EDTC+600+-+Pedagogical+Practices+in+Instructional+Technology

=** EDTC 600 ** = =** Pedagogical Practices in Instructional Technology ** =

==**Course Description:** ==

Welcome to EDTC 600 Pedagogical Practices in Instructional Technology. This course provides a study of the pedagogical practices that are necessary for effective technology integration into instruction. There will be emphasis on incorporating effective uses of technology with successful teaching methods and required standards to create appropriate and effective lessons for student learning. You will examine the Instructional Technology profession and review the requirements of the Masters in Instructional Technology degree program. You will also be introduced to the requirements for graduate level research and writing. Field experience, the observational/participatory time spent in the real-world school/child services setting, is an integral part of this course.

** Learning Outcomes/Objectives **
At the end of this Learning Topic, you will be able to:
 * Examine the components necessary for the completion of Regis University’s Instructional Technology degree and develop an Individual Learning Plan and design a “tracking tool” for use throughout the Instructional Technology program (written activity)
 * Provide a personal definition of Instructional Technology (written activity, discussion)
 * Examine the role of the Instructional Technology professional and discriminate between levels of expertise (written activity)
 * Compare and contrast the professional organizations available to the Instructional Technology professional (written activity, discussion

__**Week one assignments:**__
1.1 Discussion: What is Instructional Technology?

1.2 Discussion: Instructional Technology Definition

1.3 Individualized Learning Plan

1.4 Organizational Tool for Tracking

1.5 Instructional Technologist Job Description

1.6 Professional Organization Comparison

__**Week two assignments:**__
2.1 Research Styles

2.2 Research Model Matrix

2.3 Research Guidelines for Students

2.3 Research Guidelines Bibliography

__**Week three assignments:**__
3.1 TPAC Framework: What is it? Pedagogy is the study of how to teach and should be considered seperate than content in the TPCK framework. Content is what is to be taught and pedagogy is the "practice, processes, strategies, procedures, methods of teaching and learning" (Leanna Archambault, Kent Crippen, 2009, 1). This knowledge on how to teach should also include potential learner challenges and learner perceptions. When combined with the domain of content, Pedagological Content Knowledge concerns the processes of how to teach specific content. Integration of technology into the TPCK framework requires an expansion of pedagological knowledge to include best teaching and learning practices while utilizing techology. Once technolgoy is integrated into the framework, pedagogical practices may need to change.

3.2 Marzano's Research Strategies

3.3 What do Schools Have?

3.4 Emerging Technology Bibliography

3.4 Emerging Technology Combined Bibliography

 4.2: Learning Theory Web

 * Behaviorism Cognitivism Constructivism**

=
 4.3: Theories, Strategies, & Technology…Oh My ======

**__Week five assignments:__**
5.2 Common Strands

5.3 Staff Presentation

__**Week six assignments:**__
[|6.4 UDL and Pedagogy Strands]

6.5 Digital Divide

6.5 Bibliography for Digital Divide

7.2 TPAC Planning Tool

7.3 Lesson Plan

Week eight assignments:
8.1 Discussion: Effective Reflections

8.2 Looking Back Reflections

8.3 Reflections on TPAC Lesson Plan The reflection component I included in my lesson asks the students to evaluate their understanding throughout the lesson by 'taking their temperature' of understanding of the content objective. This plan is a 4 session lesson and each day after a variety of different activities the students are asked to chart their level of understanding.

After the final lesson and assessment, they are to discuss which activity had the most positive impact to their understanding, and what about that activity was meaningful to them as well as which activity had the least impact on their learning (examine, compare, explain). As a class, these responses would be charted and shared to drive student knowledge of their own style of understanding and the prevailing class style of learning (Investigate, formulate). The individuals in the class would then be asked to recommend existing processes or design new processes that they feel would add to their learning (predict, design). These conversations would guided by the teacher and emphasis on honoring different styles of learning would be stressed.

During the lesson itself, individuals are asked repeatedly to honestly self evaluate after completing an action. According to Burns and Martinez this is most effective if a safe and nonjudgemental educational environment is established, as is defined in the class expectations.