Online Instructional Technology Graduate Course Descriptions

A University of Maine System Collaboration

Program and Course Schedule

Students may begin coursework in June, September, and January each year.

Course Schedule

Courses Offered Each Semester

Course Descriptions

In this foundational course, students will explore how digital tools allow for new models of teaching and learning in diverse learning environments, such as the traditional classroom setting, libraries, coaching models, and industry training. 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, instructional, and assessment strategies, including readings, multiple modes of discussion and reflection, practical applications, design projects, and social networks.

Prerequisites: None
Credits: 3

Maker spaces have increased in our schools, libraries, and communities. Similarly, toys and kits for children now include programming, circuits, single-board computers, sensor kits, robotics, drones, and more. This course serves as an introduction to computational thinking and computer science as both a delivery mechanism and a 21st-century skill within all contexts of educational practice, including classrooms, libraries, and additional diverse learning environments. This course will help students develop approaches and strategies for utilizing what has become consumer-level electronic and computational tools in problem- and project-based learning scenarios. Students will learn to help others engage with technology in the learning process as creators. In so doing, they will heighten their awareness of programming and the capacities of computer hardware.

Prerequisites: EDT 520 and matriculation into an Instructional Technology graduate program; or instructor permission
Credits: 3

This course is designed for K-12 educators ready to move from learner engagement to learner empowerment. Participants will understand creativity’s vital role in problem-solving, collaboration, and learning. The course will provide foundational knowledge on strategies to teach and assess creativity across content areas. Participants will work in-depth with the ISTE Standards for Students and plan new learning experiences focusing on the benefits of creativity and using digital tools to connect beyond the traditional boundaries of classroom walls.

Format: 100% online with the potential for some synchronous meetings
Prerequisites: EDT 532 cannot be taken for credit after passing EDT 598 with the topic of Creative and Connected Learning Environments.
Credits: 3

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 workplaces. Participants will consider how format, technologies, and modalities may impact the learner and learning community. Participants will explore the 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

In this hands-on, project-based course, students will design and develop an authentic technology-based learning experience based on 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 and benefits from consulting with peers. They use their skills to help others and improve their projects. Students will also explore additional instructional design frameworks and learning theories to improve fluency and flexible thinking while managing instructional design projects. This class embraces creativity, active learning, social learning, and design thinking.

Prerequisites: None
Credits: 3

This advanced course extends students’ knowledge of the theory and practice of instructional design and introduces students to the practice of research in instructional design. Students will design original 2D and 3D models of physical spaces and 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 help 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 and in small groups on projects.

Prerequisites: EDT 540 or instructor permission
Credits: 3

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 aligned with the needs of their community and 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 EDT 540
Credits: 3

This capstone course allows participants to focus on instructional design to engage in the entire 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 principal 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: Department permission
Credits: 3

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 being 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 various instructional settings.

Prerequisites: 9 credits of EDT coursework or instructor permission
Credits: 3

Students will first explore the traditional vocabulary used for assessment and learning. They will then evaluate, discuss, reflect upon, and consider the implications of integrating technology and digital assessment tools in the K12 classroom to support knowledge acquisition and the creation of new knowledge. Students will look through a variety of lenses for their understanding and assessment, including ISTE, SAMR, and Bloom’s, among others.

Prerequisites: EDT 520 or instructor permission
Credits: 3

This course examines the role of technology in active, inquiry-based teaching and learning in diverse learning environments such as the traditional classroom setting, libraries, coaching models, and industry training. Participants will explore self-directed questions and problems by engaging in inquiry-based instructional methods supported by technology resources and tools. An integral component of this course will be developing an inquiry-based facilitation plan that fosters and promotes active student questioning, critical thinking, and complex problem-solving for implementation in classroom and library environments. Emphasis is placed on student-centeredness, constructivist learning theories, and problem-based teaching and learning approaches.

Prerequisites: Graduate standing or instructor permission
Credits: 3

This course is designed to allow students to integrate developmentally appropriate technology into the early childhood classroom from 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 of evaluating and integrating technology into curriculum, instruction, and assessment to create learning environments that address the needs of diverse young learners.

Prerequisites: EDT 520 or instructor permission
Credits: 3

As modern education grows complex, educators need strategies to inspire authentic learning experiences, motivate colleagues and students, and spark innovative solutions. Empathy-fueled, human-centered problem solving – design thinking – provides the mindset and framework for developing innovations at any scale and managing project-based learning in any environment. This course provides a critical investigation into design thinking principles and how to apply them to your professional life. Participants will engage in iterative design process cycles and explore how both high- and low technologies can support the outcomes of design thinking.

Prerequisites: None
Credits: 3

Computational thinking is a problem-solving process that draws on the principles and practices central to computing education. This course provides a foundation for the big ideas in computational thinking – abstraction, data and information, algorithms, and programming – and applying these practices to domain-based contexts in educational environments. Participants will explore pedagogical approaches to promoting computational thinking, focusing on including groups historically underrepresented in the field. Students will use a range of curriculum standards to plan, design instruction, and use assessment strategies that integrate computational thinking competencies.

Prerequisites: None
Credits: 3

The audience for computer science education is larger and more diverse than ever. Still, educators are often tasked with teaching the subject without any formal exposure to the fundamentals of programming, particularly as it relates to their students. Embracing the wide variety of needs and abilities of different age groups, this course introduces different coding paradigms and some of the programming languages appropriate for all levels of K12 and beyond. These paradigms include but are not limited to block-based, imperative, and object-oriented, and students will use different development environments to explore different application domains. There will be an emphasis on computational problem-solving and the key aspects of algorithm development. Students will create unit progressions that allow their learners to work collaboratively and inclusively.

