DOCSLIB.ORG

Technology Integration

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

The K-12 Educational Technology Handbook Anne Ottenbreit-Leftwich & Royce Kimmons Version: 1.108 Built on: 09/06/2021 08:00am This book is provided freely to you by CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it. Table of Contents Acknowledgements .................................................................. 5 Part 1. Foundations ......................................................................... 6 1.1. Technology Integration .................................................... 7 1.2. Connectivism ................................................................... 39 1.3. Lifelong Learning ............................................................ 54 1.4. Information Literacy ....................................................... 76 Part 2. Classroom Applications ................................................... 95 2.1. Blogging ........................................................................... 96 2.2. Coding ............................................................................. 114 2.3. Computational Thinking .............................................. 130 2.4. English Language Learning ......................................... 157 2.5. Foreign Language Teaching, Part 1 ........................... 176 2.6. Foreign Language Teaching, Part 2 ........................... 186 2.7. Gamification .................................................................. 215 2.8. iPad Learning Centers .................................................. 237 2.9. Open Educational Resources ...................................... 257 2.10. STEAM Mindset ........................................................... 270 Part 3. Legal, Ethical, and Socially-Responsible Use ............. 286 3.1. Copyright and Open Licensing .................................... 287 3.2. Digital Equity ................................................................. 318 3.3. Online Professionalism ................................................ 333 3.4. Online Safety ................................................................. 358 3.5. Universal Design for Learning .................................... 384 Back Matter .................................................................................. 411 Author Information ............................................................... 412 Citation Information ............................................................. 415 The K-12 Educational Technology Handbook 4 Acknowledgements Many people have helped in the creation of this textbook, and we would like to thank the following for their efforts in making this work more accurate and useful: Alyssa Erickson Alyssa Erickson assisted in the creation of this work by editing content, developing the glossary, and testing the textbook in courses where she worked as a TA. Tadd Farmer Tadd Farmer provided feedback on drafts of the textbook and used remixed versions of chapters in courses he was teaching. McKay Perkins McKay Perkins assisted in editing content and testing the textbook in courses he was teaching. Rick West Rick West provided feedback on drafts of the textbook and used remixed versions of chapters in courses he was teaching. The K-12 Educational Technology Handbook 5 Part 1 Foundations The Teacher Educator Technology Competencies provided by the Society for Information Technology and Teacher Education (SITE) state the following: Teacher educators will support the development of the knowledge, skills, and attitudes of teacher candidates as related to teaching with technology in their content area. This section addresses foundational pedagogical and dispositional topics related to technology integration in classroom settings. The K-12 Educational Technology Handbook 6 1.1 Technology Integration Effectively Integrating Technology in Educational Settings Royce Kimmons student_ipad_school - 225, Brad Flickinger via Flickr, CC BY-SA The K-12 Educational Technology Handbook 7 Learning Objectives Develop a foundational understanding of learning theories driving current technology development and adoption for K-12; Develop a foundational understanding of prominent technology integration models; Consider your own values guiding effective technology integration in the classroom. Technology Integration in education refers to the meaningful use of technology to achieve learning goals. This chapter seeks to answer the question: what is effective technology integration? Though on the surface this may seem like a simple question, it is actually quite difficult to answer, because any answer will be based upon our beliefs and values, how we view learning, and how we view technology's role in the learning process. To approach this question, we will proceed in this chapter by (1) revisiting some common learning theories and how they might influence our perspective of technology's role in learning, (2) exploring the beliefs and values that individuals and institutions might apply when evaluating technology use in the classroom, and (3) providing an overview of some common technology integration models that are used to help teachers better understand the process and goals of technology integration. The K-12 Educational Technology Handbook 8 Watch on YouTube https://edtechbooks.org/-Ki Key Terms Behaviorism a learning theory popularized in the mid-20th century, it treats learning as a response to stimulus and it conditions students to properly react to stimuli; the brain's processes are not considered and viewed as a "black box" Cognitivism a learning theory that focuses on brain functions and how information is processed, stored, retrieved, and applied Compliance legal, ethical, and institutional requirements of technology use (in contrast to their pragmatic use) Connectivism The K-12 Educational Technology Handbook 9 a learning theory that believes that learning need not be isolated to the mind, but becoming a learned and capable citizen in a digital society requires learners to become connected with one another in such a way that they can make use of the network as an extension of their own mind and body Constructionism a learning theory in which students construct artifacts in the outside world that support and reflect their internal construction of knowledge Constructivism a learning theory that considers individual and social factors by holding that learning is constructed by learners on top of previous experience, attitudes, and beliefs Facility the ease at which a new technology can be learned, implemented, or managed at the teacher- or student-level Institutionalization infrastructural compatibility, cost, lifespan, and management scale of new technologies PICRAT a technology integration model that holds that all technology uses either exemplify a Passive, Interactive, or Creative (PIC) relationship between student and technology as well as have a Replacement, Amplifying, or Transformative (RAT) effect on pedagogy The K-12 Educational Technology Handbook 10 Proof evidence-based efficiency or efficacy of a technology to help improve student learning RAT a technology integration model that holds that technology use either Replaces, Amplifies, or Transforms (RAT) pedagogical practices (Hughes, Thomas, & Scharber, 2006) SAMR a technology integration model that holds that technology use in the classroom either takes the form of Substitution, Augmentation, Modification, or Redefinition (SAMR) TPACK a technology integration model that illustrates the complex interplay between Technological Knowledge, Pedagogical Knowledge, and Content Knowledge Technology Integration the meaningful implementation of technology in educational settings to achieve learning goals Learning Theories Ever since there have been educators trying to teach students, there have been theories that guide how those educators view the learning process. These learning theories encompass our beliefs about the nature of knowledge and how a person learns. The K-12 Educational Technology Handbook 11 Debates surrounding learning theories have existed for millennia, and even in the modern world, there is great diversity in how scientists, psychologists, and educators view learning. Some of the major learning theories that shape modern conversations surrounding technology integration include behaviorism, cognitivism, constructivism, constructionism, and connectivism. Each of these theories has been studied and written about at length, and it is impossible to devote sufficient time and attention to each theory in the limited space provided in this chapter. Rather, all educators should study competing learning theories and develop their own understanding of how people learn. In this chapter, we will merely provide an extremely high level overview of each of these theories, briefly explaining what each entails and what each might mean for teaching and learning with technology. Behaviorism Behaviorism was popularized in the mid-20th century as psychologists studied behavior patterns and response systems in humans and other animals. Behaviorism treats learning as a response to stimulus. That is, humans and other animals are trained to respond in certain ways to certain stimuli, such as salivating when a dinner bell rings or repeating a memorized fact to receive some external reward. Teaching and learning, then, is a process of conditioning students to properly react to stimuli, and technology can help facilitate this training by providing incentives to learning, such as games or other
Recommended publications
  • A Handbook for Teaching Assistants

