EDIT 690

CAPSTONE SEMINAR IN INSTRUCTIONAL TECHNOLOGY

INSTRUCTOR INFORMATION
Dr. Jeremy Dickerson, Professor
Program Coordinator - Instructional Technology
dickerson@coastal.edu
843-349-2772
College of Education
Prince Building, 205B
Coastal Carolina University
Office Hours: by appointment for online learners
GENERAL INFORMATION

Course number and title: EDIT 690 Capstone seminar in Instructional Technology
General Description: Capstone experience in the design, development, implementation,
evaluation and management of instructional technologies and their potential to improve
teaching practice, student performance, and professional productivity. Emphasis on the
Instructional Technology Portfolio.
Course Rationale: The course is part of the MEd IT concentration curriculum designed to
improve teaching and learning through application of advanced knowledge and skills in
instructional technology.
Intended Audience: MEd IT concentration students
Credits awarded: Three (3) graduate credits
Accommodations: Any learners requiring accommodations should contact the Service for
Students with Disabilities Office in the Student Health/Counseling Center.

CONCEPTUAL FRAMEWORK OF SCOE:

The conceptual model of all education programs in the College of Education is The Teacher as
Reflective Practitioner. Reflective practitioners are seen as effective leaders, sound communicators,
and efficient problem solvers. In utilizing this model, programs are directed toward the development
of selected skills, competencies, and a specialized knowledge base of information to ensure that all
learners are highly qualified, reflective, reflective individuals at the completion of their respective
programs of study. Five special qualities of The Reflective Practitioner are emphasized and
developed throughout the program. These are as follows:

The ability to apply knowledge of Learners and Learning

The ability to apply skills in Research and Scholarship
The ability to work with Diverse Populations
The ability to use Instructional Technologies to enhance instruction
The ability to demonstrate High Ethical Standards

COURSE GOALS AND OUTCOMES:

This course emphasizes capstone experiences in:
1. Demonstrating knowledge, skills and attitudes relevant to the integration of technology to
support teaching and learning.
2. Developing instructional materials, experiences and assessments that leverage instructional
technologies to inspire student creativity and performance.
3. Applying an understanding of societal issues of evolving digital culture to promote legal and
ethical uses of technology in teaching and learning.
4. Participating in professional growth and leadership opportunities relevant to instructional
technology.
STUDENT LEARNING OUTCOMES
Candidates will be able to:
Demonstrate understanding of instructional
technology tools, systems, and operations.

STANDARDS ALIGNMENT

ASSESSMENT

NETS(T) I, II, III, IV, V

NBPTS Core 1,2,3,4,5
CF II

Instructional Technology
Portfolio and related components

Plan and manage instructional technology

innovations and environments.

NETS(T) I, II, III

NBPTS Core 1,2,3,4,5
CF I, II

Instructional Technology
Portfolio and related components

Design and develop creative learning

experiences and materials supported by
technology.

NETS(T) I, II, III

NBPTS Core 1,2,3,4,5
CF I, II

Instructional Technology
Portfolio and related components

Implement technology-integrated curriculum

plans to improve student performance.

NETS(T) I, II, III

NBPTS Core 1,2,3,4,5
CF I, II

Instructional Technology
Portfolio and related components

Leverage technology to facilitate effective

assessment and evaluation strategies.

NETS(T) I, II, III

NBPTS Core 1,2,3,4,5
CF I, III

Instructional Technology
Portfolio and related components

Understand social, ethical, and legal issues

NETS(T) IV
relevant to the use of instructional technology. NBPTS Core 1,2,3,4,5
CF IV

Instructional Technology
Portfolio and related components

Demonstrate commitment to improve

professional practice and productivity.

NETS(T) V
NBPTS Core 1,2,3,4,5
CF V

Instructional Technology
Portfolio and related components

Exhibit leadership and collaboration in

campus or district- level instructional
technology initiatives.

NETS(T) V
NBPTS Core 1,2,3,4,5
CF V

Instructional Technology
Portfolio and related components

STUDENT LEARNING OUTCOMES:

Based on ISTE (NETS-S, NETS-T, NETS-A) Standards
INSTRUCTIONAL REQUIREMENTS:
Required Text:

None

Required Technical Resources:

Screen capture, video editing, image editing software required Camtasia, Premiere Elements,
Photoshop Elements recommended
Web content publishing platforms required WordpressWordPress or Weebly recommended,
YouTube channel recommended
Digital camcorder & tripod required wireless lavalier microphone recommended. SD Card (8
GB minimum) recommended.
Regular and efficient access to Moodle Learning Management System via CCU
Ed.SM.Ed. program students are required to purchase LiveText
(http://www.coastal.edu/education/livetext.html)

