53 - Education

This course is designed to help teacher candidates and/or practicing teachers learn practical, effective ways to integrate technology resources and technology-based instructional methods into everyday classroom practices and ensure that students meet ISTE and ISBE standards for technology. The course will explore theories of learning and how technology can be used to differentiate the curriculum to meet various learning styles and diverse cultures present in today's classrooms.

This course will encourage teacher candidates to examine several components of teaching and how these components interact to create a positive learning community. Candidates will learn to design standard-based lesson plans and explore a wide range of strategies that will best address the academic and behavioral needs of the diverse middle and high school populations. Through field experiences, lesson plan development, and micro-teaching candidates will create learning materials that demonstrate their understanding of the needs of various populations (ELL, special needs and minority populations.) Candidates will explore theories and techniques to create a positive and well-managed learning community. A 50-hour field experience middle school setting is associated with this course.

Candidates will examine a variety of research-based strategies and interpret data associated with standardized and classroom assessments. The purposes, characteristics, and limitations of assessments will be explored. Candidates will have the opportunity to use data to make instructional decisions and discuss the limitations of measurements used to assess student progress in meeting national and state learning standards. The candidate will have the opportunity to apply content area knowledge, students’ development needs and culturally responsive pedagogy in the process of developing lesson plans and assessment tools for a variety of instructional purposes. A 50-hour field experience in high school setting is associated with this course.

This course provides practical guides for candidates to learn how to use Microsoft software such as Word and PowerPoint effectively in the classroom. Candidates develop hands-on projects and technology based lesson plans demonstrating how they integrate MS-Office tools into their curriculum. Candidates have the opportunity to learn basic skills with different operating systems, platforms, and resources available to teachers.

This course is intended to develop the teacher candidate’s ability to apply the techniques of speaking and listening in a variety of settings to the 6-12 English/language arts classroom. Candidates will be encouraged to use critical thinking and problem solving in different contexts and modes of communication. Issues of diversity and ethics will be addressed.

This course focuses on instructional methods and techniques used to differentiate the curriculum in mathematics. Particular emphasis is placed on strategies and materials used to teach the math as well as assessment tools used to measure student progress. ISBE and national content learning standards and recommendations for reform in mathematics instruction are incorporated. Attention is given to recognizing common student misperceptions. Candidates should have completed most of their required major courses prior to taking this class.

This course is designed for coordinators, administrators, and educational leaders in instructional technology. This course prepares candidates to become leaders of change beyond their classrooms in the field of technology and learning. Candidates will review technology plan and technology standards, consider how to develop grants and staff development, manage a technology budget and provide leadership and troubleshooting advice within their district.

This course focuses on instructional methods and techniques used to differentiate the curriculum in social studies. Particular emphasis is placed on strategies and materials used to teach the social sciences as well as assessment tools used to measure student progress. ISBE and national content learning standards and current issues in social science education are incorporated. Attention is given to recognizing common student misperceptions. Candidates will perform activities and master techniques associated with good social science instruction. Candidates should have completed most of their required major courses prior to taking this class.

This course is intended to provide teacher candidates knowledge of educational psychology with particular emphasis on adolescent development. The course will explore physical, intellectual, emotional and social development of the adolescent learner. The course will include a study of the development of middle school education: its philosophies, concepts and overall curriculum considerations.

This course introduces candidates to the materials, theories and strategies applicable to reading and literacy in all content areas. Candidates will discuss ways in which multiple forms assessment data are interpreted and used. Particular emphasis is placed on modifications beneficial to ELL and special need students.

This course continues the exploration of technology in the classroom with a focus on MS-Office, particularly Excel and Access, in the standards-based curriculum. Candidates will learn how to design technology-integrated projects that help learners meet specific curricular standards. They will explore the use of technology in instruction and assessment, and learn how to utilize technology in classroom settings with limited resources, varying skill levels, and differentiated instruction.

