This document is a course syllabus for an Introduction to Technology for Educators class at Palm Beach State College. The 3-credit, 6-week summer course will provide hands-on experience using educational technology and teach students how to select appropriate hardware, software, and resources to enhance classroom instruction. Assignments include quizzes, projects using tools like PowerPoint and Glogster, and responses to educational issues. The syllabus outlines expectations, policies, grading, and contact information for the professor.
This course provides an introduction to educational technology for educators. Over the 6-week summer term, students will learn about hardware, software, and how to integrate technology into the classroom. They will complete weekly readings, activities, and quizzes focused on topics like classroom management with technology, selecting appropriate software and tools, and legal/ethical use of technology. The instructor's expectations are for active participation through in-class activities and online discussions.
The document summarizes the results of a survey assessing technology use by teachers and students in a High School Equivalency Program. It finds that while over half of teachers use technology, only 20% incorporate it into curriculum. Most technology access is limited to computer labs, and training and infrastructure support is lacking. Specifically, over 70% of teachers reported no technology plan, over 40% had no recent training, and three-quarters said no standards for student technology skills exist. The survey indicates that while technology access is improving, integration into education remains limited and changes are needed to training, planning and curriculum to fully realize technology's potential in the classroom.
This document provides an overview and syllabus for an introductory educational technology course. The course will cover the field of educational technology, technology planning, issues and concerns, and research related to educational technology. Assignments include a technology use plan, needs assessment, and research synthesis paper. Students will develop leadership skills and gain understanding of research, standards, and policies regarding educational technology integration. The course goals are to provide a comprehensive overview and promote effective use of technology for teaching and learning.
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This document outlines the vision and plans for integrating technology at ACORN High School for Social Justice Technology. It begins with the goals of preparing students and teachers to use technology, and creating a 21st century classroom environment. An action plan is then described to fix existing technology issues, provide teachers with laptops and training, and establish technology support for teachers and students. Implementation details are provided on software and technologies that have been adopted, and future plans include expanding laptop and Smartboard access, online parent resources, and distance learning opportunities.
This course provides an overview of educational technology for K-12 education. Students will explore key topics like leadership, equity issues, standards, research trends, and more. The goals are to understand the field, promote effective technology use, and analyze related issues and research. Assignments include a needs assessment, technology plan critique, outline and paper synthesizing research, and developing a technology plan presentation. The plan will address collaboration, resources, evaluation, and aligning technology goals with the district's mission. Weekly readings, discussions, and assignments will cover the various topics and standards.
The document proposes integrating elearning into middle and high school curriculums in the Boulder Valley School District. It would start with augmenting biology/science classes with an online learning track to provide a more visual and interactive learning experience. The online portion would include tutorials, expanded course materials and resources. It outlines the advantages, disadvantages, goals and provides details on content development, implementation, evaluation, technical specifications, budget, timeline and marketing. The overall goal is to help students develop 21st century skills and become comfortable with online learning.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
This document provides information about the CSC 448/548 - Machine Learning course offered at South Dakota School of Mines and Technology in Fall 2007. It outlines the instructor details, class schedule, catalog description, textbook, topics to be covered, course goals and outcomes, grading criteria, attendance policy, and other policies. The course will introduce students to machine learning algorithms and have them implement assignments using the Weka machine learning tool to apply what they learn to datasets. Evaluation will be based on homework, exams, class activities, and a final project involving implementing and comparing machine learning algorithms on a dataset.
This course provides an introduction to educational technology for educators. Over the 6-week summer term, students will learn about hardware, software, and how to integrate technology into the classroom. They will complete weekly readings, activities, and quizzes focused on topics like classroom management with technology, selecting appropriate software and tools, and legal/ethical use of technology. The instructor's expectations are for active participation through in-class activities and online discussions.
The document summarizes the results of a survey assessing technology use by teachers and students in a High School Equivalency Program. It finds that while over half of teachers use technology, only 20% incorporate it into curriculum. Most technology access is limited to computer labs, and training and infrastructure support is lacking. Specifically, over 70% of teachers reported no technology plan, over 40% had no recent training, and three-quarters said no standards for student technology skills exist. The survey indicates that while technology access is improving, integration into education remains limited and changes are needed to training, planning and curriculum to fully realize technology's potential in the classroom.
This document provides an overview and syllabus for an introductory educational technology course. The course will cover the field of educational technology, technology planning, issues and concerns, and research related to educational technology. Assignments include a technology use plan, needs assessment, and research synthesis paper. Students will develop leadership skills and gain understanding of research, standards, and policies regarding educational technology integration. The course goals are to provide a comprehensive overview and promote effective use of technology for teaching and learning.