COURSE ASSESSMENTS:
I. TECHNOLOGY TRAINING EVENT (TTE) 40% (may be done in a pair of two or by
yourself individually or in a group of 2). You must plan and present a block of
TECHNOLOGY-BASED instruction to a real audience in a real setting. This is a 1 hour block of
instruction either specifically on the use of a new technology or intensely using technology to
teach discipline-related content (THINK 1 hour professional development session to for teachers
on the use of a new technology they could use in their classroom).
This experience will include (but is not limited to) creating an abstract of your assigned session,
designing the instruction, communicating with site-specific personnel as needed, committing to
all planning and preparation that is needed, obtaining and using a video
camera/tripod/microphone for use during the session, delivering the instruction on the specified
day and at specified location and time, creating and soliciting feedback after the session from
attendees and serving as an ambassador for the University and IT Program through professional
behaviors and program promotion during the sessions.
Candidates who work in contextually appropriate locations such as a school or college may use
their workplace as a location for their training event. Candidates not currently working in a
district classroom may partner with either A) employed teachers who are willing to share access
to their students or B) a full-time professor at Coastal interested in leveraging technology in a
targeted course. All scenarios must be presented to the professor and reviewed before acceptance.
In all cases, prior approval by the instructor of all scenarios is required. More details will be
provided later in the semester.

II. TECHNOLOGY E-PORTFOLIO 50% - The Technology E-Portfolio is the culminating

point of assessment for candidates completing the M.Ed. Learning & Teaching program
Instructional Technology concentration and is modeled after the NBPTS portfolio expectations
using the categories listed below. You will develop the Technology Portfolio as a web site with
links to numerous exhibit documents that collectively demonstrate mastery of program
performance competencies. The portfolio is the most important document to be submitted for
your program. Late submissions will, therefore, not be accepted. The official due date is {April
17th} @ 11:55 pm. At that time, the assignment submission window will close and candidates
who fail to submit will receive no credit, resulting in a failing grade for the semester. The
portfolio requires numerous multimedia artifacts, especially video. You are responsible for
acquiring access to the necessary editing software, such as Adobe Premiere Elements, Photoshop
Elements, Camtasia, ...etc., as well as access to a digital camcorder and tripod. Video files must
be uploaded to an external hosting service (YouTube recommended), with private URL
settings enabled to prohibit public viewing. Supplemental instructions and rubrics will be
available online. The following requirements may come from your capstone course, other M.Ed.
courses or your professional positions. As a part of your portfolio, you will submit the following:
A. Student Technology Work Samples You will submit at least two work samples
developed by your students (either k-12 students or adults you have trained) that demonstrate
their competence in targeted NETS-S and curriculum content standards. You must include a
narrative detailing how each sample reflects your effectiveness in integrating technology with
teaching. You may choose an individual student to show change over time or you may select
samples from multiple students to show individual differences. If you do not currently teach,
you need use your technology training event as an opportunity to solicit these items. You
will also need to write a reflective narrative to accompany each of these samples, describing
the significance of these to your training/teaching, how they demonstrate student learning
and how they align with ISTE standards.
B. Technology Integration: Video #1 You will submit at least one ten-minute edited video of
lessons that demonstrate effective integration of technology and curriculum content delivered
to a live student audience. You must include a narrative that explains the lesson context, the
theoretical foundations for the strategies and tools used, as well as critique analyses on what
worked well, what didnt, and how to improve for future implementations. Your videos
should be hosted on your YouTube channel and embedded/linked to your e-portfolio.
C. Technology Leadership: Video #2 You will submit at least one ten-minute edited video
of a technology development workshop session conducted to an audience of professional
educators. You must include a written narrative that summarizes the leadership you
demonstrated in designing, developing and delivering of the session. This reflection is
intended to describe how and why you chose this lesson to serve the needs of the context and
how you lead the process of creating the lesson, along with any challenges you faced.
Analyzed what worked well, what didnt, and how you would improve the session for future
delivery. Any materials you develop to support the session must also be included. Your
videos should be hosted on your YouTube channel and embedded/linked to your e-portfolio.

D. Career & Professional Development Plan You will submit a narrative in which you
reflect on your perception of how your new knowledge, skills and dispositions developed in
the program align with the NETS-T standards, identifying areas of strength as well as areas
for continued improvement and interest. Based on this analysis, you must then articulate your
short-term and long-term goals and strategies for continued professional growth in
Instructional Technology.
III. OVERALL PARTICIPATON and ATTENDANCE 10% - Your level of participation in
this course will be assessed by reviewing your attendance at all mandatory online interactions,
mandatory and mandatory meetings (virtual for class or in person as needed to complete your
TTE), and then adding that to a holistic score for your efforts to support one another in online
discussions or other asynchronous events. This may also include subjective assessment by the
instructor.
GRADES: Grades will be calculated by converting point accumulations for each assessment
using the tables below. Candidates in the M.Ed. Teaching & Learning program Instructional
Technology concentration must earn a grade of C or higher in order to apply the credit hours
toward the degree.

