We know that there are other graduate education programs that purport to address technology in teaching. There are important philosophical differences from program to program. You should understand what those differences are and how they impact your future career goals.
We adhere to the International Society for Training in Education (ISTE) standards for technology facilitation. We encourage you to review these standards (and those of other programs you may be considering) to get a good sense of them. ISTE is widely considered to be the leading organization for the promotion of technology integration in public education. You will be qualified to be a technology facilitator or coordinator: someone who works with faculty to use technology as an integral part of the learning process. If you are interested in becoming a technology teacher (someone who teaches others to USE technology such as word processing and other productivity applications), you may want to consider the Industrial Technology program at UND.

We, like ISTE, recognize that technology use is not the same as technology integration. While some graduate degrees in educational technology focus on how to use technology as a teaching productivity tool, we focus on how technologies can support and enhance the learning process itself. This is accomplished through examining the underlying functionality of software and hardware, carefully aligning them with learning objectives and educational and learning theories such as constructivist learning, schemas, collaboration, and real-world problem solving.

This focus on technology integration is what sets our program apart from others. Our graduates are not only experts in leading technologies, they are experts in learning theory as it intersects with technology. This means that they are able to evaluate any technology (not just those they learned while in school) and design effective learning for any learner, in any domain, at any level.
Take a closer look at our course offerings below. This outline of the M.Ed. program will show you what courses you'll need to take, and in which concentration you may choose to develop areas of expertise. (Note: It may be helpful to download and view the program advising sheet alongside this list.)

IDT Core Courses (9 credit hours)

All of the Following:

IDT 500

Survey of Instructional Design

3

IDT 520

Instructional Systems Analysis & Design

3

IDT 525

Instructional Systems Development, Implementation & Evaluation

3

Additional Area of Emphasis IDT Courses (6 credit hours)

IDT 550

Theories & Models of Instructional Design

3

IDT 590

Special Topics in IDT

3

IDT 591

Readings in IDT

1-3

IDT 592

Research in IDT

1-3

IDT 593

Directed Studies in Instructional Design & Technology (Practicum)

1-3

K-12 Emphasis

IDT 510

Technology-Based Instruction: Applications & Methods

3

IDT 540

Digital Media and the Internet in Schools

3

Corporate Emphasis

IDT 560

Instructional Design Consulting

3

IDT 570

Human Performance Technology

3

Computer- and Web-Based Instruction

IDT 530

Introduction to Computer-Based Instruction

3

IDT 535

Advanced Computer-Based Instructional Development

3

IDT 545

Instructional Simulations & Games

3

IDT 580

Introduction to Web-Based Instruction

3

Scholarly Tools/Research Component (3 credit hours)

EFR 509

Introduction to Education Research

3

Foundations (3 credit hours)

PSY 501

Psychological Foundations of Education

3

Internship (2 credit hours)

IDT 584

Internship in Instructional Design

2

ALL of the following:

EFR 500

Foundations of Educational Thought

IDT 995

Scholarly Project (Final Instructional Design Project)

