SULTAN QABOOS UNIVERSITY

COURSE OUTLINE
PROGRAM: Master of Education

1. Course Code TECH6101

2. Course Title Instructional, Information, and Communication Technologies
3. Credits 3
4. Pre-requisite Course(s)
5. Co-requisite Course(s)
6. Equivalent Course(s)
7. Incompatible Course(s)
8. Course Category ☐ University Requirement ☐ University Elective
☒ College Requirement ☐ College Elective
☐ Department Requirement ☐ Department Elective
☐ Specialization Requirement ☐ Specialization Elective
☐ Other (specify):
9. Course Owner College: COE Department: ILT
10. Course Type ☐ Lecture ☒ Lecture/Lab
☒ Lecture/Seminar ☐ Lecture/Studio
☐ Lecture/Tutorial ☐ Lecture/Lab/Tutorial or Seminar
☐ Tutorial ☐ Laboratory (Practical)
☐ Field or Work Placement ☐ Studio
☐ Seminar ☐ Internship
☐ Workshop ☐ Project
11. Language of Instruction English
12. Course Description
The purpose of this course is to explore the concept of education, communication and digital learning and its role in
teaching and learning processes. It also focuses on the trends of technologies and its educational potential as well
as the importance of integrating emerging technologies into education (e.g., artificial intelligence, virtual and
augmented reality technology, the Internet of Things, ..etc.). The course includes the foundations of selecting,
designing and producing educational materials based on the systematic approach of the design methodology. In
addition, the use of assistive technology in the learning environment will be explored. Also, this course aims to
improve the skills of: producing presentations and interactive educational software, producing educational videos,
creating virtual classes in learning management systems, designing websites, and preparing an achievement file.
13. Teaching/Learning Strategies
Various methods and techniques will be employed in teaching this course, the most important of them including:

Page | 1
the lecture method, dialogue and discussion,, the cooperative learning method through groups, brainstorming,
project-based learning, and other effective teaching activities.
● Combinations of instructor presentations, reading, discussion, peer teaching and others will be used in
teaching this course..
● The MOODLE Learning Management System is used to deliver course activities.
● The use of computers and software in designing some educational products within the practical side of the
course
● The use of the Internet in practical applications for practical lessons.

14. Assessment Components and Weight [%]

☐ Quizzes ☒ Practical ☐ Other (specify):
☒ Homework assignments ☒ Project
☐ In-term examination(s) ☒ Final examination
15. Grading Method
☒ A-F Scale ☐ Pass/Not passed
16. Textbook(s) and Supplemental Material
Roblyer, M. D., & Doering, A. H. (2015). Integrating. Educational Technology Into Teaching (7th ed.). Boston,
MA: Pearson
Additional learning materials are provided on the course site in Moodle

17. Matching Course Objectives with Program Outcomes and SQU Graduate Attributes
SQU Graduate Attributes
A. SQU graduates should be able to: B. SQU graduates possess C. SQU graduates should
1. apply the knowledge and skills 1. interpersonal communication skills and relish good citizenship
relevant to the specialization alignment with culture of international qualities, be conscious
2. communicate effectively and use labour market to assist them in practical of their national identity
information and communication life and in living successfully and be socially
technologies 2. skills and motivation for independent responsible, engage in
3. critically analyze complex learning and engagement in lifelong community affairs and
information and present it in simple learning and research be mindful of
clear manner 3. work ethics and positive values, and contemporary issues.
intellectual independence and autonomy
4. teamwork skills and display potential
leadership qualities

# Intended Student Learning Outcome Graduate Applicable

Attributes ISTE Standards
/Course Learning Objective Attribute(s)

Identify the notion of learning

technology, related concepts, and the ، 3-‫ أ‬، 1-‫أ‬ 1 ‫ب‬7 ،‫ب‬6 ،‫أ‬1
1. importance of integrating technology
1-‫ب‬
into teaching and learning practices.

