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Transform Your Teaching Career

The Discovery Education and Wilkes University online Master of Science Degree in Instructional Media has one goal: to give teachers the tools to thrive in the 21st century classroom.

Learn More >

Gain an EDGE on Leading the Digital Transition

Discovery Education and Wilkes University are proud to offer educators with this exciting new opportunity. EDGE is a 12-credit program that provides a quick pathway to expertise in emerging technologies, allowing you to stay on the cutting edge of digital technology and instruction.

Learn More >

Full Master of Science Program

The Discovery Education and Wilkes University online Master of Science Degree in Instructional Media has one goal: to give teachers the tools to thrive in the 21st century classroom. Designed and taught by leaders in the field of educational technology, this degree combines the convenience of the online format with the expertise of Discovery Education and Wilkes University.

Designed for working teachers, this unique online degree pays immediate dividends to your students—and to your career. What you learn online you can apply the next day in your classroom. Personal growth, access to thought leaders in education technology and a grasp of the technology-enriched classroom—these will be your rewards. Ultimately, our Instructional Media students achieve tremendous personal growth in the classroom. For your students, for your school and for your career, you won’t find a more rewarding degree.

This program is designed with a number of benefits to make it easy and accessible for the busy educator:

 

12-Credit EDGE Program

THE DISCOVERY EDUCATION EDGE LETTER OF ENDORSEMENT

An alternative to the full Master of Science degree, this 12-credit program takes less than one year to complete.

Gain an edge on leading the digital transition with this 12-credit letter of endorsement* program that provides a quick pathway to expertise in emerging technologies, allowing you to stay on the cutting edge of digital technology and instruction.

The Benefits:

  • Courses are designed by leading instructors in the field of instructional technology including renowned educators Kathy Schrock and Dean Shareski
  • Affordable and convenient (offered fully online)
  • Free access to Discovery Education’s suite of services while enrolled
  • Advance your career and become a leader in instructional technology

Learn more about the EDGE program >

 

 

A Unique Collaboration

To advance a new generation of education leaders, Discovery Education, renowned for its quality content and digital services in over half of all US schools, and Wilkes University, a leader in graduate education, have teamed up to create this unique program. Together these trusted organizations bring a wealth of knowledge, expertise and a joint passion for integrating digital media and technology into the classroom.

About Discovery Education:

Powered by the world’s #1 non-fiction media company in the world, Discovery Education is committed to transforming classrooms and inspiring teachers with engaging content and services that measure and improve student achievement. Discovery Education provides quality, digital resources to school and homes with the goals of making educators more effective, increasing student achievement and connecting classrooms and families to a world of learning.

 

About Wilkes University:

Wilkes University is one of the largest private providers of graduate education for teachers in Pennsylvania, offering a variety of master’s degree programs in education, a doctor of educational leadership degree and four letter of endorsement programs. Wilkes now offers nine online graduate education degrees focused on improving student outcomes and helping education professionals advance their careers.

 

EDGE Letter of Endorsement

Gain an edge on leading the digital transition. Earn the
Discovery Education EDGE Letter of Endorsement.

Discovery Education and Wilkes University are proud to offer educators with this exciting new opportunity. EDGE is a 12-credit letter of endorsement* program that provides a quick pathway to expertise in emerging technologies, allowing you to stay on the cutting edge of digital technology and instruction.

Whether you’re considering a master’s degree or you already have one and want to further your credentials, the Discovery Education EDGE provides a compelling career growth opportunity. By combining a forward thinking curriculum with existing and proven pedagogy, all under the guidance of an established leader in digital instruction, this program will prepare you for the challenges and opportunities of an ever-changing, digital classroom.

Apply today and join Discovery Education and Wilkes University in transforming teaching and learning with the EDGE Letter of Endorsement.

Request more information >

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*The letter of endorsement is granted by Wilkes University and is not a state certification.

