Post on 30-Jan-2018
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
COURSE SYLLABUS TEMPLATE
Course Name Technology for Teaching and Learning 2 (TTL 2)Course Credits 3 unitsCourse Description TTL 2 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and Communications
Technology (ICT) materials for teaching and learning in Science and other related programs aligned to the K to 12 curriculum .Contact Hours/week 3 hours/weekPrerequisite Technology for Teaching and Learning 1 (TTL 1)/ Biological Science 1/Physical Science 1Course Objectives 1. Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career
Skills, and Effective Communication Skills.
2. Develop project- and problem-based, collaborative activities using technology tools3. Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific
application
4. Produce learning resources using technology tools in various subject areas5. Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context6. Use technology tools to collaborate and share resources among communities of practice
COURSE OUTLINE AND TIMEFRAMECourse Content/Subject Matter
Week 1-2 Using ICT in Developing 21st Century Skills/ICT in the 21st Century SkillsWeek 3-5 Problem-Based and Project Based Learning
Writing Problem-Based and Project BasedWeek 6-8 Characteristics of Good/Appropriate IMs and Technology Tools
Producing Learning Resources using Technology ToolsWeek 9-13 Productivity Software Applications/Tools for Teaching and Learning
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Week 14-16 Digital and Non-Digital ResourcesWeek 17-18 Technology Tools for Collaboration
SAMPLE LEARNING PLANDesired Learning Outcomes (DLO) Course Content/
Subject MatterTextbooks/References
Teaching and Learning Activities (TLAs)
Assessment Task (ATs)
Resource Materials
Time Table
Use ICT to develop 21st Century Skills: Information, Media and Technology Skills, Learning and Innovation Skills, Life and Career Skills, and Effective Communication Skills.
Analyze Science learning plans in the context of the 21st century skills
Unit 1. Using ICT in Developing 21st Century Skills/ICT in the 21st Century Skills
Sample Learning plans and 21st century skills
Learning Activities to develop 21st century skills
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp. 242-246
Framework for the 21st Century Learninghttp://www.p21.org/our-work/p21-framework
Have the student go over the 21st Century Learning Framework using the given site
Have students open various sites and allow them to explore how ICT can develop 21st century skills.Suggested site :http://teaching.about.com/od/tech/tp/Interactive-Science-Websites.htm
EHeads-Activate Your Mind
Science Kids National Geographic
Kids Wonderville Try Science
Situated Judgment Tests complemented with e shopping
(The group is presented with a realistic hypothetical situation and a list of five to eight possible responses to the situation. The scoring of the test is based on the effectiveness of the options the group selects.)
http://www.p21.org/our-work/p21-framework
http://nces.ed.gov/timss/
http://teaching.about.com/od/tech/tp/Interactive-Science-Websites.html
ICT in Education.
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
http://www.unescobkk.org/education/ict/resources/free-educational-resources/
Toward a Framework for Assessing 21st Century Science Skills. http://www.ncbi.nlm.nih.gov/books/NBK32690/
ComputerProjectorPenPaper
Develop project- and problem-based, collaborative activities using technology tools
Unit 2. Developing Problem-based and Project-based Instructional Plans
Nature of Problem-based and J. F. Lebaron and C. Begin by presenting a Formulate a Hand-outs
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Explain problem-based and project-based learning approaches
Project-based approaches
Teaching with Projects
Project Based-Multimedia Learning
Using Technology to Enhance Student Inquiry
Solving Content-Specific Problems: The ABCS of Activity
Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc. pp. 3-14
Problem Based Model. http://ete.cet.edu/gcc/?/pbl_model
problem and ask the students to suggest solutions.
Present the 7 Essentials for PrBL (1. Need to Know 2. A Driving Question 3. Student Voice & Choice 4. 21st Century Skills 5. Inquiry & Innovation 6. Feedback & Revision 7. A Publicly Presented Product
Introduce the concept of Anchored Instruction. Anchored Instruction- is a framework for merging problem solving with content-specific instruction
Solving Content-Specific Problems: The ABCS of ActivityA is for Authentic ActivitiesB is for Building Knowledge ActivitiesC is for Constructing ActivitiesS is for Sharing Activities
checklist of the elements of problem- and project-based approach as evidence of their understanding of the reviewed unit plans.
