To find out about current TIE course offerings, search the online schedule, available at http://www.nl.edu/courseschedule/
You can specify Technology in Education courses in the "Subject" field.

News Introductory courses Required TIE program courses Required Foundations Courses for M. Ed. Students Required Foundations Courses for M.S.Ed. Students Required Foundations Course for C.A.S. Students Electives Benchmark Assignments for required TIE course

For more information about TIE course requirements, registration, electives, and graduation, please consult the NLU Course Catalog

Introductory Courses

TIE 300 Introduction to Technology in Education 2 semester hours (SH)

TIE 500 Introduction to Technology in Education 2SH

These survey courses (300 is for undergraduates and 500 is for graduates) provide the educator with a broad base of knowledge about the uses of computers in education. Candidates will have hands-on experience with word processing, databases, spreadsheets, graphics software, instructional software, and teacher utilities. Other topics include software evaluation, hardware selection, and telecommunications. These courses assist students in meeting the NETS-T and preparing for admission to the Technology in Education program.

Prerequisites: For TIE 300: ELE 200; for TIE 500: none.

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Required Courses for Technology Specialist Program

NOTE: Some of the required TIE courses have "Benchmark Assignments," which must be collected into a portfolio as part of TIE 592. Courses with Benchmark Assignments (and a brief description of the assignment) are noted here with an asterisk (*). The benchmark assignments are listed on a separate page.

TIE 532 Computer/Technology Systems and Related Peripherals in Instructional Settings 2SH

This course provides the educator with an overview of personal computer hardware and digital electronics. The emphasis is on understanding how computers work and interface with networks and use peripheral devices to enhance candidate learning. Topics include computer logic, planning, selection and utilization of personal computer devices and peripherals, hardware and software troubleshooting and maintenance.

Prerequisite(s): TIE500 or evidence of meeting the National Educational Technology Standards for Teachers (NETS-T)

TIE 533 Application Tools for Inquiry Learning 3 SH

This course will explore the use of productivity tools and instructional software for curricular and administrative applications. Candidates will use advanced features of productivity tools to evaluate artifacts and data for instructional decision-making, and they will use the knowledge base on integrating technology to guide application of specific strategies in support of problem-based curricula. In addition, candidates will assist one or more teacher(s)/colleague(s) in using recommended tools and strategies. (*)

Prerequisite(s): TIE500 or evidence of meeting the National Educational Technology Standards for Teachers (NETS-T).

TIE 536 Integrating Technology Across the Curriculum 3 SH

This course will focus on strategies for integration of technology into classroom practice. Candidates will explore a variety of teaching strategies and pedagogical approaches for implementing technology use across the curriculum. The candidate will design and implement lessons demonstrating appropriate ways to use technology to meet existing curricular objectives and to expand curricular options. Candidates will design and implement professional development plans for helping other teachers develop these skills. Candidates are expected to complete a minimum of 15 hours of field experiences as part of this course. These hours are a part of the program benchmark assignment completed in this course. (*)

Prerequisite(s): TIE533, TIE544, and TIE542 or their equivalent.

TIE 542 Learning Experiences on the Internet K-12 2SH

This course examines the ways the Internet is used in educational settings. Candidates use the Internet to search for and access online resources for instructional use and personal professional development. Candidates use online communication tools to communicate and share information worldwide. Candidates use technology-enhanced instructional strategies and plan and develop instructional activities that appropriately integrate the Internet into the curriculum.(*)

Prerequisite(s): TIE 500 or evidence of meeting the National Educational Technology Standards for Teachers (NETS-T). Non-TIE majors who wish to register for this course must have prior permission of instructor. Candidates may not receive credit for both TIE585N (Workshop/The World Wide Web as an Educational Resource) and TIE542.

TIE 544 Curriculum Applications of Hypermedia/Multimedia 3 SH

In this course, candidates use authoring tools to develop hypermedia learning activities, applying instructional design principles. Candidates review trends, research, and copyright issues in use of hypermedia/multimedia in educational settings. Candidates apply concepts and knowledge to assist P-12 students and teacher colleagues in using authoring tools and instructional strategies.(*)

Prerequisite(s): TIE532 or permission of instructor. It is recommended that TIE544 be taken in conjunction with TIE553.

TIE 547 Creating Web-Based Instructional Environments 3SH

Candidates participate in online collaborative curricular projects and team activities to build samples of web-based instruction. Candidates explore methods for teaching concepts and skills that support use of web-based authoring tools in a school environment. Candidates use design principles to create web-based materials to support personal and professional development.(*)

Prerequisite(s): TIE500 or evidence of meeting the National Educational Technology Standards for Teachers (NETS-T).