 

Courses

The Details:

  • Emerging trends and technologies, Digital transition, Graduate Level, Endorsed skill set (EDGE)
  • 12 credits based on taking four (3 credit each) courses focused on transformative instruction and digital learning

Required Courses:

  • EDIM 515 BYOD: Mobile Learning in Education
  • EDIM 516 Sustaining Digital Literacy

Elective courses (complete two):

  • EDIM 510 Web 2.0 Impacting Learning Environments
  • EDIM 511 Portable Video Production and Application
  • EDIM 513 Inquiry-based Learning
  • EDIM 514 Internet Tools for Teaching

Learn more about these courses >

 

Free Discovery Education Resources


As a student in this cutting-edge program, you will receive free access to Discovery Education’s award-winning digital services including: Discovery Education streaming, Discovery Education Science and Discovery Education Health. Unlock your students’ imaginations by integrating the many video and content assets into your classroom instruction. These services are a valuable benefit to you as a student earning your online Master of Science degree, and a valuable benefit to your students through higher student achievement and engagement.

 


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Discovery Education streaming integrates seamlessly into any curriculum with 9,000 full-length videos segmented into 71,000 content-specific clips tied directly to state and national standards.

“I love Discovery Education streaming. I would be totally lost without it! My absolute favorite part is the Builders. It allows me to differentiate instruction in a manner that is easy in my classroom!”

Teryl Magee
STAR Discovery Educator
Dogwood Elementary Knoxville, TN

Learn more about Discovery Education Streaming Plus >


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Discovery Education powers your districts’ elementary and middle school science curriculum with up to date, standards based virtual labs, simulations, reading passages and more – coupled with a real time assessment component that measures student’s progress. Organized around an inquiry framework and covering Physical, Earth and Space, and Life Sciences, Discovery Education Science is designed to encourage exploration, stimulate critical thinking, and deepen understanding of science.

“Discovery Education Science transforms the way school educators teach science.”

Tracie Belt
Shorecrest Preparatory School
St. Petersburg, FL

Learn more about Discovery Education Science Supplemental >


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Discovery Education Health is a comprehensive health and prevention library that addresses the needs of the whole student. Enhancing the classroom with a state standards based online library of K–12 health and prevention content, Discovery Education Health builds life skills in nine key topic areas:

  • Physical Activity
  • Mental Health
  • Alcohol and other drugs
  • Violence
  • Safety
  • Nutrition
  • Tobacco
  • The Body
  • Growth and Development

 

Learn more about Discovery Education Health Supplemental >


“Imagine the student who’s doing a project on WWII being able to take video from the Normandy invasion and integrate into his project, telling the story as if he’s there. That brings his learning and the learning he shares with his classmates to a whole new level.”

Joe Brennan
Course Designer, Digital Storytelling

Course Designers

The Discovery Education and Wilkes University online Master of Science Degree in Instructional Media has one goal: to give teachers the tools to thrive in the 21st century classroom. Designed and taught by leaders in the field of educational technology, this degree combines the convenience of the online format with the expertise of Discovery Education and Wilkes University.

Designed for working teachers, this unique online degree pays immediate dividends to your students—and to your career. What you learn online you can apply the next day in your classroom. Personal growth, access to thought leaders in education technology and a grasp of the technology-enriched classroom—these will be your rewards. Ultimately, our Instructional Media students achieve tremendous personal growth in the classroom. For your students, for your school and for your career, you won’t find a more rewarding degree.

Courses


  • ID: EDIM 504
  • Title: Digital Storytelling
  • Credits: 3

Before retiring after 33 years in education as the Visual Literacy Facilitator for the Niles Township High Schools in Illinois, Joe Brennan served for 12 years as the AV/Media Coordinator at Niles West High School and taught Spanish for more than 20 years before that. Joe first became interested in educational video and multimedia because of his visual approach to teaching and coaching. That interest led to collaborating on the development of an interactive Spanish laser disc program for Encyclopedia Britannica before leaving the classroom for the media position at Niles West. During his years in that job, the audio-visual department changed from a lending/consumption center to a creating/production area. In 2006 his district received ISTE’s national Sylvia Charp Award in part for the multimedia labs under his direction, and in 2009 he received the “pink” jacket, Making IT Happen ISTE award. He was the Illinois Computing Educators’ Technology Educator of the Year in 2003.