    A Handbook for Teaching Assistants

    A Handbook for Teaching Assistants Allyson Hadwin and Susan Wilcox ~ 1999 - 2000 ~ Instructional Development Centre Queen’s University, Kingston, Ontario, K7L 3N6 INTRODUCTION Queen's has almost 2,000 teaching assistants, and they play a vitally important role in undergraduate teaching, whether as markers, lab demonstrators, or tutorial leaders. Indeed, as many introductory courses become larger and more impersonal, the TA often provides a "friendly face" for many students, and also serves as a key link between the undergraduate and the professor. This handbook was prepared by the IDC as a printed source of information about many of the issues faced by teaching assistants in their day-to-day work. We believe you will find the manual a useful guide to becoming an effective teaching assistant, and that your experience as a TA will serve as a preparation for future teaching roles. However, printed advice is no substitute for real experience. We hope you will supplement the information provided here with attendance at one of the workshops offered for TAs, or the other sessions presented on a regular basis by the Instructional Development Centre. The IDC also offers personal consultation to any instructor at Queen's, including TAs. If you would like to learn more, or are facing a problem in your teaching, you can drop into the Centre (Old Medical Building, Room 101) or call us at 533-6428. Christopher Knapper, Director Instructional Development Centre Are you enthusiastic about learning? fascinated by your discipline? curious about your students? wondering whether you’ll be an effective teacher? If you’re dedicated to doing your best as a teaching assistant and willing to learn from your TA experiences, then you’re off to a great start as a teacher.
  • Audio-Tutorial Systems Approach to Recreational Learning Alan James Murdoch Iowa State University