21st Century School Presentation - Acorn High SchoolLisa Nielsen
This document outlines the vision and plans for integrating technology at ACORN High School for Social Justice Technology. It begins with the goals of preparing students and teachers to use technology, and creating a 21st century classroom environment. An action plan is then described to fix existing technology issues, provide teachers with laptops and training, and establish technology support for teachers and students. Implementation details are provided on software and technologies that have been adopted, and future plans include expanding laptop and Smartboard access, online parent resources, and distance learning opportunities.
This course provides an overview of educational technology for K-12 education. Students will explore key topics like leadership, equity issues, standards, research trends, and more. The goals are to understand the field, promote effective technology use, and analyze related issues and research. Assignments include a needs assessment, technology plan critique, outline and paper synthesizing research, and developing a technology plan presentation. The plan will address collaboration, resources, evaluation, and aligning technology goals with the district's mission. Weekly readings, discussions, and assignments will cover the various topics and standards.
The document proposes integrating elearning into middle and high school curriculums in the Boulder Valley School District. It would start with augmenting biology/science classes with an online learning track to provide a more visual and interactive learning experience. The online portion would include tutorials, expanded course materials and resources. It outlines the advantages, disadvantages, goals and provides details on content development, implementation, evaluation, technical specifications, budget, timeline and marketing. The overall goal is to help students develop 21st century skills and become comfortable with online learning.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
This document provides information about the CSC 448/548 - Machine Learning course offered at South Dakota School of Mines and Technology in Fall 2007. It outlines the instructor details, class schedule, catalog description, textbook, topics to be covered, course goals and outcomes, grading criteria, attendance policy, and other policies. The course will introduce students to machine learning algorithms and have them implement assignments using the Weka machine learning tool to apply what they learn to datasets. Evaluation will be based on homework, exams, class activities, and a final project involving implementing and comparing machine learning algorithms on a dataset.
Joined Up Learning: Students' use of the VLE and what it can tell usCONUL_ACIL
This document discusses students' use of the virtual learning environment (VLE) at NUI Maynooth and what it reveals about supporting students. A study found that while VLE use was widespread, it was often limited to accessing notes and assignments. Students had inconsistent experiences depending on lecturer use. The VLE helped students manage their studies but interactive features were underused. More flexible support is needed beyond formal training. The vision of digital natives may not reflect students' actual preferences for technology use. Future support could involve student-led help and challenging assumptions around students and technology.
This document discusses computer assisted instruction (CAI) in education. It defines CAI as an interactive instructional technique using computers to present material and monitor learning. CAI allows individualized self-paced instruction. It describes different types of CAI including drill and practice, tutorials, games, and simulations. The document also outlines the characteristics, features, uses, role of teachers, merits, and limitations of CAI. It concludes that while CAI has benefits for students, teachers are still needed to support learning and address limitations.
Video Lecture Capture Initiative - Summer Pilot ReportWSSU CETL
This document summarizes the results of a pilot program at Winston-Salem State University that tested using lecture capture technology to record classes and make the recordings available to students online. The summary includes:
1) Student perceptions of the lecture videos were generally positive, with most finding them helpful for reviewing material and clarifying concepts. However, some students reported technical issues accessing the videos.
2) Both students and faculty felt the videos provided additional benefits to learning without negatively impacting class attendance. Suggestions were made to improve video quality and access.
3) The pilot showed promise but also identified areas for refinement, such as addressing technical issues and segmenting longer videos, to maximize the benefits of making course recordings
Preservice mathematics teachers’ perceptions of using a web 2.0 technology as...Dr. Mokter Hossain
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in
Curriculum, Teaching, and Learning
with an emphasis on
Information Technology in Teaching-Learning Mathematics
Teacher Work from Home with Learning Management SystemJohn Macasio
The document discusses online distance learning and the use of digital tools for teaching and learning tasks. It provides an overview of using a learning management system like EasyClass or Facebook to create an online classroom. Teachers can post lesson guides, assignments, discussions and quizzes. The document also outlines various digital tools for communication, file storage, meetings, and creating learning content. These tools include Gmail, Google Drive, Zoom, and LibreOffice. Websites for subject learning helpers and online libraries are also listed.