Courses


  • ID: EDIM 513
  • Title: Inquiry-Based Learning
  • Credits: 3

Matthew Cwalina is a former high school and middle school science teacher. He earned his undergraduate degree in chemistry and education from Alvernia University and his master’s degree from Wilkes University in Educational Leadership. Matthew is currently pursuing his doctoral degree in Educational Leadership from Immaculata University. He has participated in multiple professional development sessions revolving around content area literacy and inquiry based learning. He served as the K-12 science lead teacher for the Boyertown Area School District from 2007 until 2009 and is now the Director of Curriculum and Instruction for Science and Technology for the Norristown Area School District. In each of these positions he has extensive experience leading professional development activities in content area literacy, inquiry based learning and technology integration. His educational interests include developing rigorous curriculum materials in science involving inquiry, literacy and problem-based learning.

Courses


ID: EDIM 514

Title: Internet Tools for Teaching

Credits: 3

A former kindergarten teacher and school Director of Technology, Discovery Education’s Online Community Manager Steve Dembo is a pioneer in the field of educational social networking. Among the first educators to realize the power of blogging, podcasting, Twitter, and other Web 2.0 technologies to connect educators to one another and create professional learning communities, Dembo has been instrumental in the explosive growth of the Discovery Educator Network and its online presence at community.discoveryeducation.com.

In 2006, Dembo was named one of the Top 100 EduBloggers by the Online Education Database. That same year, the Discovery Educator Network website, which was created and is managed by Dembo, was honored with an Award of Excellence from Technology and Learning magazine. In addition to demonstrating continued innovation in serving Discovery Education’s online community, Dembo continues to be a prolific blogger whose personal blog and companion podcast, Teach42, continues to serve as inspiration for tens of thousands of educators around the world. In 2009 his blog was recognized as one of 20 Must-Read Education Technology blogs by ACE Online Schools and was nominated for Best Individual Blog and Best EdTechSupport Blog at the Edublog Awards.

Dembo is also a dynamic speaker on the capabilities of social networking, the power of educational technologies and Web 2.0 tools, and the ability of digital content to empower teachers to improve student achievement. He has delivered keynote presentations at PETE&C, TRETC, the Maryland K12 Libraries Conference and the Connecting & Learning Conference, and has been a featured speaker at GaETC, MACUL, METC, FETC, and Tech Forum. He has conducted hundreds of virtual presentations and regularly hosts the Discovery Educator Network’s EdTechConnect and Discovery Connect monthly webinar series. Dembo also participated in the 2008 Nokia Open Labs as an expert on mobile phone integration in education.

Courses


  • ID: EDIM 502
  • Title: Project-Based Learning
  • Credits: 3

Jennifer Dorman is an Account Manager for the Discovery Educator Network and an adjunct professor and course designer for Wilkes University in the Instructional Media Masters Program. Jen formerly worked as a Staff Development Facilitator for the Central Bucks School District in Doylestown, PA, focusing on best instructional practice and technology integration. Jen was recognized as a Keystone Technology Integrator and STAR Discovery Educator in 2005 and as a Google Certified Teacher in 2008. Prior to moving into professional development, Jen taught social studies and computers for 10 years and was recognized as the Middle School Teacher of the Year in 2006 by the Pennsylvania Council for the Social Studies.

In 2008, the Pennsylvania Association for Educational Communications and Technology recognized Jen as the Outstanding Leader of the Year and she represented PA at NECC in 2008 as the state’s nominee for the ISTE Leader of the Year Award. Jen has delivered keynote addresses and presented concurrent sessions at numerous regional and national educational technology conferences as well as in Second Life. She has provided testimony at state congressional hearings in Harrisburg, PA, and has been part of presentation teams who have worked directly with state legislators to impress upon them the importance of educational technology and professional development for teachers. Jen has authored articles for the Discovery Education Classroom Resource Guide and has been featured in Education Week Digital Directions and THE Journal. She has also been the featured guest on the EdTechTalk syndicated podcast, It’s Elementary.

Jen blogs professionally at Cliotech and Dorman’s Trouvailles and she authors a best practices wiki, Grazing for Digital Natives, and a training Google Site, Google Tools for Schools.

Courses


  • ID: EDIM 501
  • Title: Cognition & Technology: Aligning Brain-Based Research & Technology Integration
  • Credits: 3

Dr. Scott Garrigan is a former classroom teacher and district technology director who teaches masters and doctoral courses in educational technology, cognition and leadership. Holding a Doctorate in Educational Technology from Lehigh University, he has taught at Wilkes, Lehigh,and DeSales Universities. In 1998, he taught his first online course session from an Internet cafe in Istanbul,Turkey, and finished that course from a hotel room at a San Diego conference. He has taught online courses for international education leaders as well as courses in classroom applications, technology planning, networking, and educational robotics.