TIE 553 Digital Images and Video as Classroom Resources 1 SH

Candidates will select and create digital images and video to represent information and communicate ideas that will be used in a curricular application to meet diverse P-12 student needs. Candidates will use color scanners, digital cameras, photo CD's, image and video editing software, and download photos and movies from online services.

Prerequisite(s): TIE532 or permission of instructor. It is recommended that TIE553 be taken in conjunction with TIE544.

TIE 557 Understanding Networks in Schools 3 SH

This course provides educators with an overview of issues related to the selection, installation, and maintenance of computer networks in school settings. Candidates identify, describe, and analyze procedures related to basic troubleshooting, preventive maintenance, and procurement of networking services. Candidates explore ways of working with technology support personnel to maximize the use of technology resources to improve P-12 student learning. Candidates research, evaluate, and develop a needs assessment and a proposal used to determine what specifications are needed to fulfill district/school requirements.(*)

Prerequisite(s): TIE500 or evidence of meeting the National Educational Technology Standards for Teachers (NETS-T).

TIE 592 Portfolio Development Seminar 1 SH

This course will assist candidates in selecting and organizing the contents of electronic portfolios to document candidates' professional growth during the TIE program. The seminar will consist of at least five sessions held throughout the program. During seminar sessions, candidates will share, discuss, edit, and present artifacts selected for the portfolio and related written reflections. Candidates attend their first portfolio session within the first six semester hours of the program. The last session is held during the quarter in which TIE593, Seminar in Technology Education, is taken. Candidates will enroll for the Portfolio Seminar credit during that quarter. Additional information about portfolios can be found on the Resources page. (*)

Prerequisite(s): Either completion of or concurrent enrollment in TIE593.

TIE 593 Seminar in Technology in Education 3 SH

This course provides a culminating experience for candidates in Technology in Education program. Emphasis is on current trends and issues, seminal readings, and research findings related to the use of technology in education. Issues related to curriculum planning, program development and evaluation, and staff development at the school and district level will be addressed. Candidates are required to complete a minimum of 15 hours of field experiences as part of this course.(*)

Prerequisite(s): Completion of 12 semester hours of technology in Education courses, including TIE535. M. Ed. and M.S.Ed. Ed. candidates should also have completed ESR506 and ESR507.

(*) Denotes course that includes Benchmark Assignment.

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Required Foundations Courses for M. Ed. Students

The following are the core requirements for students entering in Spring 2006 and after. See below for the requirements for students who entered before Spring 2006.

EPS 541 Cognition and Instruction 2 SH

The course is designed to provide candidates with an in-depth look at cognition as it relates to schooling in a diverse society. Different theoretical viewpoints regarding cognition and cognitive development are examined as well as empirical research. Critical discussion focuses on the relation of theory and research to instructional and assessment practices and to interdisciplinary efforts to create optimal contexts for all children's cognitive growth.

Prerequisite(s): None

ESR505 Educational Inquiry and Assessment

Students explore research paradigms and methodologies by studying their own educational settings and contexts. Students investigate topics that are of interest to them and learn how to retrieve, critique, and summarize published research. They produce and evaluate their own data to understand their classrooms and their students' achievement, behaviors, and attitudes. Working collaboratively and independently on small projects and assignments, students learn different approaches to data collection and evaluation, considering issues of credibility, reliability, and validity. This course is taken in lieu of ESR506 and ESR507. Students who have taken ESR506 and ESR507 may not receive degree credit for ESR505. 3 semester hours

Prerequisites: None

FND511 Social and Cultural Politics of Education: Personal and Contextual Perspectives

In this course, students will examine current social, cultural, political, and economic factors that affect American education and schooling. These factors will be examined in relation to students' personal, professional and social identities, beliefs, and experiences. The intent is for educators to understand the sociopolitical, historical, philosophical and cultural contexts of their practice and their abilities and responsibilities that help shape those contexts. Students will engage in ongoing discussion of and reflection on the moral and ethical responsibilities of educators who also will construct and implement a plan of action that reflects a commitment to democratic schools and social justice. This course includes a field project requiring at least 15 hours of work outside of class. 3 semester hours

Prerequisites: None

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The following were the core requirements for M. Ed. students entering in Winter 2006 and before.

FND 505 Contemporary Issues in Education 2 SH

This course introduces candidates to major debates about contemporary educational issues in the United States and explores the obstacles and challenges faced by educators. Candidates will critically examine the basic assumptions and social forces that influence the current educational policy making and reform efforts with an emphasis on their socio-cultural, economic, and political underpinnings. The course encourages ongoing reflective practice and dialogue concerning social justice issues and the role of education in a democracy.

