Technology Practices for Instructional Improvement – EDUC 630

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/12/2020

Course Description

This course has students research and engage best practices in educational technology usage for the purposes of inclusion in instructional practice for student learning and for assessment of student achievement as a result of instruction. Students practice and demonstrate competency in using productivity tools for professional and pedagogical practice. Further, students will develop means of effectively using technologies for communication and collaboration to improve teaching and learning.

Prerequisites

None

Rationale

Technology usage has been focused on by society at large and educational institutions in particular (higher learning and those in the field) as a solution to perceived problems and deficits in learning. With the advent of computer-mediated communication systems such as the Internet, the pace at which education is expected to adopt technology both as a target of curriculum and as a pedagogical approach to learning has increased. It is vital that educators at all levels understand the role technology plays in the essentialist expectation of educational practice (as a curricular goal), the role technology plays in the actual practice of teaching and learning as an agent of access, and the role technology plays in the assistance in the day-to-day functioning in the profession of education.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. The student demonstrates and institutes best practices assessment of student achievement using technology to improve instructional practice and enhance student learning or professional development strategies for adult learners
  2. The student researches effective uses of technology in an instructional technology implementation
  3. The student effectively uses productivity tools for professional and pedagogical purposes
  4. The student uses technologies to effectively communicate and collaborate with fellow educators and members of learning communities to improve teaching and learning

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (2)

The student will complete two (2) Discussion Board forums throughout the course. Each forum consists of a thread and two replies.  The thread is the student’s response to the instructor’s prompt and the replies are the student’s response to another student’s thread.  Both the thread and replies should be at least two substantial paragraphs.  The thread is due by Wednesday at midnight of the module in which it is assigned, and the replies are due no later than Sunday evening of the module in which they are assigned. (Outcomes: A, B, C, D)

Home Page Creation

The student will design a personal homepage and browse the homepages of other students in the course.  This assignment must be completed no later than Sunday evening of Module 1 and is worth 50 points.  The homepage serves as the host for student blog entries.  If the student has created a blog for a different EDUC course, they may continue to use their blog for the EDUC 630 course.  They will need to create a separate page (tab) for the EDUC 630 course content.   (Outcomes: A, C, D)

Blog Posts (3)

The student develops and maintains a reflective blog throughout the period of the course. Three blog posts will be completed. The initial post is the student’s response to the instructor’s prompt and is due Wednesday by midnight of the module in which it is assigned. The two replies are the student’s response to another student’s post.  The reply will be posted in the discussion area and must be completed no later than Sunday evening of the module in which they are assigned. (Outcomes: A, B, C, D)

Lesson Plan Evaluation

Each student will select 3 different lesson plans that focus on a teaching strategy discussed in the Roblyer and Hughes (2019) chapter readings.  The lesson plans may be one of your own or one found on the Internet.  Each lesson plan is evaluated by reflecting on the instructional models discussed in the text.  Students will determine if the lesson plans effectively integrate technology into the learning process. (Outcomes: A, B)

Accessibility Technology Tools

Each student will choose an educational app and provide a critique and review of it. Once completed and submitted into a dedicated discussion forum. Class members will review each original post and offer feedback in the same forum. (Outcomes: B, D)

PowToon

The student will create a digital teaching tool through PowToon PSA. This site uses animation to help learners better understand various topics. Using video, or even presentation software or apps, such as PowerPoint or Google Slides, gives the educator a variety of options to help their students understand concepts and learn through multimedia tools. (Outcomes: C, D)

Instructional Video Project

The student will use the provided template to create an abbreviated lesson plan for a 3-5 minute lesson.  The student will develop an instructional video in which the student is explaining, demonstrating, or teaching a skill through appropriately selected technology. The video must be uploaded to a location that can be shared, and the link to the video will be submitted as the assignment. (Outcomes: A, B, C, D)

Technology Embedded Lesson Plan

The student will develop a lesson that integrates technology into the pedagogical elements of the plan of instruction.  This lesson will be evaluated on effective objective development, technology integration and assessment practices. (Outcomes: A, B, C, D)

Technology Proficiency Assignment

The student will develop an artifact and provide an explanation to show their proficiency in using an educational technology discussed from the chapter 5 readings of the Roblyer and Hughes (2019) text. (Outcomes: A, B, C, D)