University Quality Assurance Unit

EDUC561 Educational Media and Technology

Course Specifications
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: 2020-2021
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: Once

Tutorial/ Week: NA Practical/ Clinical/ Week: None

Duration (No. of weeks): 15 Weeks

Names of lecturers contributing in the course:

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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)

a- Knowledge and understanding:
A1: Recognize the different terminology related to Educational Media and
Technology

A2: Explain the impact of ICT on Education

A3: Identify different use of ICT (Information and Communication Technology) in

education

b- Intellectual skills:
B1: Review learning theories that support or which are enhanced by the use of
ICT in education

B2: Discuss the effective use of ICT in Education

B3: Discover new technologies and new educational software

B4: Learn how to use technology and educational software in order to meet
their teaching and learning objectives

c- Professional and practical skills:

C1: Choose the right technology to achieve the intended learning outcome

C2: Integrate technology smoothly in their learning and teaching process

C3: Develop effective learning objects using different educational software

C4: Employ the social media networks in the teaching and learning process

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 d- General and transferable skills:
D1: Evaluate the use of ICT in education

D2: Teach students how to use technology for their learning process

D3: Share their experience and their products with other educators

D4: Join educators’ networks

3- Contents:
Content Suggested Assignments/
Participation Activities
Week 1 Overview of the course syllabus
Introduction to Educational Technology
Week 2 MS Office Suite
Google Suits

Week 3 Google Forms, Sites &Slides Create a survey on Google

Forms
Weeks 4 & 5 The underlying pedagogical approaches Create an interactive Slides
of educational technologies. presentation (use the add-ons
like Phet simulations or Pear
Examples of Technology tools related deck)
to the theories (Kahoot, EdPuzzle, 
Nearpod, Peardeck, PhET Simulations, Explain a lesson using the
MindMup 2 , Scratch , Padlet ) concept mapping on MindMup 2

Week 6 Review of scholarly articles related to Write a mini-synthesis of the

the role of technology in 21st century literature
teaching and learning.

Week 7 Introduction to Distance Education: Term Project

Online and Blended Environments Design a technology integrated
lesson plan for one theme across
curricula (group work).

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Weeks 8 &9 Hypermedia Tools for 21st Century
Teaching
(screen casting)
Weeks 10 & Instructional Software for 21st Century
11 Teaching
Week 12 Technology Standards for Educators
https://www.iste.org/standards/iste-
standards-for-teachers

TPACK
Week 13
ICT for professional development and
lifelong learning
Week 14 Final project presentations Final project
Professional Google Site

4- Teaching and Learning Methods:

4.1: Learner-Centered Learning

4.2: Personalized Learning

4.3: Flipped Classroom

4.4: Brainstorming

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

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 5- Student Assessment Methods:
5.1: Brainstorming and discussions to assess knowledge, understanding, and
intellectual skills

5.2: Project to assess practical, evaluation, digital, and creativity skills

5.3: Group work to assess communication, cooperation, social, and flexibility

skills

5.4: Project presentation to assess presentation, teaching, and sharing skills

5.5: Monitoring learners’ progress to assess self-learning skills

Assessment Schedule

Assessment 1: Participation Activities week: Ongoing

Assessment 2: Assignments week: Ongoing

Assessment 3: Term Project week: Week 7-8

week: At the end of the

Assessment 4: Final Project
course

Assessment 5: Project Presentation week: Finals Week

Weighting of Assessments
Criteria
Weight
Participation 20%

5
 Assignments
25%
Term Project 25%
Final Project 30%
Total 100%

Reference Book:
Roblyer, M. D. (2015). Integrating Educational Technology into Teaching: Pearson New
International Edition, 7th Edition

References:
Marzano, R. J., & Heflebower, T. (2011). Teaching & assessing 21st century skills.
Solution Tree Press.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction
that works. ASCD.

Roblyer, M.D. (2015). Introduction to systematic instructional design for traditional,

online and blended environments. Boston, MA: Pearson Education

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.

Dean of Department: Dr. Anwar Kawtharani