EDT Course Descriptions

12-credit Certificate in Instructional Design | 12-credit Certificate in Classroom Technology Integration | 33-credit Masters in Instructional Technology
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EDT 520: Digital Age Teaching and Learning Methods In this foundational course students will explore how digital tools allow for new models of teaching and learning. Students will engage in a critical review of how technology has been used, and explore current trends in educational settings. Students will discuss relevant theories of cognition, explore issues of access and equity, and consider how curriculum, instruction, and assessment might be designed with the support of technology. The learning environment for the course will model different engagement, practical applications, design projects, and social networks.
Prerequisites: None
Credits: 3

EDT 528: Designing Networks to Optimize Learning
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EDT 531: Studio in Computing for Learning
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EDT 537: Introduction to Flipped, Blended, and Online Learning Advancements in technology have led to exponential growth in opportunities for innovative education for all learners. Participants will explore what it means to create a flipped, blended, or online learning environment. These philosophies and strategies can be applied in K-12 classrooms, higher education contexts, and workplace settings.  Participants will consider how format, technologies, and modalities may impact the learner and learning community. Participants will explore historical context of adopting technologies to enhance and expand learning opportunities, and how best practices are determined.  Participants will conduct research on various aspects of flipped, blended, and online learning and be actively engaged in the application of effective methods for designing and delivering learning experiences online.
Prerequisites: None
Credits: 3

EDT 540: Instructional Design and Project Management In this hands-on, project-based course, students will design and develop an authentic technology-based learning experience based in sound instructional design principles. Students will present several iterations of their designs to the class, participate in peer critiques, and continually improve their projects over the semester. As instructional designers work in a team, each student contributes to, and benefits from consulting with peers. They use their skills to help others and improve their own projects. Students will also explore additional instructional design frameworks and learning theories to improve fluency and flexible thinking while managing instructional design projects. This is a class that embraces creativity, active learning, social learning, and design thinking.
Prerequisites: EDT 520
Credits: 3

EDT 541: Advanced Instructional Design This advanced course extends students’ knowledge of the theory and practice of instructional design as well as introduces students to the practice of research in instructional design. Students will design original 2D and 3D models of physical spaces as well as plan types of instruction and learning that their designs would facilitate. Students will also work with technology mediated approaches to instruction and plan curricula that helps students master content and skills appropriate for the 21st Century information culture. Throughout, students will critically assess the efficacy of their own and each other’s designs to meet learning objectives. The course will have synchronous and asynchronous elements. Students will also work independently as well as in small groups on projects.
Prerequisites: EDT 540 or Permission of Instructor
Credits: 3

EDT 542: Supporting Technology Integration through Professional Development and Coaching Mentoring, coaching, and collaboration are all parts of a helpful and supportive approach to improving instructional practices. According to Carr, Herman & Harris (2005), “When these interactions are embedded in school culture, a new synergy evolves and a shift occurs- a shift to the forward momentum of collaborative school improvement” (p.11). In this course, learners will integrate theories and models of professional development to create plans and activities that are aligned to the needs of their community as well as professional teaching standards. Learners will apply best practices in professional development design, incorporating the elements of teacher evaluation models, adult learning theory, professional learning communities, and instructional coaching.
Prerequisites: EDT 520 or 540
Credits: 3

EDT 543: Practicum in Instructional Design This capstone course is designed to allow participants focusing on instructional design to engage in the full life-cycle of such a design project. The work will include analysis, design, development, implementation, and evaluation to create an original instructional project. Participants will work in one or more of the principle program domains: Learning Environments, Teaching/Learning Strategies & Assessments, Digital Citizenship, Professional Practice, and Leadership. Students will work collaboratively with peers, field experts, and faculty members. As appropriate for the content and approach of projects, mentors and/or the practicum supervisor may recommend a research review for areas ranging from pedagogical approach, appropriateness for settings, and technical feasibility. Student teams will present their projects at the end of the term.
Prerequisites: Permission
Credits: 3

12-credit Certificate in Instructional Design | 12-credit Certificate in Classroom Technology Integration | 33-credit Masters in Instructional Technology
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EDT 545: Information Security K-12 Environment Covers privacy and security in the educational environment from several perspectives:  legal issues, social and ethical concerns, standards and policy development.
Prerequisites: EDT 520 or permission of instructor.
Credits: 3

EDT 559: Leadership for Educational Technology Technology is reshaping how organizations work and how learning takes place. Individuals with expertise in instructional technology are relied upon to take leadership positions with technology use, planning and evaluation. However, these individuals seldom have expertise in how to be leaders and agents for change at the organizational level. Every situation is different, but knowing the right questions to ask can mean the difference between effective leadership and frustration. This course examines such challenges in the context of technology leadership for a variety of instructional settings.
Prerequisites: 9 credits of EDT coursework , or permission of instructor
Credits: 3

