LINC 87: SEMINAR IN TEACHING WITH EDUCATIONAL TECHNOLOGY
Foothill College Course Outline of Record
|Hours:||5 lecture per week (60 total per quarter)|
|Advisory:||Basic computer skills and knowledge of Macintosh or Windows operating systems; familiarity using web browsers, email, bookmarking, searching and downloading.|
|Degree & Credit Status:||Degree-Applicable Credit Course|
|Grade Type:||Letter Grade (Request for Pass/No Pass)|
Student Learning Outcomes
- Create a 21st Century classroom environment that models a) critical thinking and problem solving, b) communication, c) collaboration, and d) creativity and innovation for all learners.
- Integrate innovative technology tools and processes into the learning environment that enhances student engagement and learning.
- Design effective and efficient technology-enriched, student-centered learning projects that improve learning outcomes.
The student will be able to:
A. Create a 21st Century classroom environment that models: a) critical thinking and problem solving, b) communication, c) collaboration, and d) creativity and innovation for all learners.
B. Integrate innovative technology tools and processes into the learning environment that enhances student engagement and learning.
C. Design effective and efficient technology-enriched, student‐centered learning projects that improve learning outcomes.
D. Develop assessment strategies for educational technology projects, teaching practices, and learning outcomes.
E. Evaluate the efficacy of teaching with innovative technologies.
A. Analyze 21st Century Teaching and Learning
1. 21st Century models
2. Critical thinking and problem solving
5. Creativity and innovation
6. Literacy development: Visual, Information Computing Technologies (ICT)
7. Developing a peer professional learning network
B. Integrate Technology into Teaching and Learning
1. Innovative technology tools and resources online and computer-based
2. Student engagement
3. Teaching with technology
4. Learning with technology
5. Presenting with technology
6. Choosing technology for effectiveness and efficiency
7. Integrating technology into teaching and learning practices
c. All other disciplines
8. Integrating mathematics and science into all other disciplines using technology
C. Create Student-Centered Learning Environments
1. Classroom environments for student-centered learning
2. Classroom management and practices for student-centered learning
3. Collaboration strategies for students
D. Design Student-Centered Learning Projects
1. Technology-enriched student project (small, medium, large scale)
2. Bloom's Taxonomy
a. Higher order thinking skills
3. Planning model for projects
E. Develop Assessment Strategies
1. Rubrics for teaching and learning
2. Technology for assessment practices
3. Quick techniques for assessing students' knowledge or ability
4. Professional reflection
F. Evaluate Teaching with Technology
1. Formative assessment strategies for teaching outcomes
2. Formative assessment strategies for learning outcomes
3. Analyzing the assessment results
4. Reporting results
Special Facilities and/or Equipment
B. When taught via the Internet: Students must have current email accounts and/or ongoing access to computers with email software, web browsing capability, FTP program, and access to the World Wide Web.
Method(s) of Evaluation
The student will demonstrate proficiency by:
A. Developing three student-centered learning projects.
B. Presenting one project to peers for formative assessment.
C. Making constructive contributions to class discussions live and online.
D. Participation in and actively building a professional learning network.
Method(s) of Instruction
During periods of instruction the student will be immersed in a student-centered learning environment, where they are:
A. Listening actively to lecture presentations delivered in a student-centered learning style.
B. Participating in facilitated discussions of readings or video presentations.
C. Engaged in collaborative learning using computer-based tools or social media to record notes or reflections and sharing ideas with peers.
D. Presenting in small group and whole class meetings.
Representative Text(s) and Other Materials
Spector, J. Michael. Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives. London: Routledge, 2015.
Instructor-assigned notes and materials.
When course is taught online: Additional information, notes, handouts, syllabus, assignments, tests, and other relevant course material will be delivered by email and on the World Wide Web, and discussion may be handled with internet communication tools.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
A. Writing assignments include an instructional project plan or lesson, reflections, peer evaluations, and critical analysis of educational projects, technology tools, systems, or processes.
B. Outside assignments include conducting project development, writing the instructional plan, reading, and participating in online peer collaboration activities.
C. When taught online these methods may take the form of video, audio, animation and web page presentations. Assignments will be submitted online as well.