Technology in education is a moving target — tools and platforms that were cutting-edge five years ago are now commonplace or obsolete, while new technologies create possibilities that did not previously exist. ED7537 develops the doctoral-level capacity to evaluate emerging technologies critically, design curriculum and assessments that leverage multimedia and technology effectively, and lead technology integration at the school and district level as an administrator or instructional support professional.
Current trends in educational technology
Understanding the technology landscape shaping P-12 education
- Artificial intelligence in education: ED7537 examines how AI is transforming P-12 education through intelligent tutoring systems, adaptive learning platforms that personalize content and pacing, automated formative assessment and feedback, AI-powered learning analytics that identify struggling students, and generative AI tools that both create new opportunities and new challenges for academic integrity, creative development, and critical thinking instruction
- Immersive technologies: The course examines virtual reality (VR), augmented reality (AR), and mixed reality (MR) as instructional tools — virtual field trips, science simulations, historical recreations, spatial reasoning activities — evaluating both their educational potential and their practical constraints (cost, access, implementation complexity, evidence of effectiveness)
- Computational thinking and coding: ED7537 examines the integration of computational thinking across the P-12 curriculum — not just as a standalone computer science course but as a cross-disciplinary thinking skill (decomposition, pattern recognition, abstraction, algorithmic thinking) that enhances learning in mathematics, science, social studies, and language arts
- Data-driven and personalized learning: The course examines how learning management systems, student information systems, and learning analytics platforms generate data that can be used to personalize instruction, identify students at risk, evaluate program effectiveness, and inform resource allocation — while also raising critical questions about student privacy, algorithmic bias, and the appropriate role of data in educational decision-making
Multimedia-enhanced curriculum design
ED7537 develops the skills to design curriculum and assessments that incorporate innovative technology and multimedia purposefully. The course covers the design of multimedia learning experiences grounded in cognitive load theory and Mayer's principles of multimedia learning, the integration of video (instructional video, student-created video, video-based assessment), interactive simulations and virtual labs, digital storytelling and multimedia composition, game-based learning and gamification strategies, and collaborative digital tools (shared documents, digital whiteboards, collaborative coding environments, multimedia discussion platforms). The course emphasizes the pedagogical purpose-first approach: starting with learning objectives and then selecting technology that serves those objectives, rather than starting with a technology and looking for educational applications. Learners develop multimedia-enhanced curriculum projects in their own P-12 settings, designing units that integrate technology and multimedia into curriculum, instruction, and assessment in ways that demonstrably enhance student learning.
Technology assessment and evaluation
ED7537 develops the evaluation skills needed to assess technology and multimedia effectiveness in educational settings. The course covers frameworks for evaluating educational technology (TPACK — Technological Pedagogical Content Knowledge — as a framework for understanding the knowledge teachers need to integrate technology effectively), methods for evaluating technology's impact on student learning (both formative assessment data and summative outcome measures), approaches to evaluating the cost-effectiveness of technology investments, and strategies for evaluating emerging technologies before adoption (pilot testing, evidence review, vendor evaluation, peer institution learning). The course also develops assessment designs that leverage technology's unique capabilities — adaptive assessments that adjust to student responses, performance-based assessments that use technology to create authentic task environments, portfolio systems that capture student work and growth over time, and technology-enhanced formative assessment that provides real-time feedback to students and data to teachers.
Clinical experiences and leadership application
ED7537 includes clinical experiences designed specifically for school and district administrators and instructional support professionals. These clinical experiences connect course concepts to the leadership responsibilities of technology integration: conducting technology needs assessments in schools or districts, evaluating current technology use against best practices, developing technology integration plans, leading professional development in technology-enhanced instruction, and advocating for technology resources and policies that support student learning. The clinical component recognizes that doctoral learners in educational leadership need not only to understand technology but to lead technology initiatives — making strategic decisions about technology adoption, building organizational capacity for technology-enhanced instruction, managing the change process of technology integration, and evaluating technology effectiveness at the school and district level.
ED7537 assignments include multimedia curriculum projects, technology evaluations, integration plans, and clinical field reports
Our doctoral education specialists deliver expert support for ED7537.
Get Help With ED7537
Multimedia curriculum projects, technology evaluations, integration plans, clinical reports, needs assessments.
Place Your OrderView All ServicesRelated courses
Frequently asked questions
This is a central question ED7537 addresses, because school administrators face constant pressure to adopt new technologies — from vendors, from parents, from board members, and from the broader technology-enthusiast culture — and poor technology decisions waste limited resources that could have been spent on proven instructional approaches. ED7537 develops a systematic evaluation framework that administrators can apply to any emerging technology. First, start with the educational problem, not the technology: What specific student learning need or operational challenge does this technology address? If you cannot articulate the problem clearly, the technology is a solution in search of a problem. Second, examine the evidence: What research supports this technology's effectiveness in educational settings similar to yours? Vendor claims and demonstration videos are not evidence. Look for peer-reviewed research, implementation studies from comparable schools or districts, and data on actual student learning outcomes (not just engagement or satisfaction). Third, assess practical requirements: What infrastructure, training, ongoing support, and budget does implementation require? Many technology implementations fail not because the technology is bad but because the school underestimated the implementation requirements. Fourth, pilot before scaling: Test the technology in a limited context with willing participants before committing to a full-scale implementation. Collect data on implementation challenges, teacher experience, student experience, and learning outcomes. Fifth, evaluate equity implications: Does this technology create or exacerbate access gaps among student groups? Will some students be disadvantaged by a technology requirement (due to disabilities, socioeconomic factors, or linguistic backgrounds)? Sixth, plan for sustainability: Technology requires ongoing costs (licensing, maintenance, updates, support, replacement) that extend well beyond the initial purchase — ensure these costs are budgeted and sustainable.