EDIT710 Syllabus (PDF, 275 KB)


Course number and title EDIT 710: Instructional Technology Tools
Pre-requisites/co-requisites There are neither pre-requisites nor co-requisites. However, students should possess basic computer skills (e.g., MS Office, Internet search skills), along with Adobe Acrobat Reader, which is downloadable free of charge at Experience in teaching, training, technical development, or equivalent is a plus.
Description This course surveys popular and emerging technology applications and devices to design innovative learning experiences for various instructional contexts, including traditional, online, and blended frameworks. Students will explore research-based best practices in the utilization of technology to support instructional design, classroom management, collaborative learning, communication with local and global audiences, technical troubleshooting of digital resources, as well as strategies to promote equitable, safe, legal and ethical use of digital information and technologies. Course assessment includes forum discussions, video tutorial productions, online resource management, and a project.
Intended Audience Candidates admitted to the Ed.S. in Instructional Technology program or individuals who want to explore a verity of technology tools for instruction.
Program Ed.S. in Instructional Technology
College Spadoni College of Education


Professor / Instructor Contact Information

Full name & title: Dr. Cheng-Yuan (Corey) Lee, Associate Professor
Office location & building: Prince 205A
Office phone: 843-349-2780
Office hours: 10:00 — 1:00 (Mondays and Tuesdays) or by appointments
Email address:

About the Professors

Dr. Corey Lee (D1 and D2)
Dr. Lee earned an M.S. degree in Instructional Technology from the University of Tennessee, Knoxville in 1999, and a Ph.D. in Curriculum and Instruction with an emphasis on Instructional System Design from the University of Central Florida. Since 2010, Dr. Lee teaches at Coastal Carolina University. Throughout his career of teaching, he developed strong interests in the areas of distance education, mobile learning, interactive multimedia, and graphic/website design. In his classes, he introduces a wide range of software applications and open-source packages to students, allowing them to master computer-based tools used in the design and creation of electronic media, such as electronic images, sounds, videos, text, and motion.
Professional Website:

Professor / Instructor Contact Information

Full name & title: Dr. David J. Tao, Online Teaching Associate
Office location & building: Online
Office phone: 407-470-9509
Office hours: Online, by appointments
Email address:

About the Professor / Instructor

Dr. Tao earned his doctoral degree in Instructional Technology at the University of Central Florida in 2014. Currently, he works full time for a private university in Florida as the Director for Instructional Technology, responsible for training faculty to use various technologies to improve teaching and learning, as well as designing, developing, and supporting online curricula. He has been teaching online courses on different subjects in the instructional technology field since 2009. He and his wife raise three energetic boys, ages 9, 15 and 16, and live in the Central Florida area (45 minutes’ drive from the Walt Disney World, although we can’t afford to go there!). In his spare time, he enjoys gardening (can’t afford Disney), puttering around the house (can’t afford Disney), road-trips (can’t afford Disney), jogging (can’t afford Disney), and hanging out with his family (prefer hanging out in Disney though ^_^).

Course Pre-requisites, Co-requisites, and/or Other Restrictions

There are neither pre-requisites nor co-requisites. However, students should possess basic computer skills (e.g., MS Office, Internet search skills), along with Adobe Acrobat Reader, which is downloadable free of charge at Experience in teaching, training, technical development, or equivalent is a plus.

Materials – Text, Readings, Supplementary Readings

Two textbooks are required in this course. The first text introduces online learning resources that engage and allow students’ creative content expression while meeting core area standards. The second text provides a practical field guide for implementing blended learning techniques in K-12 classrooms. Please get a hold of these two titles as soon as possible because it will be needed for the first week of the class. It is also available at CCU campus bookstore (843-349-2360).

