Web 2.0 Online

Course Description

Incorporating the National Educational Technology Standards (NETS), Web 2.0 in the Classroom, is designed to provide teachers with the tools necessary for effectively utilizing multimedia technology in the classroom. Topics covered will include planning and designing effective lessons using multimedia, implementation of the designed lessons, assessment and evaluation of the lessons, professional productivity, and social, ethical and legal issues concerning the utilization of the technology.

Objectives

Following the completion of this course and the assigned materials and exercises, you should be able to:

• Differentiate between technology and media
• Explain the types of instructional strategies that can be effective when integrating technology into a lesson.
• Discuss the general principles for creating visuals and for teaching students to interpret visuals.
• Explain how the ASSURE Model assists in the systematic approach to planning lessons that effectively integrate classroom use of technology.
• Describe the selection process for determining the integration of computers and multimedia that will be used to promote student learning.
• Describe distance learning and how it can be used to facilitate student learning.
• Discuss strategies and challenges for effectively using online learning resources to increase student learning.
• Describe various techniques for when and how to use instructional materials and displays effectively.
• Explain the difference between non-projected and projected visuals in instructional settings and how they can be used effectively.
• Describe the hearing and listening process and how to develop listening skills.
• Determine the proper applications of video in the K-12 classroom.
• Explain the current trends in technology and media, emphasizing the predicted changes for future schools.

Curriculum Design & Time Requirements

This course reflects multimedia technologies such as Powerpoint, graphic software, audio, video, podcasting and Web 2.0 technologies. Modules will be completed one per week. This is an online sixty-hour, three credit graduate level course that is completed over a thirteen-week period. The basic methodology is experiential through work on prescribed topics, issues and real-life challenges. Participants will, using a prescribed model, develop a lesson, field-test the lesson and report outcomes. For those participants not currently teaching, they will either tailor the activity to their specific job situation or complete a research report.

Hardware & Computer Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have internet access with an active e-mail account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Microsoft Internet Explorer, Safari, Mozilla Firefox etc.

Course Materials

The required text for this course is S.E. Smaldino, D. L. Lowther, D. L., & J.D. Russell. (2008). Instructional Technology and Media for Learning Pearson Publishing: Upper Saddle River, NJ.

Session Outline

Module 1: Technology and Media

Contents:

1. Differentiate between technology and media
2. Explain the six basic categories of media
3. Describe the four psychological perspectives of learning
4. Compare and contrast synchronous and asynchronous learning
5. Distinguish between information and instruction

Module 2: Integrating Technology and Media into Instruction
Contents:

1. Produce a presentation describing how technology and media can be a resource to facilitate instructional strategies
2. Describe the types of settings you might encounter as a classroom teacher

Module 3: Visuals in Learning
Contents:

1. Define visual literacy
2. Create a lesson to teach visual literacy
3. State the goals that good visual design aims to achieve
4. Identify three equipment setups that may be used for students to view digital images in the classroom
5. Describe instructional applications that are especially appropriate for video

Module 4: The ASSURE Model
Contents:

1. Discuss the rationale and purposes of learning objectives
2. State the three primary types of learner analysis criteria
3. Compare and contrast the techniques for evaluating student achievement, technology media, strategies and instruction

Module 5: Multimedia in the Classroom
Contents:

1. Describe five instructional applications of multimedia
2. Provide examples of integrating computers into the curriculum
3. Discuss four types of learning centers and describe one example of each
4. Create a multimedia enhanced lesson

Module 6: Distance Education and Online Learning
Contents:

1. Define distance education
2. Compare and contrast online learning and distance education
3. State a rationale for the educational use of telecommunications at the elementary, middle-level, and secondary education levels
4. Identify an instructional application that would be appropriate for teleconferencing in elementary, middle-level, and secondary education
5. Describe three functions performed by a classroom teacher in a distance education setting
6. Discuss the advantages, limitations, and integration of online learning
7. Discuss ten Internet etiquette guidelines for users

Module 7: Audio Learning
Contents:

1. Describe the most common types of digital and analog audio media used for instruction. Include distinguishing characteristics and limitations of each type
2. Compare the advantages and limitations of audio media. Distinguish between hearing and listening
3. Identify four areas of breakdown in audio communication and specify the causes of such breakdowns
4. Describe four techniques for improving listening skills

Module 8: Virtual Models
Contents:

1. Discuss the trends in technology and media that you feel will have the greatest impact on teachers and students
2. Discuss the ways in which the role of the school media center is changing due to the impact of technology
3. Describe why a student would want to take a distance education course
4. List ways that technology has increased opportunities for students with disabilities, for parent involvement with their child's education, and for building a global community
5. Compare and contrast the predicted schools of the future with today's schools

Module 9: Communicating Online
Contents:

1. Evaluate the effectiveness of using various telecommunication methods with distance learning
2. Evaluate the effectiveness of using blogging and wikis
3. Determine the effectiveness of integrating telecommunication technologies into activities for K-12 students

Module 10: Online Tools
Contents:

1. Evaluate online tools and Web sites for classroom use

Module 11: Sharing and Storing on the Web
Contents:

1. Utilize the Internet from the perspectives of sharing information and storage
2. Evaluate online tools and Web sites for classroom use

Module 12: Technology for Diverse Learners
Contents:

1. Modify any lesson for adaptability to meet the needs of diverse learners

Module 13: Putting it All Together
Contents:

1. Create a unit of study for K-12 students integrating the technologies covered in this course

Grading

		Assignment	Points			Grading Scale
		Reflections	55			100 - 93	A
		Textbook Website	110			92 - 85	B
		Forums	73			84 - 77	C
		Lesson Plan	16
		Evaluations	28
		Blog	8
		Unit of Study	14
		Total Points	304

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.

Register

To register to take TEI's Web 2.0 Online the course, go to the Course Registration page.