The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
This document discusses planning for blended learning in an Open Distance Learning (ODL) context. It begins by outlining the training objectives which are to explain ODL components and applications, plan and implement blended learning, and explain the benefits of online learning. It then describes the dual mode strategy practiced by AeU which allows face-to-face and distance learning to coexist. Tables and descriptions are provided to outline the components and student learning time allocation for blended and fully online course delivery modes. Guided learning involves online modules, tutorials, and discussions while independent learning consists of online collaboration, assessments, and activities. The document emphasizes applying ODL approaches and interacting with content, instructors, and other students both online and face-to
Aca 115 syllabus example for website fall 2016Amy Davis
This document summarizes an orientation for a Success and Study Skills course at Cleveland Community College. The course is 1 credit hour and meets on Mondays and Wednesdays each week in room 2062 from 11:00-11:50 am, except for specified dates. The instructor's contact information and office hours are provided. The course description outlines the focus on exploring campus resources and developing academic skills for educational goals. Requirements include a textbook, supplies, computer/internet access, and a student email account. The objectives, evaluation methods, grading scale, attendance policy, academic integrity policy, and course schedule are also summarized.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
EDUC5103G - Week 12 Class Slides (F21)Robert Power
The 10th class session agenda covered various topics related to survey data analysis in instructional design, including: types of surveys used by educators; student satisfaction surveys; pre-test/post-test analyses; competency/aptitude profiles; best practices and pitfalls of surveys; ethical standards; and common survey analysis tools. The class included breakout activities for students to discuss surveys and their use, as well as a review of qualitative and quantitative data analysis techniques.
The document provides an agenda and overview for the first class session of an online education course. The agenda includes introductions, a course overview covering topics, schedule, assignments and resources, and group presentation topic selection. It also notes the date and topics for the next class session.
Televising the Instruction Revolution: Video Tutorials in Academic Art Librarieseamontewell
Eamon Tewell presented research on the use of video tutorials in academic art libraries. The study found that 48% of art library websites offered video tutorials, with the majority being screencasts on database searching. The videos averaged 4 minutes and addressed a variety of topics. While the tutorials generally had good design qualities, recommendations included involving students, using multiple recording methods, and expanding topics beyond databases. The presentation provided guidance on creating effective video tutorials and engaging learners.
Innovative teaching using video demonstration for classroom teaching and le...Alexander Decker
This document discusses using video demonstrations to teach engineering surveying. It notes that teaching surveying without demonstrations is challenging, as students cannot visualize instruments. The author created two videos - one demonstrating a leveling instrument and one a total station. These videos were shown during lectures to help students visualize instrument setup and use when real instruments could not be present. Students responded positively to the videos and were more engaged. Their performance improved in a subsequent practical session using the real instruments. The author concludes that video demonstrations enhanced teaching and learning for this challenging topic.
This document summarizes the assessment of online technology modules integrated into pre-service teacher education courses at Clarion University of Pennsylvania. Surveys of 414 students found that the modules were easy to use, appropriately integrated, and contributed to understanding course material while being a valuable part of the course. Faculty will continue developing online modules in collaboration with other universities and exploring their benefits for teacher training.
This document provides information for students taking the Computer Applications - MIS 213 course at Alabama A&M University in Fall 2013. It outlines the course prerequisites, schedule, instructor contact information, technical support contacts, required and recommended course materials, teaching methods, expectations, policies, grading breakdown, and course outline/schedule. The course covers Microsoft Office 2010 applications including Word, PowerPoint, Excel, Access, and Outlook as well as the open-source LibreOffice suite. Students will complete weekly assignments, quizzes, a midterm exam, and a final exam.
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
Teaching & Learning with Technology: In Practice
A course learning activity of Cebu Technological University - Argao Campus
Prepared by:
Joan Aliñabon
Rheanne Mae Princesa
Jane Marie Boladola
Mary Kristhel Merenello
The document discusses the challenges and opportunities of e-assessment for learning, including balancing constructivist learning approaches with institutional reliability needs. It provides examples of formative and summative computer-assisted assessment tools and strategies across various subjects. The findings suggest that formative assessment may not significantly improve outcomes but has potential with further optimization of assessment strategies.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This document provides a syllabus for a STEM education course offered by Teachers College of San Joaquin. The syllabus outlines the course objectives, which include describing STEM pedagogy, identifying connections to education standards, and constructing STEM lessons. It also details assignments, grading policies, and a schedule of topics. The course will examine STEM curriculum and teaching strategies, and require students to complete a course project applying design-thinking processes to develop a STEM experience aligned with academic standards.
Joined Up Learning: Students' use of the VLE and what it can tell usCONUL_ACIL
This document discusses students' use of the virtual learning environment (VLE) at NUI Maynooth and what it reveals about supporting students. A study found that while VLE use was widespread, it was often limited to accessing notes and assignments. Students had inconsistent experiences depending on lecturer use. The VLE helped students manage their studies but interactive features were underused. More flexible support is needed beyond formal training. The vision of digital natives may not reflect students' actual preferences for technology use. Future support could involve student-led help and challenging assumptions around students and technology.