EDT 560: Assessment in the 21st Century Classroom Students will first explore the traditional vocabulary used for assessment and learning. Students will then evaluate, discuss, reflect upon, and consider the implications of integrating technology and digital assessment tools in the pk12 classroom to support knowledge acquisition and creation of new knowledge. Students will look through a variety of lenses for students understand and assessment including ISTE, SAMR, and Bloom’s among others.
Prerequisites: EDT 520 or permission of instructor.
Credits: 3

EDT 561: Technology Supported Inquiry-Based Teaching and Learning This course examines the role of technology in active, inquiry-based teaching and learning environments. Participants will explore self-directed questions and problems engaging in inquiry-based instructional methods supported by technology resources and tools. An integral component of this course will be the development of an inquiry-based facilitation plan that fosters and promotes active student questioning, critical thinking, and complex problem solving for implementation in classroom environments. Emphasis is placed on student-centeredness, constructivist learning theories, and problem based teaching and learning approaches.
Prerequisites: Graduate standing or permission
Credits: 3

EDT 562: Technology for Young Learners This course is designed to provide students with the ability to integrate developmentally appropriate technology into the early childhood classroom, birth to age eight. Students will gain the skills to apply technology-mediated family engagement strategies. Emphasis will be placed on how computer technologies, mobile devices, and Internet resources can enhance play-based pedagogy learning. This course develops students understanding in evaluating and integrating technology into curriculum, instruction, and assessment in order to create learning environments that address the needs of the diverse young learners.
Prerequisites: EDT 520 or permission of instructor
Credits: 3

EDT 580: Educational Technology Summer Institute This course is for educators seeking to enhance their knowledge and skills with using educational technology to support teaching and learning. Students will engage in on line study, and complete an in-person residence. Course will include strands to allow for focused study of literature, research, and practices with regards to educational technology. Students will participate in both individual and collaborative projects. The focus will be pedagogically driven practices for technology in virtual, blended, and in-person environments. The course is designed for a wide variety of educators and educational technology skill levels.
Prerequisites: None
Credits: 3

EDT 598: Special Topics Concentrated study of designated topics in instructional technology. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites: Graduate standing or permission
Credits: 3

EDT 657: Educational Practicum This course is an alternative capstone experience for students in the Instructional Technology master’s degree who choose not to seek the Maine Department of Education 680 endorsement prior to graduation. Students will develop and implement an approved project to include the following components: research review; application of research to practice; reflection; and presentation.
Prerequisites: Approval of Practicum Supervisor
Credits: 3

EDT 693: Educational Internship This course provides an internship experience for students in the Instructional Technology M.Ed. program who are certified PK-12 teachers and are seeking the Maine Department of Education 680 endorsement. Students will complete an approved internship aligned with performance-based standards identified by the International Society for Technology in Education (ISTE) as well as the College of Education and Human Development’s NCATE proficiencies.
Prerequisites: Permission
Credits: 3

EHD 510: Introduction to Educational Research For graduate students in education and related fields. Topics include: locating educational research reports, abstracting and evaluating sources, understanding statistical symbols, examining inquiry methodology and communicating about research. Designed for consumers of research.
Prerequisites: permission
Credits: 3

Technology for All Learners Options

SED 564 – Universal Design for Learning in PreK-12 Classrooms UMaine This course will acquaint PreK-12 educators with principles, theories, research, and policies related to Universal Design for Learning (UDL). The course will examine the historical roots and policies related to UDL, neuropsychological and sociological theories driving UDL, core components of UDL, application of UDL within various content areas (e.g., reading, mathematics, social studies, science), and systems issues related to meeting the diverse needs of students.
Prerequisites: permission
Credits: 3

SED 505 Universal Design for Learning and Curriculum Access – UMF This course introduces students to the concept of universal design for learning (UDL) and instructional technologies that provide educators with effective ways to create flexible methods, materials, and assessments to reach diverse learners.  A focus will be on how to support students with a range of abilities to access the general education curriculum across content areas.
Prerequisites: graduate standing
Credits: 3

SED 519 Assistive TechnologyUMF This course introduces students to assistive technology (AT).  Course participants will investigate the use of assistive technology devices and services for individuals with disabilities.  A range of technology will be examined from “low tech” devices that are inexpensive or easily modified to “high tech” devices that are expensive.  Evaluation approaches, determination of appropriate uses of assistive technology, and funding will be explored.  Methods and strategies for implementing assistive technology with students who require varying levels of support across settings and ages will be a primary focus.
Prerequisites: graduate standing
Credits: 3

SED 687 Technology for Learning and CommunicatingUSM This course introduces students to the use of technology, including assistive technology, with all students, including those individuals with special learning and communication needs. A range of technologies will be examined from “low tech” devices such as simple switches to computers, adaptive devices, and software appropriate for individuals with disabilities. A variety of equipment, materials, software, and hardware will be available for student use.
Prerequisites: graduate standing
Credits: 3

12-credit Certificate in Instructional Design | 12-credit Certificate in Classroom Technology Integration | 33-credit Masters in Instructional Technology
Program Faculty | Courses | More Information | About the Program