Master of Education in Instructional Systems Technology
 

Department of Educational Leadership       

261 College of Education Building
704.687.8858
http://education.uncc.edu/ist

Degree
M.Ed.                  

Coordinator

Dr. John Gretes
043 College of Education Building (704) 687-8810
Email jagretes@uncc.edu

Full-Time Faculty
Dr. John A. Gretes, Professor
Dr. Richard Hartshorne, Assistant Professor
Dr. Meredith DiPietro, Assistant Professor
Ms. Patricia Wilkins, Lecturer


Designed for both teachers in public or private schools and persons in the private sector who wish to increase their instructional technology skills and who seek to develop skills for designing and implementing curriculum and instructional strategies that incorporate instructional systems technology. The M.Ed. Program in Instructional Systems Technology qualifies graduates who already hold either an “A” or “G” level teaching license from the North Carolina Department of Public Instruction (or from another state) for the new Masters/Advanced “M” license in Instructional Technology Specialists: Computers (NC 077) license as well as the Curriculum and Instructional Specialist (NC 113) “M” level license with additional coursework in Curriculum and Supervision. Students should work with an advisor to complete these requirements. Students interested in the Curriculum and Instructional Specialist (NC 113) “M” level license should apply for the Graduate Certificate Program in Curriculum and Supervision.

Program Objectives

Aligned with the 1997 North Carolina Excellent Schools Act and the propositions of the National Board for Professional Teaching Standards, the program prepares graduates to: 

1)      integrate appropriate technology into learning systems;

2)      undertake instructional analyses that include task analysis,
audience analysis, instructional environment analysis, and both target enabling objectives and measures;

3)      identify criteria, strategies, services, and information sources for hardware and courseware evaluation, selection, and integration;

4)      plan, develop, revise, and evaluate courseware using a standard planning process and accepted standards and criteria;

5)      evaluate instructional technology systems;

6)      work effectively as members of a design and development team that generates solutions to instructional problems; and

7)      provide leadership in the field of instructional systems technology systems.

Degree Requirements 

The M.Ed. Program in Instructional Systems Technology requires a total of 39 hours of courses of foundations courses (18 hours), instructional development courses (6 hours), internship and seminar (6 hours), plus related coursework (9 hours). Students must also complete the “Capstone” experience described below. Students interested in adding the Curriculum and Instructional Specialist (NC 113) “M” level license will need to take additional coursework to complete the Graduate Certificate in Curriculum and Supervision that could include as much as 18 semester hours of additional coursework. 

Foundations I (9 hours)
    EIST 6101              The Adult Learner (3)

RSCH 6101            Educational Research and Evaluation (3)

EIST 6100              Readings in IST (3) 

Foundations II (9 hours)

EIST 6110              Instructional Design (3)

EIST 6135              Learning, Media, Resources and Technology (3)

EIST 6121              Instructional Courseware Authoring (3)

 Instructional Development (6 hours)

EIST 6130              Instructional Development Part I (3)

EIST 6140              Instructional Development Part II (3)

 Internship Seminar (6 hours)

EIST 6491              Internship and Seminar IST Part I (3)

EIST 6492              Internship and Seminar IST Part II (3)

 Related Coursework (9 hours)

Courses may be selected from the following categories and must be approved by the student's advisor: educational research and evaluation, MIS, technical writing, curriculum and instruction, computer systems and networking, administration and supervision courses. Students should work with an advisor to determine the related coursework that works best in their program of study. For the most current approved courses please visit our website at http://education.uncc.edu/ist.

 Capstone Experience

Students must complete a Master’s Project or Thesis.  The project may take the form of a thesis, research study, or program development activity. The project is followed by an oral examination in which the student clarifies, expands, and defends his or her master’s project. Please contact the Graduate School for information regarding the Thesis requirements. For more specific information regarding the Master’s Project or Thesis please visit the following websites: http://education.uncc.edu/ist

 

Additional Admission Requirements

In addition to the general requirements for admission to the Graduate School, applicants seeking the new Master’s/Advanced Competencies “M” license in Instructional Technology Specialist: Computers must already hold either an “A” or “G” level teaching license from the North Carolina Department of Public Instruction (or its equivalent from another state). 

Given the nature and size of the graduate degree program, applicants are only admitted for the Fall of each year. Each entering group of students will be provided a sequence of course offerings for the program. This allows students to know when the courses they will need are offered. Please contact the Graduate School for application deadlines. All application materials must be turned in to the Graduate School no later than May 1, for consideration for Fall admission of each year (see list of documents listed below).

Admission Criteria include:

·        B.A, or B.S. Degree in an appropriate field of study from a
nationally and regionally accredited institution.

·        An overall undergraduate GPA of 2.50 or better

·        An undergraduate GPA of 2.75 or higher for the last two years of coursework

·        Acceptable GRE or MAT scores that meet or exceed the 45^th Percentile

·        Three recommendations from professionals in the field who are able to judge the quality of the applicant as a future student in the degree program.

·        A valid North Carolina teachers license (For those seeking 077)

·        Evidence of strong written and oral communication skills

·        A minimum of 2 to 3 years teaching experience for those seeking admission to the program to gain the “M” license . (For those seeking 077)

·        Evidence of mastery of competencies found in EIST 5100 Computer Applications in Education. If judged to be a deficiency, students may be required to complete EIST 5100 as related course work during the first semester of enrollment. 

Documents reviewed in the admissions process

Undergraduate transcripts

GRE or MAT scores

Letters of recommendation

Written statement of future goals
A written statement explaining how the candidate will help the
College reach it’s Diversity Goal.

Copies of North Carolina teaching license

Interview with the Instructional Systems Technology program

faculty.