As a district technology coordinator, he designed and implemented an innovative one-to-one laptop project for 1,200 faculty and 5,000 middle school students. He helped develop, fund, and expand online language courses in Chinese, Japanese, Arabic, and Russian taken by over a thousand K-12 students. During his career, Dr. Garrigan has received awards for outstanding teaching, outstanding contributions to the field of Education Technology, and for curriculum projects such as the P.R.I.S.E. Video Series on academic standards. His current academic interests focus on distance learning, open source (low-cost) software and sustainable technology, science simulations, and the cognitive basis for learning and teaching.

Courses


  • ID: EDIM 511
  • Title: Portable Video Production and Application
  • Credits: 3

Frank Guttler is a film/video/media teacher, professional development trainer, lecturer and consultant with the Los Angeles County Office of Education. Frank is a producer by trade and educator by accident with years of experience in the television and film industry before becoming Associate Director of the K-12 Screen Education Center at the American Film Institute. He is a Google Certified Teacher and holds a BA in Cinema-television Arts and Electronic Media Management from the California State University, Northridge. You can also read Frank’s blogs at www.lightscameralearn.com.

Courses


  • ID: EDIM 507
  • Title: Globalization and Advocacy
  • Credits: 3

Luke Lyons earned his Ph.D. from Loyola University Chicago in Cultural and Educational Policy Studies and also holds a M.S. in Information Systems from DePaul University. He received a bachelor’s degree in English from Boston College. In addition to teaching at Wilkes University, Dr. Lyons is an adjunct professor at Concordia University Chicago and frequent lecturer at other universities. He teaches graduate and undergraduate courses, focused on Ethics and Foundations in Education, Philosophy of Education, Sociology of Education, and Globalization, Technology, and Education.

Currently, Dr. Lyons works for Discovery Education, managing the development of instructional technologies and has over 11 years of Information Technology experience in various fields.

Courses


Lance Rougeux started his career as a teacher at Julia de Burgos Bilingual Middle School in the School District of Philadelphia. Lance has been featured in the Philadelphia Inquirer and was recently highlighted in The Emergency Teacher, a book about urban teaching. Prior to joining Discovery Education, Lance was an Executive Policy Specialist at the Pennsylvania Department of Education’s (PDE) Bureau of Educational Technology. While at PDE, Lance spearheaded many statewide initiatives including Keystones, a program recognized as a success story in the U.S. Department of Education’s National Education Technology Plan, and eSPARC, a research endeavor called the “gold” standard of scientifically-based research by eSchool News.

Lance has presented at numerous state, regional and national conferences including NECC, NSTA, FETC, T+L, PETE&C, IL-TCE, MICCA, MassCUE, TAMS and DITC. He holds masters degrees in Educational Leadership and Technology in Education from Villanova University and Harvard University, respectively. Lance currently serves as Director of the Discovery Educator Network.

Courses


  • ID: EDIM 510
  • Title: Web 2.0: Impacting Learning Environments
  • Credits: 3
  • ID: EDIM 515
  • Title: BYOD: Mobile Learning in Education
  • Credits: 3

Kathy Schrock has been a school district Director of Technology, an instructional technology specialist, an adjunct education professor, and a middle school, academic, museum, and public library librarian. She is currently teaching online graduate courses for Wilkes University as part of the Wilkes-Discovery Master’s in Instructional Media. She is an Adobe Education Leader, a Google Certified Teacher, and a Discovery Education STAR and a DEN Guru.

In addition to teaching online, Kathy writes, speaks, blogs, tweets, and conducts professional development.  She holds workshops, presentations, and keynotes throughout the world. She is known for her practical presentations dealing with pedagogically sound practices for the embedding of technology seamlessly into teaching and learning. Her passions are online tools to support classroom instruction, the role of emerging technologies in the classroom, copyright and intellectual property, and gadgets of any type!

Kathy has written hundreds of articles dealing with technology and education and has authored several books about edtech topics. In addition, she has received numerous awards for her work, including a People’s Choice Webby, the ISTE and MassCUE Making IT Happen Award, the NCTIES Service Learning Award, has served on the ISTE Board of Directors, and worked with the US Department of Education on educational technology initiatives.

