FGCU College of Education Resources

EME 5053 - Introduction to Educational Technology
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Click here to view the EME 5053 Syllabus

AECT Standard 1 - Content Knowledge Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Course Objective(s):	Define educational technology both as the study and ethical practice applied to student's own field. Discuss technology adoption and integration from their organizational (PK-12, higher ed, corporate) perspectives. Use technology to demonstrate compentencies to use technology tools for effective communication. Use technology to demonstrate competencies to select and evaluate online resources for personal and professional purposes.
Indicator 1.1 - Creating Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
Assignment(s):	Web 2.0 Tools Students select one technology tool (ToonDoo, Tellagmi, Storyboard That, Prezi, or Playposit), based on a chosen target audience and learning objective, to create an instructional video based on a specific educational technology topic (i.e., copyright, diversity, Universal Design for Learning (UDL), 21st century learning, learning styles, learning strategies, or benefits of social media for building a Personal Learning Network (PLN).
Indicator 1.2 - Using Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Assignment(s):	Apps for Effective Instruction Students use industry standard websites to select appropriate apps to support a specific lesson/training module. Students then demonstrate how their chosen apps meet the eight principles of effective instruction in a video-recorded demonstration of the apps integrated into the lesson/training module.
Indicator 1.5 - Ethics Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educatioanl Communications and Technology.
Assignment(s):	Roles of an Ed Tech Professional. Students review the AECT professional ethics of the field, Instructional Design Center Job Board, ISTE job board, and at least three other professional job boards related to instructional technology and/or design to identify and describe the professional ethics required in the field of instructional technology. Students select at least two positions and reflect on the needed ethical responsibilities for consideration.

AECT Standard 2 - Content Pedagogy Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Course objective(s):	Use technology to demonstrate competencies to use emerging technologies (i.e., web 2.0 tools, social networking, virtual environments, educational gaming, online/distance learning) to facilitate learning and/or enhance performance applied to student's own field. Use technology to demonstrate competencies to select media, technology, and processes within the Universal Design for Learning (UDL) framework to serve diverse learners
Indicator 2.3 - Assessing/Evaluating Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
Assignment(s):	Changing Assessment Students review the National Educational Technology Plan (NETP) from the U.S. Department of Educational's Office of Educational Technology. Students then demonstrate their understanding of the plan by researching specific innovative practices being used in around the globe that align with their understanding of the NETP and its impact on learning.

AECT Standard 3 - Learning Environments Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Course objective(s):	Use technology to demonstrate personal accomplishments as an educational technology professional. Use technology tools to demonstrate updated knowledge of professional positions in the educational technology field.
Indicator 3.1 - Creating Candidates create instructional design products based on learning principles and research-based best practices.
Assignment(s):	Virtual tools Students create a virtual tool to deliver research-based ideas on best practices for integration of a specific instructional technology into the learning environment
Indicator 3.2 - Using Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
Assignment(s):	Learning Styles and Principles of Effective Instruction Students identify instructional strategies for selecting and using appropriate technology based on learning styles and the Universal Design for Learning (UDL) framework.
Indicator 3.3 - Assessing/Evaluating Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
Assignment(s):	How Technology is Changing Education Students review recent (less than two years old) publications in peer-reviewed educational technology journals as well as use technology tools like paper.li to curate online resources related to the impact of technology on education. Students then use this data to identify how a specific instructional practice or learner outcome could be improved by integrating technology into the learning environment.
Indicator 3.6 - Diversity of Learners Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.
Assignment(s):	Diversity Students review the National Educational Association's Toolkit on Diversity, select one of the seven topics mentioned (class and income, cultural competence for educators, English language learners, gender, race and ethnicity, sexual orientation and gender identity, or social justice), and create a meme that illustrates and supports that topic as it related to students and learning.

AECT Standard 4 - Professional Knowledge and Skills Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Course objective(s):	Use technology to demonstrate personal accomplishments as an educational technology professional. Use technology tools to demonstrate updated knowledge of professional positions in the educational technology field.
Indicator 4.1 - Collaborative Practice Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
Assignment(s):	Building a Professional Learning Network (PLN) Students use Twitter to build their professional learning network by finding and responding to the instructor's tweets on specific instructional topics, participating in a course asynchronous Twitter chat, attending a synchronous educational technology Twitter chat, and following various educational technology professionals.
Indicator 4.3 - Reflection on Practice Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development, and implementation of technology-supported instruction and learning to enhance their professional growth.
Assignment(s):	ePortfolio Students design and create an online professional portfolio that incorporates all of their course assignments, instructional technology artifacts created, and a reflection of the concepts learned in the course and the impact on the professional growth.
Indicator 4.4 - Assessing/Evaluating Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
Assignment(s):	Changing Assessment Students review the National Educational Technology Plan (NETP) from the U.S. Department of Educational's Office of Educational Technology. Students then demonstrate their understanding of the plan by researching specific innovative practices being used in around the globe that align with their understanding of the NETP and its impact on learning.
Indicator 4.5 - Ethics Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.
Assignment(s):	Diversity Students review the National Educational Association's Toolkit on Diversity, select one of the seven topics mentioned (class and income, cultural competence for educators, English language learners, gender, race and ethnicity, sexual orientation and gender identity, or social justice), and create a meme that illustrates and supports that topic as it related to ethical behavior.

AECT Standard 5 - Research Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Course objective(s):	Discuss the historic and current issues and trends of educational technology in the related professional fields with reference to updated and credible literature.
Indicator 5.1 - Theoretical Foundations Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
Assignment(s):	History of Educational Technology Students use peer-reviewed educational technology journals and seminal research to develop their own understanding of educational technology based on theory and research-based evidence.
Indicator 5.3 - Assessing/Evaluating Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
Assignment(s):	Enhancing Learning with Educational Technology Students review the current New Media Horizon Report to identify short, mid, and long-term trends in educational technology and the barriers for implementation. Students then conduct inquiry-based research to evaluate the trends identified in the report for their impact on learning and peformance.

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