This document discusses computer assisted instruction (CAI) in education. It defines CAI as an interactive instructional technique using computers to present material and monitor learning. CAI allows individualized self-paced instruction. It describes different types of CAI including drill and practice, tutorials, games, and simulations. The document also outlines the characteristics, features, uses, role of teachers, merits, and limitations of CAI. It concludes that while CAI has benefits for students, teachers are still needed to support learning and address limitations.
Video Lecture Capture Initiative - Summer Pilot ReportWSSU CETL
This document summarizes the results of a pilot program at Winston-Salem State University that tested using lecture capture technology to record classes and make the recordings available to students online. The summary includes:
1) Student perceptions of the lecture videos were generally positive, with most finding them helpful for reviewing material and clarifying concepts. However, some students reported technical issues accessing the videos.
2) Both students and faculty felt the videos provided additional benefits to learning without negatively impacting class attendance. Suggestions were made to improve video quality and access.
3) The pilot showed promise but also identified areas for refinement, such as addressing technical issues and segmenting longer videos, to maximize the benefits of making course recordings
Preservice mathematics teachers’ perceptions of using a web 2.0 technology as...Dr. Mokter Hossain
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in
Curriculum, Teaching, and Learning
with an emphasis on
Information Technology in Teaching-Learning Mathematics
Teacher Work from Home with Learning Management SystemJohn Macasio
The document discusses online distance learning and the use of digital tools for teaching and learning tasks. It provides an overview of using a learning management system like EasyClass or Facebook to create an online classroom. Teachers can post lesson guides, assignments, discussions and quizzes. The document also outlines various digital tools for communication, file storage, meetings, and creating learning content. These tools include Gmail, Google Drive, Zoom, and LibreOffice. Websites for subject learning helpers and online libraries are also listed.
The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
This document discusses planning for blended learning in an Open Distance Learning (ODL) context. It begins by outlining the training objectives which are to explain ODL components and applications, plan and implement blended learning, and explain the benefits of online learning. It then describes the dual mode strategy practiced by AeU which allows face-to-face and distance learning to coexist. Tables and descriptions are provided to outline the components and student learning time allocation for blended and fully online course delivery modes. Guided learning involves online modules, tutorials, and discussions while independent learning consists of online collaboration, assessments, and activities. The document emphasizes applying ODL approaches and interacting with content, instructors, and other students both online and face-to
Aca 115 syllabus example for website fall 2016Amy Davis
This document summarizes an orientation for a Success and Study Skills course at Cleveland Community College. The course is 1 credit hour and meets on Mondays and Wednesdays each week in room 2062 from 11:00-11:50 am, except for specified dates. The instructor's contact information and office hours are provided. The course description outlines the focus on exploring campus resources and developing academic skills for educational goals. Requirements include a textbook, supplies, computer/internet access, and a student email account. The objectives, evaluation methods, grading scale, attendance policy, academic integrity policy, and course schedule are also summarized.
This proposal outlines an e-learning courseware on the craft of batik for art students. It will contain videos, interactive exercises, and games to teach students the history, types, and process of making batik. The goal is to provide accessible instruction for students who only have one hour per week of class time to learn batik. The courseware will guide students step-by-step through the basics of batik and allow them to practice skills through interactive exercises that provide feedback. It is designed to make learning batik less mystifying and help students gain confidence in working with the unfamiliar art form.
EDUC5103G - Week 12 Class Slides (F21)Robert Power
The 10th class session agenda covered various topics related to survey data analysis in instructional design, including: types of surveys used by educators; student satisfaction surveys; pre-test/post-test analyses; competency/aptitude profiles; best practices and pitfalls of surveys; ethical standards; and common survey analysis tools. The class included breakout activities for students to discuss surveys and their use, as well as a review of qualitative and quantitative data analysis techniques.
The document provides an agenda and overview for the first class session of an online education course. The agenda includes introductions, a course overview covering topics, schedule, assignments and resources, and group presentation topic selection. It also notes the date and topics for the next class session.
Televising the Instruction Revolution: Video Tutorials in Academic Art Librarieseamontewell
Eamon Tewell presented research on the use of video tutorials in academic art libraries. The study found that 48% of art library websites offered video tutorials, with the majority being screencasts on database searching. The videos averaged 4 minutes and addressed a variety of topics. While the tutorials generally had good design qualities, recommendations included involving students, using multiple recording methods, and expanding topics beyond databases. The presentation provided guidance on creating effective video tutorials and engaging learners.
Innovative teaching using video demonstration for classroom teaching and le...Alexander Decker
This document discusses using video demonstrations to teach engineering surveying. It notes that teaching surveying without demonstrations is challenging, as students cannot visualize instruments. The author created two videos - one demonstrating a leveling instrument and one a total station. These videos were shown during lectures to help students visualize instrument setup and use when real instruments could not be present. Students responded positively to the videos and were more engaged. Their performance improved in a subsequent practical session using the real instruments. The author concludes that video demonstrations enhanced teaching and learning for this challenging topic.
