EDUC 310 INQUIRY IN EDUCATION
School is one of the most influential institutions in our lives. This course examines educational policies and the roles of school in society. Issues that impact students, teachers, schools, families, and communities are explored through a variety of perspectives, including historical, philosophical, social, legal, psychological, and ethical. Critical reflection about issues of equity and social justice is emphasized. Course content is examined through field experiences, personal reflection, class discussions, lesson presentations, course readings, and research.
EDUC 416/615 MATERIALS FOR TEACHING READING
This course is designed for teacher candidates. Participants use criteria consistent with findings of scientific research to select, evaluate, and compare instructional programs and materials for teaching reading. Teacher candidates learn how to help students become strategic, fluent, and independent readers using a variety of texts and other materials. They are prepared to involve parents and members of the school and surrounding community to promote reading both inside and outside of school.
EDUC 417/607 PROCESSES & ACQUISITION IN READING
This course is designed to assist pre-service and in-service teachers in understanding the reading acquisition process through observation and analysis of reading and written language development and the study of current issues in reading research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes, and morphemes is included in this course. Teacher candidates apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. They are introduced to current scientific research.
EDUC 410 TEACHING IN THE CONTENT AREAS: PART I
This course is designed to help prospective secondary teachers in all content areas increase and enhance students' learning from text. It is also designed to help secondary teachers recognize and compensate for the variety of ability levels in the classroom. Major approaches to teaching reading to students in grades 6 to 12 will be explored. Emphasis placed on skills in such content areas as English, social studies, science, math, foreign languages, and the arts which the secondary teacher can apply toward improving secondary school students' reading ability and their attitude toward reading. Some emphasis on the diagnosis and remediation of certain kinds of reading difficulties is included. The course provides a brief overview of the reading process, metacognition relevant to learning, and schema theory. The major emphasis will be on practical application of the course content to the classroom setting. Because of the link between reading and writing, attention will also be given to using writing in the various content areas to promote thinking and learning. Prerequisite: Admission to teacher education and permission of the department.
EDUC 710 CULTURE & THE DESIGN OF INFORMATION & COMMUNICATION TECHNOLOGIES (ICTs)
This course investigates theories of culture and how culture can influence the design of information and communication technologies (ICTs). It seeks to evaluate frameworks that focus on culture and the design of ICTs, critique existing ICTs that propose a cultural context and engage in design and analytic work that brings culture to the center of the design process.
Theory and research are gathered across fields (i.e., business, industry, schools) and disciplines (e.g., Literacy, Information Systems, Learning Science & Cognition, Educational Science & Technology, Information Science, Industrial Engineering, Instructional Design & Technology). Participants in this course are encouraged to investigate the design of ICTs in their related disciplines.
EDUC 650 EDUCATION IN CULTURAL PERSPECTIVE
This course examines what it means to believe in and teach for the success of all students, in schools that represent racial, ethnic, linguistic and other types of cultural diversity and how this has changed over time in the United States. One focus is on the historical roots of assumptions and expectations about diverse individuals and groups in schools and in society. Another focus is on examining your own assumptions and expectations about yourself and others, and understanding what one’s identity brings to the classroom. We will also explore ways in which teachers can work to counter oppression and teach in ways that advance social justice.
EDUC 681 SURVEY OF INSTRUCTIONAL TECHNOLOGY APPLICATIONS
This course exposes students to a range of multimedia tools used to design interactive instruction. Discussion and activities on multimedia concepts include e-Learning and ISD, storyboarding, digital image editing, audio, navigation and orientation, animation, demonstration, simulation, and Web publishing. Tools used in class include Adobe Captivate 2017, GIMP (GNU Image Manipulation Program) and Audacity.
EDUC 673 EDUCATIONAL TECHNOLOGY FOR ESOL TEACHERS
This course focuses on developing our skills in employing technology to enhance teaching and learning of English as a second or foreign language. The course surveys best practices in designing, implementing, and assessing technology-enhanced learning experiences to engage students and improve learning outcomes. The course will emphasize the NETS*T standards as written by the International Society of Technology in Education: Facilitate and Inspire Student Learning and Creativity; Design and Develop Digital-Age Learning Experiences and Assessments; Model Digital-Age Work and Learning; Promote and Model Digital Citizenship and Responsibility; and Engage in Professional Growth and Leadership.This course focuses on developing our skills in employing technology to enhance teaching and learning of English as a second or foreign language. The course surveys best practices in designing, implementing, and assessing technology-enhanced learning experiences to engage students and improve learning outcomes. The course will emphasize the NETS*T standards as written by the International Society of Technology in Education: Facilitate and Inspire Student Learning and Creativity; Design and Develop Digital-Age Learning Experiences and Assessments; Model Digital-Age Work and Learning; Promote and Model Digital Citizenship and Responsibility; and Engage in Professional Growth and Leadership.