Instructional Technology Overview
Recently, students in the Institutional Technology program took part in a special collaborative project with the National Railway Historical Society (NRHS). Read more about it here.
Instructional Technology Graduate Programs
Program Coordinator: Yefim Kats, Ph.D.
Master of Science in Instructional Technology
Instructional Design and E-Learning
Instructional Design and E-Learning with Instructional Technology Specialist Certification
Master of Science in Instructional Technology – Combined UNDERGRADUATE/GRADUATE
Instructional Technology Specialist certification (pde APPROVED)
Certificate of Advanced Study in Instructional Technology
Certificate of Professional Development in Instructional Technology
The Instructional Technology specializations are designed to meet the varied needs and goals of today’s wide range of instructional technology professionals. The specializations share a common core of courses as well as a common philosophy, addressing key concepts and skills related to learning, technology, and culture. The core courses provide the theoretical understanding of instructional technology and hands-on experience with state-of-the-art hardware and professional level software. The Program emphasizes the reflective nature of learning, the need for each learner to construct unique meaning and the process of building learning communities.
Instructional Technology offers blended courses, which are a combination of online participation and on-site class meetings that provide students with the advantages of distance education without sacrificing the richness of a face-to-face learning experience.
Students applying for entrance into Instructional Technology are expected to plan for this aspect of the program. Attendance at each of the face-to-face meetings is a strict requirement for every course. Assignments are frequently submitted online and may be due as early as the first face-to-face meeting. Instructional Technology provides a Jump Start date by which students and instructors will be expected to communicate regarding course information and possible assignments. The number and length of in-class meetings are determined by the nature of each course. Typically, courses may meet four (4) to eight (8) times per term. Courses also may include virtual meetings for which students will be required to make time in their personal schedules but for which travel to campus or another learning site is not necessary.
Guidelines for Participation
Students are encouraged to register early in the time frame provided by the School of Graduate Studies. Students will need to provide an email address after which they will be assigned a username. Once the username has been assigned students are expected to gain access to Blackboard leaning management system at chc.blackboard.com following password instructions that will have been provided. On the Instructional Technology site within Blackboard students will initially access partial syllabi for their courses that may include initial course assignments. Current partial syllabi will be posted by the Jump Start date announced on Blackboard, with a full syllabus and detailed course information available at a later time. Student participation in online activities, including a discussion board, is required in all courses and forms a part of the final course grade.
Guided Individualized Courses
A possible student option in Instructional Technology is the Guided Individualized Course (GIC). The GIC accommodates students’ need for academic self-sufficiency in meeting targeted goals requiring an independent path of study. It is a special form of an independent course in which the student works under the guidance of a professor to achieve program-related goals. Advance approval from the Coordinator of the Instructional Technology Program is required.