technology enhanced learning, teaching and assessment...

Technology Enhanced Learning, Teaching and Assessment (TELTA) Track Handbook

Faculty of Education Department of Curriculum and Instruction

Birzeit University

2018 / 2019

2

Index Welcome & Introduction ......................................................................................................................... 3

TELTA outcomes ...................................................................................................................................... 4

TELTA courses .......................................................................................................................................... 5

TELTA course outlines ............................................................................................................................. 6

Introduction to educational technology ............................................................................................. 7

Models of learning and teaching with ICT ......................................................................................... 10

Analysis and design of technology based learning ............................................................................ 13

Multimedia and games in education ................................................................................................. 15

Mobile learning ................................................................................................................................. 18

Using ICT in the discipline (TEFL) ....................................................................................................... 20

Innovative diffusions of ICT in education .......................................................................................... 23

Appendices ............................................................................................................................................ 26

3

Welcome & Introduction Dear student,

The Faculty of Education at Birzeit University is delighted to welcome you to the TELTA track of the

elementary stage program, which includes innovative courses that will develop in-depth knowledge

and skills in Technology Enhanced Learning teaching and assement (TELTA). As the Ministry of

Education have started to apply the philosophy of Technology enhanced education in the schools of

West Bank and Gaza, it is now a requirement to involve all teachers in improving the education of all

children by the use of technology in their daily educational practice.

The use of technology in the classroom provides opportunities for the teacher to improve the

education of all children according to modern standards in order to reach the full potential of them.

On the TELTA track you will explore how (mobile) technology and gamification, didactics and

pedagogical approaches to educational practice change and how these technologies can help all

pupils to develop and make faster progress on the technology-less teaching methodologies.

You are going to work with present-day theory’s and statistics, examples and ideas, as well as specific

tools to get a clearer picture on modern technologies in theory and practice. You develop knowledge

and expertise in this specialist field, so that you are able to use the technology effectively in lessons

in daily practice, but also to guide fellow students and colleagues from practice in the deployment of

these technologies. You will get to know the theories about people's resistance to change processes,

so that you can effectively support them in these processes. This enables you to contribute fully to

the innovations within the school.

By completing the TELTA process, you can make valuable contributions to the future schools in which

you teach and support your employment opportunities in this field. As you make progress in

education, your specialist knowledge can lead to further professional and leadership opportunities

within schools, as described in the PTPDI, enabling you to turn Palestine into a better society.

This handbook is designed to provide you with an overview of all the important information that you

need to know about the TELTA track including the outcomes, courses and information on the

assessment.

4

TELTA outcomes

Attitude towards ICT and mobile learning

1. Understand how teachers, learners and educational administrators can promote, resist, adopt, transform, and repurposed technologies in education.

2. Establish a foundation for advanced study related to the selection of, the use of, and the proper application of emerging technology-based tools for teaching, learning, administration, and counseling in educational situations.

3. Read critically and interpret accurately literature reports and research findings related to the

role of technology in learning environments.

4. Be aware and practice ethics while dealing with (mobile) technologies in education.

Knowledge from ICT and mobile learning in education

5. Integrate and select suitable digital technologies in the schools based on sound learning

theories.

6. Learn how modern technology-based teaching and learning tools are used by educators

7. Identify a representative set of computer applications and technology-based resources and specify how they are used in educational settings, including educational research, educational administration, special education, and school counseling.

8. Understand the theoretical underpinnings and designing principles of educational games such as problem solving.

9. Identify, for teaching and learning purposes, the practical aspects of evaluating and implementing educational games, simulations and virtual environment.

Skills in working with ICT and mobile learning in education

10. Use (mobile) digital technologies to create more effective learning environment in the

schools through the communication and interaction among the different stake holders:

students, teachers, school administration, parents and society.

11. Develop advanced skills related to the use of a representative set of (mobile)technology-based tools. Knowledge of these technologies will improve communication and decision making skills as well as those related to the teaching and guidance of learners.

12. Design and develop lessons, learning activities and study units adapting different (mobile)

technologies.

5

TELTA courses TELTA Year 1:

Course Name Prerequisite Credit hours Course Number

Introduction to educational technology

------- 3 EDUC331

TELTA Year 3:

Course Name Prerequisite Credit hours Course Number

Models of learning and teaching with ICT

------- 3 EDUC 3361

Analysis and design of technology based learning

------- 3 EDUC 3362

Multimedia and games in education

------- 3 EDUC 3363

TELTA Year 4:

Course Name Prerequisite Credit Hours Course Number

Mobile Learning ------- 3 EDUC 4313

Using ICT in the discipline (TEFL)

------- 3 EDUC 4314

Innovative diffusions of ICT in education

------- 3 EDUC 4315

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TELTA course outlines

7

Introduction to educational technology

Course code: EDUC331

Year/ block: 1/1

Credit hours: 3

Teaching hours: 45

Course description

The course addresses mainly the concept of educational technology and its role in dealing with

education in the digital age and at the same time the role of traditional technology in meaningful

learning in the absence of internet and electricity. It introduces the foundations of educational

theory, the big three: Behaviorism, Cognitivism and Constructivism, when designing and

applying different technologies in learning and teaching in the classroom. The course focuses on the

use of some of the Web 2.0 technologies and how this affects (change) the role of teacher and

students in the digital age. It also considers issues like quality, plagiarism and digital habits of learners

in the digital age.

Intended learning outcomes

By the end of this course students will be able to:

1. Explain the concept of educational technology and its role in overcoming current educational

challenges in the digital age.

2. Differentiate between the different teaching aids and getting to know the educational

foundations of its design and use.

