University Quality Assurance Unit

EDUC561 Educational Media and Technology

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: 2017-2018
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:
Tutorial/ Week: 1 Practical/ Clinical/ Week: 2
Duration (No. of weeks): 15 Weeks
Names of lecturers contributing in the course: Lama Hneineh

B- Professional Information

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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)

Knowledge of:
• History and impact of technology in education
 Learning theories and the TIP model
 The instructional software, technology, hypermedia, and web-based tools
 Distance teaching and learning
 Role of the Internet

Skills in:
 Developing an understanding of the variety and importance of media in
instruction
 Evaluating the validity and reliability of information on the Internet
 Applying the software and tools in the educational environment to achieve
educational goals
 Employing Web-based tools and resources in support of personal growth as well
as professional development and lifelong learning
 Designing and creating a unit of study Project using the TIP model
 Creating and maintaining a blog to be an introduction to an electronic portfolio
 Presenting topics of the curriculum in class

Attitudes related to:

 Developing a foundation for research-based practice
 Developing a belief of the importance of technology in education
 Sharing information, resources, and findings with other classmates
 Demonstrating interest for the course

3- Contents:

2
Week Topic No. of Lecture Tutorial/Practical
no. Hours

1 Overview of 2.25 hrs Brainstorming – Tutorial/Practical

the syllabus Discussions –
Presentations –
Educational Related Readings
Technology
in Context

2 Theory into 2.25 hrs Brainstorming – Tutorial/Practical

Practice: Discussions –
Foundations Presentations –
for Effective Related Readings
Technology
Integration

3 Instructional 2.25 hrs Brainstorming – Tutorial/Practical

Software for Discussions –
21st Century Presentations –
Teaching Related Readings

4 Technology 2.25 hrs Brainstorming – Tutorial/Practical

Tools for 21st Discussions –
Century Presentations –
Teaching: Related Readings
The Basic
Suite

5 Field study: 2.25 hrs Brainstorming – Tutorial/Practical

Lebanon and Discussions –
Technology Presentations –
in Education Related Readings
(Research +
discussion)

6 Technology 2.25 hrs Brainstorming – Tutorial/Practical

Tools for 21st Discussions –
Century Presentations –
Teaching: Related Readings
Beyond the
Basics

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7 Online Tools, 2.25 hrs Brainstorming – Tutorial/Practical
Uses and Discussions –
Web-Based Presentations –
Development Related Readings

8 Introduction 2.25 hrs Brainstorming – Tutorial/Practical

to Distance Discussions –
Education: Presentations –
Online and Related Readings
Blended
Environments

9 Distance 2.25 hrs Brainstorming – Tutorial/Practical

Teaching and Discussions –
Learning and Presentations –
the Role of Related Readings
the Internet

10 Developing 2.25 hrs Brainstorming – Tutorial/Practical

and Using Discussions –
Web-Based Presentations –
Learning Related Readings
Activities

11 Integrating 2.25 Brainstorming Tutorial/Practical

technology –
h
across the Discussio
curriculum - r
ns –
Presentations s Presenta
tions –
Related
Readings

4- Teaching and Learning Methods:

4.1: Learner Centered Learning
4.2: Personalized Learning
4.3: Flipped Classroom
4.4: Brain Storming

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 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

4- Student Assessment Methods:

5.1: Brainstorming and discussions to assess knowledge, understanding, and
intellectual skills
5.2: Writing paper to assess intellectual, analytical, and critical thinking skills
5.3: Project to assess practical, evaluation, digital, and creativity skills
5.4: Group work to assess communication, cooperation, social, and flexibility
skills
5.5: Project presentation to assess presentation, teaching, and sharing skills
5.6: Monitoring learners’ progress to assess self-learning skills

Assessment Schedule
Assessment 1: Class Participation week: Every session
Assessment 2: Paper week: Week 7
Assessment 3: Project week: At the end of the course
Assessment 4: Project Presentation week: Finals Week

Weighting of Assessments
- Class Attendance & Participation ….. 20%
- Paper …….……….………………………..…… 15%
- Classroom Presentations ……..…………15%
- Assignments ……………………………………10%

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 - Project ……………………………..…………... 25%
- Project Presentation ……………………… 15%
- Total: …………………………………..……….. 100%

5- List of references
6.1- Course notes and presentations

6.2- Recommended books:

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom
instruction that works. ASCD.
Marzano, R. J., & Heflebower, T. (2011). Teaching & assessing 21st century skills.
Solution Tree Press.
Roblyer, M. D. and Doering, A. H. (2012), Integrating Educational Technology
Into Teaching– 6th Edition, USA: Pearson Educacion.

6.3- periodicals, websites ….etc

Learners will discover several educational technology websites

6.4- papers:
Learners are expected to search for different research papers related to their
projects. Here are couple of papers that may help them:

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.

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 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.

Slaya, H., Sieborgera, I., & Hodgkinson-Williams, C. (2008). Interactive

whiteboards: Real beauty or just ‘‘lipstick”?. Computers & Education, 51, 1321-1341.

6- Facilities required for teaching and learning

Computer, projector, and screen for the instructor.
Computers for students
Internet access
LMS (Learning management system)
Educational Software

Course Coordinator:------------------------------------------------------------------------

Head of Department: ---------------------------------------------------------------------

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Date: -------------------------------------------------------------------------------------------