Prerequisite(s): None

EPS 541 Cognition and Instruction 2 SH

The course is designed to provide candidates with an in-depth look at cognition as it relates to schooling in a diverse society. Different theoretical viewpoints regarding cognition and cognitive development are examined as well as empirical research. Critical discussion focuses on the relation of theory and research to instructional and assessment practices and to interdisciplinary efforts to create optimal contexts for all children's cognitive growth.

Prerequisite(s): None

ESR 506 Graduate Research: Interpretive/Critical 2 SH

Candidates explore the distinctions and relationships within and between the interpretive and critical paradigms. Various data collection methods, such as observation, interview, document, and narrative, are introduced and practiced in order to gain insight into the educational setting. Candidates plan, conduct and present a research project.

Prerequisite(s): None

ESR 507 Graduate Research: Empirical/Quantitative 2 SH

Candidates acquire skills that enable them to conduct research in their own classrooms or educational settings and to extend their ability to critique research studies using quantitative measures. The course includes a discussion of the empirical/quantitative paradigm and its advantages and limitations. The course focuses on the use of quantitative methods that may be used by educators conducting research and reflecting on educational practice. Candidates plan and carry out a small-scale research study in their own area of interest using Windows-based computer software to analyze data by generating appropriate descriptive and inferential statistics. Topics related to assessment, such as norms, reliability, and validity, will also be introduced.

Prerequisite(s): ESR506

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Required Foundations Courses for M.S.Ed Students

ESR503 Research Design Analysis 2SH

Brings together principles of research design and statistical procedures for the interpretation of education data and planning of educational studies. The course has two major objectives: learning intermediate level statistics, and writing the first draft of the thesis proposal. Students are strongly encouraged to discuss with their advisor a possible topic for their thesis before taking the course. This course should be taken as soon as possible after ESR507. 2 semester hours.

Prerequisite: ESR507.

ESR 506 Graduate Research: Interpretive/Critical 2 SH

Candidates explore the distinctions and relationships within and between the interpretive and critical paradigms. Various data collection methods, such as observation, interview, document, and narrative, are introduced and practiced in order to gain insight into the educational setting. Candidates plan, conduct and present a research project. 2 semester hours.

Prerequisite(s): None

ESR507 Graduate Research: Empirical/Quantitative

Students acquire skills that enable them to conduct research in their own classrooms or educational settings and to extend their ability to critique research studies using quantitative measures. The course includes a discussion of the empirical/quantitative paradigm and its advantages and limitations. The course focuses on the use of quantitative methods that may be used by educators conducting research and reflecting on educational practice. Students plan and carry out a small-scale research study in their own area of interest using Windows-based computer software to analyze data by generating appropriate descriptive and inferential statistics . Topics related to assessment, such as norms, reliability, and validity, will also be introduced. 2 semester hours

Prerequisite: ESR506.

FND 505 Contemporary Issues in Education 2 SH

This course introduces candidates to major debates about contemporary educational issues in the United States and explores the obstacles and challenges faced by educators. Candidates will critically examine the basic assumptions and social forces that influence the current educational policy making and reform efforts with an emphasis on their socio-cultural, economic, and political underpinnings. The course encourages ongoing reflective practice and dialogue concerning social justice issues and the role of education in a democracy. 2 semester hours.

Prerequisites: None.

TIE599 Thesis/Technology in Education 4 SH

TIE599 Thesis/Technology in Education Required of all M.S.Ed students. The thesis produced by the student is a formal written document which investigates a theory or particular point of view and which is the result of disciplined inquiry. On-campus registration. 2 semester hours

Prerequisites: ESR506, ESR507, TIE593.

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Required Foundations Course for C.A.S. Students

EDL 546 Perspectives and Administration of Educational Policy 3 SH

This course focuses on the conceptualization, adoption, implementation, and assessment of educational policy. The historical, political, legal, social, and community context is analyzed. The various roles and responsibilities for the people involved in the policy process are discussed and clarified.

Prerequisite(s): (None)

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Electives

This is just a sample of the electives that are offered to TIE and non-TIE majors. Consult the NCE Quarterly (online) for scheduling details.

TIE575 Leading Staff Development in Educational Technology 2SH

This course helps educators to identify resources, plan and design experiences, and create materials for leading effective professional development activities related to technology integration into K-12 teaching and learning. Candidates will explore effective staff development models, apply skills in conducting staff development, and critique/ reflect on improving approaches to instructional and mentoring experiences. Each candidate is to complete at least 15 hours of clinical experiences in professional development; these experiences may include work in additional class sessions and in a K-12 school setting. (Note: This course is not intended to meet requirements for Type 75 certification). 2 semester hours

Prerequisite(s): TIE500 or evidence of meeting the National Educational Technology Standards for Teachers (NETS-T); and 8 additional semester hours of TIE coursework.