Essay discussing problem-based and project-based learning approaches
Samples of Project-Based Multimedia Learning
Suggested sites to visit:What is project Based Media Learning?http://www.ascd.org/publications/books/102112/chapters/What_Is_Project-Based_Multimedia_Learning%C2%A2.aspx
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Explain parts of a problem-based and project-based learning plan
Basic Parts of a Learning Plan/Unit Plan
Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd. pp. 18-35
Review samples of problem- and or project based unit plans (see https://engage.intel.com/docs/DOC-52038). Download desired samples and let students review each plans. Provide local DepEd samples of learning plans for further review. Let students formulate concepts on problem- and project-based learning based on the samples reviewed.
Comparison of the difference of Problem and Project Based Learning (use http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer) -Give time for students to read the article.
A paper discussing the parts of a problem-based and project-based learning plan
DepEd samples of learning plans f
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Develop a problem-based and project-based learning plan
Writing a problem-based/project-based learning plan
Instruct the students to draft a PBL/PrBL learning plans. A peer critiquing session may follow
Suggested Activity:1. The class is assigned (preferably randomly, by lottery) to Expert Groups. Each of the Expert Groups is then assigned to propose solution to assessed concerns to at least one particular facet of the overall project by using scientific method as the guide. For example, a class studying about environmental issues in their community may be divided into the following Expert Groups:1. Air2. Land3. Water4. Human impact on the environment
2. The AIDS investigation Project
The real-world connection to the AIDS epidemic will make
Design problem-based and project-based learning planto be rated by the teacher using a rubric
Develop a problem based/project based assessment report on the given task in power point presentation
Students will be instructed to collaborate in small groups to research and implement each perspective in the presentation.
Assessment will be done on Students' presentations including a variety of media: text, original artwork, scanned images, and
PaperPenReferences
Lap topProjector
(if not available-other alternate resources maybe used like jigsaw clippings)
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
the project relevant for students. The project may extend over many weeks, and students may be allowed to choose perspectives and make decisions about the design and interface for their presentations. Students maybe instructed to collaborate in small groups to research and implement each perspective in the presentation. Running Assessment will be done and multifaceted. Students' presentations including a variety of media: text, original artwork, scanned images, and animations.
animations.
Use open-ended tools (such as word processing, spreadsheets, presentation software, and authoring tools) in subject specific application
Identify uses of open-ended tools (productivity tools--whether freeware or Microsoft Office) in the teaching-learning of Science
Unit 3. Productivity Software Applications/Tools for teaching and learning
Open-ended tools and their uses in teaching and learning
Maximizing the Use of Microsoft Word, Spreadsheets, and Publisher
Effective Use of Powerpoint and Prezi
Adobe Photoshop and Movie
Way, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press. pp 29-52
Have a thorough review of the MS Office.
Ask the students on when and how they can use the different open-ended/productivity tools in the teaching-learning of Science.
Quiz
ComputerProjector
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
MakerCreate student outputs using computer application programs as evidence of learning
Establish mechanisms to ensure child online safety and prevent cyberbullying
Creating student samples using open-ended tools
Multimedia Elements (text, graphics, video, audio, animation
Podcasting and Using Social Networking Sites in Education
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp.285-290
Direct the students to create outputs for presentation utilizing the different open-ended/productivity tools.
Students are directed to develop video, animation or any related open ended tools to disseminate their findings on the chosen concern (e.g environmental issues, AIDS health specific areas)
Try out podcasting in your class. Discuss how social networking sites like facebook, twitter, instagram
Student samples using open-ended tools to be evaluated by peer and the teacher
Presentation of self made/group made video/selected multi media format
Case Analysis on Cyber bullying
Computer and application programs
ProjectorSpeakers
Site Visitation:http://www.growingwireless.com/be-aware/cyberbullying/news-case-studies-on-cyberbullying
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Using Mobile Phones in the Classrooms
etc. can be used in teaching.
