ETC 585 Technology Integration in the PK-16 Classroom

Department of Educational Specialties

This is a course description not a syllabus.

Total Units of Course Credits: 3

Pr-requisites & Requirements

Admission to Graduate College.

Upon entering this course you should:

• • Understand and be able to perform complex file management and current computer operating systems operations

  • Have access to, and a working knowledge of, the MS-Office Suite Google Apps of products

  • Have a working knowledge of Internet applications

Mode of Instruction: Online

Course will be delivered on BlackBoard Learn (BBLearn) at: http://bblearn.nau.edu

Instructor

• Chih-Hsiung Tu, Ph.D. Chih.Tu@Nau.Edu.

Course Purpose

This course brings together theory, content, and technology to assist educators in developing understanding, appreciation, and a vision of technology's roles and impacts on curriculum. This course is based on models, theories, national standards, and relevant research.

Course Student Learning Outline

This course uses the International Society for Technology in Education (ISTE) Standards for Technology Coaches (revised Fall 2019). Topics include using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.

Course Structure/Approach

This course is structured to facilitate teaching and learning in alignment with ISTE standards for Technology Coaches. Activities are learner-centered, involving individual and cooperative learning, critical thinking about current topics in Educational Technology and development of face-to-face and online artifacts to support student learning.

Students are expected to:

• Read, reflect and participate in class discussions on assigned readings

• Provide or ask for help from other class members; ask the instructor only as a last resort

• Troubleshoot and problem-solve your own technology problems; a cornerstone of the constructivist approach to learning

• Locate, download, and evaluate various software applications

• Reflect on learning processes and achievements

• Work to build a community of learners among your classmates and become part of it

• Work collaboratively

• Contribute to building a community of learners by developing a professional development unit

Communication

E-Mail; Chat Rooms/Collaborate Ultra or Zoom; Discussion Board

Readings & Materials

There are no required textbooks for this course.  Selected online reading will be assigned as required readings.

If you would like to start conducting the required readings, you may read:

• Stricker, J. & Culbertson J. (2017) How to build a successful instructional coaching program. Insight Education Group. 

• Burkholder, P. (2018) Backward design, forward progress. Faculty Focus.

• Ingvarson, L. & Rowley, G. (2017) Quality assurance in teacher education and outcomes: A study of 17 countries. Educational Researcher.

• Renard, L. (2017) The differences between formative and summative assessment – Infographic. BookWidgets Interactive Learning.

  • Saaris, N. (2017) Formative assessment: Tracing student learning in real time. Actively Learn.

Q & A

• Q: Are there any graded assignments and activities due in the first week of the course?

• A: Yes. Log in the course and start the course in the first week of the class. Avoid falling behind. The readings above will help you to get a head start.

It is important for those interested in this class to consult their program advisory and the instructor before enrolling.  If you have questions regarding this course, please contact Chih-Hsiung Tu, Ph.D. at Chih.Tu@Nau.Edu or 928-523-0671.

Subject to Change

Last Update May 2023