    Audio-Tutorial Systems Approach to Recreational Learning Alan James Murdoch Iowa State University

    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1984 Audio-tutorial systems approach to recreational learning Alan James Murdoch Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education Administration Commons, and the Higher Education and Teaching Commons Recommended Citation Murdoch, Alan James, "Audio-tutorial systems approach to recreational learning " (1984). Retrospective Theses and Dissertations. 9015. https://lib.dr.iastate.edu/rtd/9015 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obUterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed.
  • Technology and Math

    Technology and Math

    The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis Alan C. K. Cheung Johns Hopkins University Robert E. Slavin Johns Hopkins University and University of York July, 2011 1 The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. Introduction According to a recently released report by the U.S. Department of Education (SETDA, 2010), American teenagers are still trailing behind their counterparts in other industrialized countries in their academic performance, especially in mathematics. In the most recent PISA assessments, U.S. 15-year-olds had an average mathematics score below the average of countries in the Organization for Economic Cooperation and Development (OECD). Among the 33 other OECD countries, over half had higher average scores than the U.S., 5 had lower average scores, and 11 had average scores that were not substantially different than the U.S. Similar patterns were found in tests given in 2003 and 2006. Importantly, the problem of students’ performance in mathematics is not equally distributed. While many middle class schools in the U.S. do perform at world class standards, poor and minority students are much less likely to do so. On the 2009 National Assessment of Educational Progress (NAEP, 2009), only 17% of eighth graders eligible for free lunch scored at proficient or better, while 45% of middle class students scored this well. Among African American students, only 12% scored proficient or better, and the percentages were 17% for Hispanics and 18% for American Indians, compared to 44% for Whites and 54% for Asian- Americans.
  • Teaching Assistant GUIDE

    Teaching Assistant GUIDE

    Teaching Assistant GUIDE CENTRE FOR LEADERSHIP IN LEARNING CENTRE FOR LEADERSHIP IN LEARNING McMaster University Teaching Assistant Guide 2012-2013 1 CENTRE FOR LEADERSHI P IN LEARNING McMaster University Third Edition 2012 Created by: Erin Aspenlieder Revised 2012 by Elizabeth Jackson, Marie Vander Kloet, and Greg Van Gastel Centre for Leadership in Learning McMaster University • 1280 Main Street West Hamilton, ON Phone 905 525 9140 x 24540 Email [email protected] or [email protected] 2 Teaching Matters Teaching assistants are essential to undergraduate education at McMaster. Working as a teaching assistant also offers you unique opportunities and experiences that will contribute to your personal and professional development. eaching assistants at McMaster fill a number of important roles. You may lead class discussions; supervise a lab group; mark assignments; meet and correspond with students; or facilitate help sessions. Whatever role you fill, your work is very important to the success of the students and instructors you T work with. So that you may confidently fill your role, this guide aims to provide you with some strategies for fostering an inclusive and dynamic teaching environment and to familiarize you with McMaster policies. As important as teaching assistants are to undergraduate education, the opportunities and experiences that come from being a teaching assistant are also very valuable for you. Whether you plan to pursue an academic career or intend to enter a field that does not have teaching as a component, the skills you acquire as a teaching assistant are sure to benefit you. These skills include: facilitating discussions; planning and delivering oral presentations; evaluating the work of others and offering constructive feedback; and experience designing and assigning projects.
  • Tutorial Teaching Assistants in the Classroom: Similar Teaching Behaviors Are Supported by Varied Beliefs About Teaching and Learning

    Tutorial Teaching Assistants in the Classroom: Similar Teaching Behaviors Are Supported by Varied Beliefs About Teaching and Learning