This document summarizes the assessment of online technology modules integrated into pre-service teacher education courses at Clarion University of Pennsylvania. Surveys of 414 students found that the modules were easy to use, appropriately integrated, and contributed to understanding course material while being a valuable part of the course. Faculty will continue developing online modules in collaboration with other universities and exploring their benefits for teacher training.
This document provides information for students taking the Computer Applications - MIS 213 course at Alabama A&M University in Fall 2013. It outlines the course prerequisites, schedule, instructor contact information, technical support contacts, required and recommended course materials, teaching methods, expectations, policies, grading breakdown, and course outline/schedule. The course covers Microsoft Office 2010 applications including Word, PowerPoint, Excel, Access, and Outlook as well as the open-source LibreOffice suite. Students will complete weekly assignments, quizzes, a midterm exam, and a final exam.
Scaling up the service and supporting student learningMatt Cornock
A brief summary of the University of York's implementation of lecture capture, focusing on service team partnership, the significance to quality of service of data integrations, and engagement with staff and students. Presentation at the UK HE Lecture Capture Meeting, University of Manchester, 27 June 2016.
Teaching & Learning with Technology: In Practice
A course learning activity of Cebu Technological University - Argao Campus
Prepared by:
Joan Aliñabon
Rheanne Mae Princesa
Jane Marie Boladola
Mary Kristhel Merenello
The document discusses the challenges and opportunities of e-assessment for learning, including balancing constructivist learning approaches with institutional reliability needs. It provides examples of formative and summative computer-assisted assessment tools and strategies across various subjects. The findings suggest that formative assessment may not significantly improve outcomes but has potential with further optimization of assessment strategies.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This document provides a syllabus for a STEM education course offered by Teachers College of San Joaquin. The syllabus outlines the course objectives, which include describing STEM pedagogy, identifying connections to education standards, and constructing STEM lessons. It also details assignments, grading policies, and a schedule of topics. The course will examine STEM curriculum and teaching strategies, and require students to complete a course project applying design-thinking processes to develop a STEM experience aligned with academic standards.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document provides information about a mathematics module offered at Taylor's University. The 4 credit, 18 week module aims to equip students with essential mathematical skills through lectures and self-study. It covers topics like algebra, trigonometry, calculus, matrices, and statistics. Students will be assessed through tests, assignments, and a final exam to evaluate their understanding and application of fundamental mathematical principles and problem solving abilities. Assessment aims to develop students' communication, teamwork, and lifelong learning skills.
This document provides information about a Mathematics module taken by students. It includes the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and weekly schedule. The module aims to provide students with essential mathematical skills in areas like algebra, trigonometry, differentiation, integration and statistics. Students will be assessed through tests, assignments, exams and an e-portfolio. The module will be delivered through lectures and self-directed study over 18 weeks.
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections to Common Core and Next Generation Science Standards. The course uses a design thinking model and has students complete a course project applying the model to develop a STEM lesson plan.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and applications in various subjects. Students will develop skills in problem solving, calculus, geometry, and applying mathematical concepts. Assessment includes a test, assignments, and a final exam to evaluate students' understanding and application of fundamental mathematical principles and their ability to analyze and solve problems. The module uses student-centered learning approaches like group work and discussions.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and applications in various subjects. Key topics covered include algebra, trigonometry, calculus, matrices, integration, and statistics. Assessment includes a test, assignments, and a final exam to evaluate students' understanding and application of fundamental mathematical principles and problem solving abilities. Emphasis is placed on active student participation through group work and discussions.
The document provides information about Stockton University's Master of Arts in Instructional Technology (MAIT) cohort program. It describes the MAIT program focus on learner-centered design and curriculum. It then details the benefits of the cohort program for educators, including customized courses taught in a convenient location and schedule. The application process, class structure, payment options and contacts are also summarized.
This document provides information about a Pre-Calculus course offered in the spring semester of 2016. It includes details about the course objectives, content, teaching methods, assessment, and academic policies. The course focuses on polynomial, rational, exponential, logarithmic, and trigonometric functions and their applications. It will be taught through lectures and independent study, and students will be assessed through assignments, tests, a final exam, attendance, and class participation.