3. Design and present a physical teaching aid that can be used in the classroom.

4. Explain the changing roles of teachers and students in the digital age.

5. Evaluate and select suitable technologies, multimedia and educational websites to be used in

her/ his own classroom.

Learning and teaching strategies

The course involves mainly hands on activities reflected by producing physical teaching aids and

working in the computer lab/ smart phone on the different applications of digital technologies in the

classroom. Cooperative and active learning activities like students presentations and discussions

are used in about all of the sessions addressing the different topics of the course. In addition, online

and face to face interaction of the students to work outside the lecture session is used and

encouraged by course evaluation.

8

Course schedule

Week Topic

Week 1 Concept of educational technology

Week 2 Physical teaching aids including their educational foundations, design, use and

evaluation

Week 3 Presentation 1: presenting and discussing the physical aids produced by students

Week 4 Internet and hypermedia (Web 1.0 vs Web 2.0)

Week 5 Educational foundations for e-learning (pure online and blended learning, use of

multimedia and social media)

Week 6 Changing role of teachers and students in the digital age

Week 7 Instructional design of classroom based online activities

Week 8 Google drive including interactive presentations and online forms, blogger and

sites in the classroom

Week 9 Rubrics for evaluating and selecting digital learning technologies and educational

websites

Week 10 Presentation 2: presenting and discussing an online based school unit produced

by students

Week 11 Issues in e-learning: Quality of digital learning, plagiarism and copyright

Week 12 Communication: Learn different ways of effective communication and utilizing

technological tools to enhance communication

Week 13 Workshop: Hands on activities reflected by producing physical teaching aids and

working in the SLR/ smart phone on the different applications of digital

technologies in the classroom

Week 14 Workshop: Hands on activities reflected by producing physical teaching aids and

working in the SLR/ smart phone on the different applications of digital

technologies in the classroom

Week 15 Assessment

Assessment

Development and presentation of a physical aid (Individual Task) ……….. 20 %

Midterm ……………………………………………………………………………………………….. 15 %

Development and presentation of online unit (Cooperative Task)…….….. 20 %

Homework and participation (Mainly group work) …..………………………….. 15 %

Final exam ……………………………………………………………………………………………. 30 %

9

Recommended reading:

Keengwe, J. (2015) Handbook of Research on Educational Technology Integration and Active Learning, USA: IGI Global

Kennisnet (2015) Four in Balance Monitor. Retrieved 10-01-2018 from

https://www.kennisnet.nl/fileadmin/kennisnet/

corporate/algemeen/Four_in_balance_monitor_2015.pdf

Koehler, M. (2012) TPACK explained. Retrieved 10-01-2018 from http://matt-koehler.com/tpack2/tpack-explained/ Moergestel, L. van, Keijzer, A. de & Stappen, E. van der (2016) Tips and Pitfalls for Blended Learning:

Redesigning a CS Curriculum Using IT. Retrieved 10-01-2018 from: https://www.hbo-kennisbank.nl/details/sharekit_hu:oai:surfsharekit.nl:f6fa8374-806b-4590-b8de-5b0cb30954f4?q=blended+learning

Spector, M. (2016) Foundations of Educational Technology (2nd ed.) New York and London:

Routledge. Unesco (2015) Education research and foresight: Woking papers. Retrieved 10-01-2018 from

http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

https://www.kennisnet.nl/fileadmin/kennisnet/%20corporate/algemeen/Four_in_balance_monitor_2015.pdf

https://www.kennisnet.nl/fileadmin/kennisnet/%20corporate/algemeen/Four_in_balance_monitor_2015.pdf

http://matt-koehler.com/tpack2/tpack-explained/

http://matt-koehler.com/tpack2/tpack-explained/

https://www.hbo-kennisbank.nl/details/sharekit_hu:oai:surfsharekit.nl:f6fa8374-806b-4590-b8de-5b0cb30954f4?q=blended+learning



http://unesdoc.unesco.org/images/0024/002429/242996e.pdf

10

Models of learning and teaching with ICT

Course code: EDUC 3361

Year/ block: 3/1

Credit hours: 3

Teaching hours: 45

Course Description

This course focuses on the integration and selection of digital technologies in the schools. It

addresses the principles of sound learning theories and their applications in adapting technologies in

a face to face-, online- and blended learning environment. It also includes topics like digital habits,

digital equity and ethics as well as the strategies of applying technology to link school, students,

parents and society.



1. Integrate and select suitable digital technologies in the schools based on sound learning

theories.

2. Distinguish between different learning environments using technology according to the big

three learning theories.

3. Design and develop lessons, learning activities and study units adapting different

technologies.

4. Use digital technologies to create more effective learning environment in the schools

through the communication and interaction among the different stake holders: students,

teachers, school administration, parents and society.

5. Be aware and practice ethics while dealing with technologies in education.


Learning strategies will include individual and cooperative learning activities especially when it comes

to the production of lessons and online study units. They will include also presentations and

discussions from the tutor and students’ side. Practical work will be mostly used when it comes to

the search and selection of suitable digital technologies.

