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/

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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