The assessment is holistic in that the following components all have the same weight and help to determine rankings of candidates for possible admission.  The admission is competitive.

IST STATEMENT OF PURPOSE GUIDELINES

Write a narrative essay of no more than 750 words, 12 point font and double-spaced, that responds to the following prompts:

• How will this program help you to achieve your professional goals?
• What skills and knowledge do you hope to acquire and what dispositions do you hope to develop as a result of this program?
• Characterize what you would contribute to the collective learning experiences of your cohort.

Develop your narrative so that it clearly responds to the prompts and provides the reader with definitive, coherent, and thoughtful expression.

Graduate Courses in Instructional Systems Technology

EIST 5100. Computer Applications in Education  (3) Computer systems and software for enhancing teaching, learning, and educational management; evaluating, selecting, and integrating courseware; focus on current PC operating system, word processing, database, spreadsheet, presentation, Internet, e-mail, and multimedia software. (Fall, Spring, Summer)

EIST 6000 - 8000. Topics in Instructional Systems Technology.  (1-6) May include classroom and/or clinic experiences in the content area. With department approval, may be repeated for credit in different topics. (Fall, Spring, Summer)

EIST 6100 - 8100. Reading in Instructional Systems Technology.  (3) Contemporary issues and trends in instructional systems technology, including foundations in learning research, instructional systems design, requirements for instruction, task and needs analysis, learning situations and instructional models, learner characteristics, hardware and software innovations, assessing instructional outcomes, and factors affecting utilization. Differentiated assignments for Doctoral students. (Fall)
 
EIST 6101-8101. The Adult Learner (3) The focus of this course will be on the examination of how adults learn in instructional settings. Characteristics of the adult learner will be examined. Students will investigate adult learning theory as well as current trends and advancements in adult learning. The focus will be on making better instructional decisions and media selection for the education and training of adults. . Differentiated assignments for Doctoral students. (Fall, Summer)

EIST 6102-8102. Readings in Research in Instructional Systems Technology. (3)
Current issues and trends in instructional systems technology research including instructional systems design, requirements for instruction, task and needs analysis, learning situations and instructional models, learner characteristics, hardware and software innovations, assessing instructional outcomes, and factors affecting utilization. Differentiated assignments for Doctoral students. (On Demand)

EIST 6110. Instructional Design.  (3) Prerequisites: EDUC 6100 and RSCH 6101. Instructional Design and evaluation principles are included and examine Goal and task analysis, analysis of audience, flow chart development, instructional strategies, selection and development of instructional materials, formative and summative evaluation. (Spring)
 
EIST 6120 – 8120. Current Trends in Instructional Systems Technology (3) The focus of this course will be on the examination current and future trends in Instructional Systems Technology and Human Performance Consulting.  Students will examine the most current literature in the filed. Students will examine the instructional technology professional organization trends and recommendations. Differentiated assignments for Doctoral students. (On Demand)

EIST 8121. Advanced Instructional Design (3) Advanced instructional design techniques; systems development; task analysis; sequencing and delivery systems. (On Demand)

EIST 6121. Instructional Courseware Authoring.  (3) Planning and developing instructional computer courseware using an authoring system to produce courseware that has application in the learning environment. (Fall)

EIST 6130. Instructional Development Part I.  (3) An introduction to the instructional development process using design team roles of instructional designer, evaluator, technical writer, media support person, and project manager; students develop an instructional materials package (module) to meet a simulated need. (Fall)

EIST 6135. Learning Media, Resources and Technology.  (3) Selection, use and evaluation of technological innovations in instructional media. (Spring)

EIST 6140. Instructional Development Part II.  (3) Prerequisite: EIST 6130. Practical application of the instructional development process using design team roles of instructional designer, evaluator, technical writer, media support person, and project manager; students develop an instructional materials package (module) to meet a real need. (Spring)

EIST 6150/8150.   Systemic Design of Educational Systems (3) Concepts and principles of the systemic analysis and design of educational systems will be covered.  Emphasis will be given to the analysis of educational systems and the educational/societal trends that impact the systemic design of educational systems.  Differentiated assignments for Doctoral students. Prerequisites: RSCH 6101 or RSCH 6110/8110 (On Demand)

EIST 6160/8160   Design of Educational Information Systems (3) Fundamentals of and planning for educational data systems will be covered.  Topics covered will include networking technologies, Internet technologies, firewall technologies, distance education systems, and Information Systems models.  Current and future trends in educational information and instructional technologies will also be covered.  Emphasis will be placed on planning for and integration of these technologies into educational settings. Differentiated assignments for Doctoral students. Prerequisites: RSCH 6101 or RSCH 6110/8110 (On Demand)

EIST 6491. Internship and Seminar in Instructional Systems Technology Part I.  (3) Application of knowledge and skill in instructional systems technology in a cooperating setting on or off campus; also includes a seminar. (Fall, Spring, Summer)

EIST 6492. Internship and Seminar in Instructional Systems Technology Part II.  (3) Prerequisite: EIST 6491. Continued application of knowledge and skills in instructional systems technology in a cooperating setting on or off campus; also includes a seminar. (Fall, Spring, Summer)

EIST 6800-8800. Individual Study in Instructional Systems Technology.  (1-6) Prerequisite: Permission of the student’s advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit. Differentiated assignments for Doctoral students. (Fall, Spring, Summer)

EIST 7999. Graduate Residence.  (0) Meet Graduate School requirement for continuous enrollment during completion of a capstone project or comprehensive examination. (Fall, Spring, Summer)

 Information Provided by Dr. John A. Gretes
jagretes@uncc.edu
Phone 704.687.8810

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