University Quality Assurance Unit

EDUC561 Educational Media and Technology

Course Specifications
University: LIU Faculty: EDUCATION Department: EDUCATION

Course Specifications

Program(s) on which the course is given: Teaching Diploma and Graduate programs

Major or minor element of programs: Thesis and Non thesis Program

Department offering the program: Education

Department offering the course: Education
Academic year: 2019-2020
Level number/ Semester: Fall
Date of specification approval (faculty council): 2002

A- Basic Information

Title: Educational Media and Technology Code: EDUC561

Credit Hours: 3 Lecture/ week: Once

Tutorial/ Week: NA Practical/ Clinical/ Week: None

Duration (No. of weeks): 15 Weeks

Names of lecturers contributing in the course:

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1- Overall Aims of Course
This course explores technology integration strategies in education, and prepares
future teachers to use technology as a powerful tool to enhance learning. The course
also presents an overview of some learning theories and their implication on learning,
and examines different technologies that can be used in the educational field,
including visual media, audio media, computer tools, internet resources, multimedia
applications, and instructional software.

2- Intended Learning Outcomes of Course (ILOs)

a- Knowledge and understanding:
A1: Recognize the different terminology related to Educational Media and
Technology

A2: Explain the impact of ICT on Education

A3: Identify different use of ICT (Information and Communication Technology) in

education

b- Intellectual skills:
B1: Review learning theories that support or which are enhanced by the use of
ICT in education

B2: Discuss the effective use of ICT in Education

B3: Discover new technologies and new educational software

B4: Learn how to use technology and educational software in order to meet
their teaching and learning objectives

c- Professional and practical skills:

C1: Choose the right technology to achieve the intended learning outcome

C2: Integrate technology smoothly in their learning and teaching process

C3: Develop effective learning objects using different educational software

C4: Employ the social media networks in the teaching and learning process

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 d- General and transferable skills:
D1: Evaluate the use of ICT in education

D2: Teach students how to use technology for their learning process

D3: Share their experience and their products with other educators

D4: Join educators’ networks

3- Contents:
Week Content Assignment/Quizzes

1. Overview of the course syllabus Search for available educational

technologies
Educational Technology in Context

2. Theory into Practice: Foundations for Review different learning theories

Effective Technology Integration and relate them to the use of
technology

3. Instructional Software for 21st Categorize instructional software

Century Teaching
Work in groups to present each
category

4. Technology Tools for 21st Century Explore MS Office Suite

Teaching: The Basic Suite

5. Technology Tools for 21st Century Explore Google Suite

Teaching: The Basic Suite (Cont’d)

6. Technology Tools for 21st Century Explore technology tools

Teaching: Beyond the Basics

7. Hypermedia Tools for 21st Century Explore hypermedia tools for the
Teaching 21st century

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8. Hypermedia Tools for 21st Century Midterm
Teaching (Cont’d)

Checking group projects progress

9. Hypermedia Tools for 21st Century Explore hypermedia tools for the
Teaching (Cont’d) 21st century

Checking group projects progress

10. Distance Teaching and Learning and Explore distance teaching and
the Role of the Internet learning tools

Checking group projects progress

11. Distance Teaching and Learning and Explore teaching and learning tools
the Role of the Internet (Cont’d)

Checking group projects progress

12. Developing and Using Web-based Explore web-based learning

Learning Activities activities

Checking group projects progress

13. Developing and Using Web-based Explore web-based learning

Learning Activities (Cont’d) activities

Checking group projects progress

14. Developing and Using Web-based Final group presentations

Learning Activities

–Presentations

15. Integrating technology across the Final group presentations

curriculum – Presentations (Cont’d)

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4- Teaching and Learning Methods:
4.1: Learner-Centered Learning

4.2: Personalized Learning

4.3: Flipped Classroom

4.4: Brainstorming

4.5: Discussions

4.6: Presentations

4.7: Papers reading/writing

4.8: Project-based learning

4.9: Group work

4.10: Peer teaching

4.11: Peer evaluation

5- Student Assessment Methods:

5.1: Brainstorming and discussions to assess knowledge, understanding, and
intellectual skills

5.2: Project to assess practical, evaluation, digital, and creativity skills

5.3: Group work to assess communication, cooperation, social, and flexibility

skills

5.4: Project presentation to assess presentation, teaching, and sharing skills

5.5: Monitoring learners’ progress to assess self-learning skills

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 Assessment Schedule

Assessment 1: Class Participation week: Ongoing

Assessment 2: Software Presentations week: Ongoing

Assessment 3: Midterm week: Week 7

Assessment 4: Project week: At the end of the course

Assessment 5: Project Presentation week: Finals Week

Weighting of Assessments

- Attendance & Participation 10%

- Midterm 20%
- Assignments & Classroom Presentations 35%
- Project 35%
- Total: 100%
Textbook:

Roblyer, M. D. (2014). Integrating Educational Technology into Teaching: Pearson New

International Edition, 6th Edition

References
Marzano, R. J., & Heflebower, T. (2011). Teaching & assessing 21st century skills.
Solution Tree Press.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction
that works. ASCD.

Roblyer, M.D. (2015). Introduction to systematic instructional design for traditional,

online and blended environments. Boston, MA: Pearson Education

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BELL, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The
Clearing House, 83, 39-43.

Epelboin, Y., & Director, I. C. T. (2013). MOOC: a revolution in teaching? A European

view. In 19th European University Information Systems Congress" ICT Role for Next
Generation Universities.

Freiman, V., Beauchamp, J. B., Blain, S., Lirette-Pitre, N. L. P., & Fournier, H. (2011).
Problem-based scenarios with laptops: an effective combination for cross-curricular
learning in mathematics, science and language. World Journal on Educational
Technology, 3(3), 136-152.

Kerckaert, S., Vanderlinde, R., & van Braak, J. (2015). The role of ICT in early childhood
education: Scale development and research on ICT use and influencing factors.
European Early Childhood Education Research Journal, 23(2), pp. 183-199.

Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The
technological pedagogical content knowledge framework. In Handbook of research on
educational communications and technology (pp. 101-111). Springer New York.

Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford

review of education, 38(1), 9-24.

MCCOOG, I. J. (2007). Integrated Instruction: Multiple Intelligences and Technology. The

Clearing House.

McLoughlin, C., & Lee, M. J. (2010). Personalised and self regulated learning in the Web
2.0 era: International exemplars of innovative pedagogy using social software.
Educational Technology, 26(1), 28-43.

Sad, S. N., & Özhan, U. (2012). Honeymoon with IWBs: A qualitative insight in primary
students’ views on instruction with interactive whiteboard. Computers & Education, 59,
1184-1191.

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Slaya, H., Sieborgera, I., & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real
beauty or just ‘‘lipstick”?. Computers & Education, 51, 1321-1341.

Dean of Department: Dr Anwar Kawtharani