11

Course Schedule

Week Topic

Week 1 Knowing your students-digital habits Group forming, adopt a model style to teach specifc study unit

Week 2 Educational Technology in Context: The big picture Define Integratng Educational Technology Educational Technology in the present and future Group work: gather information about the model adopted

Week 3 Educational Technology in Context: The big picture Educational Technology Standards and teaching competencies (CCSS for content, ISTE for students and educators, ICT for teachers, TPACK …) Educational, Political, Technical Social, cultural, legal and ethical conditions Group work: gathering information in more depth about the model adopted

Week 4 Theory into Practice: Foundations for Transformative Technoloy Intergration

Learning Theory Foundations Turn-around Technology Integration Pedagogy and Planning (TTIPP) Model Group work: presentation of the models adopted such as The Technology Pedagogical and Content Knowledge (TPACK) Framework Inquiry Based Learning Project Based Learning Collaboration Flipped Classroom Critical Thinking, Problem Solving. Decision Making, Metacognition, Reasoning

Week 5 Theory into Practice: Foundations for Transformative Technoloy Intergration

Behaviourist Theories Group work: presentation of the models adopted

Week 6 Theory into Practice: Foundations for Transformative Technoloy Intergration Constructivist Integration models Group work: presentation of the models adopted

Week 7 Technology Resources for the Modern Classroom Technology Devices and Software Resources for Classroom Productivity Handing out a case study about integrating technology Group work: study unit content and connect it with the model

Week 8 Technology Resources for the Modern Classroom Instructional Software for Student Learning Group work: develop a technological tool for your classroom

Week 9 Web-based Resources for Face to face, online and blended learning environments Web-Based content resources Web-Based communication, collaboration, design, creation and making Blended and online learning Group work: develop a technological tool for your classroom

Week 10 Teaching and Learning with Technology in English and Language Arts Group work: develop a technological tool for your classroom

Week 11 Teaching and Learning with Technology for second and Foreign Languages Group work: develop a technological tool for your classroom

Week 12 Presentations and discussions of project




12

Grading and Assessment

Participation …………………………………………………………………….…………………………………... 15 %

The course project: a study unit on the school portal according to a Model ……..….. 50 %:

Develop a technological tool for teaching the study unit ……..…..……..….. 15%

Expanation and implementation of the theory/model into the study unit 15%

Report ……..…..……..…..……..…..……..…..……..…..……..…..……..…..……..………. 10%

Presentation ……..…..……..…..……..…..……..…..……..…..……..…..……..…..……. 10%

Final Exam ………..………………………………………………………………………………………………….… 35 %

Recommended Reading

Roblyer, M. D. & Hughes, J. E. (2019). Integrating Educational Technology into teaching (8th ed). Pearson

13

Analysis and design of technology based learning


Year/ block: 3/2

Credit hours: 3

Teaching hours: 45

Course description:

EDUC 3362 is designed to provide information and hands-on experience related to the use of today's

educational technologies. The focus of the course is on technology tools and applications that have

value for educators. In this course students complete a series of hands-on learning experiences to

become familiar with educational technologies including advanced computer applications, computer-

based counseling resources, software authoring tools, computer-assisted instruction,

telecommunications, and computer-based human research tools.



1. Explain how modern technology-based teaching and learning tools are used by educators.

2. Identify a representative set of computer applications and technology-based resources and

specify how they are used in educational settings.

3. Use a representative set of technology-based tools. Knowledge of these technologies will

improve communication and decision making skills as well as those related to the teaching

and guidance of learners.

4. Think critically and interpret accurately literature reports and research findings related to the

role of technology in learning environments.

5. Establish a foundation for advanced study related to the selection of, the use of, and the

proper application of emerging technology-based tools for teaching, learning, administration,

and counseling in educational situations.

Learning and teaching strategies:

Student-centered teaching activities and strategies will be used in facilitating this course. Problem-based learning and teaching strategies using ICT in education will also be used extensively in this course identifying technology that make teaching and learning more effective and efficient. Collaborative learning where students will be working in teams and students’ lead presentations and discussions are some of the other teaching and learning strategies that will be used in teaching this course.

14

Course schedule

Week Topic

Week 1 Introduction to basic technology issues in education.

Week 2 Current technology developments in education

Week 3 History of computers and educational technology. Part 1

Week 4 The role of computer tool programs in education. Part 2

Week 5 The role of informational databases in education

Week 6 Computer-assisted instruction (CAI) Part 1

Week 7 Computer-assisted instruction (CAI) Part 2

Week 8 Regulations and guidelines regarding the use of instructional software in educational

settings

Week 9 Midterm Exam

Week 10 The use of specialized (vertical) software in educational settings

Week 11 The use of specialized (vertical) software in educational settings (continued)

Applications of television and related digital technologies

Week 12 The role of information resources in education including on-line information sources

Week 13 The use of programming and authoring software in educational settings

Week 14 The role of programming and authoring systems in education

Week 15 Summary and review

Week 16 Final exam

Assessment

Six technology tryout assignments………………………………. 40 %

Midterm………………………………………………………………......... 20 %

Final Exam…………………………………………………………………… 30 %

Participation………………………………………………………………… 10 %

Recommended reading

Arnab, S. (2013) Mapping Learning and Game Mechanics for Serious Games Analysis

https://pure.tue.nl/ws/files/7993683/708440109437296.pdf

Deci, E. & Ryan, R. (2015) Self-Determination Theory: http://duwtje.com/wp-

content/uploads/2015/06/Self-Determination-Theory.pdf

https://pure.tue.nl/ws/files/7993683/708440109437296.pdf

http://duwtje.com/wp-content/uploads/2015/06/Self-Determination-Theory.pdf


15

Multimedia and games in education

Course Code: EDUC3363

Year/ block: 3/3

Credit hours: 3

Contact hours: 45

Course description

This course is an introduction to multimedia concepts, design and instructional applications.

Students will have the opportunity to study several multimedia authoring tools to create

interactive, engaging, and student-centred teaching and learning materials. This course will also

focus on the study of educational gaming from theoretical and design perspectives, and the

practical aspects of evaluating and manipulating games, simulations, and virtual environments for

teaching and learning.

Intended learning outcomes:


1. Use several multimedia authoring tools to create interactive, engaging and student-

centred teaching and learning materials.

