Educational Technology 630
EDET 630: Foundations of Educational Technology
Prerequisite: EDET 620
Credit Hours: (3) One hour lecture; two hours laboratory
Provides a theoretical and historical foundation for many of the principles applied within the field of educational technology. Information processing models, dual coding and visual literacy principles, brain-based research approaches to media design, and other models are applied to the design and evaluation of educational media material and the selection of appropriate mediated instructional solutions.
Detailed Description of Content of Course
Designed to provide teachers, teacher candidates, corporate training professionals, psychology graduate students, and other education professionals with opportunities to acquire the knowledge and skills defining the field of educational technology. This class will also include discussion of critical diversity issues and techniques to meet the needs of all learners. These skills provide a foundation for learning and applying instructional design and evaluation skills associated with the creation of instructional solutions using a variety of media, including digital video, image-rich presentation files, social networking Wiki environments (i.e. Facebook), and collaborative multimedia platforms such as Google Earth.
Detailed Description of Conduct of Course
Lecture & lab. The course will be facilitated using a variety of cases designed to elucidate decisions made by educational technologists in the design of effective learning environments. Lectures will be used to present foundational material, and the principles outlined in class will be used to interpret varying solutions to each case presented.
After the foundational principles have been identified, they will be applied within a variety of development and evaluation projects associated with mediated learning environments. Detailed evaluation reports will be created using web-based tools to present results and communicate findings to the class at large. Evaluations will be included within the electronic portfolios of educational technology students.
Goals and Objectives of the Course
Goals, objectives, and assignments in this course address the following NCATE Unit Standard: NCATE Unit Standard 1c – Professional and Pedagogical Knowledge and Skills for Teacher Candidates;
Goals, objectives, and assignments in this course address the following National Educational Technology Standards and Performance Indicators for Teachers (NETS-T):
NETS-T 1: Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
o NETS-T 1a. Promote, support, and model creative and innovative thinking and inventiveness
o NETS-T 1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
o NETS-T 1c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
o NETS-T 1d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
NETS-T 2: Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and dispositions identified in the NETS•S. Teachers:
o NETS-T 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
o NETS-T 2d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Goals, objectives, and assignments in this course address the following Virginia Department of Education Technology Standards for Instructional Personnel (TSIPs):
• VAC TSIP 20-25-30a. Instructional personnel shall be able to demonstrate effective use of a computer system and utilize computer software.
• VAC TSIP 20-25-30b. Instructional personnel shall be able to apply knowledge of terms associated with educational computing and technology.
• VAC TSIP 20-25-30c. Instructional personnel shall be able to apply computer productivity tools for professional use.
• VAC TSIP 20-25-30d. Instructional personnel shall be able to use electronic technologies to access and exchange information.
• VAC TSIP 20-25-30e. Instructional personnel shall be able to identify, locate, evaluate, and use appropriate instructional hardware and software to support Virginia’s Standards of Learning and other instructional objectives.
• VAC TSIP 20-25-30f. Instructional personnel shall be able to use educational technologies for data collection, information management, problem solving, decision- making, communication, and presentation within the curriculum.
• VAC TSIP 20-25-30g. Instructional personnel shall be able to plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings.
Having successfully completed this course, the student will develop the following skills, knowledge and dispositions:
• Compare and contrast alternate theories of learning, including behaviorist, constructivist, information processing and neurological (brain-based) models. (NCATE Unit Standards 1c; NETS-T 1a, 1b, 1c, 1d, 2a, 2d; VAC TSIP 20-25-30a-e)
• Identify the salient features of a variety of cognitive learning theories as they are realized within mediated instructional interventions. (NCATE Unit Standards 1c; NETS-T 1b, 1c; VAC TSIP 20-25-30a-e)
• Evaluate the potential effectiveness of mediated learning environments using assessment instruments designed to measure the application of cognitive learning theories within instructional interventions. (NCATE Unit Standards 1c; NETS-T 1b, 1c; VAC TSIP 20-25-30a-g)
• Design instructional interventions that conform to acceptable practices in multimedia design as practiced by educational technologists, with special attention paid to principles of visual literacy. (NCATE Unit Standards 1c; NETS-T 1b, 1c; VAC TSIP 20-25-30a-g)
Students may be assessed using the following measurements:
• Written exam assessing content knowledge associated with the history and theory of educational technology as a field of education.
• Case studies involving the evaluation of technology-supported instructional problems.
• In-depth evaluation and research project involving the assessment of given technology-supported instructional programs with known and unknown instructional shortcomings.
• Creation of a Digital Portfolio: NCATE assessment
Other Course Information
Review and Approval
Approved: April, 2010