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- 1. Learning Technologies and Mathematics Conference Proposed Program for BSc in, “ Education Technology/Teacher Training Program in Computer and Mathematics ”
- 2. Introduction <ul><li>The new trend in education is a university guided by a well-established vision that based on precise curricula related to tangible social need. Such Vision rests on four aspects : </li></ul><ul><li>Breaking the barrier between the academic society and business society. </li></ul><ul><li>Utilizing customization and eclecticism model. </li></ul><ul><li>Utilizing modernized conventional methods. </li></ul><ul><li>Utilizing the virtual environment. </li></ul>
- 3. The Problem <ul><li>Despite the fact that Mathematics and Computer Science are strongly intertwined and each helps a better understanding of the other, the majority of the education programs for primary and intermediate school teachers, in the Gulf region, concentrate on mathematics with a limited knowledge in computer sciences. </li></ul>
- 4. The Aim of this Work <ul><li>This paper aim at exploring the possibilities of having an educational program that graduate teachers able to teach these two subjects in a uniform fashion. Such teachers is expected to help pupil to be acquainted with IT knowledge and to realize the role of Mathematics in the developing technology. </li></ul><ul><li>The paper will also examine the scientific and financial visibility of such program. </li></ul>
- 5. Why Math & Computer program <ul><li>The program, which will hereafter refer to as “ BSc in Computer & Math”, emerged from the fact that mathematics and computer studies are linked to each other in a way that one can not avoids one of them in the study of the other. Mathematics uses computers as tools to help with algebraic analysis and even theorem proving, while computer scientists make use of a wide range of mathematics from logic and algebra to statistics. </li></ul>
- 6. Hypothesis <ul><li>It is supposed that the teacher who is acquainted with both Math &Computer studies will help in promoting the learning of both subjects. This will make it possible for such graduate-teachers to guide their pupils in mathematics classes to better understanding of computer sciences and to be able to use the related software and applications. </li></ul>
- 7. Teacher Training Program in Computer and Mathematics <ul><li>The proposed program is intended to prepare competent teachers of Mathematics and / or computer Science subjects for elementary (grades 1-6) and preparatory (grades 7-9) schools in the Gulf countries, in particular, the U.A.E. and Oman. The main goals and objectives of the program are inherited from the indispensable knowledge, and behavior that have to be possessed by a potentially competent teacher, during this century, according to the international standards. </li></ul>
- 8. Program Mission <ul><li>The mission is to provide competent teachers for Computer and / or Mathematics for primary and intermediate schools. </li></ul>
- 9. Goals and Objectives <ul><li>Goals and Objectives of the program are inherited from the indispensable knowledge, and behaviour that have to be possessed by a potentially competent teacher, during this century, according to the international standards. Its tasks are derived from the so called “the comprehensive three-dimensional vision” (Education, Information & Investment) </li></ul>
- 10. Program Objectives <ul><li>Through course work on campus and experience in the schools, the program is designed to provide students with the background and experience to be a successful teacher of computer and/or mathematics and to help graduate to meat the international standards in this field. </li></ul>
- 11. Main Goals <ul><li>The goals of the program are to provide students with the following: </li></ul><ul><li>A solid knowledge of Mathematics and computer Sciences. </li></ul><ul><li>A rich understanding and recognizing the connections of mathematics and computer science to the real world with the ability to apply them in teaching. </li></ul>
- 12. Main Goals (Con.) <ul><li>3. A good understanding and experience of general teaching methods, and specific methods to teach Mathematics, and computer Sciences. </li></ul><ul><li>4. Developed skills for clear communication and responsible teamwork and to inculcate professional attitudes and ethics, so that students are prepared for the complex modern work environment and for lifelong learning. </li></ul><ul><li>5. A self confidence and an ability of decision-making in the classroom. </li></ul>
- 13. Description of the Program <ul><li>The program will be completed by obtaining 132 credit hours, as follows: </li></ul><ul><li>24 credit hours for the university requirements, 42 credit hours faculty requirements (Education), and 66 Credit hours department requirements. The department requirements are 66 credit hours divided in to: 30 in Computer, and 30 in Mathematics, and 6 for general requirements. </li></ul>
- 14. Solid knowledge of Computer & Mathematics <ul><li>Acquisition of a solid knowledge of Computer, Mathematics, and Pure Science represent 50% of the total requirement of the program and will be covered by 66 credits hours. This block consists of (19) compulsory and (4) elective courses. </li></ul>
- 15. Compulsory courses in Math <ul><li>Three courses in Calculus representing 9 credit hours. </li></ul><ul><li>Two courses in Algebra representing 6 credit hours. </li></ul><ul><li>Three course in Analysis representing 9 credit hours. </li></ul><ul><li>One course in Discrete Math representing 3 credit hours. </li></ul><ul><li>Two courses in Statistics representing 6 credit hours. </li></ul><ul><li>One course in Operations Research represent 3 credit hours. </li></ul>
