Phase I Foundation Courses
Must be taken in order
ET-705 – Introduction to Teaching with Digital Technology 3 Units
Introduces candidates to the field of educational technology and current technology tools for instructional settings. Using standards-based and theoretical frameworks for effective technology integration, candidates develop technological skills using a variety of current tools and discuss their applications for teaching and learning. Emerging trends and issues, including the Common Core standards as well as implications of the digital world in relation to ethical, legal and equity issues in a global society are introduced. Course activities help candidates gain an understanding of the field, develop skills using digital tools and formulate their own philosophy of educational technology.
ET-715 – Foundations of Learning Theory 3 Units
The purpose of this course is to introduce the theoretical and philosophical foundations of educational technology. Classic and contemporary theories of learning and their applications in educational technology and emerging orientations are examined. Candidates develop an understanding and a broad conception of learning theories and how they support current educational technology applications. Participation in innovative learning experiences that apply concepts of learning through the lens of established learning theories help candidates develop strategies for instructional practice with technology.
Phase II Core
ET-710 – Technology Leadership and Change 3 Units
Examines leadership and change issues surrounding the integration of educational technology in schools. Resources, strategies, tools and techniques, for designing, developing, implementing and evaluating critical aspects of leadership in educational technology issues in schools and classrooms are addressed. Topics include teacher professional development models and approaches, planning and evaluation of training, technology implementation strategies, relationship management, the role of change agents and leadership strategies. Historical perspectives and change shaping the field of educational technology are also examined. Activities focus on developing knowledge and skills that prepare candidates to assume leadership roles in implementing technology change in schools.
ET-720 – Developing Technology Rich Curriculum 3 Units
Using current learning theory concepts and technology integration frameworks, this course focuses on developing classroom lessons that integrate technology effectively. Special emphasis is placed on developing learner-centered curriculum, including the Common Core standards, employing technology to enhance learning and assessment. Candidates learn how to plan, develop and assess classroom lessons that use technology effectively applying instructional frameworks that integrate content, pedagogy and technology into classroom practices. Course activities prepare candidates to create and share a curriculum project of student-centered lessons that effectively integrate technology and web-based learning resources.
ET-725 – Literacies in the Digital Age 3 Units
Focuses on literacies essential for learning in the digital age. An emphasis is placed on the development of digital and media literacy skills for finding and making web-based information meaningful. Instructional uses of online data resources, information and media are explored. Candidates examine management issues, curriculum integration and evaluation of web-based resources and information along with digital citizenship and ethical issues. Course activities help candidates develop digital literacy skills using web technologies and strategies to effectively search for, visualize, analyze, create and share data and resources for learning.
ET 750 - Information Technology Basics for School 3 Units
This course is designed to give educators and IT professionals in schools the basic background on IT to effectively lead in the integrating technology into classroom instruction. Through this course, the student will learn the basic concepts of information systems and their application, and gain familiarity with the hardware, software, and terminology used within the IT field.
ET 755 - Cyber Security and Data Privacy in the Classroom 3 Units
This course is designed to give educators and IT professionals in schools the basic background on cyber security and safety to effectively lead in the integrating technology into classroom instruction. Through this course, the student will learn the basic concepts of cyber security and data privacy along with their application in the classroom. Students will gain familiarity with the hardware, software, and terminology used within the cyber security and data privacy field.
ED-779 – Values in School and Society 3 Units
This course focuses on a cultural, historical, philosophical and/or social analysis of schools and schooling as a basis for developing an understanding of the educator’s role as a change agent and as a basis for personal and professional decision-making. The university’s philosophy and values as expressed in the Fresno Pacific Idea and their implications for schools and society will provide one perspective for such analysis. When taken as part of the educational technology program, special emphasis will be given to technology issues in context to the topics of the course.
Phase III Capstone Courses
Candidates may choose from two pathways: innovative project or thesis.
Innovative Project Pathway
Students register for both Innovative Project courses in the same semester; ET-796 is an In Progress (IP) course which is completed in the subsequent semester.
ET-795 – Innovative Project-Methods and Proposal 3 Units
This course begins with a study of the nature of systematic inquiry with an intentional focus on action research. Topics include identification of educational research problems, evaluation of research articles, ethical considerations, and data collection, analysis, and interpretation. Instruction results in a draft of Sections One and Two of the Innovative Project which details the strategies of inquiry and methodology and an IRB application.
Prerequisites: ET-705 ET-710 ET-715 ET-720 ET-725 ET-730 ET-735
ET-796 – Innovative Project-Implementation and Analysis 3 Units
Supervised design of a situated innovative project in the field of educational technology. It is informed by the completion of a literature review and organized as action research – systemic, intentional study of one’s own professional practice. A curricular unit or educational technology application, Section Three, is designed for implementation. The project is implemented, data collected, analyzed, and displayed and finally, implications/recommendations are discussed in Section Four. Instruction results in a completed Innovative Project and a virtual presentation.
Prerequisites: ET-705 ET-710 ET-715 ET-720 ET-725 ET-730 ET-735
Students need 2 semesters to complete the course.
Courses for thesis pathway are registered for over two semesters, with EDRH-796 an IP course into the program’s seventh semester.
EDRH-794 – Thesis Introduction and Literature Review 3 Units
This course is the initial course for students whose research will culminate in the completion of a Master’s thesis. Students will be involved in a supervised independent inquiry of study built upon a literature review. Along with the course instructor, students will work with an assigned thesis mentor who will guide and support the student through the development and writing of a literature review and the introductory chapter of the thesis.
EDRH-795 – Research Methods in Education 3 Units
A study in the nature of systematic inquiry, a survey of methods employed in research and an explanation of evaluation methodology, as well as the use of research and evaluation methods in actual school situations. Topics include identification of education research problems, use of library resources, data gathering and processing, and evaluation of research articles.
Prerequisites: EDRH-794 or PPS-777A
EDRH-796 – Thesis Completion 1 Units
This course is designed to assist students in the completion of their master’s thesis. Students work alongside an assigned thesis mentor to finalize the (1) Institutional Review Board application, (2) collect and analyze data, (3) report findings, and (4) make recommendations. This is the final course leading to a Master of Arts degree.
Prerequisites: EDRH-794 and EDRH-795
Students may take up to 2 semesters to complete the course; Graded C/NC; May not be audited