EDUC 6601 Instructional Media and Technology for Teachers

The Instructional Media and Technology course is designed to familiarize participants with technologies that are impacting, will impact, and could potentially impact education. Applications and effective use of instructional media in technology, including integration throughout the curriculum, use of multimedia technology, computer-assisted instruction and practices, computers and cooperative learning, computer simulations and problem solving, and the use of computers as a management tool will be explored. Participants will develop a unit of instruction incorporating technology to be used in the classroom. (Pre-service certificate not required. Field experience required.)

Credits

3

Typically Offered

fall, spring, summer

Student Learning Outcomes

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

1. Learn to use the basic functions and features of the Microsoft Windows Operating System including startup, desktop use and management, working with a variety of storage drives, printers, and other accessories.
2. Produce a variety of text and graphic documents that take advantage of the editing and formatting features in various software applications, such as Microsoft Word 2007.
3. Develop presentations using available presentation software.
4. Develop spreadsheets that include formulas, graphs, alpha and numeric data, statistical analyses, data extraction, etc
5. Setup and use various email systems to effectively communicate with colleagues, students, and parents.
6. Plan, design, create, and publish a web site in support of specific instructional goals
7. Use browser software to locate and manipulate informational and instructional resources from the World Wide Web to engage in continuous professional development and lifelong learning.
8. Be knowledgeable of how to review, evaluate, classify, organize, purchase, and install instructional and productivity applications relevant to their instructional responsibilities. (
9. Be familiar with instructional resources available via the Internet, as well as other pertinent technologies, and plan for the incorporation of selected resources into the learning process.
10. Review and reflect on a variety of print and electronic resources related to technology in general and instructional technology in particular as applied to student learning and empowerment.
11. Design developmentally appropriate learning opportunities that apply technology- enhanced instructional and assessment strategies to support the diverse needs of learners and plan strategies to manage student learning in a technology-enhanced environment.
12. Identify instructional standards (i.e. Georgia GPS and/or ISTE) and plan for the incorporation of selected technology into instruction to facilitate learning for all students including diverse students’ special needs in self-esteem, attitudes, and the inclusion of the exceptional child.
13. Be familiar with instructional software and media strategies using Internet-based communication and collaboration applications such as Web logs, Google sites, and podcasts
14. Be familiar with the operation of common classroom technology including video cameras, desktop and laptop computers, SmartBoards, DVD players and VCRs, digital cameras, and other instructional support devices that may emerge as learning support tools
15. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
16. Use technology assisted peer-tutoring strategies to provide appropriate learning environments addressing the diverse classroom as well as special needs in self esteem, attitudes, and the exceptional child.
17. Develop strategies for the management of technology rich environments including safe and healthy use of technology and with an understanding of the ethical and legal issues. (
18. Design a unit of interdisciplinary study to post to candidate’s online professional portfolio. The unit will include the goals, objectives, activities, resources, technologies, and assessments that engage large and/or small groups and demonstrate the candidate’s awareness of dispositions expected of professional teachers.