Prerequisites: EDT 571 or instructor permission
Credits: 3

This course is designed for students to understand and apply theoretical concepts of computational thinking (CT) for technology integration into early learning and elementary classrooms. The course begins with pre-computational thinking concepts and how to introduce them to early learners. Students will progress to computational thinking concepts as they build an understanding from early learners to elementary-aged learners. This course develops students’ understanding of evaluating and integrating CT using technology into early learning and elementary curriculum, instruction, and assessment, emphasizing low to high-education technology tools.

Prerequisites: Graduate standing or instructor permission
Credits: 3

This course is designed for students to understand and apply theoretical concepts of computational thinking (CT) to integrate technology into middle and high school classrooms. The course begins with computational thinking concepts and how to introduce them to middle school and high school-aged learners. This will include the developmental, disciplinary, and instructional pedagogical needs of the two different groups of learners. This course develops students’ understanding of evaluating and integrating CT using technology into middle school and high school curriculum, instruction, and assessment, emphasizing low to high-education technology tools.

Prerequisites: Graduate standing or instructor permission
Credits: 3

This course is for educators seeking to enhance their knowledge and skills by using educational technology to support teaching and learning. The course will include strands to allow for a focused study of literature, research, and practices regarding 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. Learn more at umaine.edu/edtech207.

Prerequisites: None
Credits: 3

Concentrated study of designated topics in instructional technology. Topics may vary depending on faculty and student interest. May be repeated for credit.

Prerequisites: Graduate standing or instructor permission
Credits: 1-3

This course is the capstone experience for students in the Instructional Technology master’s degree and educational specialist programs. Students will identify a problem of practice, conduct research, and a literature review to develop and implement an approved project to include the following components: action research, application of research to practice reflection, and presentation.

Prerequisites: Approval from practicum supervisor
Credits: 1-6

The course covers the principles and processes underlying the successful administration of a school library, including management, program development, and evaluation of contemporary school libraries. It explores the changing roles and responsibilities of an effective and proactive school librarian and the role of educational technology in the effective management of the PK-12 library. This course meets the requirements and equivalency of a Library Science Course.

Prerequisites: Graduate standing or instructor permission
Credits: 3

The modern library is a rich hub of information sources, and librarians need excellent skills to promote inquiry, inclusiveness, and collaboration with students and educators. This course will provide an overview of the field of reference and research instruction to prepare graduate students to work with students in grades PK-12. Graduate students will critically evaluate the most important print and electronic resources, and understand the vital role of digital curation. Graduate students will be trained in the art and science of the reference interview, bibliographic instruction, and readers’ advisory. In addition, students will practice their leadership skills with reference and research as they seek to promote the library as a learning commons, and information literacy as essential to teaching and learning in the digital age. This course meets the requirements and equivalency of a Library Science Course.

Prerequisites: Graduate standing or instructor permission
Credits: 3

This course will be an overview of acquiring, promoting, and engaging with fiction and nonfiction literature appropriate for students in grades PK-12 in the school library. It will provide an in-depth exploration of literature for children and young adults within the context of school libraries. Developmental, cultural, and linguistic needs of all readers will be considered. School librarians as collaborators and literacy leaders will be emphasized.

Prerequisites: Graduate standing or instructor permission
Credits: 3

This course will be an introduction to using technology for teaching and learning. Students will explore current theories and conceptual models for technology integration as a mechanism for reflection and goal setting. They will integrate the American Association of School Librarian Standards/National School Librarian Standards (AASL/NSLS) to consider learner development, diversity, and differences while fostering a positive learning environment. Through this online course, which uses multiple modalities, learners will engage with the critical review of various educational technology tools for appropriateness in different library and media settings. Students will use digital tools, resources, and emerging technologies to design and adapt learning experiences. They will engage all learners in finding, evaluating, creating, and communicating data and information in a digital environment and articulate, communicate, model, and teach digital citizenship.

Prerequisites: Graduate standing or instructor permission
Credits: 3

School librarians are uniquely positioned to reach all students, teachers, and administrators in the learning community. This course examines how school librarians can positively impact student learning through providing leadership in curriculum development, instructional design, technology integration, professional development, student advocacy, information literacy instruction, and collaboration.

Prerequisites: Graduate standing or instructor permission
Credits: 3

In this course, students will first analyze traditional vocabulary used for assessment and learning within the modern school library media program context. They will then consider the implications of integrating technology and digital assessment tools in the pK12 learning environment, both positive and negative, to support knowledge acquisition, skill building, and creativity. Students will look through a variety of lenses for students understanding and assessment, including ISTE, SAMR, and American Association of School Librarians Standards/National School Librarian Standards (AASL/NSLS), among others.

Prerequisites: Graduate standing or instructor permission
Credits: 3

This course is for librarians seeking to enhance their knowledge and skills when and by using educational technology to support coaching, supporting, teaching and learning. Participants will engage in online study and complete participation in a virtual conference. The course will include strands to allow for focused study of literature, research, and practices with regards to the use of educational technology in library and media environments. 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 librarian and media specialists and educators as well as all educational technology skill levels.

Prerequisites: Graduate standing or instructor permission
Credits: 3

Concentrated study of designated topics in Library and Media Studies. Topics may vary depending on faculty and student interest.

Prerequisites: Graduate standing or instructor permission
Credits: 1–3

The Seminar is a culmination of the LMS program of study that requires each student to engage deeply with and reflect upon their own body of cumulative work, as well as the domains of the program’s Essential Questions (EQs). To provide evidence of their competency in each domain, students will create a digital portfolio that includes exemplars of their work with a statement of competency supported by current research. Successful students in this course are skilled at independent research and time management. If the student is seeking endorsement from the Maine State Department of Education (071 Librarian Media Specialist), the digital portfolio will form the foundation for the portfolio requirement for state certification.