2. Understand the theoretical underpinnings and designing principles of educational

games such as problem solving.

3. Identify, for teaching and learning purposes, the practical aspects of evaluating and

implementing educational games, simulations and virtual environment.


Students will be encouraged to explore a wide variety of gaming, simulating and virtual game

resources. The skills will be demonstrated during the lecture time, filled with instructions and

interactive activities such as lecture, discussion, homework assignment, and group work.

16

Course schedule

Week Topic

Week 1 Introduction: Introduction to multimedia, simulations, games and virtual

worlds in education

Week 2 Gaming structure and environments: Games as systems (simulation and

sports games)

Week 3 Fundamentals of game design: Producing a behaviouristic lesson or learning

activities using digital technology of student/teacher choice.

Week 4 Games & Violence: Digital equity and ethics

Week 5 Games & Society debate: Online interaction & communication between,

school, students, parents and society – the issues of social media

Week 6 Games and gender

Week 7 Midterm Exam: Producing a constructivist lesson or learning activities using

digital technology of student/teacher choice

Week 8 Studying games: Producing a cognitive lesson or learning activities using

digital technology of student/teacher choice

Week 9 Games for learning: Gamification in the classroom

Week 10 Problem solving strategies and gaming: Games as problem-solving (plat

formers and puzzle games)

Week 11 Collaboration: Games as collaboration (First-person shooter and online

games)

Week 12 Game Design: Self-determination theory

Week 13 Games as narrative (Role-playing and adventure games)

Week 14 & 15

Revision: Presentations and discussions of project (possible exhibit to

evaluate the students’ project) Immerse yourself in the theory: Gamification,

CLT and SDT

Week 16 Final exam

*Games and reading materials are subject to be changed according to student’s relevance and

situations

17

Assessment

Participation …………………………………………………… 20 %

Assignments……………………………………………………. 30 %

Midterm exam ……………………………………………….. 20 %

Final exam ……………………………………………………….30 %

Recommended reading

Deci, E. & Ryan, R. (2015) Self-Determination Theory. Retrieved 10-01-2018 from http://duwtje.com/wp-content/uploads/2015/06/Self-Determination-Theory.pdf

Michaela Slussareff, M., Braad, E., Wilkinson, P. & Straat, B. (2016) Games for learning. Retrieved 10-

01-2018 from https://www.hbo-kennisbank.nl/details/hanzepure:oai:research.hanze.nl:publications%2F74527bf7-036a-47d9-90d4-edb622d45da4?q=games+education

Oxford Analytica (2016) Gamification and the future of education:

https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-

6578-b2f8-ff0000a7ddb6


https://www.hbo-kennisbank.nl/details/hanzepure:oai:research.hanze.nl:publications%2F74527bf7-036a-47d9-90d4-edb622d45da4?q=games+education



https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-6578-b2f8-ff0000a7ddb6

https://www.worldgovernmentsummit.org/api/publications/document?id=2b0d6ac4-e97c-6578-b2f8-ff0000a7ddb6

18

Mobile learning


Year/ block: 4/1

Credit hours: 3

Teaching hours: 45

Course description:

This course addresses mobile learning in comparison to other technologies applied in education and

its relation to self- and personalization of learning. It introduces apps and tools that support mobile

learning in line with methods of implementing them in the classroom/ school. It includes also search,

analysis and evaluation of available resources for mobile learning, as well as planning and creation of

a study unit/ lesson using mobile learning.



1. Compare mobile learning with the uses and applications of other digital technologies in

education.

2. Relate mobile learning to sound learning theories including self- and personalized

instruction.

3. Select, analyse and evaluate available mobile learning resources, tools and applications that

can be used in the classroom.

4. Understand the advantages and challenges of using mobile learning and propose solutions

to those challenges in schools within the Palestinian context.

5. Develop learning activities, lessons and study units based on mobile learning.


Learning strategies will include individual and cooperative learning activities especially when it comes

to the production of lessons and online study units. Critical thinking skills will be enhanced by

practical work which will be mostly used when it comes to the search and selection of suitable digital

technologies.

19

Course schedule

Week Topic

Week 1 History of mobile learning

Week 2 Why mobile learning? Mobile learning vs. other digital technologies

Week 3 Self- and personalized learning – radical constructivism

Week 4 Learning strategies for personalized instruction through mobile learning

Week 5 Resources for mobile learning – Search

Week 6 Resources for mobile learning – analysis and evaluation

Week 7 Apps and Tools for mobile learning 1 (Android vs. OS)

Week 8 Apps and Tools for mobile learning 2 (BYOD)

Week 9 Planning for mobile learning – Unit of study/ lesson

Week 10 Creation of a study unit/ lesson based on mobile learning

Week 11 Managing and applying mobile learning in the classroom

Week 12 Managing and applying mobile learning outside the classroom

Week 13 Challenges of personalized instruction through mobile learning

Week 14 The future of mobile learning

Week 15 Presentation and discussion of developed mobile learning based units of study

Assessment

Planning and creation of a mobile learning based lessons ………..………………. 20 %

Search, analysis and evaluation of mobile learning tools and resources ……. 20 %

Presentation and discussion of mobile learning based units of study ……….. 30 %

Final Exam ……………………………………………………………………………………………….. 30 %

Recommended readings

UNESCO, (2012) Mobile Learning for Teachers: Global Themes. Retrieved 10-01-2018 from

http://unesdoc.unesco.org/images/0021/002164/216452E.pdf

Churchill, D., Lu, J., Chiu,T. and Fox, B. (eds.), (2016). Mobile Learning Design: Theories and

Application, Springer, London.

http://unesdoc.unesco.org/images/0021/002164/216452E.pdf

20

Using ICT in the discipline (TEFL)


Year/ block: 4/2

Credit hours: 3

Contact hours: 45

Course description

This course aims to provide students with a comprehensive overview of computer-enhanced

language teaching and learning. They will explore what technologies are available to them as English

as a Foreign Language (EFL) teachers and understand the challenges that face both teachers and

students in both high- and low-technology teaching contexts. They will become critical consumers of

commercial language learning products. They will use and discuss existing and potential applications

of computer technology in the language classroom, and create projects to use and test knowledge

gained through reading, discussion, and hands-on experience. Finally, students will plan to teach

using Computer Assisted Language Learning (CALL), Internet resources, and new media technologies

to support students’ learning in various teaching contexts.



