Digital Age Teaching & Learning

Online Graduate Certificate

Engage & Inspire Learning in the Digital Age

The Digital Age Teaching & Learning certificate provides individuals with the opportunity to develop confidence and competence in leveraging technology for teaching and learning.  This certificate can be earned in conjunction with a full Master of Science in Education at Concordia University Wisconsin or as a standalone graduate certificate.   While not going into as much depth as the full M.S. in Education – Educational Design and Technology, this certificate is built upon the same goals as the full degree.

Graduate Certificate Goals

  1. Facilitate and inspire learning and creativity using existing and emerging technologies (NETS-T #1)
  2. Design and develop effective and engaging learning experiences, environments, resources, and assessments (Expanded from NETS-T #2)
  3. Model digital-age work, research, collaboration and learning (Modified from NETS-T #3)
  4. Promote and model digital citizenship and Christian discipleship within the context of the digital age. (Expanded from NETS-T #4)
  5. Promote research and data-driven decisions about technology-enhanced teaching and learning environments.
  6. Engage in ongoing professional growth and leadership (NETS-T #5)

Digital Age Teaching & Learning

15 Credits Required

Course NumberCourse TitleDescriptionCredits
Required - 9 Credits
EDT 970Integrating Technology in the ClassroomThis introductory graduate educational technology course is for individuals who want a broad practical course in learning how to integrate technology into the classrooms. There is a strong emphasis upon educational technology in the elementary and secondary education environment, but the instructor will work with others in order to customize the course for their learning organization context. Participants will finish the course with a broad understanding of educational technology as articulated in the National Educational Technology Standards for Teachers.3
EDT 889Applying Technology in Content AreasApplying Technology in the Content Areas provides participants with an opportunity to explore a variety of current and emerging educational technologies. Expect to learn dozens of strategies for using these technologies to develop rich, engaging, and effective learning activities in a content area of choice. This course is designed so that each participant will leave with a portfolio of technology-rich learning activities. Each unit focuses upon a different teaching strategy or methodology followed by technologies that can ban be used as a lever for learning within that strategy/methodology. Examples of potential methods include lecture and storytelling, discussion-based learning, service learning, educational games and simulations, inquiry-based learning, and global classroom initiatives.3
EDT 957Building Online Learning Communities (Web 2.0/ Learning 2.0)Building Online Learning Communities introduces educators to online collaborative tools. The educational applications of blogs, wikis, RSS feeds, social bookmarking, as well as a wide variety of current and emerging Web 2.0 tools will be investigated. The focus will be on the use of these tools for the purposes of improving student learning, increasing the productivity of educators, facilitating collaboration, and engaging in virtual teaming. Students will discuss with, collaborate with, and provide constructive feedback to classmates using these tools.3
Electives - Select 6 Credits
EDT 908Critical Issues in Educational TechnologyThis course provides participants with an overview of important ethical issues related to educational technology and learning in a digital age. Participants will explore the cautions and concerns of researchers about technology-related trends in education. The goal is that participants will further develop the ability to make thoughtful technology-related decisions that take into account implications on the school culture, the overall school mission and vision, health and safety, social and psychological factors, along with ethical and theological convictions.3
EDT 892Instructional DesignParticipants will analyze a variety of current and emerging instructional design models, learn to select and apply one or more of these models to the design of effective and engaging digital learning experiences, and gain firsthand experience with virtual teaming and other current approaches to collective knowledge and team-based instructional design.3
EDT 893Theories of Learning and DesignIn this course, participants will explore learning theories and emerging research related to effective teaching and learning in technology-rich learning environments. Special attention will be given to cognitive load theory; emerging research on the brain and learning; as well as refining skills in finding, analyzing, and utilizing current research.3
EDT 885Research in Educational TechnologyResearch in Educational Technology
This course provides participants with a broad overview of current research practice in educational technology and related fields. Participants will develop a working vocabulary related to educational technology research; a basic understanding of various types of research; intermediate and advanced skills in finding, accessing, analyzing, and synthesizing existing research; and the basic knowledge and skills necessary to conduct a thesis or capstone project that reaches a quality level commensurate with publication in peer-reviewed educational technology journals.
EDT 927Portfolio IThis is a self-paced online tutorial that walks students through step one of the portfolio process for the Master of Science in Education – Educational Design and Technology. In this first step, students will become acquainted with the program goals and the portfolio process. They will then develop a shell or template for the electronic portfolio that will be used throughout the program. This should be completed during the first semester in the program.0
EDT 928Portfolio IIThis is a self-paced online tutorial that walks students through step two of the portfolio process for the Master of Science in Education – Educational Design and Technology. In this second step, students will review the program goals and build upon the work that they started in Portfolio one, adding a number of artifacts related to the program goals. This should be taken once a student has completed four to six courses in the program.0
EDT 929Portfolio IIIThis is a self-paced online tutorial that walks students through the final step of the portfolio process for the Master of Science in Education – Educational Design and Technology. Students will build upon their work in Portfolio one and two in order to submit a final portfolio, demonstrating how the student has met or exceeded each of the program goals.0
