School of Education

Course Name: General Methods and Educational Technology

Course Level: Year II Semester Two
Course Credits: 3 CUs
Course Code: EPS 2202
Contact Hours: 2 CUs

Brief Description
The course, which focuses on methods for teaching and educational technology, equips
students with pedagogical skills and professional values required for effective teaching
at secondary level. It provides learners with hands-on experience in syllabus
interpretation, planning for teaching, teaching as well as assessment. The course also
explores the use of educational technologies to support teaching/learning.

Objectives
By the end of the course, learners should be able to:
i. Analyze and relate theories about teaching and learning to the secondary school
classroom practices.
ii. Exhibit professional, effective and practical use of the knowledge acquired in
their day-today school and classroom practices.
iii. Interpret and enrich the secondary school syllabuses related to the subjects they
teach.
iv. Prepare schemes of work, lessons plans and lesson notes using acceptable
formats.
v. Demonstrate practical teaching methodology through microteaching and school
practice.
vi. Take up educational technology to support teaching and learning.
vii. Conduct assessment to establish and plug gaps in teaching/learning.

Learning outcomes
The course should be able to produce learners who can:
i) Apply theories of teaching and learning to secondary school classroom
practices.
ii) Exhibit professional, effective and practical use of the knowledge acquired in
their day-today school and classroom practices.
iii) Interpret and enrich the secondary school syllabi related to the subjects they
teach.
iv) Professionally prepare schemes of work, lesson plans and lesson notes using
acceptable formats.
v) Use different forms of media to effectively teach their subject specialties.
vi) Produce and maintain the different types of instructional media.
vii) Effectively assessment and evaluate teaching and learning.

Detailed course description

PART I: GENERAL METHODS OF TEACHING
The concepts of teaching and learning
-What is teaching: The definitions of teaching from different schools of thought; learner-
centered vs. teacher-centered approaches.
-What is learning?
 Learning styles
-Theories of learning
 Behaviorism
 Cognitivism
 Constructivism
 Connectivism
 Humanism (3 hrs)
The Teaching Cycle
 Pre-active
 Interactive
 Post active
Approaches to Teaching
 Teacher centered approaches/traditional
 Learner centered/participatory
 Subject centered (3hrs)
Methods of Teaching (types, strengths, limitations, criteria for selection)
 Lecture
 Discussion
 Demonstration
 Project
 Field work
 Dramatization/Role play
 Brainstorming
 Case study
 Experiential
 Inquiry
 Group work
Innovation in teaching
 Cooperative learning; portfolio as a tool for learning and assessment; micro-
teaching; multi-grade teaching, team-teaching, distance learning [modular system]
(6hrs)
Preparation for Teaching
 Syllabus (aims, content, list of references)
 Scheme of work (Importance, considerations, format, outcomes, competences,
objectives—SMART –Bloom’s taxonomy, significance)
 Lesson notes (factors to consider—breath depth, sequencing, illustrations,
methods, research)
 Lesson plan (Importance, format, lesson development, blackboard plan,
evaluation) (3 hrs)
Lesson assessment and evaluation
 Formative and summative assessment; designing assessment tools; importance
of reflection in teaching; keeping a reflective journal (3 hrs)
Classroom organization/management
 Techniques of classroom control
 Features of a disciplined class (3 hrs)
  Teacher as a leader of teaching and learning
 Drawing timetables; developing and managing school/class records
 Techniques of classroom organization, management and control
 Gender responsive pedagogy

PART II: EDUCATIONAL TECHNOLOGY

Educational technology
 The concept of Educational Technology, evolution and forms
 Classification of instructional media (Traditional media, non-traditional media)
 Electronic media (criteria for selection, examples, benefits, obstacles)
 Using technology in education (Relevance/benefits, disadvantages/obstacles,
criteria for selection, examples of educational technology) for education (6 hrs)

Communication in education technology

 The concept of communication
 The communication cycle
 Forms of communication (Verbal communication; non-verbal communication e.g.
sign language, body, communication boards, interpreters, braille)
 Improving communication in the teaching/learning process (inclusive
instructional materials, participatory teaching methods, child to child approaches,
non - discriminatory language) (3 hrs)

Instructional Media
 Two dimension instructional media - Instructional writing boards (chalkboards,
bulletin boards, electronic boards, and charts (electronic & traditional)
 Three dimension instructional media – realia, models, and digital 3Ds
 Projected media in education- Slide, Overhead & LCD projectors
 Production, Maintenance and Use of Instructional Media and
Displaying Instructional Media (3 hrs)

Electronic Educational Technologies

 Analog –Tv, DVDs, Radio, aided teaching
 Digital – computer (Introduction to computer), LCDs, camera and camcoders
 Computer Aided pedagogy (CAP): i.e. Word processor pedagogy
 Presentations pedagogy, spreadsheets pedagogy, data management in teaching
and learning
 The WWW and internet in education
 Use Social platforms in education
 LMS supported teaching and learning (6 hrs)

School practice
 Goal and objectives of school practice
 Stakeholders in the SP process
 The school practice eco-system
 Understanding the host school environment (Knowing the authorities, facilities,
culture)
 Dealing with supervisors/mentors
  Relating with cooperating teachers
 Relating with learners and other student teachers
 Planning for school planning
 File/Records management
 Interpreting the syllabus
 Scheming and lesson planning
 Preparing lesson notes and T/L aids
 Lesson assessment

Mode of delivery
The course is delivered through Interactive lectures; micro-teaching; group
presentations; plenary discussions; tutorials; library reading; demonstration lessons;
peer coaching; team-teaching; lesson observation.