- 16. Compulsory courses in Computer <ul><li>Two compulsory courses in General Computer Sciences represent 6 credit hours. </li></ul><ul><li>Two courses in Digital Logic design and in Operating Systems represent 6 credit hours. </li></ul><ul><li>Two courses in Data structure and in DBMS representing 6 credit hours. </li></ul><ul><li>Two courses in Programming representing 6 credit hours. </li></ul><ul><li>Two courses in Data base representing 6 credit hours. </li></ul><ul><li>One course n Multimedia represent 6 credit hours. </li></ul>
- 17. Elective courses in Mathematics <ul><li>Tow courses are to be chosen from the following </li></ul><ul><li>Analytic Geometry </li></ul><ul><li>Methods of Sampling </li></ul><ul><li>Number Theory </li></ul><ul><li>Probability Theory . </li></ul>
- 18. Elective courses in Computer Science <ul><li>One course is to be chosen from the following three courses: </li></ul><ul><li>Artificial Intelligence </li></ul><ul><li>Selected Topics in Programming Languages . </li></ul><ul><li>Data Communication </li></ul>
- 19. General Science <ul><li>Physics is to be taught for three credit hours and one of the following courses is to be chosen for elective: </li></ul><ul><li>Computer and Society. </li></ul><ul><li>Environment and Society. </li></ul><ul><li>Electronics. </li></ul>
- 20. The Study Plan <ul><li>The plan is divided to four levels the first is mainly devoted to the University requirements and the basic knowledge in Math and Computer as follows: </li></ul>
- 21. Study Plan/ First Level 0581102 PC Application I0600101 English 0514140 Local Society I0541101 Mathematics 0541102 Mathematics II 0500130 General Psychology 0500110 Islamic culture 310100I IT Fundamentals 0511106 Foundation of Education 0500120 Arabic Language 0130130E Statistic 0111000 Academic Advising Course Code Course Title Course Code Course Title Second Semester First Semester
- 22. Study Plan/ Second Level I0551205 Physics / Optional course in science II0580211 Programming 0581242 Digital Logic Design 0544216 Vector Analysis 0580112 Programming I 0543203 Differential Equations 0542104 Linear Algebra 0514212 Educational Psychology 0512218 Const .& Dev. of Curriculum. 0513207 Gen. Teach. Methods 0514209 Development Psychology Course Code Course Title Course Code Course Title Second Semester First Semester
- 23. Study Plan/ Third Level / Optional course/ Math / Optional course/ Education 0581221 Discrete Mathematics / Optional course/ Comp 543430 Numerical Analysis 0581223 Data Structures & Algorithms 0544325 Real Analysis I 0581323 Operations Research 0514330 Research Methodology 0514328 Technology of Education 0513326 Educational Evaluation 0583340 Methods of teaching/ Computer Course Code Course Title Course Code Course Title Second Semester First Semester
- 24. Study Plan/ forth Level / Optional course/ Math 0586460 Data Base Management Systems 0581460 Multimedia 0544433 Complex Analysis 0581451 Operating Systems 0513448 Practical Training at school 051344 0 Methods of Teaching in Math Course Code Course Title Course Code Course Title Second Semester First Semester
- 25. Pre-Feasibility Study <ul><li>The program is mainly prepared to provide teachers for Computer and/ Or Mathematics in the Gulf Cooperation Council Countries. The graduates will be equipped to teach both primary (grades 1-6) and the lower secondary (grades 7-9) schools. As it is the first such program in the reign the demand for such teachers is expected to be very high. And in order to have good idea about the demand we shall study two main possible markets for such graduates: the United Arab Emirates and the Sultanate of Oman. </li></ul>
- 26. Demand for Math& Comp. Teachers/ Oman <ul><li>The statistics published by the ministry of Education in the Sultanate of Oman indicate that there were more than 11181 schools in the year 2004, with an average annual growth rate of 4.8%. This implies that the expected number of schools in 2006-2007 will be 1181. And the number of sections is expected to be 22921. </li></ul>
- 27. The Demand in Oman <ul><li>This implies that these schools need more than 3000 teacher for computer science and similar number for teaching Mathematics. And this need is growing annually by a number of 250. This very simple fact shows that, even if there were sufficient number of math teachers in the Omani schools in 2004, there is a demand of 3000 teachers for teaching computer sciences by this year and that there is a growing yearly demand of 250 teachers. </li></ul>
- 28. Demand for Math& Comp. Teachers/ UAE <ul><li>There were 1207 schools in the year 2004. And taking the yearly growth rate of the number of schools in UAE it is found that the expected number in the year 2006-2007 will be 1300 schools. And that the number of sections will be 28733. </li></ul><ul><li>Considering that each seven sections will need one teacher of computer and one of Math then we find that the expected demand for the computer teachers will be 4000 and same number for Math. These numbers will be increased yearly by 300 teachers for both Computer & Math. </li></ul>
- 29. Cost of Running the Program <ul><li>It is found that the cost of running the program is limited since it makes use of the staff, lecture theatres, labs, and assistants that are used by the existing Departments (Mainly Math which accommodate this program). And although direct incomes is considered, the program is profitable and is feasible. </li></ul>
- 30. References <ul><li>Fahady, K; “Pre-feasibility study for the Gulf Cooperation University College”, 2005, GCUC Institutional papers, Ajman, UAE. </li></ul><ul><li>Fahady, K. & others; “ Research Methodology”, 1996, Dar Alkutib, Mosul, Iraq. </li></ul><ul><li>Ministry of Education,” Statistical yearbook”, 2005, the Sultanate of Oman. </li></ul><ul><li>Ministry of planning, “Statistical Yearbook”, 2005, UAE. </li></ul><ul><li>http:// www.unimelb.edu.au/HB/areas/SCOMSCI.html cited on 24 th Dec 2006. </li></ul>

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