Have a thorough discussion about child online safety and cyberbullying.
Case Presentation and Analysis on Cyber bullying highlighting the health effects and psychological effects of cyber bullying *The New Kid in School*Hateful Texting*Psychological Impacts of Cyber bullying*Health Effects of Cyber bullying
Ask the students to read the
A paper regarding the rules and procedures on child online safety and cyberbullying.
Hand-outs on anti bullying and cyberbullying act
http://www.growingwireless.com/be-aware/cyberbullying/news-case-studies-on-cyberbullying
http://www.osteopathic.org/osteopathic-health/about-your-health/health-conditions
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Gaming in Education
study about using mobile phones in teaching and learning science
(https://www.ubuntunet.net/sites/default/files/mtegaw.pdf)
Recording Lectures: The “Flipped" ClassroomThese teachers are recording their “lectures” using video or audio and students are listening to that outside of class as the homework and in class they are completing the practice and the teacher serves as a guide, re-teaching as needed.
Students without Cell Phones / Smart PhonesOther issues arise because not every student has a cell phone. The easiest way to work around this is to have students working in groups, collaborating and solving problems together. Now we only need one cell phone to report out the group work. If we get creative, any problem can be solved.
Poll Health/Environmental Survey Participation Quiz:1.Ask your students a question with the Poll Everywhere app
2.Students answer in real time using mobile phones, Twitter, or web browsers
3.See your response live on the web or in a PowerPoint presentation
Mobile phonesInternet Connection
https://www.polleverywhere.com/
Students may use this link: http://gettingsmart.com/2013/01/part-1-44-smart-ways-to-use-smartphones-in-class/
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Educational Apps for iOS and Android
Ask the students to explore the following links:http://www.sciencegamecenter.org/
https://www.lumosity.com/landing_pages/970?gclid=CjwKEAjw5cG8BRDQj_CNh9nwxTUSJAAHdX3fRRvTBbnAVFklu7SziNeBj53YNWCE71be_-8OhRQXHRoCqBTw_wcB
http://www.the-scientist.com/?articles.view/articleNo/33715/title/Games-for-Science/
PhET interactive simulations
Ask the students on how computer games may be used in teaching.
Instruct the students to do internet research on the different science-related
iPad, tablet, smart phones
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Educational Apps for iOS and Android and present them to the class.
Prepare IMs for Science utilizing selected open-ended tools in delivering the learning plan
Making IMs using open-ended tools in
Revisiting of PB learning plan: integration of student samples and teacher-made IMs
Engage the students in preparing IMs for science using selected open ended tools using the problem based project developed complementing an authored learning plan.
For areas without internet:Improvisation of Instructional materials
Evaluation of the IM and the learning plan using a rubric
Demonstration of the IM in science instruction
Computer and other materials needed to make the IM’s
http://www.academia.edu/10680359/PREPARATION_IMPROVISATION_AND_UTILIZATION_OF_INSTRUCTIONAL_MATERIALS_AND_MEDIA_FOR_EFFECTIVE_TEACHING
Enhance the Science learning plan to develop 21st Century Skills through ICT integration
Selection of competencies requiring ICT integration
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp. 298-308
Based on the observations made during demonstration lesson , teachers willrequest the students to integrate suggestions for the enhancement if IM and learning plan.
Improved learning plan to be evaluated by peer and the teacher.
ComputerProjectorLearning Plans
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Revisiting of PB learning plan: integration of 21st century skills
Reflect on their own learning using technology tools
Electronic Portfolio Expose the students to various ICT integration mechanisms in Science teaching. The students may use this link: https://www.fizyka.umk.pl/~pdf/EU_ISE/files/new/EUISEBookHR.pdf
Ask the students to improve the existing Science learning plans by integrating ICT
Blog or e-portfolio to be evaluated by the teacher using a rubric
Students may use this link to guide them in making their e-portfolios: http://www.informationweek.com/software/7-ways-to-create-e-portfolios/d/d-id/111067
Show an electronic portfolio.
Discuss the concept of e-portfolioAn electronic portfolio or sometimes called digital portfolio is a collection of electronic evidence
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks.