This document provides a syllabus for a graduate course on educational technology. The course will be held at Touro University in American Canyon, California from 4:30-9:30pm on Fall 2011. It will be taught by Steve Gibbs and introduce teachers to integrating technology into the classroom through both pedagogy and hands-on experience with various software and internet resources. Over the course of the semester students will complete assignments like blogging case studies, developing a technology-focused lesson plan, creating an online teacher presence using a wiki, and learning to use and teach Web 2.0 tools. Assessment will be based on participation, presentations, and assignment completion.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, problem-solving, and applying math concepts. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' communication, teamwork, and lifelong learning skills.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, problem-solving, and applying math concepts. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and formative/summative assessments to guide students and evaluate understanding.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, problem-solving, and applying math concepts. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' communication, teamwork, and lifelong learning skills.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, geometry, and their applications. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' problem-solving, communication, and teamwork skills.
This document provides information on the Mathematics module MTH30104 at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills through topics like algebra, trigonometry, differentiation, integration and statistics. Assessment includes tests, assignments, exams and an e-portfolio. The student-centered module utilizes lectures, tutorials and blended learning to develop skills like problem solving, analysis and application of mathematical concepts.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, geometry, and their applications. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' problem-solving, communication, and teamwork skills.
This document provides information about a mathematics module offered at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes tests, assignments, exams, and an e-portfolio. The module will be delivered through lectures and self-directed study, utilizing a student-centered learning approach.
This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, geometry, and their applications. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' problem-solving, communication, and teamwork skills.
This document provides information about a mathematics module offered at the School of Architecture, Building & Design. The 4-credit, 18-week module aims to equip students with essential mathematical skills including algebra, trigonometry, differentiation, integration, and statistics. Assessment includes tests, assignments, exams, and an e-portfolio. The module will be delivered through lectures and self-directed study, utilizing a student-centered learning approach.
This document summarizes key points from chapters 1 and 2 of the book "Integrating Educational Technology into the Curriculum". It discusses the shift to more student-centered learning using technology, defines computer and information literacy, describes the functions of computers and how they have evolved. Benefits of technology integration in classrooms are outlined, including preparing students for a digital world and allowing for global collaboration. The document also defines communication networks and the internet, and discusses multimedia, netiquette, and resources for further information.
This document provides an agenda and information about various topics related to educational technology:
1. The agenda includes analyzing survey results, discussing chapters 1 and 2, a quiz, and creating a graph to embed in a wiki.
2. Information is provided about CC and BCC fields in emails, a survey monkey link, and instructions for students to create graphs from survey data.
3. Brief summaries are given for chapters 1 and 2 of the textbook, including discussions of integrating technology, computer literacy, networks, the internet, and multimedia on the web.
This document provides an agenda and information about various topics related to educational technology:
1. The agenda includes analyzing survey results, discussing chapters 1 and 2, a quiz, and creating a graph to embed in a wiki.
2. Information is provided about communication tools like email and video conferencing. Computer networks allow sharing of resources and records between schools.
3. The internet is defined as the world's largest network connecting computers globally. Details are given about internet service providers and online service providers.
The document discusses the basic hardware components of a computer system including the system unit, motherboard, CPU, memory, ports, and connectors. It also describes input devices like keyboards and cameras, output devices like displays and printers, and storage media such as magnetic disks, optical discs, and USB drives. Data is processed by the CPU and represented digitally using binary code consisting of zeros and ones.
This document discusses security issues, ethics, and emerging technologies related to education. It covers topics like computer security risks and safeguards, including viruses, antivirus software, firewalls, and hardware theft. Ethics in the information age are also examined, such as information privacy, copyright laws, and filtering objectionable internet content. Emerging technologies that could impact education are explored, like enhanced digital textbooks, wireless networks, and assistive technologies. Health issues from computer use and ergonomic strategies are also outlined.
This document provides an overview of an introduction to educational technology course. It includes an introduction from the professor about her experience and education. The syllabus is reviewed which outlines expectations, assignments, and schedule. Students are asked to complete a survey online and work on a graphing activity using the survey data as part of an introductory lab. The document closes with the professor looking forward to an exciting semester integrating technology tools.
This document provides an introduction and agenda for an educational technology course. It includes:
- An introduction of the professor and their experience teaching and with technology.
- A request for students to complete a survey monkey survey to gather information and for an in-class lab.
- An overview of the syllabus which outlines the general schedule, assignments including a wiki assignment, and attendance policy.
- Directions for the first in-class lab on creating a graph from survey results to submit via email.
- Closing remarks to complete the lab, read the first two chapters, explore the class wiki, and have an assignment response ready.