Explore trends and emerging

، 3-‫ أ‬، 1-‫أ‬ 1 ،‫أ‬5 ،‫أ‬4
2. technologies and their educational
1-‫ب‬

Page | 2
 potential in education for capacity
building

Design multimedia and digital resources

based on specific instructional design 3-‫ أ‬،2-‫ أ‬، 1-‫أ‬ 2 ,1 ،‫ب‬4 ، ‫ب‬3،‫ج‬2
principles
3. 2-‫ ب‬، 1-‫ ب‬،
‫ج‬، ‫أ‬7 ،‫ب‬6 ،‫أ‬5

Employ multimedia in a variety of

teaching methods and appropriate ، 3-‫ أ‬، 1-‫أ‬ 13 ,11 ,8 ,3 ‫ب‬7 ،‫ج‬6 ،‫ب‬5 ،‫ج‬1
educational situations.
4. ، 2-‫ ب‬، 1-‫ب‬
‫ج‬

5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

16. Student Responsibilities

It is the student’s responsibility to know and comply with all University Academic Regulations relevant to participation in
this course. These regulations specifically include attendance requirements and students` academic code of conduct.
For attendance, it is the student’s responsibility to be punctual and to attend all classes.
Students are expected to perform their work with honesty and avoid any academic misconduct, which is defined as the use
of any dishonest or deceitful means to gain some academic advantage or benefit. This can take many forms, including but
not limited to, the following: copying, plagiarism, collusion and forging documents. For full details, please refer to the
Undergraduate Academic Regulations and to the Student Academic Misconduct Policy.
Additionally, this course requires that you:
Attendance and absence system: All students must be attended in all course lectures and practical classes, since
your absence reach to 10% of the teaching hours in the lecture or the laboratory will expose you a first warning in
the absence, then that your absence 20% of the teaching hours will expose you to the deprivation of the decision,
and excuses will be accepted with a letter approved by the virtuous assistant dean for postgraduate studies only.
Classroom participation: Your online classroom participation in discussions, educational activities and group work
is very important to satisfying the course objectives.
System of assignments and their delivery: Duties and assignments must be submitted within the specified dates for

Page | 3
that and shown in the weekly schedule, and we confirm that the delivery of assignments after the date of delivery
results in a 10% reduction in the outcome of the assignment. All assignments must be received electronically or in
print (as determined later).
Scientific integrity: It is not permissible to copy the work of others without their permission or mention them, and
the information obtained from its original sources must be documented, and it is strictly forbidden to transfer the
work of your fellow students or to repeat their assignments.

Page | 4
 COURSE INFORMATION
Course Code TECH6101 Course Title INSTRUCTIONAL, INFORMATION & COMMUNICATION TECHNOLOGIES
Semester/ Year SPRING 2024 Section(s) 30/31
Day, Time, and SUN, 10:00-1:50 PM
Place
Course Coordinator ROUHOLLAH KHODABANDELOU Course Instructor: Dr. Maimoona Al Abri

Office Location 1115 Office Hours TUE: 10:00-12:00 PM

WED: 11:00-1:00 PM
by appointment
Office Tel. Ext. 3976 Email malabri4@squ.edu.om

Tentative Schedule
Week Lecture Topic/Material to be covered Reading & Resources Assessment

Page | 1
1 Theory: ● Course Introduction
● Syllabus overview
● Meet & Greet
2 Theory ● Introduction to Educational
Technology
● Trends and issues in Educational
Technology
● Paradigm shift in teaching and
learning with technology.
● E-learning design
Reading:
● 15 Characteristics of a 21st-Century
Teacher”
Reading:
● Technology Integration: What Experts
Say
● 6 Educational Technology Trends
That Go All Out In 2022
● Educational Technology Trends In
2020-2021 - eLearning Industry
● Top Technology Trends in Education:
2015
● The 7 Greatest Challenges Facing
Education Technology Today
● Discussion Forum: Students will
introduce themselves in the
discussion forum and answer the
following questions:
o What are you expecting to
learn from this course?
o What are the most
technology integration skills
you think you want to
improve in your teaching
with technology practices?
o Setting Personal Learning
Goals: At what ed tech skills
am I weak and how do I
strengthen myself?
Large group discussion:
● Track and compare the educational
trends between 2020 and 2023.
Small group discussion:
● Discuss and extrapolate the value
of technology integration in the
classroom based on the experts’
perspectives. Do you agree or
disagree, and why?
Page | 2
● What Is eLearning? Types,
Advantages, and Drawbacks

