A+B. Intro_SJ.1 - University of Maryland University College

OMED 650 Hardware and Software in Instructional
Development (3)
The application of hardware and software programs in K–12
classroom settings is the focus of this course. Teachers gain
exposure to a variety of operating systems commonly found in
schools. Teachers also experiment with a wide range of instructional
software packages in their fields and across subject areas,
with a cross-disciplinary emphasis on software for reading
instruction and remediation. Issues such as compatibility with
curricular goals, appropriateness of use, and student learning
outcomes are examined. Teachers complete a project using a
specific software application in which they integrate its use in
their classroom, assess the experiences of students as they use
the software, and evaluate its effectiveness in achieving their
teaching goals and objectives.
OMED 660 Administration of Technology Initiatives:
Planning, Budgeting, and Evaluation (3)
Teachers gain a broad understanding of the administration of
technology in K–12 school systems. The impact of technology
in schools is explored from a variety of perspectives, including
access, planning, budgeting, maintenance, and life cycle management
at the classroom, school, and district levels. Teachers deve l o p
and evaluate criteria for making financial and instructional decisions
about technology. A particular emphasis is placed on know l-
edge and skills teachers can use to acquire classroom technology,
including grant writing and public-/private-sector partnerships.
OMED 670 Technology Change Management in Schools (3)
Sharing knowledge and building critical technology skills are two
central themes of this course. Theories, approaches, and strategies
that help teachers assume leadership roles in implementing technology
change in K–12 schools are examined. Specific topics
include the role of change agents in K–12 schools, strategies to
meet the needs of technologically unskilled teachers, tools and
techniques to respond to diverse competency levels, and various
training models and approaches for adult learners. Teachers
employ structured observation to critically assess the effectiveness
of various technology training formats. In a guided project,
teachers design, develop, and implement a technology-training
seminar for delivery to their colleagues.
OMED 680 Integrative Capstone Project (3)
(To be completed at the end of the program in consultation
with the MEd program director.) In this self-directed project,
teachers collaborate with colleagues within or across grade levels
or departments to incorporate innovations into their curricula.
Throughout the seminar, teachers build a portfolio demonstrating
the development, implementation, and outcomes of their
project. This is designed as a capstone experience that provides
teachers the opportunity to apply previous knowledge and skills
gained from other courses in the program.
OMED 690 Special Topics in Instructional Technology (3)
The focus of this course rotates on a semester basis and is
designed to address current issues and evolving topics in K–12
instructional technology in depth. Anticipated topics include
technological use with special needs populations, technology
for performance-based testing and assessment, and technology
instruction for reading enrichment.
PMAN 634 Program and Project Management (3)
(Also listed as TMAN 640.) This course explores the theory and
practice of how to manage projects. The fundamental elements
of project management, including project planning, organizing,
team building, and effective control mechanisms, are stressed.
The key management aspects and proven techniques that differentiate
project management from other types of management
are fully discussed. These topics include effective project management
styles, critical factors for project success, organizational
support systems that enhance projects, project authority, and
ethics in project execution. Cost, schedule and technical planning,
and control methods such as PERT, CPM, variance analysis,
TPM, and risk analysis are stressed. Project management
software is used for creating a typical project plan and tracking
the project.
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Un i versity of Ma r yland Un i versity College | 143 |