Assessment
The course assessment is as follows:

Coursework 40%
Examinations 60%
Total 100%

Suggested Further Reading

Anderson, L. M., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching,
and assessing: A revision of Bloom’s taxonomy of educational objectives. New York:
Longman.

Baek, E., Cagiltay, K., Boling, E., & Frick, T. (2008). User-centered design and
development. In J. M. Spector, M. D. Merrill, J. Merrienboer, & M. P. Driscoll (Eds.),
Handbook of research on educational communications and technology (3rd ed.). New
York: Lawrence Erlbaum Associates.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).
Taxonomy of educational objectives: The classification of educational goals. Handbook
I: Cognitive domain. New York: David McKay.

Brown, A. H., Green, T. D., (2016). The Essentials of Instructional Design: Connecting
Fundamental Principles with Process and Practice. New York: Routledge Publishers

Burns, M. K., & Parker, D. C. (2014). Curriculum-based assessment for instructional

design: Using data to individualize instruction. ProQuest Ebook
Central https://ebookcentral-proquest-com.tc.idm.oclc.org

Clinton, G. & Hokanson, B. (2012). Creativity in the training and practice of instructional
designers: The Design/Creativity Loops model. Educational Technology Research and
Development, 60(1): 111-130.
Retrieved from
http://hokanson.design.umn.edu/publications/2011ClintonHokanson%20CreativityLoop
s.pdf

Churches, A. (2010). Blooms Digital Taxonomy. Retrieved from

http://burtonslifelearning.pbworks.com/f/BloomDigitalTaxonomy2001.pdf

Clinton, G., & Hokanson, B. (2012). Creativity in the training and practice of instructional
designers: The Design/Creativity Loops model. Educational Technology Research and
Development, 60(1), 111-130.

Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design

framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44.

Ertmer, P. A., & Newby, T. J. (2013). Behaviourism, cognitivism, constructivism:

Comparing critical
features from an instructional design perspective. Performance Improvement Quarterly,
6(4), 50-70.

Gagne, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005) Principles of instructional
design (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Gagné , R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design
(4thed.). Forth Worth,
TX: Harcourt Brace Jovanovich College Publishers.

Flinders, D. J., Uhrmacher, P. B., & Moroye, C. M. (Eds.). (2013). Curriculum and teaching
dialogue: Vol. 15 # 1 & 2. ProQuest Ebook Central https://ebookcentral-proquest-
com.tc.idm.oclc.org

Hodgkinson-Williams, C. A., Deacon, A., Govender, S., & Pallitt, N. (2018). Thinking like a
learning
designer. Lecture notes for EDN4501W.

Koh, C. (Ed.). (2015). Motivation, leadership and curriculum design: Engaging the net
generation and 21st century learners. ProQuest Ebook Central https://ebookcentral-
proquest-com.tc.idm.oclc.org

Lalor, A. D. M. (2016). Ensuring high-quality curriculum: How to design, revise, or adopt

curriculum aligned to student success. ProQuest Ebook Central https://ebookcentral-
proquest-com.tc.idm.oclc.org

Laurillard, D. (2013). Teaching as a design science: Building pedagogical patterns for

learning and
technology New York: Routedge.

Luke, A., Woods, A., & Weir, K. (Eds.). (2012). Curriculum, syllabus design and equity: A
primer and model. ProQuest Ebook Central https://ebookcentral-proquest-
com.tc.idm.oclc.org

Male, B., Waters, M., & Male, B. (2012). The secondary curriculum design handbook:
Preparing young people for their futures. ProQuest Ebook Central https://ebookcentral-
proquest-com.tc.idm.oclc.org

Merrill, M. D. (2013). First principles of instruction: Identifying and designing effective,

efficient, and engaging instruction. San Francisco: Pfeiffer.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2013). Designing effective instruction (7th
ed.). New York: John Wiley & Sons.

Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., Brown, A. H., & Miller, D. E.
(2013). Teaching strategies: A guide to effective instruction (10th ed.). Independence,
KY: Wadsworth

Wallin, J. J. (2011). What is curriculum theorizing: For a people yet to come. Stud Philos
Educ, 30, 285-301.

Pinar, W. F. (2004). Understanding Curriculum. New York, NY: Peter Lang Publishing, Inc.,
p. 16.

Reiser, R., & Dempsey, J. (2002) Trends and issues in instructional design and
technology. Upper Saddle River, NJ: Merrill Prentice Hall.

Smaldino, S., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media
for learn-ing (10th ed.). Boston: Pearson.

Terlouw, G., van’t Veer, J. T. B., Kuipers, D. A., & Metselaar, J. (2018). Context
analysis,needs
assessment and persona development: Towards a digital game-like intervention for
high
functioning children with ASD to train social skills. Early Child Development and Care, 1-
6.

Weenie, A. (2008). Curricular theorizing from the periphery. curriculum Inquiry, 38(5),
545-557.

Wiggins, G., & McTighe, J. (2005). Understanding by design. ProQuest Ebook

Central https://ebookcentral-proquest-com.tc.idm.oclc.org