  1. Dembo, S. & Bellow, A (2013). Untangling the web: 20 tools to power up your teaching. Thousand Oaks, California: Corwin Press.
  2. Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. Hoboken, New Jersey: John Wiley & Sons.
Goals and Outcomes
Course Goals

The following course goals articulate the general objectives and purpose of this course. Students will:

  • Define what blended learning is and what it isn’t.
  • List the various formats and media that can be mixed for an optimal blended learning approach.
  • Integrate blended learning into the traditional instructional design process.
  • Determine the resources, expertise, technology, and budget required to implement high-quality blended solutions.
  • Identify common implementation challenges and plan for mitigation.
  • Identify performance support methods and tools that support the blend on the job.
  • Identify ways to ensure management and organizational support for a blended learning curriculum.
  • Make the business case for increased use of blended learning in the organization.
  • Research a variety of blended learning tools.
Course Outcomes

The following course outcomes indicate competencies and measurable skills that students develop as a result of completing this course. These learning outcomes are derived directly from the Coastal Carolina University Conceptual Framework (CF) Candidate Proficiencies, the National Educational Technology Standards for Educators (NETS-E) published by ISTE, National Board for Professional Teaching Standards (NBPTS), and Interstate New Teacher Assessment and Support Consortium (InTASC).

Student Learning Outcomes Standards Alignment Assessment
After completing this course, students will be able to:
Utilize, maintain and manage a variety of digital tools and digital content resources for technology-rich learning environments CF 2.1
NETS-E 3.b
InTASC 3, 7

Instructional Technology Tutorials

Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments CF 2.2
NETS-E 3.e

Instructional Technology Tutorials

Model effective strategies for classroom management and collaborative learning using a variety of digital tools and resources CF 2.1
NETS-E 3.a
InTASC 9, 10

Instructional Technology Tutorials

Model and facilitate safe, healthy, legal and ethical uses of technology in instructional settings CF 1.4, 2.1
NETS-E 5.b
InTASC 3, 9


Promote strategies that achieve equitable access to digital tools and resources CF 1.2
NETS-E 5.a


Design learning experiences that respect diversity, cultural understanding, and promote global awareness  

NETS-E 5.c
InTASC 9,10

Select and evaluate digital tools and resources that improve teaching and learning CF 1.1
NETS-E 3.f
InTASC 7,8

Instructional Technology Tutorials

The overarching theme of the Conceptual Framework for all educator preparation programs is The Educator as Reflective Practitioner. The initial and advanced teacher education programs and the advanced program in educational leadership focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at the completion of their program. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders. It outlines our philosophy and commitment to the education profession; guides programmatic decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit’s assessment system. The Conceptual Framework reflects our commitment to integrate technology, demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse populations, and apply content and pedagogical knowledge to the teaching and learning process. CONCEPTUAL FRAMEWORK

Ed.S. in Instructional Technology

The Ed.S. in Instructional Technology is designed to provide certified teachers with advanced professional studies of the design, development, implementation, and evaluation of current and emerging instructional technologies and their potential to improve teaching practice, professional productivity, and student performance. Program candidates complete a common core of education coursework, plus an intensive specialization curriculum derived from the National Educational Technology Standards for Coaches (NETS-C) published by ISTE and endorsed by NCATE. Candidates who complete this program track will be able to do the following:

