instructional design of solutions adhere to fundamental ID principles

­   Selection and use of technology justified

­   Formative evaluation procedures followed (i.e. expert reviews, one-to-one, etc.)

­   Implementation plan complete

­   Complete evaluation report generated

 

·       Students will include all practicum requirements within their digital portfolio, and these artifacts will be evaluated in accordance with appropriate NCATE and TSIP standards as well as project rubric criteria.

·       Additionally, written and verbal responses to questions associated with the presentation of the capstone project will be assessed.

·       Written and presentation skills associated with the capstone project will be evaluated as well using detailed NCATE-aligned rubrics.

 

Review and Approval

Approved:  April, 2010