Optional Reading:
● What technology reveals
● The Five Biggest Education And
Training Technology Trends In
2022
● 11 New Elearning Trends &
Predictions for 2023

Page | 3
3 Practical ● Affordances of Technology in education
● The design principles of selecting
educational technology programs.
4 Practical ● Technology integration into teaching
and learning:
o Backward Design
o ASSURE
● Content creation tools:
o Presentation programs
Required Reading
● What are affordances?
● The affordances of PowerPoint and
YouTube (PDF-posted in Moodle)
● The 7 e-Affordances In eLearning
● Affordance analysis - Matching
learning tasks with learning
technologies (Post in Moodle)
● 5 Guiding principles for choosing and
implementing digital learning tools
Optional Reading:
● Affordance Analysis of Google+
Applications (PDF)
Required Reading:
● Understanding by Design
● The Instructional Design Models that
Best Fit- ASSURE Model
● ASSURE Model
● ASSURE Lesson Plan
● Watch the recorded session about
the affordances to be discussed in
the class.
Task 1 (Graded): Reflection
Write 1-2 pages. Reflect on the
following:
•What’s your understanding of the
affordances of technology in
education?
•What kind of affordances should
you avoid when you design a
product (video, PowerPoint,..) for
your students.
•Select an educational software or a
program or a tool.
•Describe its affordances and how
it can be utilized in teaching and
learning practices.
Assignment 1- Design a lesson plan:
● In groups, students will work on
designing a lesson plan using the
principles and steps of Backward
design or ASSURE model.
● Then, students will create an end
product of this lesson plan using
presentation programs (e.g.,
Page | 4

5 Practical: ● Using Technology in assessment
o Assessment and Analysis
Tools
● Standards for using technology for
educators (ISTE)
6 Theory & ● Universal Design for Learning (UDL)
Practical Content Creation Tools
● Educational video production
Reading
● Assessing learning using technology
● Technology-based assessment
● Teacher Talk Webinar: Edulastic for
ELA
● ChatGPT: students could use AI to
cheat, but it’s a chance to rethink
assessment altogether
● The ISTE Standards
Required Reading: UDL
● The UDL Guidelines
● Readings and Resources on
Universal Design for Learning and
Inclusive Design.
● Lesson planning with UDL
Video production: Reading
● Effective educational videos
● A 5-Step Guide to Making Your
Own Instructional Videos
● Top free animation video editting
software
● ● Write a scenario for your video.
PowerPoint, Prezi, AI
Presentation,…)
Each student will create different types
of assessment based on the lesson plan
they developed in Week 4 to use them
for the next assignment in week 10
Self-study (Flipped classroom): Students
will watch videos and read articles
about the UDL to discuss them in class.
In groups, apply the principles of the
UDL on the lesson plans developed in
week 4
Assignment 2: Video production.
● In groups, select a topic of your
video.
● Form your group
● You can use the topics of the lesson
plan your developed in Week 4.
● Select the video editing program to
create and edit your video (e.g.
screen recording software, ,
Page | 5