Kathy has been an avid user of the Internet since November of 1993, and, in 1995, she created her award-winning site, Kathy Schrock’s Guide for Educators, to help teachers easily wade through the many resources on the Internet. In 1999, Kathy partnered with Discovery Education and continues to update the resources on her site daily.

Courses


  • ID: EDIM 516
  • Title: Sustaining Digital Literacy
  • Credits: 3

Dean Shareski is the Community Manager for Discovery Education Canada. He taught grades first through eighth for 14 years and spent nine as a digital learning consultant for Prairie South School Division in Moose Jaw, SK. In addition he teaches pre-service teachers at the University of Regina. His blog consistently ranks among the top educational blogs. Dean also blogs for Tech Learning and the Huffington Post. In 2010 he won the ISTE Award for Outstanding Leader of the Year. Dean has had the opportunity to speak to a variety of education audiences both nationally and internationally. His passion remains helping teachers explore the affordances of technology for learning. Dean believes humor and humility go a long way in supporting and advocating transformational practices in teaching and learning.

Courses


  • ID: EDIM 503
  • Title: Differentiation Supported by Technology
  • Credits: 3

Grace E. Smith earned her Ph.D. from Wayne State University in Instructional Technology. She taught English, social studies, and reading to students in grades 6-12, and for the past 11 years, held the position of Instructional Technology Coordinator for a Michigan school district. Other leadership positions include corporate-wide curriculum coordinator for a Fortune 500 company, senior human resources consultant, director of continuing professional education for a business college and lead systems analyst for a Michigan university. Prior to teaching for Wilkes, Dr. Smith was a member of the adjunct faculties of two Michigan universities where she taught management, writing, and technology courses. The co-author of such texts as Differentiating Instruction with Technology in Middle School Classrooms, Differentiating Instruction with Technology in K-5 classrooms, and the online courseDifferentiation Supported by Technology, Smith has presented on similar themes at many conferences and online.

Courses


  • ID: EDIM 503
  • Title: Differentiation Supported by Technology
  • Credits: 3

Stephanie Throne earned her Ph.D. in Romance Languages and Literature from the University of Michigan and has been a professor of Spanish and German. The co-author of such texts as Differentiating Instruction with Technology in Middle School Classrooms, Differentiating Instruction with Technology in K-5 Classrooms, and the online course, Differentiation Supported by Technology, Throne has presented on similar topics at many conferences, workshops and webinars. In addition, Throne teaches/tutors Spanish, math, reading, and writing for various instructional and private organizations. For the last ten years, she has served as a faculty consultant for the Educational Testing Service, for which she supervises and trains faculty consultants to score the audio section of Advanced Placement examinations in Spanish and to evaluate examinations. Dr. Throne is the co-author of a Spanish text for upper elementary and middle school students, and is a frequent editor/proofreader for several publications. Prior to her work as a language professor, Throne served as a trainer and course developer for a large financial services corporation.

Course Information

Designed for working teachers like you, our Instructional Media courses are fully online. They meet in accelerated 7-week terms so that you can quickly apply what you learn in your classroom. And they are taught by experts who are helping to change the face of the 21st century classroom. This forward-thinking curriculum will teach you to integrate electronic media and web-based tools into your curriculum. Find creative ways to use Web 2.0 tools to engage your students. Master digital storytelling and become a well-traveled guide on virtual field trips. If your goal is to become a leader in the 21st century classroom, you won’t find a more future-oriented and inspiring program.

Foundations and General Pedagogy (21 credits)

An examination of various assessment strategies and current methods of assessment, through the study of theory and effective practices in assessment translated into design. The analysis of disaggregated student data to implement effective change in teaching and assessment practices will be explored. Research based strategies for the assessment and instruction of diverse learners will be examined.


Fall Session I: September 2 – October 19
Fall Session II: October 20 – December 7

The brain has been described as “the most complex structure in the universe,” and as “biology’s biggest challenge.” One thing we do know is that the brain is the center of human learning. The better we understand how the brain learns, the better we can teach both with and without technology. How the brain learns is a mystery that philosophers and educators have pondered for thousands of years, but that is now being uncovered by neuroscientists.