This course focuses on instructional methods and techniques used to differentiate the curriculum in English Language Arts. This course addresses issues related to the multiple uses of literature and multiple approaches to literary interpretation; the philosophical and theoretical basis underlying the uses of reading and writing in the English classroom; the interrelations of reading, writing, listening, and speaking; methods by which writing and reading can be used to support the study of various genres as inquiry; and other issues (grammar, syntax) relevant to the English teacher. Particular emphasis is placed on standards-based lessons as well as assessment tools used to measure student progress. Attention is given to recognizing common student misperceptions. Candidates should have completed most of their required major courses prior to taking this class.

This course covers the various theories of learning and how the concepts and principles of each theory apply to the use of instructional technology. Candidates explore the major instructional models and key components in instructional design and demonstrate knowledge of the relationship of theories of learning and instructional design. Candidates design and develop a computer-based instructional project to improve learning and teaching in a P-12 environment.

This course introduces visual design theory and practice, in a context of producing instructional and multimedia presentations. This course focuses on the mechanics of multimedia authoring and demonstrating how advanced authoring can be used to enhance instruction. Candidates learn how to use graphic software tools to design and create graphics, icons, and metaphoric images in authoring computer-based instruction.

This course gives an overview of relevant theoretical perspectives as well as the hands-on experience to develop interactive web-based multimedia. Candidates understand basic Internet concepts, and practical knowledge of the coding schemes. Candidates explore a variety of web development tools that facilitate the integration of multimedia components and consider accessibility issues to support the needs of students with disabilities.

This course is designed to examine the concepts, technologies and issues related to the development and delivery of online and distance education. Topics include characteristics and uses of distance learning delivery systems including computer-mediated instruction, online teaching and learning platforms via the Internet, and video conferencing. Candidates study the varied skills required to plan, develop, and evaluate effective forms of distance education.

Emphasis is placed on teaching educators to become critical consumers of research in their fields. An introduction to basic statistical measures and research designs, this course explores a variety of research approaches. Candidates are required to evaluate strengths and weaknesses of research studies and discuss applications where appropriate. Projects relate to candidate’s area of academic interest.

Candidates examine social, ethical, legal and security issues, identify current trends, review research findings in instructional technology and discuss diffusion of technological innovations and reform efforts in schools. This course also provides a guide to refine the instructional projects developed in the graduate courses and requires submission of an electronic portfolio which will present evidence of candidate’s successful completion of the M.Ed. coursework in the Instructional Technology program.

Candidates will complete a 15-week student teaching opportunity. They will be expected to assume full responsibility for the duties of classroom teacher, including development delivery and assessment of instruction, grading and evaluation of students, classroom management, communication with parents and school personnel, and interpretation of data related to student learning. Progress in development is carefully monitored through observation and feedback from the cooperating teacher, university supervisor and content area specialist.

This course focuses on instructional methods and techniques used to differentiate the curriculum in a science class (biology, chemistry, physics). Particular emphasis is placed on strategies and materials used to teach science, issues regarding safety and welfare and assessment tools used to measure student progress. ISBE and national content learning standards and recent science education reform proposals are incorporated. Attention is given to recognizing common student misperceptions. Candidates should have completed most of their required major courses prior to taking this class.

This course is designed to explore the goals of multicultural education and aid candidates in developing their own understanding of teaching from a multicultural perspective. Candidates also acquire an understanding of the importance and process of linking home, neighborhood and community contexts to school and classroom contexts. The course addresses tools and strategies that can be used to create a multicultural environment, recognize bias in instructional materials and promote a bias-free learning environment.

(53-566 - 53-569) This is a series of workshops covering topics of interest and importance to persons in the education profession.

This workshop is designed to expose secondary teacher candidates to the materials, theories and strategies used to help 6-12 students organize and comprehend subject reading.

This course is a study or project done under the direction of a member of the Department of Secondary Education/Technology. Prerequisites: Consent of Department Chair and completion of the Independent Study form.