Instruct the students to make a reflection of their learning how to use technology tools in teaching and its impact through an e-portfolio
Produce learning resources using technology tools in various subject areas
Identify various instructional materials (IMs) and technology tools in the teaching of Science
Unit 4. Producing Learning resources using technology toolsHuman and non-human learning resources/ instructional materials/
Technology Tools for Teaching Science
Way, J. and T. Beardon. (2003). ICT and primary mathematics. USA: Open University Press. pp 1-28
Students will be grouped according to specialization:
Physical ScienceBiological Science
Students will produce more subject /content specific IMs :
Physical ScienceBiological Science
Tool modeling will be highly encouraged like:1.Tool modeling (create a model solar
Demonstration of students on developed IM utilization covering specific field in science
Use of Rubric in rating the developed IMs
Students may use this link: http://www.teachhub.com/6-essential-tech-tools-science-classrooms
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
system, and manipulate planetary rotations to learn how sunrise would look from the moon or how the Earth’s tilt affects surface temperatures)2. 2-D objects into dynamic 3-D objectschanging of the seasons or the structure of DNA
Describe characteristics of good/appropriate IMs and technology tools in teaching Science
Characteristics of Good/Appropriate IMs and Technology tools
Principles of Universal Design for Learning Guidelines
A Software Review and Selection Process
Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd. Pp 93-116
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education,
Ask the students to make an inventory of IM’s and technology tools being used by many Science teachers through internet research and interview with Science teachers.
Formulate criteria to determine the appropriateness of IMs and technology tools
Rubric Development on IMs and Technology Tools
Design an educational software review form to be rated by the teacher using a rubric
LaptopProjectorEducational Softwares
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Inc.pp. 172-180
Create appropriate IMs using technology tools in teaching Science
Show positive attitude towards the use of technology tools
Exhibit leadership in shared decision-making using technology tools
Creating teacher productivity materials using technology tools (like what? How is this different from open-ended tools which are also technology tools? identify these)
Revisiting of PB learning plan: incorporating technology tools in preparing IMs in introducing the unit
Discuss the different qualities of a good/appropriate IMs and Technology tools
Present the different types of educational software like drill-and-practice, integrated learning systems, problem-solving software, reference software, simulation, tool and tutorial softwares. The student may be asked to show how each software is being used.
By referring to the characteristics of appropriate technology tools, ask the students to draft an educational software review form taking into account both content and technical considerations. The students may use the following criteria: Content
Produce instructional material using technology tool to be evaluated by the teacher using a rubric. Positive attitude towards the use of technology tools and leadership in shared decision-making using technology tools must be included in the rubric
Computer and other materials needed to produce the IM
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
and Technical Information (documentation and supplementary materials, program content, presentation, effectiveness) and Audience Appeal and Suitability (practice/assessment/fedback, ease of use, user interface and media quality)
Evaluate the relevance and appropriateness of digital and non-digital resources based on the learning context
Characterize digital and non-digital resources
Unit 5. Digital and non-digital resources
Characteristics of digital and non-digital resources
Instruct the students to create instructional material using technology tool by pair or by group taking into account the different characteristics of a good IM considering the digital and non-digital categories considering the line of specialization :
Physical ScienceBiological Science
Students with the developed IMs (considering the digital and non-digital based ) will be grouped.