1. Explain the role of technology in teaching and learning, its relevance to EFL students,

and how to teach in high- and low technology contexts.

2. Create and implement communicative lesson plans and activities to support the

development of student accuracy and fluency.

3. Identify and integrate the appropriate technology into projects and leaning activities

for use in their own language classrooms and evaluate their effectiveness.

4. Demonstrate an understanding of the importance and use of on-going assessment in

the computer-enhanced language classroom.

5. Use technology to enhance their on-line and off-line English learning and teaching

methods and approaches using technology.


This course will be taught through interactive lectures, student-led discussions of case studies and

applications of technology, project workshops, student presentations and seminars.

21

Course schedule

Week Topic

Week 1 Course introduction and orientation: Principles of computer-enhanced language

teaching and learning

Week 2 Teaching and learning in the digital age I

Week 3 Teaching and learning in the digital age II

Week 4 Second Language Acquisition (SLA) and technology: Evaluating technological

resources for classroom use

Week 5 Software for language learning

Week 6 Web-based resources for language learning

Week 7 Computer mediated communication (CMC)

Week 8 New media technologies

Week 9 Digital Stories Games

Week 10 LMS, blogs and wikis

Week 11 Teaching with technology

Week 12 The digital divide and digital literacy for students and teachers

Week 13 In-class Project: Creating lesson plans incorporating technology 1

Week 14 In-class Project: Creating lesson plans incorporating technology 2

Week 15 Project presentations

Week 16 Project presentations

Assessment

Review of software or web-based program……………………………… 25 %

In-class project: Development of authentic resource………………. 30 %

Presentation ………………………………………………………………………...... 20 %

Lesson plan and micro teaching ………………………………………………. 25 %

Recommended reading

Blake, R.J. (2008). Brave new digital classroom: Technology and foreign language learning.

Washington, DC: Georgetown University Press.

Egbert, J. & Hanson-Smith, E. (Eds.). (2007). CALL environments: Research, practice, and critical

issues, 2nd Ed. Arlington, VA: TESOL Publications.

22

Gorman, M. The SAMR Model of Technology Integration Article. Retrieved 10-01-2018 from:

https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technolog

y_integration_article.pdf

https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technology_integration_article.pdf

https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technology_integration_article.pdf

23

Innovative diffusions of ICT in education


Year/ block: 4/3

Credit hours: 3

Contact hours: 45

Course description

This course focuses on innovative diffusions of Information and Communications

technology (ICT) in education. It allows students comprehend how teachers, learners

and educational administrators promote, resist, adopt, transform, and repurpose

technologies in education. The emphasis in this course will be on innovative ways in

integrating ICT in teaching and learning at k-12 grades. Information and communication

technologies are understood in their broader context of use within modern society.

Intended learning outcomes:


1. Understand how ICT in its broader context is adopted within modern society.

2. Understand how teachers, learners and educational administrators can

promote, resist, adopt, transform, and repurposed technologies in

education.

3. Understand the theories of adoption and diffusion of technology as these apply to

innovation in education.

4. Use current theories to make predictions as to the next steps in terms adoption and

diffusion of technology for specific situations at k-12 grades.

5. Suggest, based on the adoptions models, steps for the school management and colleagues

at k-12 grades, to facilitate the process of adoption of ICT in practice.


The course will be driven based on problem-solving strategies, where students are

encouraged to be involved in activities as team. The skills will be demonstrated

during the lecture time, filled with instructions and interactive activities. A team of

students will prepare and lead the learning activity.

24

Course schedule

Week Topic

Week 1 Overview of ICT adaption in modern societies: The history of innovations in ICT

Week 2 Introduction: Introduction to the theory of diffusion of innovation

Week 3 To understand the origin of theory of the diffusion of innovation: The model of

rates of adoption

Week 4 & 5 The characteristics of the adopter: The categories of adopters

Week 6 The communication during an innovation: Communicate an innovation

Week 7 Understanding and analyzing the diffusion of a specific technology in an

educational setting: Instance of integration of digital technology in an educational

institution or context

Week 8 Midterm exam: Students present an interview report to analyze the process, by

using the covered model as a framework. Students give their opinion about the

situation based on the innovation adoption model.

Week 9 Creating a climate for change: John Kotter’s 8 Step organizational change model

Week 10 Engaging en enabling the organization: John Kotter’s 8 Step organisational change

model

Week 11 Implementing and sustaining for change: John Kotter’s 8 Step organizational

change model

Week 12, 13 &

14 Final assignment

Week 15 Final Exam :The final report of their school which reflects their personal

development

*Articles are subject to be change according to student’s relevance and situations

25

Assessment

Participation and professional rubric …………………………… 10 %

Assignments ………………………………………………………………… 30 %

Midterm exam……………………………………………………………… 30 %

Final exam …………………………………………………………………... 30 %

Recommended reading

Bowden Carpenter, L., Beard, L.A., & Johnston, L.B. (2014) Assistive Technology: Access for All

Students. London: Pearson.