ASSESSMENT
I. Technology Training Event

POINTS
40%

II. Technology Portfolio

50%

III. Participation

10%

Ten point grading scale applies for final grades

Candidates in the M.Ed. Teaching & Learning program Instructional Technology concentration
must earn a grade of C or higher in order to earn credit toward the degree.

ADMINISTRATIVE INFORMATION:

Instructor expectations - This course will be taught using theories of adult learning. This is not a
typical undergraduate or graduate course; it is meant to be relevant to professional life while
conveying the theoretical underpinnings of the field. The class setting will encourage a learning
community that supports learner development, authentic assessment and a team approach. Each
learner will be recognized for the valuable personal and professional contributions that he or she
brings to the classroom. It is expected that learners will contribute to this environment by fully
participating. This is a graduate level course where regular and professional online participation
is mandatory.

All assignments must be submitted to Moodle by the posted deadlines. Late assignments will
rarely be accepted without serious legitimate extenuating circumstances. Instructor review and
approval is needed.

Please note that I will send the emails to your COASTAL account. It is your responsibility to
check your Coastal account frequently. I will not send class email to your personal account.
Exemplary work may be kept and shared in the future as examples and for accreditation.

If you have any learning disabilities, need accommodations in any manner, or if you feel you
need specialized learning assistance, please contact the Office of Student Disabilities, located in
the Student Health-Counseling Center, 204 University Boulevard. For more information, call
(843) 349-2307. Disabilities must be on record with the university in a timely manner.

LiveText for Graduate Students (Advanced Program Candidates)

Advanced Program candidates accepted as a degree-seeking candidate in any of the Spadoni
College of Education graduate programs are required to submit electronic evidences at various
points throughout their graduate program related to their course work or related projects and/or
internship. Courses requiring the use of LiveText will be identified in their respective syllabi. It
is your sole responsibility as an Advanced Program candidate to purchase a LiveText
membership at the beginning of your first Advanced Program course and to activate your
LiveText account using CCU as your institution and your CCU ID number. You are also
expected to have an active account during each semester in which a submission of electronic
evidence is required.
You can access directions for purchasing LiveText at
https://www.livetext.com/doc/8690295%23page-46234634. On that site, please read through the
About LiveText prior to purchasing your LiveText account. If you were an undergraduate in a
teacher preparation program that used LiveText you may already have a LiveText account but
your membership may have expired. If that is the case, you may only need to renew your
membership at www.livetext.com using your previous username and password. If you do not
meet any of these conditions stated in the About LiveText section, please proceed to the Need
a LiveText Account? to purchase your LiveText account online at www.livetext.com. You will
also find helpful information about how to register your account.
Please note: Failure to submit a required assignment or assessment into LiveText may result in
delayed processing of your final course grade (i.ei.e., Incomplete) until this requirement is met.

REPRESENTATIVE WORKS REGULARLY REVIEWED:

Bitter, G. & Pierson, M. (2005). Using Technology in the Classroom. Boston, MA: Pearson
Education.
Cennamo, K., & Kalk, D. (2005). Real World Instructional Design. Belmont, CA: Thompson and
Wadsworth.
Gagne, R. et al. (2005). Principles of Instructional Design. Belmont, CA: Wadsworth / Thompson
Learning.
Grabe, M. & Grabe, C. (2007). Integrating Technology for Meaningful Learning. Boston, MA:
Houghton Mifflin.
Lever-Duffy, J., McDonald, J., Mizell, A. (2004). Teaching and Learning with Technology. Boston,
MA: Pearson Education.
Journal of Technology and Teacher Education
Journal of Research on Technology in Education

Contemporary Issues in Technology and Teacher Education

Learning and Leading with Technology
TechTrends Journal
ACEDEMIC INTEGRITY:
Statement of Community Standards: Student Code of Conduct, Sections A & C, pgs. 3-4
http://www.coastal.edu/media/studentaffairs/deanofstudents/CodeofStudentConduct1617Electronic.pdf
"Coastal Carolina University is an academic community that expects the highest standards of
honesty, integrity and personal responsibility. As members of this community, we are accountable
for our actions and are committed to creating an atmosphere of mutual respect and trust.
CCU Honor Pledge - On my honor, I pledge:
That I will take responsibility for my personal behavior; and that I will actively oppose every
instance of academic dishonesty as defined in the Code of Student Conduct.
From this day forward, my signature on any University document, including tests, papers and
other work submitted for a grade is a confirmation of this honor pledge.