7 Theory & ● Open Educational Resources
Practical ● Social Networks in teaching and
learning
Content Creation Tools
● Blog creation
● Build a personal brand in LinkedIn
8 Practical ● 4th Industrial revolution
● Virtual reality and augmented reality
Reading
● Social Networks as a Learning and
Teaching Environment and Security in
Social Networks (PDF-posted in
Moodle)
● 12 Ways to use social media for
education
● Using social media for learning
● How to brand yourself in LinkedIn
Video
● Integrating OER in a College Course
● How to create a blog using Google
Site
● Creat a blog using WordPress
● How To Make a LinkedIn Profile With
No Working Experience (2023)
Reading:
● Must-Try Generative AI Tools in 2023
● Extended Reality (XR): A Sneak Peek
into an Alternate Reality
● Personalized learning and learning
analytics
animated video,: Go Animate,
Camtasia,…)
● Add creativity tp your video
Assignment 1 submission
Task 3 (graded): Reflective paper:
Students will reflect their thoughts
about openness and sharing their own
knowledge and products online under
CC licenses.
Task 4 (ungraded): Blog and LinkedIn
creation.
● Students will create a personal blog.
They will post the first reflective
paper about openness in the blog.
● Students will create a LinkedIn page
to brand and promote themselves
among professional networks in
their field.
Flipped classroom: Send students a
recorded presentation to watch it before
the class. Ask students to search for AI
applications to present and share them
in class.
Task 5 (Graded): Reflective paper:
Page | 6
 ● 5 great tech tools which will bring
adaptive learning to your classroom
● What Educators — and Students —
Can Learn From ChatGPT
● 10 Easy Ways Teachers Can Use
ChatGPT
● challenges?
Video
● 4th industrial revolution
● Introduction to the 4IR
9 Practical ● Content Creation Tools: Required materials will be posted on
o Interactive whiteboard Moodle
10 Practical Learning Management Systems & virtual
classrooms (Google Classroom, Canvas,
Moodle)
● Reflect on the most AI applications
you think are important in your
teaching practices and why. What do
you think the negative impact of
emerging technologies in your life.
How can we mitigate these
Assignment 2 submission
Self -study:
● Provide students with recorded
lectures about using the interactive
board.
● Provide students with serial number
for installing and practicing the
Activin Inspire software on
developing interactive lesson plans
developed in Week 4
Task 6 (Designing a Virtual
Classroom): In groups, each student
will create a lesson plan of a unit in
relation to their field in an LMS.
Students can enhance the lesson plans
developed in Week 4 to perform this
assignment OR develop a new lesson
plan.
Page | 7
11 Practical ● Internet services:
o Searching in MOOC for free
online courses
o Searching in open
repository of academic
articles (Academia,
research gate)
o Searching in the university
database.
o Searching in international
journals.
● Assistive Technology
Reading: The Importance of Teaching All Students will practice searching in
Students About Tech Accessibility different repositories and databases.
Features
Reading: Top 20 Search Engines for
Education Content Search Latest List 2023
Assistive Technology-Reading:
● Universal Principles of Assistive
Technology
● Levels of assistive technology
● What to Consider When Looking at
Assistive Technology
● Mada Portal

12 Practical Designing an e-portfolio Resources will be provided in Moodle Assignment 3 (Creating e-portfolio):
Each student creates a portfolio for this
course using different web development
programs (e.g., Google Site, Weebly,
Wix,…..)

Task 6 submission
13 Practical Technological applications in the specialty Guideline will be provided in Moodle Task 6 (graded): Each student will
Book Creation select an app, or a program that is used
for teaching and learning in their field,
create slides and present it to class
throughout the semester.
14 Practical ● Students Presentations E-portfolio submission
● Working on e-portfolio
15 Practical ● Course Reflection
16 ● Final Exam

Page | 8
 17

Course Assessment
Assignment % Points Due Date
Participations 5% All semester

Graded tasks 10% All semester

Assignment 1: Design a lesson plan & PowerPoint 15%

Week 6
development
Assignment 2: Produce educational video 15% Week 12

Assignment 3: Creating e-portfolio 15% Week 14

Final Exam 40 % Week 16

Total 100%

Task1 Task 2 Task 3 Task 5 Task 6 Total

(Peer
teaching)
10 10 10 10 10 50/5=10

Ruric of design a lesson plan using Backward Design (15%)

Item Exemplary Satisfactory Promising
(3 Points) (2 Points) (1 Point)