EDT 804Strategies for Teaching and Learning with Interactive WhiteboardsThis 1-credit course takes students through the features, strategies, and research on best practice in teaching and learning with interactive whiteboards. Each offering of this course focuses upon a specific interactive whiteboard (SmartBoard, Promethean Board, etc.). Unless otherwise stated, the course will focus upon use of the SmartBoard.1
EDT 805Online Teaching and LearningThis course provides individuals with knowledge and skills related to teaching
online courses. Topics addressed are best practice in online teaching, online teaching strategies, online teaching tools and technologies, avoiding common pitfalls, and how online teaching differs from face‐to‐face teaching. Participants will develop effective learning activities, assessment processes and strategies for online courses.
EDT 814Educational Ministry in the Digital WorldSociety is being transformed by current and emerging technologies. Many focus upon the technology, but the cultural transformation warrants attention also. In this course, participants will walk the digital streets of contemporary society, considering the nature of life in the digital world, spirituality in the digital age, as well as opportunities for educational, parish, and para-church ministry in the digital world. Alongside the study of digital culture, participants will develop knowledge and skills related to qualitative and humanistic approaches to research on digital culture.3
EDT 815Innovation in EducationThis course provides learners with the opportunity to identify, explore, reflect, and implement innovative educational practices. The course includes an analysis of innovation as a tool for change in a number of different environments, exploration of the skills and practices necessary for innovation, personal reflection on innovative readiness, and experimentation with ideas to implement these innovations in education.3
EDT 820Blended LearningThis learning community is devoted to understanding the practice, design, history, affordances and limitations of blended learning environments. This includes a focus upon blending face-to-face and digital learning experiences in order to improve student learning, provide new opportunities for customization and differentiation, and to capitalize upon the strengths of both face-to-face and online learning environments. Students will learn about a variety of models for blending learning, including the rotation model (lab-rotation, flipped classroom, individual rotation), the flex model, the self-blended learning, and the enriched-virtual model.3
EDT 851Support and Troubleshooting for Teaching and Learning with TechnologyThis course is specifically designed for Technology Coordinators and others involved with the integration of technology in educational settings. A project-based service learning model is utilized, providing students with hands-on practical training in planning, supporting, and troubleshooting technology in education.3
EDT 894Digital LiteracyThe term "literacy" usually refers to the ability to read and write the written word. While these skills remain as important as ever, life in an increasingly technological world requires new literacies: information literacy, visual literacy, media literacy, and digital literacy. These literacies require that individuals develop skills related to reading and writing hypertext, the interpretation of visual stimuli and multimedia, as well as making sense of information that comes from a wide variety of sources and in a multiplicity of formats. Individuals must develop high level yet nuanced skills related to analyzing and synthesizing information, sifting through and contributing to the ever-expanding world of information in the digital world. Christian discipleship in the 21st century requires some of these same skills, developing discernment in this new world of information, connectivity, and collaboration; as well as the ability to effectively communicate the unchanging truths of God's world in digital culture. With these considerations in mind, this course will introduce participants to new literacies, affording them the opportunity to consider the nature and importance of equipping others with literacy skills for the 21st century while building their own literacy skills.3
EDT 907Multimedia for the ClassroomThis course will introduce teachers to multimedia resources on the Internet. Teachers will identify, explore and plan classroom activities using a variety of multimedia sources. Emphasis will be on activities that promote critical thinking and visual literacy skills in the K-12 classroom. Resources explored will include photos, sound and video.3
EDT 939School Leadership in TechnologyThis course will provide principals, educators, and/or technology coordinators with the necessary knowledge, skills, and hands-on experiences to provide strong visionary technology leadership in their schools that will facilitate systemic, whole-school change that impacts student learning. Participants will come away from this course with a comprehensive technology plan for their school.3
EDT 945Readings in Educational Design and TechnologyThis course provides individual or groups of students with an opportunity to engage in personalized reading, research, design and/or development in the field of educational technology. Students work with an instructor to establish learning goals that clearly align with the overall M.S. in Education – Educational Design and Technology program goals. All proposals should include a focused area of study, a substantive review of scholarly resources, as well as the development of papers and/or projects that demonstrate meeting or exceeding the stated goals. On occasion, this course may be offered with a pre-determined focus or theme that was created in advance by the instructor (e.g. one-to-one laptop programs or teaching students to collaborate across networks).3
EDT 971Grants and Funding for Educational Technology InitiativesIn Grants and Funding for Educational Technology Initiatives, students explore the process of finding and applying for grants and other funding. Students will identify potential programs aligned with the school’s strategic goals, identify a list of potential funders, research funders, write a grant proposal, and develop a plan to evaluate the success of the project. Sample educational technology grants will be used to highlight key features of successful grants. Students will work in collaborative teams to review and provide constructive feedback to each other throughout the proposal writing process. Students interested in this course are strongly recommended to have prior experience with writing a technology plan.3