Department of Health. (2013) Research and development work relating to assistive technology.

London: Department of Health.

Hayhoe, S. (2014) The need for inclusive accessible technologies for students with disabilities and

learning difficulties, In L. Burke (Ed.). Research, Reflections & Arguments on Teaching &

Learning.

Rogers, E.M. (1976). New product adoption and diffusion. Journal of Consumer Research, 290 -301.

Recommended video

Rogers, Everett (2004) Everett Rogers "Diffusion of Innovations" Speech. Retrieved 10-01-2018 from

https://www.youtube.com/watch?v=j1uc7yZH6eU from minute 15:47

Rogers, E. M. (1983). Diffusion of innovations (3rd. ed.). New York: The Free Press. Retrieved 10-01-

2018 from https://teddykw2.files.wordpress.com/2012/07/everett-m-rogers-diffusion-

ofinnovations.pdf

Venkatesh, V. (2015). Theory of Acceptance and Use of Technology. Retrieved 10-01-2018 from

http://www.vvenkatesh.com/it/organizations/theoretical_models.asp

https://www.youtube.com/watch?v=j1uc7yZH6eU

https://teddykw2.files.wordpress.com/2012/07/everett-m-rogers-diffusion-ofinnovations.pdf

https://teddykw2.files.wordpress.com/2012/07/everett-m-rogers-diffusion-ofinnovations.pdf

http://www.vvenkatesh.com/it/organizations/theoretical_models.asp

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Appendices

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Appendix 1. Theoretical concepts of TELTA

TPACK model TPACK (Technological, Pedagogical and Content Knowledge), is a useful model for educators as they begin to use digital tools and strategies to support teaching and learning. This model is designed around the idea that content (what you teach) and pedagogy (how you teach) must be the basis for any technology that you plan to use in your classroom to enhance learning.

SAMR Model The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.

The 21st century skills

21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.

Blended learning

Blended learning is an education program (formal or non-formal) that combines online digital media with traditional classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace.

Gamification Gamification is the application of game-design elements and game principles in non-game contexts. Gamification commonly employs game design elements to improve user engagement, organizational productivity ,flow , learning ,and evaluation.

Digital literacy Digital literacy refers to an individual's ability to produce clear information through writing and other forms of communication on various digital platforms. Digitally literacy showcases an individual's grammar, computer, writing, and typing skills on platforms, such as, social media sites and blog sites. Digital Literacy also includes other devices, such as, smartphones, tablets, laptops and desktop PCs.

Media pedagogy Media Pedagogy is the discipline that deals with the theory and practice of teaching and how these influence student learning by the use of media.

Educational design

Instructional design (ID), or instructional systems design (ISD), is the practice of creating instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing.

Four in balance monitor

In essence, the successful introduction of ICT in education involves striking the right balance between four basic elements: vision, expertise, content and applications, and infrastructure. Having better technical facilities does not automatically lead to more computer use. Considering the human elements (for example making a vision explicit in a policy plan or receiving training) will not lead to the long-term use of ICT if the necessary technical facilities are not available at the same time. It is possible to strike the right balance between the human and technical elements if the stakeholders – teachers, school managers and school boards – work together.

(Cyber)bullying Cyberbullying and Cyber harassment are also known as online bullying. It has become increasingly common, especially among teenagers. Cyberbullying is when someone, typically teens, bully or harass others on social media sites. Cyberbullying allows bullies to easily and anonymously harass victims online.

Creative thinking strategies

Creative thinking strategies are used to help us use our brains in a different way - to change our usual thinking process. Creative thinking is a way of divergent thinking and helps to be imaginative. It can generate many possible solutions.

Mindset A mindset is a set of assumptions, methods, or notations held by one or more people or groups of people. A mindset can also be seen as incident of a person's world view or philosophy of life. A mindset may be so firmly established that it creates a powerful incentive within these people or groups to continue to adopt or accept prior behaviors, choices, or tools.

Cognitive load theory

Cognitive Load Theory (or CLT) is a theory which aims to understand how the cognitive load produced by learning tasks can impede students’ ability to process new information

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and to create long-term memories.

Self-determination theory

Self-determination theory (SDT) is a macro theory of human motivation and personality that concerns people's inherent growth tendencies and innate psychological needs. It is concerned with the motivation behind choices people make without external influence and interference. SDT focuses on the degree to which an individual's behavior is self-motivated and self-determined.

Flipping the classroom

A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor.

Social constructivism

According to the theory of social constructivism, social worlds develop out of individuals’ interactions with their culture and society. Knowledge evolves through the process of social negotiation and evaluation of the viability of individual understanding. Basically, every conversation or encounter between two or more people presents an opportunity for new knowledge to be obtained, or present knowledge expanded. The exchange of ideas that goes along with human contact is at play here.

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Appendix 2. Palestinian Teacher Professional Development Index (PTPDI)

The key features of the PTPDI competences for TELTA

Level Professional Development Stage Key Features

5 Exceptional competency Level 5 competences are very demanding and involve extensive specialist knowledge and skills. It is envisaged that only a small percentage of teachers would reach this level. At Level 5 teachers are not expected to be experts in every aspect of the teaching profession, but are expected to have developed a smaller number of specialist competences (3 – 8) that enable them to take on leadership roles within their schools and/or districts.

4 Advanced competency At Level 4 teachers are expected to be able to demonstrate the majority (75%) of Level 4 competences as well as all the Capable level competences. As these are advanced level competences, to reach this level teachers are expected to have substantial experience and have engaged in extensive professional development.

3 Capable competency At Level 3 teachers are expected to be able to demonstrate all the Capable Level competences. These will be developed through increased experience and continuing professional development.