2

Course Descriptions

500. Survey of Instructional Design. 3 credits. Prerequisites: None. This course provides students with an in-depth overview of the field of Instructional Technology. Topics include the history and critical issues of the field; a description of instructional design; applications of instructional technology, and associated areas of research. Grading: Regular.
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510. Technology-Based Instruction: Applications and Methods. Pre-requisites: None. 3 credits. A study of the various methods for using technology to deliver and/or support instruction: tutorials, drills, simulation, interactive video, instructional games, intelligent computer-based instruction, performance support systems, job aids, testing, distance learning, intelligent tutoring systems, and instructional management systems. Grading: Regular.
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IDT 520. Instructional Systems Analysis and Design. 3 credits. Prerequisites: None. The first course in a two-course required sequence, IDT520 is a study of methodologies for analyzing and designing instruction. Topics include needs analysis, job/task analysis, and assessment of instructional outcomes. IDT 525 is the second required course in this two-course sequence.
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525. Development, Implementation, and Evaluation of Instructional Materials. Prerequisites: Program Major; IDT 520. 3 credits. This course focuses on the development, implementation, and evaluation of instructional materials that have been created according to instructional design principles. The second course in a two-course sequence, this course completes the instructional design process begun in IDT520. After completing this two-course sequence, students will have the skills needed to conduct the full instructional design process in a variety of settings, and with a variety of learners, modalities, and domains. Grading: Regular.
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530. Introduction to Computer-Based Instruction. Prerequisites: IDT 520. 3 credits. An examination of the technology (hardware and software) for developing and delivering computer-based instruction (CBI). A study of the characteristics of high-quality CBI, addressing such topics as program structure, user interface, navigation, message/screen design, use of graphics, response analysis, feedback strategies, error checking, branching, and computer-managed instruction. Grading: Regular
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535. Advanced Computer-Based Instructional Development. Prerequisite: Program Major; IDT 520 & IDT 530. 3 credits. This course is designed to extend the CBT/CBI design and development skills acquired in IDT530. Students will study advanced CBT/CBI techniques and applications such as artificial intelligence, intelligent tutoring systems, electronic performance support systems, authoring tools, learning objects, pedagogical agents, SCORM compliant programming, simulations and games, the use of CBT/CBI for research purposes, and learning management systems (LMS). In addition to studying these areas, students will build a CBT/CBI unit that implements one or more of these applications. Grading: Regular.
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540. Digital Media and the Internet in Schools. 3 credits. Prerequisites: IDT 510, 520. This course builds on the theories and approaches to technology integration first introduced in IDT 510. Students will gain practice developing lesson plans and examples of student artifacts with specific media such as digital video, digital audio, digital photography, and the Internet. Students will gain competency in generating and using media according to the principles of technology integration, rather than technology use. Grading: Regular.
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545. Instructional Simulations & Games. 3 credits. Prerequisites: Program major or permission of the instructor. This course provides an in-depth study of the theoretical, philosophical, and practical issues surrounding the use of simulations and games in learning environments. Methods and approaches for integrating commercial games into learning environments and for developing new simulations and games around content will be examined. Grading: Regular.
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550. Theories & Models of Instructional Design. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course focuses on pedagogical theories from education and psychology as they relate to instructional design, and on alternate models of instructional design. Topics include epistemological views of knowledge, major schools of thought on the nature of learning, a survey of instructional and learning theories, and a survey of instructional design models. Particular emphasis is placed on the interrelation of theories, models, and practice in the field of instructional design. Grading: Regular.
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560. Instructional Design Consulting. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course trains students in the theoretical (e.g., needs analysis, change agency, data-driven decisions, solution specification) and practical (e.g., management of client relationship, project management skills, budgeting) of instructional design consulting. Roleplay, response to an RFP, and discussion of modern approaches to managing the consulting process will be primary activities in this course. Grading: Regular.
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570. Human Performance Technology. Prerequisites: IDT 500 & 520. 3 credits. An overview of the Human Performance Improvement (HPI) and Human Performance Technology (HPT) models and processes. Particular emphasis on determining whether instructional interventions or performance improvement interventions are called for, models and techniques for identifying performance gaps, specifying solutions, measuring results, and managing or adjusting the improvement. Job aids, electronic performance support systems, authoring tools, and other performance technologies will be covered. Grading: Regular.
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580. Introduction to Web-Based Instruction. 3 credits. Prerequisites: Program major or permission of the instructor; IDT 520. This course trains students to design and develop web-based instruction, including basic web site design tools and theory, design and development of online learning with course management systems, supporting technologies in web-based instruction, pedagogical approaches to the design and development of online learning environments. Grading: Regular.
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584. Internship in Instructional Design and Technology. 2 to 4 credits. The internship is a culminating experience in which the student assumes responsibility for an instructional design and technology project.
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590. Special Topics in Instructional Design and Technology. 1 to 3 credits. An in-depth study of a selected topic in instructional design and technology. Topics will vary with faculty expertise and current issues. Some topics would include simulations, instructional applications of the world wide web, performance support systems, adaptive testing, intelligent tutoring systems, and hypermedia applications.
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591. Readings in Instructional Design and Technology. 1 to 3 credits. Selected readings with oral and written reports.
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592. Research in Instructional Design and Technology. 1 to 3 credits. Supervised research in areas of student interest.
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593. Directed Studies in Instructional Design and Technology. 1 to 3 credits. Individual project work in the design and development of technology-based instruction. All projects will require a final report.
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995. Scholarly Project. 2 to 3 credits. The scholarly project serves as a captsone experience and requireds the student to identify a real world learning or performance problem and address it as a professional instructional designer would. This includes the full analysis, design, development, implementation, and evaluation process and documentation first learned in IDT 520 and 525 and later demonstrated in other IDT courses taken as part of the degree. Work is to be conducted autonomously under the supervision of the IDT fac ulty evaluation committee.
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997. Independent Study. 2 credits. The independent study requires the student to investigate a topic related to the major field of study and to prepare a formal report summarizing this investigation.
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998. Thesis. 4 to 9 credits. The thesis is an original research project completed under the supervision of a thesis committee.