Curriculum and Instruction
Graduate Certificate Online Program

Integrating Technology into Teaching reflects the need for a new kind of teaching resource in which the perspective is not just on the electronic technologies, which change rapidly, but on the principles underlying the teaching strategies they make possible, which are more stable. The emphasis is on learning both the skills in using equipment and software, as well as on how to integrate these resources into daily classroom activities. In addition, this discussion of technology integration strategies is linked to both learning theories and effective classroom practices.

Course Objectives

Upon successful completion of this course, students will be able to:

• Analyze appropriate Internet resources to use in designing curriculum.
• Critique technology trends that will shape learning environments in the future.
• Assess popular uses for technology in the curricula for language arts, foreign language, science, math and social studies.

Models of Teaching explores a variety of teaching models and curriculum theories to help increase student capacity for personal growth, social growth, and academic learning. Application of theories to classroom utilization is emphasized to help educators be able to construct vital and effective learning environments for their students.

Course Objectives

Upon successful completion of this course, students will be able to:

• Examine the major trends influencing education in the 21st century.
• Analyze some important characteristics of 21st century learners.
• Examine the field of instructional design and the instructional design process.
• Assess classroom-based assessment and how it supports high-quality instruction and teachers working as educational designers.
• Compare and contrast the three types of classroom-based assessment—pre-assessment, formative assessment, and summative assessment—and their benefits for teachers and students.
• Evaluate how technology supports and poses challenges when used for assessment.

Curriculum Design and Evaluation provides a comprehensive analysis of the process of curriculum development. It begins with an examination of the theoretical dimensions of curriculum development, looks at the roles of various personnel who have primary responsibility for developing curriculum, and describes a number of models of curriculum development. The process of curriculum development is examined beginning with stating the philosophical beliefs and broad aims of education, specifying curriculum and instructional goals and objectives, implementing curriculum and instruction, and evaluating curriculum and instruction.

Course Objectives

Upon successful completion of this course, students will be able to:

• Define curriculum and instruction and identify the theoretical dimensions of curriculum development.
• Explain the components of the curriculum development process, and analyze the role of personnel and trends related to the process.
• Examine best practices for establishing instructional goals and evidenced-based instruction.
• Examine processes of evaluation for both instruction and curriculum.
• Demonstrate proficiency with academic writing including the ability to use appropriate style, grammar, original content, and follow APA format.

Global Perspectives in Curriculum emphasizes diversity within and across ethnic groups to help educators understand the interactions between students’ cultural and individual differences. This course will include discussions about diversity theory, history, and social science in order to provide a more inclusive and comprehensive look at what multicultural education is—and could be—in the United States.

Course Objectives

Upon successful completion of this course, students will be able to:

• Assess when, why, and how multicultural education originated.
• Appraise the major dimensions of a comprehensive approach to multicultural education: equity pedagogy (focus on students), curriculum reform (focus on content), multicultural competence (focus on teachers), and social justice (focus on society).
• Consider the case for multicultural education in terms of national goals for academic excellence, the needs of a culturally diverse society, survival in an interconnected world, and our nation’s democratic values.
• Compare and contrast the similarities and differences in conceptions of culture, race, ethnic group, and minority group.
• Judge the importance of both individual differences and cultural differences in the teaching and learning process.
• Evaluate our need to address the nation’s “Achievement Gap” that is due to inequitable educational opportunities rooted in the legacy of racism and unfair socioeconomic conditions.