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Curriculum and Instruction Online Masters programs at University of South Carolina-Columbia
1469 students enrolled in University of South Carolina-Columbia distance education graduate program.
Master of Science (M.S.) and Master of Education (M.Ed.) Guide. Associate or Full Professor and Executive Director of the Center for Innovation in Higher Education. Clinical Instructor, Applied Behavior Analysis and Special Education. Center for the Education and Equity of African American Students. This 100% online degree is designed to help you develop capabilities essential to the analysis, design, development, implementation, evaluation, and research of technology-based learning, instruction, and training (e.g., computer-based training, software multimedia development, assistive technology modifications, online education, and distance learning). We work towards completing these missions by creating a community of scholars, the focus of our doctoral program of study, additional degree requirements, and the dissertation in practice (see below). As a doctoral student within the Educational Technology concentration, you will be expected to seek out, reflect upon, and research issues related to the broad foundations of technology-based learning. Our program subscribes to the definition of educational technology adopted by the Association for Educational Communications and Technology ([AECT] 2008) and put forth by Januszewski and Molend . Curriculum and Instruction is focused on preparing educational practitioners who are interested in using focused inquiry to improve their practice. Potential new careers include instructional designers, curriculum developers, and instructional support leaders for K-12 school districts, higher education, or departments of education. Curriculum and Instruction Core Courses (12 semester hours)The Curriculum and Instruction Core provides an opportunity for you to develop critical thinking curricular perspectives, including knowledge of practical skills, theoretical constructs, and an understanding of the integral and intersectional relationship of theory to practice for instruction, teaching, and learning.