    PHYSICAL REVIEW SPECIAL TOPICS - PHYSICS EDUCATION RESEARCH 6, 010105 ͑2010͒ Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning Renee Michelle Goertzen, Rachel E. Scherr, and Andrew Elby Physics Education Research Group, Department of Physics, University of Maryland, College Park, Maryland 20742, USA ͑Received 19 October 2009; published 7 April 2010͒ As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants ͑TAs͒, we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call “focusing on indicators,” which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs’ focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs’ beliefs that guide the observed classroom behavior. DOI: 10.1103/PhysRevSTPER.6.010105 PACS number͑s͒: 01.40.Fk I. INTRODUCTION indicator behaviors are motivated by different underlying values for tutorial teaching. For example, one TA in our The physics education community has devoted decades to study believes that students should be given the benefit of the producing research-based undergraduate curricula that help doubt; another believes that students deserve to hear the right students construct their own physics knowledge.
  • K-12 Educational Technology Curriculum Reference Guide

    K-12 Educational Technology Curriculum Reference Guide

    PLAINVIEW-OLD BETHPAGE CENTRAL SCHOOL DISTRICT K-12 EDUCATIONAL TECHNOLOGY CURRICULUM REFERENCE GUIDE Mrs. Marjorie Alford, Middle School Teacher Ms. Joanne Levy, Elementary Library Media Specialist Mr. Michael Secko, High School Teacher & Mr. Guy A. Lodico, Director of Technology 1 Plainview-Old Bethpage Central School District 106 Washington Avenue, Plainview, New York 11803 Mission Statement The mission of the Plainview-Old Bethpage School District is to provide an academically challenging and stimulating environment for all students, and to enable them to realize their full potential to be happy, ethical and analytical citizens of the world. We do this by: making tolerance, acceptance, respect, honesty and kindness expectations for all students and for members of the Plainview-Old Bethpage school community; identifying each student’s academic, social-emotional, aesthetic and physical needs, and striving to meet those needs; and encouraging communication between and among students, teachers, parents, administrators, and community members. 2 Table of Contents: Introduction 4 Vision Statement / K-12 Technology Curriculum Integration Structure 6-7 Student Technology Assessment Rubric 11 Staff Development Needs 10-12 K-8 Computer Technology Skills 12-19 K-6 Computer Terminology 20-23 K-6 Web Sites 24-27 Seventh & Eighth Grade 27-35 Ninth to Twelfth Grade 36 English Curriculum 36-40 Mathematics Curriculum 41-42 Science Curriculum 43-45 Social Studies Curriculum 45-47 Modern Language Curriculum 47-51 Tools for Developing Internet Materials
  • Science, Educational Technology

    Science, Educational Technology

    CHAPTER 46 Passion, relationships, fascination, humanity, caring: some teachers will demonstrate the power of these from afar and some from on high. In the coming century we shall discover, and I only hope it does not take too long, that technology’s job is to sup- port their choice. —Tom Snyder (1991) “What is Great Teaching?” in Great Teaching in the One-Computer Classroom (Dockterman) Technology—all kinds of technology, from the TV/VCR to simulation software to microcomputer- based laboratory systems to the Internet—has the potential to enhance and enrich teaching and learning in as many ways as there are creative teachers. David Dockterman’s Great Teaching in the One-Computer Classroom lists five reasons why teachers may tackle the technology challenge. A com- puter (and other technologies as well) can help teachers do the following: ■ Manage responsibilities and paperwork ■ Make dazzling presentations ■ Lead incredible discussions ■ Manage dynamic cooperative learning activities ■ Inspire enlightening self-discovery Educational technology (as distinct from technology education) focuses on learning with technology, rather than learning about it. The Office of Educational Technology states, Technology is neither an end in itself nor an add-on. It is a tool for improving—and ultimately transforming—teaching and learning. To accomplish that job, technology must be an integral part of the school or community’s overall plan to move all chil- dren toward high academic standards. New Jersey’s Core Curriculum Content Standards emphasize technology’s critical role in the develop- ment of science process skills, as well as in nurturing children’s problem solving and decision mak- ing capabilities.
  • Perceptions of Students on the Conduct of Tutorials in Zimbabwe Open University: a Case Study of the Midlands Region