You will learn from leaders in the field to gain a contemporary glimpse into cognitive research and its implications for education and technology. In addition to readings, you’ll see video lectures from prominent brain researchers, cognitive scientists, and educators. You will try to apply these discoveries about perception, memory, motivation, and learning to ways that can help children and adults learn faster, better, and in greater depth. We’ll explore how technology can support the learning process in significant and interesting ways.

Students find that much of this material is new to them because it has not yet entered public knowledge or teacher preparation programs. To help you learn, you will participate in weekly discussion forums and online audio/visual environments like VoiceThread, live web conferences where you can discuss ideas with the instructor and fellow students. Expect to share, respond, and collaborate with fellow students and the instructor via text, audio, and images. The course challenges students to integrate recent cognitive science discoveries into their models of teaching and learning. By the end of the course, you’ll be able to confidently design cognition-based, technology-supported teaching and learning activities.


Fall Session I: September 2 – October 19
Fall Session II: October 20 – December 7

Project-Based Learning is a dynamic hands-on approach to learning that takes content knowledge and skills out of the isolated classroom and employs it to solve authentic problems in real world settings. Students work in collaborative teams that can include global partners. The driving question that is at the core of a project based learning experience challenges students to think creatively and utilize the knowledge, skills, and habits of professionals in that discipline. So, students find themselves doing the work of scientists, mathematicians, historians, and etc. to solve real world problems and create products that have a wide audience and enduring value beyond the classroom.


Fall Session I: September 2 – October 19
Fall Session II: October 20 – December 7

This course will provide educators with techniques for using technology to help create a stimulating, effective classroom for all students including English language learners, special education students, and students with a variety of learning styles. Specific challenges and processes for managing a differentiated instructional setting with accommodations for alternative teaching, learning and assessment will be discussed and researched. Students will explore the use of various technological tools to differentiate assessment of students’ understanding and learning by using various assessment strategies such as instructional rubrics, student reflections and portfolios. Using technology to manage ongoing assessment for diverse learners will be explored.


Fall Session I: September 2 – October 19
Fall Session II: October 20 – December 7

This course is designed to make a teacher feel comfortable with the most common and effective types of classroom video creation. In order to give educators the most practical experience possible, they watch and analyze a variety of student created videos on the Internet, read Jason Ohler’s Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity, and use the American Film Institute educator’s guide to make weekly videos of their own. The video assignments are designed to empower and give Wilkes’ students the confidence to engage their classroom with rich media assignments and encourage their colleagues to do the same. This course will demonstrate how audio, video, and interactive elements can complement and enhance classroom instruction. Students will understand the principles of digital storytelling and how this process can be used in the classroom by developing storyboards and creating rubrics for evaluating digital stories. Various software used for digital storytelling will also be explored.


Fall Session I: September 2 – October 19
Fall Session II: October 20 – December 7

This course examines the impact of globalization and technologies have on education and the need for educators to adapt to the changing needs of a global society. In addition, the importance of advocacy and how it can affect change will be examined.


Fall Session I: September 2 – October 19
Fall Session II: October 20 – December 7

We are teaching in exciting times where new tools and technologies are making it easier to integrate digital media within our daily instruction. Many challenges face us when using these tools effectively and efficiently. Why do we use them in the first place? Which activities and resources will achieve the highest engagement from our students? How do we have our students create their own content with these tools? And how do we use new media to increase learning of core content while also preparing students for a future that will require unknown skills and creativity? This course will give you the tools and skills to face these challenges, and a conceptual framework based on Howard Gardner’s Five Minds for the Future, to continue innovating as digital media and classrooms evolve.

This course will help you answer these questions, transforming your classroom into a 21st century learning environment. In the process you will create cutting-edge, standards-based media-infused projects that incorporate digital content from Discovery Education streaming with technologies like Glogster and Google Earth. When you leave, you will have the skills and insight to make digital resources a powerful force in your classroom.


Fall Session I: September 2 – October 19
Fall Session II: October 20 – December 7

Elective (choose 9 credits)

The Common Core State Standards (CCSS), released in 2010 and adopted by the majority of states, clearly delineate the learning expectations for k-12 students. With the goal of college and career readiness, the CCSS have strong implications for curriculum, assessment, and instruction. This course provides an indepth examination of their rationale, design, and impact on teaching and learning of all students. Research and practical application will be provided to guide effective implementation of the CCSS in English/Language Arts and Math.