  • Utilize, maintain and manage a variety of digital tools and digital content resources for technology-rich learning environments (NETS C3.b)
  • Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments (NETS C3.e)
  • Model continuous professional growth in instructional technology knowledge, skills, and dispositions (NETS C6.a-c)
  • Apply modern learning theory and research findings to best practices in instructional design for online and blended learning (NETS C3.c)
  • Develop instructional multimedia resources that demonstrate best design practices for online and blended learning (NETS C3.c)
  • Model effective strategies for classroom management and collaborative learning using a variety of digital tools and resources (NETS C3.a)
  • Apply learning analytics technologies to design differentiated instructional strategies that personalize learning (NETS C2.g-h)
  • Design technology-rich problem-based learning experiences that engage critical and higher-order thinking skills (NETS C2.c-d)
  • Model and facilitate safe, healthy, legal and ethical uses of technology in instructional settings (NETS C5.b)
  • Promote strategies that achieve equitable access to digital tools and resources (NETS C5.a)
  • Design learning experiences that respect diversity, cultural understanding, and promote global awareness (NETS C5.c)
  • Contribute to the design of a shared vision for the comprehensive use of technology to transform an instructional setting (NETS C1.a)
  • Participate in the development and implementation of a strategic technology improvement plan (NETS C1.b)
  • Design and advocate judicious policies, procedures and funding practices relevant to instructional technology innovation (NETS C1.c)
  • Design organizational strategies to manage the change process while initiating technology innovation (NETS C1.d)
  • Select and evaluate digital tools and resources that improve teaching and learning (NETS C3.f)
  • Conduct needs assessments to inform the design of technology-related professional development experiences (NETS C4.a)
  • Design and implement technology professional development experiences that model best practices for adult learners (NETS C4.b)
  • Evaluate the results of technology professional development to improve instructional performance (NETS C4.c)


The following information has been provided to assist you in preparation for the technological aspect of the course.

Minimum Technical Skills Needed:
  • Using the learning management system (Moodle)
  • Using E-mail with attachments
  • Creating and submitting files in commonly used word processing program formats
  • Copying and pasting
  • Downloading and installing software
  • Using spreadsheet programs


Access and Log in Information

This course was developed and will be facilitated utilizing the Coastal Carolina University’s Learning Management System, Moodle. To get started with the course, please go to

You will need your CCU ID and password to log in to the course. If you do not know your CCU ID or have forgotten your password, please go to

Student Resources

As a student, you will have access to:

  • Moodle Access Information. It is recommended that you become familiar with the tools and tutorials provided in Moodle to better equip you to navigate the course. Make sure to view all PDF files listed at
  • After logging in to Moodle, you will have access to the “Student Resources” and “Student Help Request” link on top of the page, which provides student resources and HelpDesk Information.
How the Course is Organized

This course is organized in a weekly format. Each week, new topics will be introduced along with required readings and assignments.

What Should Students Do First?

Once you have accessed the course and the syllabus, you should read through the syllabus carefully, understanding the requirements of the course and the assessment items. Also, please participate in the first discussion forum—Self-Introduction ASAP. Your weekly participation in this forum indicates your attendance in this course. If you do not complete this forum within 7 days after the class begins, you will be reported an absence and automatically dropped from this course. Make sure you complete this task as early as possible.

How Students Should Proceed Each Week for Class Activities

As stated above, this course is organized in the weekly format. On the first day of the week, an E-mail announcement will be posted on Moodle and sent to your E-mail account, addressing the topics of the week and the required tasks and their due dates. These announcements are to get you ready to tackle class activities each week.

Student Support

Coastal Carolina University provides student technical support in the use of Moodle and support resources. The student help desk may be reached at:
Phone: 843-349-2908
In-Person: Kearns Hall, Room 113

Regular hours are maintained to provide support to students. Please refer to the website ( for updated hours.


  1. The student will access and follow all course instructions found in the weekly/unit content area of the Moodle
  2. The student will review weekly topics and complete the reading assignments under each corresponding weekly section.
  3. The student will complete the assigned learning blog/assignment/project by the deadlines.
  4. The student will complete and submit assignments electronically inside Moodle.
  5. The student will complete an on-going semester project in accordance with the instructions given in this syllabus and the online course.


The main channels for course communication are through Moodle and E-mail. I will use the Announcement function in Moodle to distribute any course news. Please check Moodle frequently (3 or 4 times a week). The gradebook tab of Moodle is another channel for me to provide feedback regarding your submissions. Finally, E-mail an efficient way to reach me. I typically respond within 24 hours.

Interaction with Instructor: The primary tool to reach me is through E-mail. Please send your personal concerns or questions to Emails will be answered within 24 hours and if you do not receive a response within this time frame please resend your message. I will notify you if response times need to be changed or adjusted.