    Perceptions of Students on the Conduct of Tutorials in Zimbabwe Open University: a Case Study of the Midlands Region

    International Journal for Innovation Education and Research www.ijier.net Vol.3-1, 2015 Perceptions of Students on the Conduct of Tutorials in Zimbabwe Open University: A Case Study of the Midlands Region Nyengeterai Chemhuru Lecturer: Department of Counselling Zimbabwe Open University, Zimbabwe Box 1810 Gweru E-mail address: [email protected] (Cell: +263773929551, Work: +26354220502) *Dr. Remigios Vurayayi Mangizvo Senior Lecturer: Department of Geography and Environmental Studies Zimbabwe Open University, Zimbabwe Box 1810 Gweru E-mail address: [email protected] (Cell: +263772810978, Work: +26354220502) Winifrida Shingirayi Nyamande Lecturer: Department of Special Needs Education and Disability Studies Zimbabwe Open University, Zimbabwe Box 1810 Gweru E-mail address: [email protected] (Cell: +263773929549, Work: +26354220502) Abstract This research paper examines the perceptions of students towards tutorials in the Midlands Region of the Zimbabwe Open University (ZOU). In particular the study intended to establish whether the tutorials were conducted in a manner that satisfied the students. This case study was pragmatic in approach as it utilized both quantitative and qualitative techniques such as questionnaires, interviews and observations. The study established that both tutors and students had problems in distinguishing between tutorials and lectures. Most students preferred being lectured to, although this was not the delivery mode used in ZOU. The study further established that in some cases tutors and students did not prepare adequately when they came for tutorials. This affected the smooth flow of sessions. Lack of modules affected the conduct of tutorials. The study recommends that tutors should be inducted on how to conduct tutorials. Modules should be provided before the commencement of the semester.
  • Reviewing the Effectiveness of the Oxford Tutorial System in Teaching an Undergraduate Qualifying Law Degree: a Discussion of Preliminary Findings from a Pilot Study

    Reviewing the Effectiveness of the Oxford Tutorial System in Teaching an Undergraduate Qualifying Law Degree: a Discussion of Preliminary Findings from a Pilot Study

    Reviewing the effectiveness of the Oxford tutorial system in teaching an undergraduate qualifying law degree: a discussion of preliminary findings from a pilot study 1. Introduction 1.1 The Oxford tutorial system At undergraduate level the tutorial system at the University of Oxford has several distinctive features, which serve to make it almost unique in UK Higher Education. The common elements of tutorial teaching are summarised by the Oxford Learning Institute (OLI) as follows: students meet individually or in very small groups with a tutor from their discipline in their college, typically once a week or once a fortnight; students spend time independently reading and preparing written work for the tutorial; and students discuss their written work with the tutor, giving them an opportunity to receive constant feedback from their tutors.1 This does not replace but is in addition to lectures and larger classes such as seminars that students at Oxford attend, in common with their peers at other universities.2 The central issue to be explored in this paper is the effectiveness of this system of teaching. In doing so this paper will aim to identify some of the gaps in the existing research into the Oxford tutorial system and propose avenues for further study. To focus and limit the scope of this paper, it is the Oxford tutorial system that will be examined, although it is acknowledged that this system has several features in common with similar types of teaching at other Higher Education institutions, in particular the Universities of Cambridge and Buckingham in the UK, as well as with institutions outside the UK, such as certain liberal arts colleges in the USA.
  • Technology in Early Education Building Platforms for Connections and Content That Strengthen Families and Promote Success in School