Students will be made to assess the characteristics of digital and non-digital based IMs Sample activity:
Presentation of Venn Diagram to be rated by teacher using rubric
Hula hoopsStrips of PaperAdhesive Tape
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Attention of students will be invited to develop digital based IM on cell and cell organization and another group will be made to develop non digital based IM on cell and cell organization
Determine the relevance and appropriateness of digital and non-digital resources based on the learning context
Relevance and appropriateness of digital and non-digital resources
Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.pp. 239-274
Using 2 Hula Hoops, form a Venn Diagram to compare and contrast digital and non-digital resources
Oral examination Lesson exemplars
Revise digital learning resources in response to varied needs of students
Develop assessment tool to evaluate relevance and appropriateness of digital and non-digital resources to the learning context
Assessment tools for selecting relevant and appropriate digital and non-digital resources
Revisiting of PB learning plan: integration of the use of digital and non-digital resources and assessment tools in the LP procedure
Ask the students to inspect and analyze lesson exemplars/lesson plans that utilized either digital or non-digital resource or both. Have them determine the appropriateness based on the learning context
Revision of lesson exemplars
Oral examination Tips on the Use of Digital Resorceshttps://www.utwente.nl/ub/en/dlrportal/teachers/
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Create digital learning resources to enhance teaching-learning
Produce digital learning resources to be evaluated by peer and the teacher
tips-use/
Computer and other materials needed to make digital learning resources
Instruct the students to revise the lesson exemplars/lesson plans particularly the learning resources based on the different types of learners like multigrade, monograde, fast learners etc…
Ask the students to design as assessment tool that can evaluate the relevance and appropriateness of digital and non-digital resources to the learning context
Instruct the students to
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
produce digital learning resources in Science by pair or by group and have other pair/group critique and evaluate using the assessment tool.
Use technology tools to collaborate and share resources among communities of practice
Identify features and uses of ICT tools for collaboration and sharing of resources among communities of practice
Determine educational sites and portals suitable to Science
Evaluate and compare useful and credible web resources to be shared with other students
Unit 6. Technology tools for collaboration
Features and Uses of ICT tools for collaboration and sharing resources
Effective Teaching and Learning in the Electronic Classroom
Promoting Collaborative and Transformative Learning in Cyberspace
Becoming Information Users- SSCC (Search, Sort, Create, Communicate)
Norton, P. and K. M. Wiburg. (2003). Teaching with technology. Canada:
Focused group discussionOn how to share resources in the community
Students to conduct various science portals and site visits addressing various science areasUnderstanding Science: http://undsci.berkeley.edu/article/intro_01
Understanding Evolutionhttp://evolution.berkeley.edu/evolibrary/home.php
Physics Interactives
1. Assigned group must have multiple (at least 10) Site presentation
2.Critiquing complemented with and panel discussion on sites presented
ComputerProjector
Understanding Sciencehttp://undsci.berkeley.edu/article/intro_01
Understanding Evolution:http://evolution.berkeley.edu/evolibrary/home.phpSuggested
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Four Processes Models for Information Use
wadsworth/Thomson Learning.pp. 166-174
http://phet.colorado.edu/
Planting Sciencehttps://www.plantingscience.org/
The scientistshttp://www.smithsonianeducation.org/scientist/index.html
Educational Tech and Mobile Learninghttp://www.educatorstechnology.com/2013/12/top-youtube-channels-for-science-and.html
Animal Adaptationshttp://interactivesites.weebly.com/animal-adaptations.html
A paper evaluating web pages
Science sites:http://www.edutopia.org/blog/websites-for-science-teachers-eric-brunsell
Physics Interactiveshttp://phet.colorado.edu/
Planting Sciencehttps://www.plantingscience.org/
Educational Tech and Mobile Learninghttp://www.educatorstechnolog
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
y.com/2013/12/top-youtube-channels-for-science-and.html
Animal Adaptationshttp://interactivesites.weebly.com/animal-adaptations.html
Engage in a Community of Learning (COL) for Science
Communities of practice/community of Learning for Science teachers (local and international)
Effectiveness of COLs in professional development of teachers (According to research articles)
Discuss the features and uses of ICT tools for collaboration and sharing of resources among communities of practice.
Request students to make an inventory of educational sites and portals in Science with short description for
Extent of activity and participation in the Community of Learning
ComputerProjectorInternet Connection
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
each site. Have them show to the class its features and functionalities.
