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Course Syllabus Inquiry-based Learning & TechnologyCredits: 3Instructor: Lucie deLaBruereMeeting dates and Times: August 25 – December 8, 2014Final Reflection Due – December 10, 2014Location: Online in UVM Blackboard
Course Description:
Thiscourseengageseducatorsinastudent-centered,activelearningexperienceusing technologyresourcesandtoolstopromotequestioning,criticalthinkingand problem-solvingskills.Educatorswilllearnabouttechnologyresources&toolstha supportproblem-based,project-based,andinquiry-basedlearninginalldisciplinesand designaproject-orinquiry-basedactivitywithassessmentsforthestudents(or teachers) they teach.
ThegoalofthiscourseistoprepareVermonteducatorstomeetstateandnational educational technology
standards* as follows:
Vermont State Criteria for Educational Technologist Specialist Endorsement 
Knowledge Standards:
 Demonstrates knowledge of topics, concepts, and skillsessential to the effective integration of technology in the teaching and learningprocess, as delineated in current national professional standards
Ways technology can be used to support high-quality, standards-basedcurriculum, instruction, and assessment in all content areas, includinginstructional design principles that rely upon research-based learningtheories to guide the use of computers and other technologies in education.
Proficiencies in current technologies.
Performance Standards:
Supports the effective integration of technologythroughout all areas of the school’s curriculum as delineated in
Vermont’sFramework of Standards and Learning Opportunities
. Specifically, the educator:
Identifies, helps design, implements, and evaluates authoring,programming, and problem-solving environments for use in the classroom.
Designs and implements, and collaborates with classroom teachers todesign and implement, tasks or projects that incorporate varioustechnologies as tools to facilitate and enhance students’ research, criticalthinking, problem solving, analysis, collaboration, communication, andpresentation skills.
Assists classroom teachers and other staff to develop effective means of assessing students’ learning of technology concepts and skills across thecurriculum, and to assess technology’s impact on the enhancement of student learning.
Adapts to new technologies and helps teachers to integrate them into theeducational process, as appropriate.
Applies and models the ethical use of educational technologies.
Demonstrates sensitivity to inequities in technology access in schools byincorporating and modeling specific instructional strategies that promoteequity.*
National Educational Technology Standards for Teachers
 (2008, International Society forTechnology in Education)
Essential Questions:
Howdoesproject-basedlearning,problem-basedlearning,andinquiry-based learning activities enhance student critical thinking and problem-solving skills?
How does educational technology support student learning and achievement?
Participants will understand
Waystechnologycanbeusedtosupporthigh-quality,standards-based curriculum,instruction,andassessmentinallcontentareas,including instructionaldesignprinciplesthatrelyuponresearch-basedlearningtheoriesto guide the use of computers and other technologies in education.
Thatthedesignofstudent-centeredandactivelearningactivitiespromotes intrinsic motivation and student achievement, as well as life-long learning skills.
Learning Outcomes
Participants will know
Differences between problem-based, project-based, design- andinquiry-based learning
Strategies for developing essential questions
Concepts and application of learning communities and communities of practice
Guidelines for evaluating Internet websites and resources
Guidelines for appropriate use, copyright, and fair use in educationalsettings
Educational technology resources and tools that support diverse learners
Processes for creating project-based activities
State and national education technology standards and 21
 century skills
Web 2.0 tools that support inquiry and social construction of knowledge.Participants will be able to
Evaluate project-based and inquiry-based activities.
Create essential questions.
Create mini-lessons on effective search strategies, Internet safety, medialiteracy, and copyright and fair use policies.
Design and implement, tasks or projects that incorporate various technologiesas tools to facilitate and enhance students’ research, critical thinking, problemsolving, analysis, collaboration, communication, and presentation skills.
Design appropriate assessments
Integrate educational technology applications in classroom instruction tomeet state and national educational technology standards and 21
Evaluate and select educational technology resources to serve diverselearning styles and intelligences.
Use and apply web 2.0 tools to increase inquiry, productivity, collaboration,and communication with students and colleagues.
General Course InformationCourse Policies/Expectations:
The following are necessary for successful completion of this course:
Active participation in online class discussions of readings and literature
Completion of readings and assigned reflections
Completion of assignmentsTypically, students should expect to devote six-nine hours per week in reviewing onlinelessons and resources, reading required texts and articles offline, creating andcompleting assignments, and participating in discussions. Discussion postings shouldreflect the student’s understanding and transfer of concepts contained in lessons andreadings.
 Attendance Expectations:
Online participation in Blackboard is expected each week to completeassignments and post discussion messages.
Students are expected to visit the coursesite at least four times per week 

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