| CODE | EDU3222 | ||||||
| TITLE | Introduction to Educational Technology | ||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||
| MQF LEVEL | Not Applicable | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Faculty of Education | ||||||
| DESCRIPTION | Introduction This unit is developed and organised around the three core themes of Educational technology: Pedagogy, Design, Digital tools. Through the following activities, participants will be guided to understand each component and develop competences in designing, managing and evaluation technology-enhanced learning. Pedagogical Component 1: Technology-enhanced Learning Introduction to the main principles underlying the PETDI. Discussion of different modes of learning and knowledge building in a knowledge society. Pedagogical approaches for technology-enhanced learning (TEL). Discussion of Didactical, Constructionist and Connectionist process-oriented pedagogical models in relation to use of technology for enhancing the teaching / learning process. The ePortfolio framework as a valid tool to assess TEL. Discussion of different categories of learning technologies through on-line resources. Individual Assignment: a. Using on-line tools students develop their personal ePortfolio with indicated sections b. In their ePortfolio they develop a section discussing their conception of learning in a knowledge society and how this influences their role as teachers. 2: Instructional Technologies This module focuses on developing skills in using classroom technologies and software applications. These include the Interactive board, Presentation tools (Powerpoint), WebQuests and Google Environment. Students will be introduced to ICT provisions in schools, basic skills in managing computer facilities, evaluating software and on-line resources. Group Assignment: - Using Google on-line document sharing. - Developing a short presentation for a topic related to subject of specialisation and teaching practice emphasizing communication and presentation skills. - Development of a Web Quest. Design Component 3: Design Principles Design principles applied to develop content for instructional resources and technology-enhanced learning. Introduction to Conceptual, Structural. Metaphorical, Visual and Navigational Design. Appling the ADDIE model to design a technology-enhanced learning event about an identified topic. Conceptual design involving the development of content for an identified topic and interactions for a collaborative learning experience based on learner, context and task analysis. Structural design involving the chunking and sequencing of content or threads of interactions based on the U-Pedagogy (before, during and after focal session). Metaphorical design referring to organizational metaphors of the learning context. Principles for visual / interface design. Navigational design giving paths and links used by learner while navigating through a virtual environment. Evaluation TEL based on conceptual, structural, metaphorical and navigational design principles. Group assignment: - Students organize themselves in groups according to subject of specialization. They develop a learning event for a topic related to their teaching practice based on the design principles discussed in this module. - The on-line topic / learning event is implemented and evaluated during the teaching practice. - Upload description of topic and evaluation in ePortfolio. 4: Design Learning Resources The objective of this module is to develop educational resources related to the topic and learning experience developed in module 3. The topic description developed in module 3 is used to design and develop: - A handout summarizing the identified learning outcomes for the designed topic. - A worksheet to assess such learning outcomes. - An on-line quiz and puzzle as a more interactive mode of assessment - A Powerpoint presentation with some important animation features, use of hyper-linking and voice over feature. - A Poster and Event Brochure using MS Publisher Individual assignment: - Students will have to develop the indicated instructional resources using relevant tools (MS Word, Powerpoint, Publisher, Hot Potatoes) based on the designed topic in module 3 and linked to the on-line topic they will develop in Module 8. - Upload all developed instructional resources in their ePortfolio Assignments Module-related assignments and organisation of ePortfolio as indicated above. Reading List Set Textbook: - Jonassen, D. H., Howland J., Marra, R. M., Crismond, D. (2007). Meaningful Learning with Technology (3rd Edition). Prentice Hall. Supplementary Readings: - Smaldino, S.E., Lowther, D. L., Russell, J. D. (2007). Instructional Technology and Media for Learning (9th Edition). Prentice Hall. - Law, N, Pelgrum, W.J. & Plomp, T. (2008). Pedagogy and ICT Use – in schools around the world Findings from the IEA SITES 2006 study. Springer Hong Kong. - Harnessing Technology: Preliminary identification of trends affecting the use of technology for learning. BECTA 2008 Downloaded from: http://emergingtechnologies.becta.org.uk/index.php?section=etr&catcode=ETRE_0001&rid=14203 On-line tools: - Moodle Space for Course: https://educ.vle.um.edu.mt/vle/ - Google environment: http://www.google.com.mt/intl/en/options/ - ePortfolio and Webquest tools: http://www.zunal.com/ |
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| ADDITIONAL NOTES | Pre-requisite study-units: Basic Computer Proficiency or European Driving Licence | ||||||
| STUDY-UNIT TYPE | Lecture and Practical | ||||||
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| LECTURER/S | Philip Bonanno (Co-ord.) Patrick Camilleri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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