2B Essential competency

Levels 2A and 2B overlap conceptually and provide a bridge between the readiness to teach core competences that student teachers are expected to develop by graduation (Level 2A) and the essential competences they are expected to develop during induction as new teachers (Level 2B).

2A Readiness to teach core competency

Student Teacher

(Practicum 4 & 5)

These build upon and extend the foundation competences of Level 1. They represent the competences student teachers are expected to achieve upon graduation to indicate their readiness to enter the profession and become a teacher. These will normally be demonstrated during Practicum 4 and 5 Field Experience in schools.

1 Readiness to teach foundation competency

Student Teacher

(Practicum 2 & 3)

These fundamental basic competences, which student teachers begin to develop during the early years of their degree programme, provide the foundation for their future development as teachers. Students are expected to demonstrate during Practicum 2 and 3 Field Experience in schools.

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Appendix 3. Palestinian Teacher Professional Development Competency Profile

Planning for learning and teaching

1.1 Subject content

1.2 Palestinian curriculum

1.3 Factors that promote learning

1.4 Factors that hinder learning

1.5 Link between planning,

teaching and evaluation

Teaching to facilitate learning

2.1 Learning environment

2.2 Teaching strategies and

resources

2.3 Technology Enhanced Learning

and Teaching (TELT)

2.4 Strategies for positive behaviour

2.5 Approaches to inclusive practice

2.6 Connections across the

curriculum and to daily life

2.7 Effective communication

2.8 Continuing professional

development

Assessing and reporting learning

outcomes and progress

3.1. Assessment for learning

strategies

3.2. Assessment to inform planning

3.3. Reporting pupils’ progress

Core professional values, beliefs and attitudes to underpin the professional teaching competences

1. Love and respect children and care for their well-being.

2. Value inclusive practice and the learning of all pupils.

3. Regard pupils as integral partners in the educational process.

4. Believe that every pupil can achieve high but realistic expectations and that teachers play a significant role in

facilitating pupils to realise their individual potential.

5. Hold positive, flexible attitudes towards change and a commitment to continued professional development.

6. Adopt a reflective and critical approach to teaching through examining, questioning and discussing one’s own practice.

7. Hold positive attitudes towards teamwork and collaboration.

8. Adopt high standards of ethical practice in all dealings with pupils and parties concerned with children’s education.

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Appendix 4. PTPDI Competences Specific to TELTA

CORE TEACHING COMPETENCE 1


Levels of competency progression Level 1: Readiness to Teach (Foundation)

Student teachers are able to demonstrate the

following competences during Practicum 2 and 3:

Level 2a: Readiness to Teach (Core)



Sub-competences Indicators Indicators

1.1 Apply subject content knowledge (CK) and

subject pedagogical content knowledge (PCK) to

planning for learning and teaching.

Apply foundations of subject content knowledge (CK)

and pedagogical content knowledge (PCK) to inform

planning for learning and teaching in the subjects and

age range s/he teaches.

Apply relevant and appropriate curriculum subject

content knowledge (CK), including basic knowledge of

pupils’ main misconceptions, and pedagogical content

knowledge (PCK) to planning for learning and

teaching.

1.5 Apply knowledge of the relationship between

planning, teaching, and assessment of learning

experiences.

Apply knowledge and understanding of key

components of planning, teaching and assessment to

the design and development of learning activities.

Establish clear connections between intended learning

outcomes, learning activities and assessment in order

to plan effective learning experiences for pupils.

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Levels of competency progression Level 1: Readiness to Teach (Foundation)



Level 2a: Readiness to Teach (Core)

Student teachers are able to demonstrate the following

competences during Practicum 4 and 5:

Sub-competences Indicators Indicators

2.1 Establish and maintain safe, motivating,

interactive learning environments.

Establish a pleasant classroom environment that is

safe, motivating and supportive of pupils’ learning;

and establish good working relationships with pupils

and the class teacher.

Establish and maintain safe, motivating, interactive learning

environments; that take into account seating arrangements,

pupil groupings, organization of resources and displays;

where pupils are enthusiastic to learn and where there is

rapport between pupils and teacher.

2.2 Apply knowledge and understanding of a range of

teaching strategies and resources to enable

effective learning.

Select from and use fundamental teaching and

learning strategies and resources that motivate and

support pupils’ learning.

Use a range of teaching strategies and resources

appropriate to the subject taught and pupils’ ages, levels of

ability, learning styles, interests and needs to motivate and

support effective learning inside and outside the classroom.

2.3 Apply knowledge and understanding of ICT and

Technology Enhanced Learning and Teaching

(TELT) approaches to facilitate pupils’ learning and

support teachers’ professional roles.

Know and understand the value of using ICT and TELT

approaches and use these in teaching, where

appropriate, to facilitate pupils’ learning.

Use a range of appropriate ICT and TELT approaches to

facilitate pupils’ learning inside and outside the classroom;

and their professional roles as teachers.

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Levels of competency

progression

Level 2b: Essential

Teachers operating at this level

are able to demonstrate the

essential competences below:

Level 3: Capable

In addition to the essential

competences at level 2b,

teachers operating at level 3


capable competences below:

Level 4: Advanced

In addition to the competences at

levels 2b and 3, teachers operating

at level 4 are able to demonstrate

the majority of the advanced

competences below:

Level 5: Exceptional


levels 2b,3 and 4 teachers

operating at level 5 are able to

demonstrate some specific

exceptional competences below:

Sub-competences Indicators Indicators Indicators Indicators

1.1 Apply subject content

knowledge (CK) and

subject pedagogical

content knowledge (PCK)

to planning for learning

and teaching.

