Professional Documents
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Course Description
This course deals with the use of computers in schools as educational supports for
teaching and learning. Although the word "technology" is usually associated with hardware such
as computers, video cameras, etc., the focus of this course is on understanding the relative
strengths and weaknesses of traditional and new technologies, and how they might be best used
to support learning. What role, if any, can technology can play in school restructuring? Does
technology offer the possibility of widespread educational improvement, or is it an expensive
distraction from the real problems in todays schools? In this course, we will examine these
questions and explore how teachers might thoughtfully incorporate technologies based upon their
ability to add value to students experiences.
Specific Learning Outcomes
In this course you will:
Consider frameworks (e.g., TPACK) for understanding the nature and complexities of
integrating technologies into various learning contexts
Assess the strengths and weaknesses of different learning technologies
Consider practical issues in making technology work effectively across various learning
contexts
Consider the benefits and challenges of integrating technology in a variety of learning
contexts
Consider the potential value added of computer and information technologies to support
teaching and learning
Make informed pedagogical decisions with respect to how and when the use of
technology can have the greatest impact, across content areas and groups of learners
Begin to reconcile how your prior experiences with technology as a learner in K-12 and
university, and your experiences in this course, may be influencing your own
assumptions/expectations for teaching with technology.
Identify your individual learning goals for future technology-related professional
development as you enter the teaching profession, or continue teaching in your own work
context.
Learn how to create simple presentations using SmartBoards;
Become familiar with a variety of educational software programs that run on desktops /
laptops / tablets.
Course Policies
Missed Classes
If youre not feeling well, stay home. This will help keep your classmates at OISE healthy,
and it will help speed your recovery. If you are not ill, we expect to see you in class. This
course involves a large amount of student participation, so the class is weaker for
everyone when you are not present.
If you are unable to attend class, please email me before class begins. You will be
expected to review any files posted online (e.g., PowerPoint presentations) and contact a
classmate to acquire notes.
Late Work and Incomplete Assignments:
Work that is submitted late will be penalized one-half of a letter grade per day. For
example, an A paper that is one day late will be awarded an A- grade. After two days,
the paper would be awarded a B+ grade, and so forth.
Extensions for written assignments and/or make-up assignments will be granted only
under extenuating circumstances. In such cases, prior arrangement with the instructor is
necessary. Incomplete or unsatisfactory assignments will be returned to students for
revision. Students will have one week to complete the revision.
Grading Scheme
The grading scheme for this course will follow the OISE/UT Grading Practices Policy. An
course grade that is less than a B- is considered a failure.
Plagiarism
In the University of Toronto Code of Behaviour on Academic Matters, it is an offense for a
student "To knowingly represent as ones own any idea or expression of an idea or work
of another in any academic examination or term test or in connection with any other form
of academic work (i.e., to commit plagiarism). Whether quoting original work or adapting
it, always cite the source.
For reference, see handouts 'How Not to Plagiarize' and 'Standard Documentation
Formats' at www.utoronto.ca/writing/plagsep.html and
www.utoronto.ca/writing/document.html respectively.
Accessibility:
Students with disabilities may request to be considered for formal academic
accommodation in accordance with the Ontario Human Rights Code. Students seeking
accommodation must make their requests through the University's Accessibility Services
Office located on the first floor of the Robarts Library, 130 St. George St. in a timely
manner, and provide relevant and recent documentation to verify the effect of their
disability and to allow the University to determine appropriate accommodations.
Accommodation decisions will be made in accordance with the Ontario Human Rights
Code. Accommodations will be consistent with and supportive of the essential
requirements of courses and programs, and provided in a way that respects the dignity of
students with disabilities and encourages integration and equality of opportunity.
Reasonable academic accommodation may require instructors to exercise creativity and
flexibility in responding to the needs of students with disabilities while maintaining
academic integrity.
For further information get in touch with the reception desk in Student Services at (416)
978-2277 or visit the Accessibility Services website: http://www.accessibility.utoronto.ca.
To receive accommodations for this course, or other courses, documentation MUST be
on file.
Topics Explored
Teacher-centered technologies: Interactive whiteboards, PowerPoint
Learner-centered technologies
Portable computing: tablets, phones, handheld devices
The impact of educational technology on student achievement
Gender issues in technology use
Distance education
Open education and open learning tools
Technology, classroom management, and school policy issues
Web-based learning resources
Tools for collaboration and knowledge building
Assistive technologies
What will schools look like in 10 years?
Classroom management systems (e.g., Moodle)
Student response systems (e.g., iClickers)