    Technology in Early Education Building Platforms for Connections and Content That Strengthen Families and Promote Success in School

    www.ecs.org/per Technology in Early Education Building Platforms for Connections and Content that Strengthen Families and Promote Success in School 20 Vol. 13, No. 4 Touch-screen technologies, on-demand multimedia, and mobile devices are prompting AUGUST a rethinking of education. In a world of increasing fiscal constraints, state leaders are under pressure to capitalize on these new technologies to improve productivity and help students excel. The task is daunting across the education spectrum, but for 12 those in early education (birth through 3rd grade), it is harder still. Until recently, most educators envisioned early learning as story time and hands-on activities with no technology in sight. Yet electronic media use among young children is growing, as are new digital divides between rich and poor, rural, and urban. Tech-savvy educators are incorporating technology in early learning lessons and experimenting with new channels of communication between parents and colleagues. A red-hot ed-tech marketplace is also creating a feeling of urgency among decisionmakers in state agencies and local school districts who are at risk of spending public dollars on products that sit unused, lock districts into specific brands or platforms, or get in the way of promoting the positive, face-to-face interactions with adults that young children need. How to ensure thoughtful adoption? State leaders will need to encourage collaboration across many sectors that typically sit in silos, including school districts, early learning programs, libraries, museums, afterschool programs, adult education, and health services. Research centers and post-secondary institutions will need to provide insights and expertise to support this collaboration while also preparing a next-generation workforce to execute it.
  • The Effects of Technology in Early Childhood

    The Effects of Technology in Early Childhood

    Northwestern College, Iowa NWCommons Master's Theses & Capstone Projects Education Summer 2020 The Effects of Technology in Early Childhood Krista Werling Northwestern College - Orange City Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters Part of the Early Childhood Education Commons, and the Educational Technology Commons Recommended Citation Werling, Krista, "The Effects of Technology in Early Childhood" (2020). Master's Theses & Capstone Projects. 246. https://nwcommons.nwciowa.edu/education_masters/246 This Article is brought to you for free and open access by the Education at NWCommons. It has been accepted for inclusion in Master's Theses & Capstone Projects by an authorized administrator of NWCommons. For more information, please contact [email protected]. Running head: The Effects of Technology in Early Childhood The Effects of Technology in Early Childhood Krista Werling Northwestern College A Literature Review Presented in Partial Fulfillment of the Requirements For the Degree of Master of Education August 9, 2020 The Effects of Technology in Early Childhood 2 Table of Contents Abstract…………………………………………………………………………………………...3 Introduction……………………………………………………………………………………….4 Social Emotional Development and Technology…………………………………………………5 Physical Development and Technology…………………………………………………………..7 Cognitive Development and Technology…………………………………………………………8 Language Development and Technology…………………………………………………………9 Mathematics Development and Technology…………………………………………………….10 Literacy Development
  • The University of Texas at Tyler Course Syllabus EDUC 5359 Educational Technology Semester: Summer 2020 Time/Location: Online In

    The University of Texas at Tyler Course Syllabus EDUC 5359 Educational Technology Semester: Summer 2020 Time/Location: Online In

    The University of Texas at Tyler Course Syllabus EDUC 5359 Educational Technology Semester: Summer 2020 Time/Location: Online Instructor Dr. Julie Delello, Associate Professor Information: School of Education The University of Texas at Tyler 3900 University Blvd, Tyler, TX 75799 Office: BEP 235 Summer Office Hours: By appointment Phone: (903) 566-7489 Email: [email protected] (preferred) Course Description: This introductory graduate educational technology course is for individuals who want a broad practical course in learning how to integrate emerging technologies into elementary and secondary classrooms. Students will take a constructivist approach to understanding educational technology as articulated in the international Educational Technology Standards for Teachers. Course Information: This course is designed as an online course. Please allow up to 48 hours for response to an email. Office hours are by appointment and will be held virtually. Student Learning Outcomes: The purpose of this course is to help educators expose students to basic computer programming and new technologies in hopes of inspiring students to pursue careers in science, technology, mathematics, and engineering (STEM) fields within a global economy. More specifically and in keeping with the International Society for Technology in Education (ISTE) standards and the Next Generation Science Standards (NGSS), you will better be able to: • Leverage technology to take an active role in choosing, achieving and demonstrating competency in your learning goals, informed by the learning sciences. (INTASC Standards: 2, 4, 7, 8, 11) • Critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for yourself and others (INTASC Standards: 1, 2, 3, 4, 6, 11) • Use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.