Overview

Credit Hours - 3

This course provides students with the knowledge and skills required to plan, implement, monitor, and evaluate educational technology projects. Students examine project management principles, methodologies, and tools, including project planning, budgeting, scheduling, risk management, stakeholder engagement, quality assurance, and team leadership. Emphasis is placed on managing technology-enhanced learning initiatives in educational institutions and organizations. Through case studies and practical projects, students develop competencies in leading educational technology projects from conception to completion while ensuring alignment with organizational goals, timelines, and resource constraints.

Credit Hours - 3

This course introduces the concepts, principles, and applications of database design and management in educational settings. Students explore database models, data organization, data collection and storage, relational database design, query development, and data security practices. The course emphasizes the development of database solutions that support educational administration, learning management, student information systems, assessment, and research activities. Through practical projects, students design, implement, and evaluate educational databases while considering issues of data integrity, privacy, accessibility, and ethical data use in education.

Credit Hours - 3

This course introduces the principles and practices of designing, developing, and managing educational websites to support teaching, learning, and institutional communication. Students explore web design fundamentals, user experience (UX) design, accessibility standards, content management systems, multimedia integration, and responsive design techniques. Through hands-on projects, students develop educational websites that are engaging, accessible, and learner-centered, while applying best practices in instructional design, usability, and web technologies to enhance learning experiences in diverse educational environments.

Credit Hours - 3

This course examines the ethical, legal, and professional issues associated with the use of technology in education. Students explore topics such as data privacy and security, intellectual property and copyright, digital citizenship, accessibility and inclusion, artificial intelligence ethics, online safety, and relevant educational technology policies and regulations. Through critical analysis of real-world cases and emerging technologies, students develop the knowledge and skills needed to make responsible decisions and promote ethical, equitable, and lawful technology practices in educational settings

Credit Hours - 3

This course introduces the principles and practices of designing, developing, and managing educational websites to support teaching, learning, and institutional communication. Students explore web design fundamentals, user experience (UX) design, accessibility standards, content management systems, multimedia integration, and responsive design techniques. Through hands-on projects, students develop educational websites that are engaging, accessible, and learner-centered, while applying best practices in instructional design, usability, and web technologies to enhance learning experiences in diverse educational environments.

Credit Hours - 3

with contemporary learning environments. Students will engage with the full instructional design cycle from needs assessment through to evaluation. The specific objectives are to: 

• Solve performance and instructional problems using design principles. 

• Apply instructional design models to achieve learning outcomes. 

• Evaluate learning outcomes using assessment and evaluation models in the instructional design cycle. 

• Apply user experience design and design thinking to create accessible and innovative instructional solutions. 

• Critically examine the role of Artificial Intelligence in Education (AIEd) and its implications for instructional design. 

• Formulate appropriate learning objectives informing educational media selection.

Credit Hours - 3

The course emphasizes the integration of Assistive Technologies into instructional design, assessment, learner collaboration, and content creation. It examines a broad spectrum of assistive solutions such as sensory enhancement devices, communication tools, adaptive input systems, cognitive support applications, and accessible digital content. students will analyse the DSM-5 categorisation of learning and developmental differences and how these shape educational responses for learners with hearing impairments, visual impairments, physical disabilities, intellectual disabilities, and exceptional giftedness. Further, learners will explore inclusive pedagogies including Universal Design for Learning (UDL), differentiation, scaffolding, and multimodal access. Policy frameworks such as Ghana’s Disability Act (2006), the Inclusive Education Policy (2015), the Data Protection Act (2012), and international agreements including the UN Convention on the Rights of Persons with Disabilities (CRPD) will be critically reviewed to understand legal, ethical, and cultural implications of AT adoption 

The specific objectives are to: 

● assess the foundational theories and concepts related to assistive technology in education, including their historical and legal context within Ghana and globally

● Analyze the different types of assistive technologies and their applications in teaching and assessments to enhance equity and access among learners with diverse needs 

● design learning environments to accommodate diversity due to disorder or giftedness ascribed by DSM-V and legislative frameworks within assistive technology frameworks for low-income countries 