Digital media allows for interactive and individualized learning experiences by incorporating multimedia elements like text, graphics, audio, video and animation. Students can use digital media tools to explore virtual environments and learn at their own pace. Common digital media applications include simulations, e-books, virtual reality, drill and practice software, and distance learning programs that integrate online and in-person instruction. Educators are increasingly using digital media tools like tutorials, presentations, and integrated learning systems to enrich classroom experiences.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. Palm Beach State College
Course Syllabus – Classroom Courses
General Class and Course Information
Course number: EME2040 Class Reference Number: 128466 Term: Summer B 2010
Course title: Introduction to Technology for Educators Credit/Contact hours: 3
Course Description: This course will provide application of instructional design principles for the use of
technology to enhance the quality of teaching and learning in the classroom. The course includes hands-on
experience with educational media, emerging technologies, and hardware, software and peripherals for the
personal computer as well as the data-driven decision-making processes. This course includes identification of
appropriate software for classroom applications, classroom procedures for integrating technologies with
emphasis on legal and ethical use and effective instructional strategies for teachers and students in regard to
research, analysis and demonstration of technology. Students will be provided an overview of the Florida
Educator Accomplished Practices, Sunshine State Standards, the Professional Educator Competencies and the
National Educational Technology Standards.
Course Learning Outcomes: As a result of taking this course, the student will be able to:
• Present examples showing the use of technology for classroom management, administration, teaching
and learning.
• Select and evaluate appropriate software and hardware for application in the classroom.
• Demonstrate legal and ethical use of technology in the classroom.
• Demonstrate research skills by using internet resources and appropriate software.
• Research and present applicable national, state and local resources for evidence-based data for use in
appropriate instructional planning.
• Explain Universal Design principles and select appropriate technology tools that will link outcomes to
instruction for students with special and/or diverse needs.
• Identify and select appropriate technology tools that link to instructional strategies for teaching English
Language Learners.
Full Course Outline: Click on the following link: http://www.palmbeachstate.edu/x4247.xml
Textbook Information:
Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom. Shelly, Cashman,
Gunter, Gunter. (6th Edition). ISBN: 9781423911807. Textbook Web Site Companion:
www.scscite.com/tdc5Click here and provide text title(s), edition, author, publisher and ISBN.
Web Content Information:
http://login.course.com
http://may2010edtech.pbworks.com/
Professor’s Contact Information
Professor’s Name: Leslee Ann Hoepner-Scruggs
Office Location: Social Science
Telephone: 561-294-7262
Email address: Hoepnerl@palmbeachstate.edu
Home Page: http://www.palmbeachstate.edu/x352.xml?ID=Hoepnerl
Office Hours: By appointment
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2. Palm Beach State College
Date Content Assignment Points
Course Syllabus – Classroom Courses
June 24, 2010 Introduction to syllabus Education Issues pg.36 25
Ch.1 Respond to segment #3
Integrating Educational Reality or Fantasy
Technology into the
Curriculum
June 29, 2010 Ch. 2 Communications, Quiz ch.1 & 2 15
Networks, the Internet and
the world Wide Web Education Issues pg.101
Respond to segment#3. 25
Virtual High Schools
July 1, 2010 Ch.3 Application Quiz chapter 3 15
Productivity Tools for
Educators
July 6, 2010 Ch.4 Hardware for Quiz chapter 4 15
Educators
Education issues p.243 25
Respond to segment #2
Digital Age Learners
July 8, 2010 Ch. 5 Integrating Digital Quiz chapter 5 15
Media and Educational
Software Applications PowerPoint 50
July 13, 2010 Ch. 6 Technology, Digital Quiz chapter 6 15
Media and Curriculum
Integration Glogster 50
July 15, 2010 Ch.7 Evaluating Quiz chapter 7 15
Educational Technology
and Integration Strategies Survey Monkey 50
July 20, 2010 Ch.8 Security issues, Quiz chapter 8 15
Ethics and Emerging
Technologies in Education. Respond to any
Educational Issue 25
p.507
July 22, 2010 Group collaboration
session
July 27, 2010 Multimedia Presentations 100
July 29, 2010 Cumulative Final
August 3, 2010 Grades due 100
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3. Palm Beach State College
Course Syllabus – Classroom Courses
Class Requirements
Assignments:
All assignments will follow the course schedule and will be graded on a point system. Topics and activities may
be added, deleted, and/or modified at the discretion of the instructor. Students are responsible for all material
in the textbook as well as topics discussed in class.
Education Issues 25 points each 100 total
Quizzes 15 points each 105/100 total
Web Page 50 points
PowerPoint 100 points
Glog 50 points
Survey Monkey 50 points
Multimedia Presentations 100 points
Wiki 50 points
Final 100 points
__________________________________________________________________
Total 705
Late Assignment Policy:
One late assignment is accepted with no penalty. Additional late assignments will drop a letter grade each day
they are late.
Grading Scale and Policy:
A=90-100% 630-700 points
B=80-89% 560-629 points
C=70-79% 559-490 points
D=60-69% 489-420 points
F=59% 419 and below
Tests, Quizzes, and Final Examination Schedule:
See above course schedule.
