Course List

Instructional Technology Endorsement (P-12)

Graduate Certificate in Instructional Technology Endorsement (P-12) at the University of Louisville Online

To be considered for this endorsement, applicants must have a bachelor’s degree and initial teacher certification. Be sure to review all of the admission requirements on the Apply Now page.

This endorsement consists of 4 courses for a total of 12 credit hours. These courses include:

Course Code Course Titles Credit Hours
EDAP 585 Intro to Education Technology; Integrating Technology Tools into Instruction 3
EDAP 587 Teaching and Learning Online 3
EDAP 688 Designing a Technology Integrated Curriculum 3
EDAP 690 Teaching with Multimedia Authoring Tools 3
  Total Required Credits 12

Start Your Application   Request More Info

Course Descriptions

EDAP 585 Fall

This is a course providing teachers with a hands-on overview of effective methods for teaching content with a variety of technologies. In other words, the focus of the course is not on teaching the ins and outs of Microsoft Word. Instead, we focus on meaningful instructional uses of technology tools that meet unique instructional needs in your content area. A secondary aim of the course is to allow you to develop your own ideas about the uses of technology. To this end, you will be experiencing activities that utilize technology and reading a number of articles about different uses of educational technology and reflecting on those readings.

Class Project Example:

EDAP 587 Fall

Students will examine issues associated with the P-12 online learning environment. Specifically, this course challenges teachers to focus on producing lessons and courses in synchronous and asynchronous environments that are effective and appropriate for P-12 learners while leveraging the unique capacities of a online collaborative educational technology platform: Edmodo, Schoology (asynchronous), and Collaborate (synchronous) maintaining best practice within content area learning employing Knowledge Building Principles. Coursework will include:

  • Readings and Reflections from articles on LMS, CMS platforms, and Virtual Leaning
  • Reading and Reacting to classmate’s writings building a communal understanding of the topics explored.
  • Developing a teaching presence in Edmodo or Schoology that explains your ideas and practices of teaching in an in-depth way.
  • Designing and contributing to an online collaboratively developed course textbook using Edmodo focusing on the Knowledge Building Principles. Each Principle Page in the Edmodo will utilize: text, an ABCYa Word Cloud/Blendspace, graphics, and examples illustrating your KB principle.
  • Developing a mini unit of 5 lessons in Edmodo or Schoology that reflects Knowledge Building Principles unique to their school setting.
  • Designing a synchronous lesson delivery module using Blackboard Collaborate and its tools.

EDAP 688 Summer

This course focuses on exploring what it means to genuinely and authentically integrate technology into curriculum utilizing the TPACK and SAMR framework, while providing all students with an opportunity to demonstrate depth and breadth in framework understanding. The goal is to use the unique capacities of intentionally selected instructional technologies to amplify instruction and student learning through the development of a technology rich unit of studies.

The course will utilize Grant Wiggins’ Understanding by Design framework in developing a unit of instruction that reflects rich technology use. Further, this course provides students with an immersive study of Wiggins’ curricular design models in an attempt to allow them to situate their instruction theoretically as well as practically. Students will visit/review/experience the TPGES system adopted for Kentucky by analyzing using the TPGES rubric a lesson with technology embedded in them. Finally, students will explore a variety of Web 2.0 tools, apps, and technologies to identify technologies that they would use in a curriculum.

EDAP 690

This course begins its journey of understanding with Richard Mayer and his book, Multimedia Learning, 2nd Edition. Mayer has narrowed his definition of multimedia to these two forms - verbal and pictorial - because the research based in cognitive psychology is most relevant to this distinction. Hence, what Mayer refers to as multimedia learning is also more accurately called dual-code or dual-channel learning.

This course includes strategies for critical evaluation and creation of multimedia resources, for educational uses, and how it relates to Technological Pedagogical Content Knowledge, TPACK.

The other part of our journey will explore Digital Storytelling. Digital storytelling is a tale where the imagination that listeners previously employed through oral/written traditions is now visualized through digital medium. At its heart, it should have a compelling tale and/or whimsical story that fully engage audiences. On the surface, then, DST simply seems like oral stories with elements unique to a digital format (sounds, video, photos, and computer effects). We will explore all of these mediums.

^ Top of Page