Page | 9
 Backward Design Lesson Plan (12 points)
Identify Overall goals of the unit (s)
desired are defined. The big ideas
results of the unit are determined.
The ultimate goal of the
unit is highly clear.
Learning Learning outcomes are
outcome specific, measurable, and
written from the learners’
perspective.
Assessment Types and methods of
& evidence assessment are well
addressed in the plan.
Performance-based
assessments are employed.
Rubric is provided as a
grading criterion.
Plan learning Content of the unit is
experiences addressed clearly. A variety
of instructional strategies
are chosen effectively and
aligned to the learning
outcomes of the course.
Learning activities are
articulated clearly how
students will perform
tasks. It provides
opportunities that support
Few goals of the unit (s)
are defined. The big ideas
of the unit are determined.
The ultimate goal of the
unit is unclear.
Learning outcomes are
specific, measurable, and
not written from the
learners’ perspective.
Types and methods of
assessment are addressed
in the plan.
Performance-based
assessments are quite
employed. Rubrics are
provided as a grading
criterion.
Content of the unit is
determined. Some
instructional strategies are
chosen effectively and
aligned to the learning
outcomes of the course.
Learning activities are not
articulated clearly how
students will perform
tasks. Sometimes provides
opportunities that support
Overall goals of the unit
(s) are not defined. The
big ideas of the unit and
ultimate goal of the unit
are unclear.
Learning outcomes are
not specific, measurable,
and not written from the
learners’ perspective.
Types and methods of
assessment are
insufficient in the plan.
Lack Performance-based
assessments. Rubric is not
provided as a grading
criterion.
Content is insuffcient. Few
instructional strategies
are chosen that are
aligned to some of the
learning outcomes of the
course. Learning activities
are not articulated clearly
how students will perform
tasks. No resources nor
technology are provided.
Page | 10
 the instructional strategies
(e.g., discovery, discussion,
role play,…etc, and guide
learners to assume greater
responsibility for their
learning. Relevance of
Resources and technology
are well selected.
PowerPoint Design (3 points)
Welcome slide The wellcome slide is
available. The table of
content is designed
The title is visible
Navigation Navigation between slides
works well. Transitions and
hyperlinks among slides and
the content are well
developed.
No broken links
Interactivity The presentation is well
developed. Learners can
easily interact with the
content, activities, and
assignments. No errors exist.
Total 15
the instructional strategies
(e.g., discovery, discussion,
role play,…etc, and guide
learners to assume greater
responsibility for their
learning. Some relevant
resources and technology
are provided.
The wellcome slide is
available. The table of
content is not provided
The title is visible
Navigation between slides
works good. Transitions and
hyperlinks among slides and
the content are developed.
The presentation is well
developed. Learners can
somehow interact with the
content, activities, and
assignments. Some errors
exist.
The wellcome slide is
unavailable. The table of
content and title of the unit
are not provided
Navigation between slides
doesn't function well/.
Transitions and hyperlinks
among slides and the
content are broken
The presentation is not
developed well. Learners
can’t easily interact with
the content, activities, and
assignments. Many errors
exist.
Page | 11
 Rubric for evaluating virtual classes in LMS
Criteria Exemplary
3 points
Organization & Virtual class is
Design well-organized and easy
to navigate. Students
can clearly understand
all components and
structure of the unit.
Learning Learning objectives are
Objectives clearly identified and
well-written based on the
ABCD model.
Interaction, Virtual class offers ample
Collaboration & opportunities for
Communication interaction, collaboration,
and communication
student to student,
student to instructor and
student to content.
Assessment & Virtual class has multiple
Evaluation of timely and appropriate
Student Learning activities to assess
student readiness for
unit content.
Innovative Virtual class uses a
Teaching with variety of technology
Technology tools to appropriately
Effective Baseline
2 points 1 point
Virtual class is Much of the Virtual class is under
organized and navigable. construction, with some key
Students can understand components identified such as the
the key components and syllabus.
structure of the unit.
Learning objectives are Learning objectives are vague or
adequately identified, incomplete and not written based on
but are not written based the ABCD model.
on the ABCD model.
Virtual class offers Virtual class offers limited
adequate opportunities opportunities for interaction,
for interaction, collaboration, and communication
collaboration, and student to student, student to
communication student instructor and student to content.
to student, student to
instructor and student to
content.
Virtual class has Virtual class has limited activities to
adequate activities to assess student readiness for unit
assess student content.
readiness for unit
content.
Virtual class uses Virtual class uses limited technology
adequate technology tools to facilitate communication and
tools to facilitate learning.
Page | 12
 facilitate communication
and learning.
A variety of multimedia
elements are used and
are relevant to
accommodate different
learning styles.
Total: 15
Rubrics for Evaluating (E-Portfolio) 15%
Category Exemplary (3 points)
Purpose of The purpose of e-portfolio is
eportfolio and clearly on the main page
learning (Home)
outcomes of the
The learning outcomes aligned
course
to the course artifacts
The document is fully
Ease of hyperlinked between the index
Navigation
(or Table of Contents),
artifacts and reflections. The
index is well organized and
easy to navigate.
All artifacts and work samples
Selection of are available and directly
Artifacts related to the purpose of the
e-portfolio.
communication and
learning.
Multimedia elements are
used and are relevant to
accommodate different
learning styles.
Advanced (2 points)
The purpose of e-portfolio
is somewhat clear on the
main page (Home)
Most learning outcomes
aligned to the course
artifacts
Hyperlinks are organized
into logical groups. Links
are labeled and allow the
reader to easily move from
page to page.
Most artifacts and work
samples are available and
related to the purpose of the
e-portfolio.
There are limited multimedia
elements for accommodating
different learning styles.
Developing (1 point)
The purpose of e-portfolio is
unclear on the main page or
Home
Some learning outcomes
aligned to the course
artifacts
Most hyperlinks are
“broken”, and don’t allow
the reader to easily navigate.
Most artifacts and work
samples are available. The
portfolio’s materials and
artifacts are not appropriate
Not Evident (.5 point)
The purpose of e-portfolio is not
defined on the main page
(Home)
The learning outcomes did not
align to the course artifacts
All hyperlinks are broken, and
don’t allow the reader to easily
navigate.
Fewt artifacts and work samples
are available
Most artifacts and work samples
are unrelated to the purpose of
the e-portfolio.
Page | 13
 and/or adequate, and are not
supported the knowledge
and skills you have
acquired.