Make-up Exam Policy:
There are no make-up tests except in the event of extenuating circumstances. The instructor must be notified
by email, fax, or phone as to the reason why a test is missed within 24 hours. Documentation is required.
Accommodations depend upon the situation and the instructor.
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4. Palm Beach State College
Course Syllabus – Classroom Courses
Class Policies and Methodology
Attendance:
Professors are required to take attendance. It is your responsibility to print and sign your name on the class
roster at every session as you enter the class. Students are expected to attend all courses and course activities
for which they are registered. Any class meeting missed, regardless of cause, reduces the opportunity for
learning and may adversely affect a student’s achievement in the course. Students are required to attend at
least 90% of the class meetings in order to receive credit for the course. If a student misses one-third or more
of a class session, the student will be counted absent. After you are tardy three times it will count as one
absence. Leaving early is the same as being tardy. More than 2 absences without a documented excuse will
cause a student to earn an “F”. Being absent is not an excuse for not having your assignments completed.
Students are responsible for immediately informing their professors when they must miss class sessions for
emergency meetings. Excused absences may be warranted at the discretion of the advisor if appropriate and
documentation is provided. If the validity of the excuses is warranted, the professor will provide an
opportunity for the student to complete any required make-up work.
Electronic Device Use:
A computer and a USB drive (flash drive) is required for saving and backing up all course work. USB flash drives
must be brought to each class to save your coursework.
Email Policy:
The Palm Beach State email address is the only address through which instructor and student will
communicate and should serve as the main tool for communication outside the classroom.
Equipment and Supplies:
USB Flash Drive Internet Access ½ in. 3 ring binder Computer
Stapler #2 Pencils Pens Scantrons
Professor’s Expectations: It is expected that you will actively participate and get the most out of the class as
possible.
Methods of Instruction:
This course utilizes lecture via PowerPoint presentations, discussions, group/individual projects,
demonstrations and multimedia activities.
Unique Requirements of the Class: There is a tremendous amount of information to cover in six weeks.
Therefore participation via the class wiki is expected.
College Policies and Web Information
Academic Dishonesty
Academic dishonesty includes the following actions, as well as other similar conduct aimed at making false
representation with respect to the student's academic performance:
(1) Cheating on an exam, (2) Collaborating with others on work to be presented, if contrary to the stated rules
of the course,
(3) Submitting, if contrary to the rules of the course, work previously submitted in another course, (4)
Knowingly and intentionally assisting another student in any of the above actions, including assistance in an
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5. Palm Beach State College
Course Syllabus – Classroom Courses
arrangement whereby work, classroom performance, examination, or other activity is submitted or performed
by a person other that the student under whose name the work is submitted or performed, (5) Plagiarism.
Please refer to the Palm Beach State College Student Handbook
(www.palmbeachstate.edu/Documents/Marketing/studenthandbook.pdf for further information.
Classroom Etiquette and Student Behavior Guidelines
Students will demonstrate respect for professors and fellow students. Behavior that is disruptive to a positive
learning environment reported by the professor will result in a warning on the first instance; the second
instance might result in expulsion from the course or campus.
Computer Competency Component
Each student will, to the satisfaction of the professor, demonstrate a fundamental understanding of basic
computer operations through various professor-determined exercises and/or assignments.
Disability Support Services
Students with disabilities are advised, in compliance with federal and state laws, that accommodations and
services are available through the office of Disability Support Services (DSS). It is the student's responsibility
to contact Disabled Student Services Advisors and to submit appropriate documentation prior to receiving
services. Please see the website at www.palmbeachstate.edu/disabilities.xml.
Eating, Drinking and Smoking
Eating and drinking are confined to areas designated on the campus. Smoking is not permitted in any College
building and only in areas designated at each campus.
Student Responsibility Policy
When a student attends the College, s/he becomes subject to its jurisdiction. Students are expected to
conduct themselves in a responsible manner, in all areas of campus life. By enrolling, they pledge to obey the
rules and regulations of the College and are responsible for observing all College policies and procedures as
published in the student handbook, the College catalog and other College publications. The student will be
responsible for preparing for class, participating in class, and completing assignments on time.
Palm Beach State Websites of Interest
Please see this web page (www.palmbeachstate.edu/x340.xml for a list of web addresses for students.
Withdrawal Policy for Individual Courses
The last day to withdraw from a College course with a "W" grade in this course is July 20, 2010. It is the
responsibility of the student to use the PantherWeb system or visit a campus Registrar’s office to withdraw.
An official withdrawal entitles the student to a grade of "W" in the class.
Department Contact Information
Department Contact Name: Susan Caldwell
Office Location: Social Science 101
Telephone: 561-868-3339
Fax Number: 561-868-3327
Email address: caldwels@palmbeachstate.edu
June 2010
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