ANTIGUA STATE COLLEGE
TECHNOLOGY IN EDUCATION – SEMINAR COURSE OUTLINE
PREREQUISITES: None
Duration: 45
hours
Prepared
on behalf of the Teacher Education Department as adapted from the course
outline from the Joint Board of Teacher Education
INTRODUCTION
This course is designed to introduce teachers to the
fundamentals or basics of integrating media and technology in their
classroom. The main goals of this course
are to:
(a) Expose
students to the major concepts and theories related to media and technology in
instruction and learning
(b) Provide
the basis by which basic media and technology tools can be integrated into the
classroom
(c) Provide
hands-on computer based applications that can enhance efficiency within the classroom
(d) Lay
a solid foundation for lifelong learning that supports the introduction and
utilization of technology in the classroom that would meet instructional goals
and objectives
Objectives:
At the end of this course, students should be able
to:
(a) Use
basic computer productivity packages (word processing, spreadsheet, power-point,
video and audio editing software, web-quest, web2.0 tools)
(b) Use
the internet and www for communication, research, location of teaching and
learning resources and for on-going professional development
(c) Apply
learning theories to the selection of instructional media and technology
(d) Discuss
the advantages and limitations of a range of instructional media and technology
(e) Design
and develop instruction episodes that integrate appropriate media and
technologies that meet the instructional
objectives
(f) Discuss
ways in which media and technology can be used to create active-learning
environments
(g) Design
and produce multi-media resources for classroom usage
(h) Demonstrate
basic competence in setting up and operating common classroom media equipment
Module 1 - Role
of Technology and media in Education (4
hours)
§ Introduction to
educational media and technology
§ Learning Styles,
theories of learning
§ 21st
century skills and its impact on the digital natives vs. immigrates
§ Psychological
perspectives of learning and their implications for instruction and use of
technology in the classroom
§ ICT Basics and
the implications of ICT on classroom instruction and management
§ Issues in media
and technology
§ Copyright law
and educators, fair use, data integrity
§ Health and
safety issue (student and teacher related)
§ Professional
development and lifelong learning
§ From teaching to
learning – creating active classrooms
Module 2 - Planning
for Media Usage – The ASSURE MODEL (2 hours)
§ Analysing the
learner
§ Stating and
developing objectives
§ Selecting
related methods, media and material
§ Utilizing
related media and material
§ Requiring
learner participation
§ Evaluation and
revision
Module 3 –
Computer Basics/Introduction to the internet (4 hours)
§ Computer basics
– peripherals/hardware, software, storage devices/resources, file management
§ Web literacy
o Web basics for
critical thinkers/thinking
o What is the
internet, IP addresses, domains, URLs, web browsers
o Internet search techniques/resources
o Validating web
based information
o Hyperlinks,
bookmarking
§ Professional
communities and the role of 21st century teacher as part of those
professional communities
§ Internet based
communication tools
o Email as a
communication and learning tool
o Social
Networking and its impact on instruction
o Cellular phones
and other electronic devices as tools for learning
Module 4 –
Read/Write Web – Weblogs (4 hours)
§ Weblogs pedagogy
and practice
o Keeping students
safe
o Blogs as
resources and learning tools
§ Developing blogs
§ RSS feeds
Module 5 – Using
Application Software for Classroom Instruction – (7 hours)
§ Using Word Processing Software in the classroom (3
hours)
o Word processing
software (review)
o Utilization of
word processing software for classroom instruction
o Visual literacy
and its role in instruction
§ Using Spread sheet software in the classroom (4
hours)
o Spreadsheet
basics
o Creating and
formatting a worksheet
o Manipulating and
formatting text
o Working with
graphs/charts
o Integrating
software (word and spreadsheet)
o Utilizing
spreadsheet software for classroom preparation and management
o Integrating
spreadsheet software into classroom instruction
Module 6 –
PowerPoint Presentations (4 hours)
§ Working with
PowerPoint presentations
§ Designing
presentations, using transitions, animations, effects etc.,
§ Inserting
hyperlinks, sound, video into presentations
§ Using PowerPoint
presentations to enhance the teaching learning environment
§ Setting up and
operating common classroom media equipment (e.g. LCD projector)
Module 7 –
Podcasts (2 hours)
§ Using podcasts
for classroom learning
§ Developing
podcasts (software, editing, production)
Break
Module 8 - Read/Write
Web – Wikis (4 hours)
§ Using wikis as a
collaborative tool
§ Challenges of
wikis in schools
§ Developing wikis
for classroom instruction
Module 9 – Video
Editing (4 hours)
§ Using video
editing software
§ Creating
storytelling board
§ Utilizing video
editing tools for classroom learning/instruction
Module 10 –
WebQuest (2 hours)
§ Defining and
detailing the importance of webquest for developing interactive web based
learning and research
§ Designing simple
webquests
Final Two Weeks
- Portfolio Presentations (8 hours)
Delivery
Strategies
This
course employs a combination of lecture/discussion, tutorials, demonstrations,
collaborative assignments, presentations, practical hands-on sessions and
online facilitation. Students are
encouraged to engage in ongoing reflection on their learning and are required
to develop a portfolio of materials to demonstrate their skills in the use of
selected applications and tools.
Tutor
should use a variety of teaching strategies in the delivery of this
course. Tutor will demonstrate and model
the use of ICT in the teaching learning process.
Assessment
1.
Portfolio
Development
- Students will be required to produce a portfolio consisting of samples of
work from relevant modules with personal reflections on their experiences
producing the assignments. The pieces
should be student centred and should demonstrate learning outcomes. Portfolio is to be presented at the end of
the semester (55%)
2.
Presentation/Reflection – Each student
will present their portfolio to the class.
They would have to discuss how they intend to use each portfolio piece
for classroom instruction. They should
be prepared to justify their use of each technology piece in the classroom. (35%)
3.
Classroom
Attendance and Participation – students will be expected to attend
at least 90% of all their classes and participate appropriately. (10%)
Portfolio
Pieces
Each
piece should be created for a lesson. A
copy of the lesson should also be included
1. Use
word processing software to create a learning tool for classroom instruction or
for reinforcing effort in your classroom. A summary of the learning episode should be
included.
2. Create
a spread sheet of grades for one of your classes or create a learning resource
that utilizes spread sheet software in the classroom (game, rubric, achievement
sheet/chart, Mathematics leaning tool, etc.,)
3. Create
a PowerPoint presentation for a class and lesson of your choice. The presentation should be accompanied by a
lesson plan for the class.
4. Design
a blog – write a short summary of how you would utilize your blog in your
classroom.
5. Inserted
a podcast onto your blog. Indicate how you could use your podcast in a lesson.
6. Group
Work – develop a wiki. Justify how a
wiki can be used in at least three scenarios in your classroom
OR
Design a webquest. Justify how your webquest can be used in at
least three scenarios in your classroom.
Reflection
A reflection should be written for each portfolio
piece prepared highlighting how the piece could benefit your students to create
a student-centered constructivist teaching/learning experience. It should include what you what piece you
produced, how you intend to use it in your lesson, challenges experienced and
what you could have done better
Presentation (8
hours)
During
the last two weeks of the semester, each student will be given10 minutes to present
a synopsis of their portfolio. Students
should be prepared to answer questions on the pieces presented and should
indicate how the piece will be used in a lesson.
Submission
All
portfolio pieces, with reflections and lesson plans should be burned to a CD
and submitted on the last day of the course.
CD’s should be clearly labelled with a marker (no paper) with your name,
course, year and tutor.
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