Submission turns around time frame: Typically, all submissions will be graded within 7 days of the due date and returned in Moodle. In rare cases, your submissions will be graded after that. If it ever happens, please contact me. I might have overlooked your submissions.


Course Assessments

Unless otherwise noted, all assessments must be submitted to Moodle. Neither email nor hardcopy submissions will be accepted. Supplemental instructions and rubrics will be available online.

Module discussions are designed to engage a student’s interaction with others in the course and provide constant, helpful feedback and assistance when dealing with various issues discussed in the course modules. Discussion postings should be courteous, thoughtful, and carefully written. To facilitate the discussion and prevent procrastination, two deadlines are scheduled for each discussion. Pay attention to each date.

Instructional Technology Tutorials
This assessment item requires you to learn 6 instructional technology tools. After learning it, you need to produce a video tutorial. In the tutorial, you are not only to teach others (teachers) how to use it, but also show them how to integrate/use it in the blended learning environment.

Blended Learning Activity Project (6 parts)
This assessment item is designed to assist you to implement a blended learning activity in your teaching practice. As you will be learning from the text (Blended: Using Disruptive Innovation to Improve Schools), blended learning requires many hours of planning, design, and development. In this project, you will go through the entire process of the ASSURE model for the implementation of a blended learning activity.

Digital Badges Project (3 parts)
This assessment item is to review and display the newly created digital badge and provide the link to your instructor, then use the template to think through the badge design, and lastly, reflect on your experience.

Assessment Weight
Assessment Weight
Discussions 30 pts (3 pts each)
Instructional Technology Tutorials 32 pts
4 out of 5 highest grades will be counted toward the final grade (8 pts each)
Blended Learning Project 30 pts
Part 1: 3 pts
Part 2: 4 pts
Part 3: 7 pts
Part 4: 7 pts
Part 5: 5 pts
Part 6: 4 pts
Digital Badge Project


8 pts

100 pts


Grading will consist of assessment opportunities that will occur each week to determine student progress toward meeting the learning outcomes. Grades will be calculated by converting point accumulations for each assessment using the tables below. Candidates in the Ed.S. in Instructional Technology program must earn a grade of C or higher in order to apply the credit hours.

Score Grade
90-100 A
86-89 B+
80-85 B
76-79 C+
70-75 C
66-69 D+
60-65 D

A grade of incomplete may be granted to students who have suffered serious personal illness or critical emergency circumstances during the academic term, resulting in failure to complete all assignments by the end of the quarter. Documentation from a physician is required and must be attached to the petition for a temporary grade of incomplete. Please see the college catalog for additional information. 


The following course outline is tentative and subject to change.

Module Assessments
1. Curation Tools Discussion
2. Artistic Tools Discussion

Instructional Technology Tutorial

3. Presentation Tools Discussion


4. Social Networking Tools Discussion

Instructional Technology Tutorial

5. More Instructional Tools (I) Discussion


6. More Instructional Tools (II) Instructional Technology Tutorial
7. Educational Apps and App-Based Lesson Discussion
8. Digital Badges


9.   Introduction to Blended Learning Models Discussion


10. Creating the Ideal Student Experience Project

Instructional Technology Tutorial

11. Rethinking the Role of the Teacher Project
12. Redesigning a School Project

Instructional Technology Tutorial

13. Making Hardware, Software, and Space Decisions Discussion


14. Prototyping and the Innovation Process Discussion


15. Wrap-Up and Conclusion Discussion



For each course evaluation they complete, students will receive a confirmation email stating the course, instructor, date completed, and time completed.


All works submitted for credit must be original works created by the scholar uniquely for the class. It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor. Work submitted at the graduate level is expected to demonstrate higher-order thinking skills and be of significantly higher quality than work produced at the undergraduate level.