● develop strategies for integrating assistive technologies into instructional practices to support learners with various impairments, ensuring fairness and inclusivity 

The course addresses theories, and concepts of assistive technologies in education, instructional support systems, and technologies for people living with different abilities. History of special education in Ghana DSM-V classification of learning differentials, role of assistive technology for achieving development 

Credit Hours - 3

This study guide provides a structured framework for understanding the design, operation, and management of computer networks in educational and enterprise environments. Students will explore fundamental networking concepts, including local and wide area networking, IP addressing (IPv4 and IPv6), routing, network segmentation, core network services, security mechanisms, and wireless networking fundamentals. The guide is divided into ten sessions, each focusing on key networking concepts and their practical application in real-world and educational contexts.

Credit Hours - 3

This course explores emerging and contemporary issues, trends, and innovations in Educational Technology. Students critically examine specialized topics such as artificial intelligence in education, learning analytics, digital transformation, immersive technologies, online and blended learning, and other evolving developments shaping teaching and learning. Through research, discussion, and practical applications, students analyze the implications of these innovations for instructional design, policy, and educational practice, while developing skills to evaluate and implement technology-enhanced learning solutions in diverse educational contexts.

Credit Hours - 3

This course has two separate but closely related components – qualitative research and quantitative research that provides students with the theoretical and practical foundations for conducting research in within the field of educational technology. Students will learn how research informs the design and evaluation of digital pedagogy, learning analytics, and instructional technology innovations It introduces the core principles of educational research, emphasizing the design, implementation, and interpretation of qualitative, quantitative, and mixed-methods studies within technology-enhanced learning environments. Ethical principles and the possible challenges within both quantitative and qualitative methods as well as mixed methods will be discussed.
Students will be equipped with practical skills as they develop research questions, review literature, design data collection instruments, collect, analyze and interpret data, and present findings relevant to digital learning, instructional technology, and innovation in education. The course concludes with students engaging in a mini-research/ group projects to obtain first-hand experience in applying the methods taught in the course via the preparation and presentation of an individual research proposal and development of manuscript for journal submission.

Credit Hours - 3

This course provides a comprehensive exploration of traditional (Behaviourism, Cognitivism) and contemporary (Constructivism, Connectivism) learning theories and their application within online and digital learning environments. It critically integrates perspectives from African philosophies and emerging Artificial Intelligence (AI) theories of learning to provide a holistic and future-focused pedagogical framework. The specific objectives are to:

• Examine the core principles of traditional and contemporary learning theories, including Connectivism and Online Collaborative Learning (Collaborativism). 
• Explain the implications of various African philosophies (e.g., Ubuntu, communalism) for technology integration and learning design. 
• Evaluate the different Artificial Intelligence (AI) theories of learning (e.g., computational models, adaptive learning) and their potential impact on instruction. 
• Analyse the integration of specific learning theories and instructional media for different age groups and curriculum philosophies. 
• Critically evaluate the structure and function of Communities of Practice (CoP) as models for digital knowledge creation. 
• Apply a selected theory or a blend of theories to design instructional activities that effectively meet defined learning outcomes. 

The topics to be treated in this course include: Overview of learning theories and online learning, Traditional learning theories, Contemporary learning theories, Communities of practice (CoP), Connectivism, Online collaborative learning (collaborativism), African philosophies for technology integration, and Artificial Intelligence (AI) theories of learning.

Credit Hours - 3

This course provides a comprehensive foundation in the principles and practices of Educational Technology. It explores the systematic integration of technological tools, theoretical frameworks, and instructional design models to enhance teaching and learning processes. Students will journey from the historical foundations of audio-visual media to the cutting-edge applications of Artificial Intelligence (AI), Virtual Reality (VR), and Learning Analytics in education. The course emphasizes an integrative approach, examining how technology intersects with learning theories like behaviorism, cognitivism, constructivism, and connectivism. Key topics include the design of effective learning environments, the evaluation of educational software, the management of online and blended learning, and the critical ethical considerations of technology use in educational settings. Through a problem-based learning approach, students will develop the competence to critically assess, design, and implement technology-enhanced learning solutions that are pedagogically sound, inclusive, and forward-looking.