Semester: September 8 – December 7

Students learn the core concepts of Web 2.0 and how it is impacting learning environments. The course focuses on Web 2.0 technologies and how these tools are shaping education by allowing users to publish and interact in new and different ways. Topics include social networking technology and online collaborative tools such as blogs, wikis, etc. Sounds kinda dry, eh? Well, imagine a course that requires you to create your own Personal Learning Network of smart people who can help you answer tech and curriculum questions when you have them. Or one that forces you to join a social network and both give of yourself and take good ideas from others. In addition to those tools and resources, you will have an opportunity to create an online hosted presentation, a podcast, and even collaborate to design a public service announcement using a host of online tools. These are the types of projects you will encounter during this course.


Fall Session I: September 2 – October 19
Fall Session II: October 20 – December 7

Designed to be a companion to Digital Storytelling (EDIM 504), in this course you will continue to develop your video production skills with projects that dive deeper into the rafts of cinematography, lighting, editing and increase your confidence with the tools and techniques of filmmakers. This action packed 7-week online boot camp will also sharpen your perception of mass media and visual language with a dash of film studies and commentary. Whatever subject you teach, the skills you will learn in EDIM 511 will be useful as you integrate visual media in your classroom.


Fall Session II: October 20 – December 7

This course centers around the skills students need for the 21st century. During inquiry, students refine their problem solving, critical thinking and creativity skills and are asked to apply them in a constructivist approach. Participants will be engaged in addressing how students learn, the process of inquiry, the process skills of inquiry and the role technology plays in engaging the 21st century learner.

Inquiry-based instruction is a powerful way for students to learn through active engagement with their environment. Teachers who engage in this form of instruction orchestrate a learning environment that allows students to develop a deep understanding and enriched knowledge about selected topics. Inquiry should be one of the methodologies that teachers employ in meeting the challenges of today’s academic expectations. We live in an era of rapidly expanding knowledge, which highlights the need for students to be lifelong learners. Inquiry skills support a student’s ability to question and methodically investigate a wide range of subject matter. This course will explore inquiry as a teaching technique, utilizing technology to support the various stages of the process.


Fall Session I: September 2 – October 19

The course will explore an array of powerful tools and new technologies that will help educators move beyond simple proficiency. Students will explore a wide variety of cutting edge technologies, from Web 2.0 to mobile phones in the classrooms. From the federal and state regulations that school technology policies are based on to the assessment of digital projects, this class provides students with a basis from which to explore, evaluate and integrate new technologies in the classroom.


Fall Session I: September 2 – October 19

This course will highlight significant ways that mobile devices can help to enhance and extend classroom learning. It will also address the unique challenges that schools face when adopting students’ own devices as learning tools. Research and practical K-12 examples will be provided to support and address the many nuances of using mobile devices in the classroom.


Fall Session I: September 2 – October 19

This course will examine current issues and trends in educational technology. Topics will focus on skills pertinent to maintaining digital literacy including use of communication and collaboration tools, analysis and digital curation of information, and evaluation of technological trends and associated pedagogy. Students will understand the importance of digital citizenship as it relates to the application of new technologies in the classroom environment and in education as a whole.


Fall Session II: October 20 – December 7

Online Course Demo

Discovery Education and Wilkes University are committed to making it easy and convenient for students to participate in this program. The entire program is held online using the course management system L.I.V.E., which helps create dynamic online learning environments for students. You will be sent information prior to the start of class on how to log on and access the course site, and how to obtain information on course content, assignments and due dates. Inside the course, you will complete practical activities and participate in online discussions with classmates. To help you in this dynamic online environment, instructors will provide guidance and answer questions related to the course, while the 24/7 help desk assists with technical support.

This short tutorial explains the primary functions of L.I.V.E. letting you see just how easy it is to take one of our online courses.

(Demo coming soon!)

FREQUENTLY ASKED QUESTIONS

The Instructional Media program is fully online and offered in seven-week sessions, with two sessions offered during the spring, summer, and fall semesters. Students are encouraged to take one course per seven-week session. Students wishing to take more than 9 credits per semester (full-time for graduate students) should consult with their advisor for permission.