Apply relevant and appropriate

curriculum subject content

knowledge (CK), including

knowledge of pupils’ main

misconceptions, and

pedagogical content knowledge

(PCK), to planning for learning

and teaching.

Apply relevant and appropriate

curriculum subject content

knowledge (CK), including

knowledge of pupils’ typical

misconceptions, and


(PCK) to planning for improved

learning and teaching in the

classroom context.

Apply detailed subject content

knowledge (CK), evaluation of

pupils’ typical misconceptions, and

appropriate pedagogical content

knowledge (PCK) to plan for

improved learning and teaching in

the classroom and school context

Support other teachers to develop,

apply and evaluate subject content

knowledge (CK) including pupils’

typical misconceptions, and


(PCK) to improve planning,

learning and teaching in the

classroom and wider school

context

1.5 Apply knowledge of the

relationship between

planning, teaching, and

assessment of learning

experiences.

Establish clear connections

between intended learning

outcomes, learning activities

and assessment in order to plan

effective learning experiences

for pupils.

Establish coherent connections

between intended learning

outcomes, learning activities

and assessment in order to plan

effective learning experiences

that support progression in

pupils’ learning.

Align clearly and coherently

intended learning outcomes,

learning activities and assessment

in order to plan stimulating,

interactive and effective sequences

of learning experiences that

support progression in pupils’

learning.

Work with teachers in school to

promote knowledge,

understanding and ability to align

constructively the key aspects of

planning, teaching and assessment

of pupils’ learning; and provide

leadership in curriculum

improvement processes at

classroom and wider school levels

of practice.

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progression

Level 2b: Essential




Level 3: Capable






Level 4: Advanced





competences below:








2.1 Establish and maintain

safe, motivating,

interactive learning

environments.

Establish and maintain safe,

motivating, interactive learning

environments; that take into

account seating arrangements,

pupil groupings, organization of

resources and displays; where

pupils are enthusiastic to learn

and where there is rapport

between pupils and teacher.

Establish and maintain safe and

productive learning

environments characterized by

good rapport between pupils

and teacher; where the teacher

responds flexibly and creatively

to students’ learning needs and

experiences, and creates an

effective, respectful teaching

atmosphere in which students

are normally engaged,

motivated and enthusiastic to

learn.

Establish and maintain safe and

challenging learning environments

characterized by excellent rapport

between pupils and teachers;

where the teacher responds

flexibly and innovatively to

students’ learning needs and

experiences, and creates an

effective, respectful teaching

atmosphere in which students are

engaged, highly motivated and

enthusiastic to learn.

Give advice to and assist other

teachers to create safe, motivating,

interactive, effective and respectful

learning environments that support

and inspire pupils’ learning inside

and outside the classroom.

2.3 Apply knowledge and

understanding of ICT and

technology enhanced

learning and teaching

(TELT) approaches to

facilitate pupils’ learning

and support teachers’

Use a range of appropriate ICT

and TELT approaches to

facilitate pupils’ learning inside

and outside the classroom; and

their professional roles as

teachers.

Use a range of appropriate ICT

and TELT approaches to

support and enhance pupils’

learning inside and outside the

classroom; and their own

continuing professional

development.

Use a wide range of appropriate

ICT and TELT approaches

consistently and innovatively in

teaching in ways that are efficient,

effective and engaging to support

and enhance pupils’ learning inside


their own continuing professional

Support and advise other teachers

on the use of appropriate ICT and

TELT approaches in teaching in

ways that are efficient, effective

and engaging to support, enhance

and extend pupils’ learning inside


their own continuing professional

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professional roles. development development.

36


Assessing and reporting learning outcomes and progress


progression

Level 2b: Essential




Level 3: Capable






Level 4: Advanced





competences below:








3.1 Use assessment for

learning strategies to

monitor pupils’ progress,

provide constructive

feedback, which supports

pupils to reflect upon and

improve their learning

outcomes.

Use basic assessment for

learning strategies to monitor

pupils’ progress and provide

constructive and timely

feedback, which supports

pupils to understand their

strengths and areas for

improvement.

Use consistently and effectively

a range of assessment for

learning strategies to monitor

pupils’ progress and provide

constructive and timely

feedback which encourages

pupils to reflect upon and

improve their learning.

Adopt an informed approach to

monitoring pupils’ progress and

providing feedback, which focuses

upon and responds to individual

learning needs and which have a

positive impact upon improvement

in pupils’ learning.

Support and advise other teachers

on the use of effective assessment

for learning strategies to monitor

pupils’ progress, provide feedback;

and which have a significant impact

upon improvement in pupils’

learning at whole-school level.

3.2 Use the outcomes of

formative and summative

assessment to inform

planning and target

setting and improve the

effectiveness of teaching

and learning.

Evaluate the outcomes of


assessment to inform planning

and teaching and set pupils

targets, which lead to

improvement in their learning.

Apply the outcomes of


assessment effectively to

identify pupils’ misconceptions

in learning; set teaching

objectives and pupil targets

that provide appropriate levels

of challenge and promote their

learning progression.

Use consistently the outcomes of

effective formative and summative

assessment strategies to assess and

evaluate critically pupils’ learning

and misconceptions, and the

effectiveness of teaching; set pupils

responsive targets that reflect their

learning needs and provide

appropriate challenge that leads to

improved learning for all pupils.

Adopt a leadership role in

developing school assessment

policy; support and advise other

teachers on how to use formative

and summative assessment

strategies to capture aspects of

individual pupils learning; set

focused individual targets that

cater for individual learning needs;

provide clear and appropriate

challenge and lead to improvement

in teaching and learning at whole-

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school level.

technology enhanced learning, teaching and assessment...

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