Deadlines and Late Work
  • You will always be given explicit instructions on where to send your assignments. Assignments are usually due on a weekly basis—the exact dates will always be found in the activities. If you wish to complete an assignment prior to the due date, you may (however, a group assignment must be completed during the week assigned OR upon approval of every member of the group). NO LATE SUBMISSION WILL BE ACCEPTED. PLEASE BE AWARE OF THIS POLICY AND SUBMIT YOUR WORK ON TIME. This policy will be strictly enforced.
  • All due dates are posted and late assignments, quizzes, and discussions are counted as zero.
  • In the event of an emergency or absence, you will need to notify by email before the due date and provide documentation when submitting the late assignment”
Class Participation

Students are required to log in on to the online course a minimum of three ties a week. The instructor will use the tracking feature in Moodle to monitor student activity. Students are also required to participate in all class activities such as discussion board, chat or conference sessions, and group projects (if any).

Virtual Classroom Citizenship

The same guidelines that apply to traditional classes should be observed in the online learning environment. Please use proper netiquette when interacting with class members and the professor.

Policy on Server Unavailability or Other Technical Difficulties

Whenever you experience any difficulty with the Moodle system, please wait for 10 – 15 minutes and try again. If the problem remains, please report it to Moodle administrator at (843-349-2263) and notify the instructor of this. If students ever experience with hard disk failure or virus attack, please contact ITS – Student Computing Services and notify the instructor of this difficulty. The instructor and ITS – Student Computing Services will work with the student to resolve any issues at the earliest possible time.

Copyright Notice

Some or all of the materials on this course Web site may be protected by copyright. Federal copyright law prohibits the reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner unless fair use or another exemption under copyright law applies.

Administrative Withdrawal

Please be advised that if you do not complete “Self-Introduction” within 7 days after the class begins, you will be reported an absence and automatically dropped from this course. Make sure you complete this task as early as possible.

Syllabus Change Policy

The standards and requirements set forth in this syllabus may be modified at any time by the course instructor. Notice of such changes will be by course announcement via Moodle.

Academic Integrity

Under all circumstances, students are expected to be honest in their dealings with faculty, administrative staff, and fellow students. In speaking and/or correspondence with members of the college community, students must give an accurate representation of the facts at hand. Students must submit work that fairly and accurately reflects their level of accomplishment. Any work that is not a product of the student’s own effort is considered dishonest. Students may not submit the same work for more than one course. A student may be suspended or expelled for academic dishonesty. Please refer to the Student Handbook for additional information regarding the policy on academic honesty.

Statement of Community Standards from Office of Academic Integrity

Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity, and personal responsibility. As members of this community, we are accountable for our actions and are committed to creating an atmosphere of mutual respect and trust.

      On my honor, I pledge:

  • That I will take responsibility for my personal behavior; and
  • That I will actively oppose every instance of academic dishonesty as defined in the Code of Student Conduct.

      From this day forward, my signature on any University document, including tests, papers, and other work submitted for a grade, is a confirmation of this honor pledge.

Student Code of Conduct:

As the instructor of this course, I will report all academic integrity issues through the channels provided by the University.

Accessibility and Disability Services

Coastal Carolina University is committed to providing reasonable accommodations for all persons with disabilities. If you are seeking classroom accommodations under the Americans with Disabilities Act, you are required to register with the Office of Accessibility and Disability Services. This office is located in Laurel Hall and the phone number is 843-349-2341. Please make an appointment with a staff member in Accessibility and Disability Services so that such accommodations can be considered. To receive academic accommodations for this class, please obtain the proper forms and meet with me to discuss the provisions of those accommodations as soon as possible. It is recommended that this must be completed within the first two weeks of class.

Closing the University for Inclement Weather

In the event of hazardous weather, faculty, staff, and students are requested to listen to local radio and television stations or visit the Coastal Carolina University website for official University closing announcements. Announcements about hazardous weather are also posted on the University’s homepage. You can find Hazardous Weather and Emergency Conditions Leave Policy (FAST-HREO-220). Instructors may refer to the Contingency Instruction website for information about what to do if the class has been canceled.