TIE584G Workshop/TIE/Curriculum Materials/Integrating Photoshop Elements in the Curriculum 1SH

Students and teachers commonly make use of digital cameras to create images that enhance student projects and enliven teacher created materials. Participants in this workshop will learn to use image editing software and apply design basics to improve the appearance of still images. In addition, they will explore curricular applications with attention to related information literacy and social/legal issues. 1 semester hour

Prerequisites: None

TIE584H WS / TIE / Curriculum Materials/Integrating iLife Applications in the Curriculum 1 SH

The students of today belong to a digital generation. We see our children effortlessly manipulate electronic games, digital music players, digital movie players, and create digital content for their learning as well as entertainment. The sights and sounds that excite and inspire students can now be brought effortlessly into the classroom with iLife—a highly integrated software suite featuring the latest versions of Apple’s award-winning iMovie, iPhoto, iTunes, and iDVD, and now, GarageBand. iLife helps you and your students make the most of digital movies, photos, and music in school projects and presentations. Teaching and learning become more relevant, students are more engaged, and their creativity soars. To be held in the MAC lab.

Prerequisites: None.

TIE584J Workshop/TIE/Curriculum Materials/Engaged Learning with Technology 1 SH

Participants will explore ways in which technology can be integrated in the school curriculum and to encourage students to become more actively engaged in their learning. This workshop will meet over a minimum of 15 clock hours. Prerequisite(s): At a minimum, participants must possess the basic computer skills to independently use a word processor, internet browser, email and search engine. Ability to use spreadsheet and presentation software would also be helpful. 1 semester hour

Prerequisites: None.

TIE584K Workshop/TIE/Curriculum Materials/Weaving Web-based Projects into Your Classroom 1 SH

Participants will learn the key components of the WebQuest model for internet-based projects, and will work throughout the course to develop a WebQuest that can be used in the classroom. This course will also explore effective search strategies and techniques to evaluate internet resources. This workshop will meet over a minimum of 15 clock hours. Prerequisite(s): At a minimum, participants must possess the basic computer skills to independently use a word processor, internet browser, email and search engine. Ability to use spreadsheet and presentation software would also be helpful. 1 semester hour

Prerequisites: None.

TIE584L Workshop/TIE/Curriculum Materials/Enhancing Social Studies Through Technology 1 SH

Participants will learn to enhance social studies teaching and learning by integrating computers, the Internet, and a wealth of other technologies in the curriculum. They will learn how to use Internet resources for the effective teaching and learning of social studies and to develop criteria for the selection and use of technology in their school's social studies program. This workshop will meet over a minimum of 15 clock hours. Prerequisite(s): At a minimum, participants must possess the basic computer skills to independently use a word processor, internet browser, email and search engine. Ability to use spreadsheet and presentation software would also be helpful. 1 semester hour

Prerequisites: None.

TIE585A Workshop/TIE/Instructional Practices/Integrating Podcasting in the Curriculum 1 SH

The innovation of distributing audio files and enhanced audio files through the internet technology known as Real Simple Syndication (RSS) has taken the world of technology by storm. Known as PodCasting, this innovation has become the fastest growing technology use in history. Educators and students have the potential not only to be consumers of the information delivered through PodCasting, but also information producers. Educators participating in this workshop will become familiar with the nature and innovation, learn how to create and distribute educational content via PodCasting, and develop strategies for integrating PodCasting into their curricular area.

Prerequisite(s): TIE500 or equivalent

TIE585L Workshop/TIE/Instructional Practices/ Using Technology in Teaching Mathematics 1 SH

Students will explore and evaluate a variety of computer-based technologies for teaching mathematics in the elementary and middle school classroom. They will develop criteria for making curricular decisions for including technology in school math programs. Students will explore how computers and technology support and enhance math instruction and assist in the visualization of mathematics concepts. Prerequisite: TIE500 or equivalent. 1 semester hour

Prerequisites: None.

TIE585W WS / TIE / Instructional Practices/Digital Storytelling for Teachers 1 SH

Participants will experience the process of developing and conveying a story through digital media including still images, animation, video, and music. This workshop is intended for participants with a wide range of technology knowledge and skills, who will work in a collaborative and engaged learning environment to learn more about the application of digital storytelling in their curriculum. This workshop will be held in the MAC lab. Required materials: CD-R and 3 1/2 inch diskette.

Prerequisites: None.

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