Tuition is $423 per credit or $1,269 per 3-credit course, for the 2014-2015 academic year. This rate applies to all students, regardless of geographic location. A fee of $65 is charged for each online course.

Students seeking financial aid must register for a minimum of 6 credits per semester (not session) and be accepted as a degree-seeking student. More information pertaining to financial aid can be found on the Financial Aid – Graduate page.

Discovery Education and Wilkes University are committed to making it easy and convenient for students to participate in this program. The entire program is held online using the course management system L.I.V.E., which helps create dynamic online learning environments for students.

The courses use discussion boards and blogging for student and instructor interaction. Typically, students will make several discussion posts during the week and submit a more in-depth assignment at the end of the week. This assignment could range from creation of a video, exploration of web resources, or writing of an essay about technology.

Courses have assignments and discussion due dates, but students can log in at any time of day. Some instructors incorporate live web conferences, which would require students to log in at a specific time. However, these conferences are typically held in the evenings only two to three times over the duration of the course.

The time commitment is comparable to a face-to-face graduate course. Courses run for seven weeks, and participants can expect to spend six to eight hours per week completing assignments and interacting with classmates through online discussions. Actual time will vary depending on participants’ individual working styles.

The instructor oversees the course for the entire seven-week session. From the beginning of the course, the instructor is an integral part of the course experience. He or she will facilitate conversations on discussion boards, give feedback on participants’ course work, and assist students with content-related questions.

Students can complete their degree in less than two years. However, the University allows students up to six years to complete all degree requirements if they need that long.

Absolutely! That’s why Discovery Education and Wilkes University created EDGE, a 12-credit letter of endorsement program that provides a quick pathway to expertise in emerging technologies. Four, three-credit courses are offered in this program and students leave with letter of endorsement granted by Wilkes University (not a state certificate).

Students can also take a course or two without enrolling in the program. Simply apply as a non-degree seeking student before registering for class.

Absolutely! A teaching certificate is not required for admittance. In fact, the program attracts students from all disciplines—not just teachers.

Students may transfer a maximum of six graduate credits while enrolled at Wilkes University. This is determined by a department review of the course syllabi provided for each course previously completed.

International students who would like to enroll in the program should view the Graduate Requirements for more information.

Wilkes University is accredited by the Middle States Commission on Higher Education and the Pennsylvania Department of Education.

Most school districts understand the importance of continuing education. However, every district sets its own policy for what courses and credits it will accept and for what purpose. In many cases, as long as the credits are from an accredited university or college they may count toward salary movement, but students are strongly encouraged to seek approval through their appropriate district office.

IMPORTANT DATES

Registration for all spring sessions opens on Nov. 12, 2014.

Spring Session I begins on Jan. 19, 2015.

Spring Session II begins on March 9, 2015.

“Upon my completion of this program, I take away a vast collection of knowledge and resources that have changed my perceptions about the learning process. This program provided a platform for great exploration with Web 2.0 tools and technology, differentiated learning principles, the use of media within the classroom, and cognitive theory for effectively processing information. I leave this program with valuable tools, skills, and, most importantly, desire to utilize these lessons in a constructive way for the betterment of 21st century education.”

“This program is giving me the opportunity to focus on essential topics relevant to my job. I now have a deeper understanding of project based learning and using technology to support differentiated instruction, as well as the impact that globalization will have on our need to redefine what it means to learn in the 21st century. I feel more prepared to lead teachers in my district.

 

“I chose the Wilkes program because of its immersive quality; participants have the opportunity to actually engage in learning experiences that students will ultimately be engaged in themselves, providing us with the unique chance to see the learning from our students’ eyes.”

“Courses are designed to help educators feel comfortable with the tools necessary to bring classroom instruction to the 21st century. The university’s collaboration with Discovery Education solidified my respect for the program, as I have been using Discovery Education’s educational tools and resources for years.”

“I really felt like I owed it to myself to get this degree, to learn how to use technology in my classroom. For me, technology is something that really helps me learn and keeps me engaged and I wanted to transmit that to my students.”

“I’ve had some great experiences with the course. I came away with things that I can really use in my class and I can see how these technology tools can be put together in a combination of projects and really benefit students and meet their individual needs.

 

“I would absolutely recommend this program, because it really brings 21st century teaching, methodology and tools to teachers who really need them to be 21st century teachers and to meet the needs of our students today.”

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