Licensure Only (Non-Degree): Instructional Technology Leading to Initial Teacher License (All Levels)
Massachusetts Program

This licensure-only program is designed for teachers who already have teaching credentials, and is ideal for classroom teachers who have an interest in using the power of instructional technology to support teaching and learning. The program provides opportunities to develop requisite skills and understanding in a rapidly changing technological environment and leads to an initial license as an Instructional Technology Teacher. Most of the courses in this program are delivered online.

Prerequisite: ECOMP 5100 Computers, Technology and Education or its equivalent. NOTE: Courses may be waived based on previous courses and/or prior comparable experience, and may reduce total number of credits. Minimum credits required: 12.

^*Must be completed prior to the practicum and include field-based assignments.
**Must be completed prior to the practicum.

EEDUC 5122 | Development and Learning: Psycho-social Perspectives in Education
This course focuses upon constructivist-interactionist views of child development, spanning the preschool years through adolescence and young adulthood. Topics include early development, play, children’s art, cognitive development and learning, family systems and social learning, classroom instruction and organization, communication, curriculum and cognition, evaluation and assessment, language development and literacy, moral development, gender differences, and developmental diversity among individuals and across cultures including race, ethnicity, linguistic background, and economic conditions.

ECOMP 6008 | The World Wide Web as an Educational Resource
Through hands-on experience and readings, participants develop skills in using World Wide Web (WWW) resources to communicate and collaborate with others locally and globally, evaluate and access information, conduct research, develop web sites, and apply what is learned to schools, classrooms, and graduate studies. Responsible use of the WWW, issues related to educational uses of WWW, and the changing role and nature of WWW use will be examined and evaluated. 

ECOMP 6106 | Designing Curriculum That Integrates Technology
This course investigates uses of technology in conducting and transforming assessment practices. Participants learn about technologies that support both formal and alternative/authentic assessment (e.g., tests, portfolios, observation tools, self- and whole-class assessments).  Roles of assessment in student learning and meeting an educational organization’s needs will be explored (including current assessments of technology’s efficacy). Participants design balanced assessment programs that both prove and improve student achievement and use multiple methods to evaluate uses of technology resources in schools. 

ECOMP 5007 | 21st Century Teaching: Supporting All Learners on the Ability Spectrum
This hands-on course teaches the application of technologies to the special needs curriculum. Participants develop the knowledge and skills to support special needs learners using technologies—understanding the learning characteristics of special needs students, developing customized hypermedia, selecting and evaluating appropriate software, experimenting with and using software and adaptive technologies, discussing special needs research and national legislation, investigating the latest issues of using technology for special needs learners, and integrating technology into the curriculum.

ECOMP 7100 | Fundamentals of Computer Structure
This course investigates technical aspects of the computer balancing between hardware and operating system. Methods of maintenance, troubleshooting, and repair are demonstrated and experienced. The goal is to demystify the computer, not create technicians. Students learn basic technical language and concepts to communicate about, prevent, and solve basic technical problems, enabling them to function more effectively in educational settings with computers. This includes being able to make technically informed decisions regarding the purchasing and upgrading of computers.

ECOMP 5004 | Technology in the Language Arts Curriculum
Course participants will experience a variety of hands-on activities designed to integrate technological applications to students’ research, reading, writing, and publishing across content areas. This course surveys current research and best practice in teaching of language arts in combination with effective use of computers and other technology, especially the resources available on the world wide web. Participants will preview, evaluate, and discuss applications of a variety of reading software and storybooks, presentation software, writing programs, editing and grammar tools, and desktop publishing packages.

ECOMP 6101 | Technology: Impact on Society and the Schools
Through discussions, readings, group work, and class activities, the course focuses on current social and political issues in educational technology, issues of effectiveness, and the process of leading change in educational institutions. Students analyze current practice and evolving issues with varied perspectives. Students lead a seminar on one of the course’s controversial topics and develop a plan for change in their own classrooms, schools, or communities.

ECOMP 6102 | Classroom Assessment with Technology
This course investigates use of classroom assessments to make decisions about instruction and student learning. During the course, participants will explore a broad range of strategies, including:  selected response assessments (such as multiple choice tests, extended written response assessments, and use of observation and personal communication. Participants will learn about the technologies that support assessment design, and they will use technology to design balanced assessments that both prove and improve student achievement.

ECOMP 7101 | Practicum and Seminar in Instructional Technology
Full-semester, full-time practicum; minimum of 150 hours at each of any two of the following levels: PreK–6, 5–8, and 8–12, which meets the requirements in MA for an Initial teacher license in Instructional Technology. Practicum is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of 75-hour early field experiences, required pre-practicum courses, and MTEL requirements. Permission required.

Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned programs of study, including policies, provisions, requirements, and fees.

Lesley University is an Affirmative Action/Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap or disability in its education programs, employment, or in admissions to, access to or treatment in its programs or activities.