The index serves its purpose
and shows creativity. The
layout and design is attractive
Creativity and
and well thought out.
layout & Use of
Multimedia The use of
audio/video/graphics/
photographs is integrated
seamlessly into several
different artifacts.
The index does not serve its
The index serves its purpose and lacks style
purpose and shows some (cluttered or confusing
creativity layout).
The use of The use of
audio/video/graphics/ audio/video/graphics/
photographs is included and photographs is included but
appropriate. are distracting from the
content of the portfolio
The index does not serve its
purpose and unusable layout
(difficult to locate important
elements)
No use of audio/video/graphics/
and photographs in the
eportfolio.

Reflection on Reflections are missing, and

Most of the reflections A few reflections describe
learning All reflections clearly describe those that are there do not
describe why artifacts in the why artifacts in the
why artifacts in the e-portfolio describe why artifacts in the
e-portfolio demonstrate e-portfolio demonstrate
demonstrate achievement eportfolio demonstrate
achievement achievement
achievement.

Page | 14
 APPENDIX A: INSTRUCTORS OF MULTIPLE SECTIONS

Office
Day, Time, Location
Section Instructor Email Office Hours
and Place and
Extension
Dr. Maimoona Al Abri 1115 malabri4@squ.edu.
om

Page | 1
 APPENDIX B: ADDITIONAL INFORMATION

Assessment:
A=95-100% A-=90-<94% B+=87- <89% B=83-<86% B-=80-<82% C+=77-<79%
C=73- <76% C-=70-<72% D+=65- <69 D=60 - <64 F= <59

Page | 2
Page | 3