Explain that to guide the design of opportunities for students to become information users, effective instruction should help them learn to search for information, sort and judge information, and create and communicate ideas as result of information use
Introduce Kuhlthau’s Information-Seeking Model, Eisenberg and Berkowitz’s Information Problem-Solving Model, Irving’s Information Skills Model, and Stripling and Pitt’s Research Process Models
Explore the following sites for examining criteria to
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
judge web pages:
Evaluation and Information: http://alexia.lis.uiuc.edu/-janicke/Eval.html
Internet Source Validation Project: http://www.stemnet.nf.ca/Curriculum/Validate/valid.html
Checklist for an Informational Web Page: http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluation/inform.html
Cyberguides: http://www.cyberbee.com/guides.html
Kathy Schrock’s Critical Evaluation Surveys: http://school.discovery.com/schrockguide/eval.html
Thinking Critically about
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
World Wide Web Resources:http://www.library.ucla.edu/libraries/college/instruct/web/critical.htm
Pocket Universe is fundamentally an iOS astronomy application in planetarium style but also offers virtual planet visits, quiz games, news stream, and other educational materials.
Algodoo ( is an iOS application which is unique in its simulation software designed to create interactive scenes in physics by building inventions and designing open-ended games or experiments. )
Anatomy 4D( is an iOS application that delivers learners to an interactive exploration of an augmented reality 3D
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
body through the use of a webcam which will apply animations over the world traditionally experienced by the learners. )
Give some web pages and have them evaluated by students based on the criteria set by the class.
Design a collaborative activity using appropriate technology tools
Revisiting of PB learning plan: integration of collaborative activities in
Present some Community of Learning (COL) for Science.
Instruct students to become an active member of COL like iNaturalist and participate in forums and other exchanges of information.
Evaluation of learning plan
ComputerProjectorInternet Connection
Implement the designed ICT-based collaborative activity
Demonstration of designed learning plans
Through COL, direct the students to make a collaborative activity in Science which will employ technology tools.
Evaluation of Demonstration teaching
ComputerProjectorInternet Connection
Microteaching of ICT-based collaborative activity
Orientation for TTL 2 Sample Syllabi Writers June 30, 2016
Suggested Readings and References Bitter, G. G. and J. M. Legacy. (2008). Using technology in the classroom. USA: Pearson Education, Inc.
Dash, B. C. (2011). A textbook of educational technology. New Delhi: Wisdom Press
Lebaron, J. F. and C. Collier (2001). Technology in its place: Successful technology infusion in schools. California: Jossey- Bass Inc.
Norton, P. and K. M. Wiburg. (2003). Teaching with technology. Canada: Wadsworth/Thomson Learning.
Palloff, R. M. and K. Pratt (2001). Building learning communities in cyberspace. California: Jossey- Bass Inc.
Trentin, G. and M. Repetto (2013). Using network and mobile technology to bridge formal and informal learning. Oxford: Chandos Publishing.
Williams, M. D. (2000). Integrating technology into teaching and learning. Singapore. Pearson Education Asia Pte Ltd.
Computing leaders team up on K-12 computer science framework .http://sdtimes.com/computing-leaders-team-up-on-k-12-computer-science-framework/
Create stories, games, and animations Share with others around the world.https://scratch.mit.edu/
Toward a Framework for Assessing 21st Century Science Skills. http://www.ncbi.nlm.nih.gov/books/NBK32690/ICT in Education. http://www.unescobkk.org/education/ict/resources/free-educational-resources/Interactive Science Websites. http://teaching.about.com/od/tech/tp/Interactive-Social-Studies-Websites.htmCloud Based Sharing.http://www.haikulearning.com/features/content-creation-and-sharing20 Fun Free Tools for Interactive Classroom Collaboration . http://www.emergingedtech.com/2014/05/20-excellent-free-tools-for-interactive-collaboration-experiences-in-the-classroom/Problem Based Model. http://ete.cet.edu/gcc/?/pbl_modelCyber bullying. http://www.osteopathic.org/osteopathic-health/about-your-health/health-conditions-library/general-health/Pages/cyber-bullying.aspxPoll every where. Com https://www.polleverywhere.com/Improvisation of Instructional Materials and Media for Effective Teaching .http://www.academia.edu/10680359/PREPARATION_IMPROVISATION_AND_UTILIZATION_OF_INSTRUCTIONAL_MATERIALS_A
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ND_MEDIA_FOR_EFFECTIVE_TEACHING
Course Requirements
Grading System Midterm Finals
Classroom Policies