| Module |
Description |
| Project/Problem Based Classrooms |
In this course, teachers will learn various ways of utilizing technology resources in their classroom using a problem-based approach. Teachers will review existing software found in the district and core curriculum lessons that already incorporate technology. In addition, teachers will explore the relationship between the district textbook and available technology, use of spreadsheets, and concept mapping software. The outcomes of this course focus on the teachers developing lesson units that appropriately integrate technology and follow state and national technology and curriculum standards.
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| Multimedia in the K-12 Classroom |
This course aids in the exploration and development of expertise with a variety of multimedia and hypermedia tools available in today's school environment. The course reviews the "how to's" of many of the peripheral devices available; such as, laser discs, CD-ROM's, cable TV, video, sound files, digital cameras, and scanners. A module in this course will be devoted to copyright issues surrounding multimedia uses in education. Emphasis is made on how these tools are best integrated in the K-12 classroom and how they can help support learning while following state and national technology and curriculum standards.
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| Technology Basics for Teachers |
This hands-on, learner-centered module examines uses of and current issues related to educational technology. Teachers learn basic computer terminology and skills needed to operate the computer. Commercial software applications are explored. These experiences will be directed toward enhancing the classroom environment.
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In this module, teachers will be exposed to various ways of moving technology into the preK-12 classroom. A review of existing software found in schools today, and lessons incorporating technology will be part of this course. Students will create lessons integrating technology into their instruction at designated grade levels. An emphasis will be on how the lesson created fits state curriculumand technology standards.
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| Building an Electronic Community |
The aim of this course will be to explore how electronic learning communities are built and sustained. This will be accomplished by: drawing upon ideas of community, technology, and education, sharing experiences within an electronic community, and formulating effective management strategies to be used in a technology based classroom to incorporate, sustain, and expand an electronic community.
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| Computing in the School Setting [Syllabus, Standards] |
In this hands-on, learner-centered course, students will be introduced to the strategies, resources, tools and organizational concepts for using technology to facilitate classroom learning and school administrative functions. Major topics of interest include:
- Building expertise in locating, retrieving, archiving and evaluating information from such digital sources as email, the Internet and district-adopted software and learn to utilize and evaluate the effectiveness of strategies for sharing knowledge gained through such sources.
- Introducing the logic of a backward design approach to curriculum planning, assessment, and instruction utilizing technology integration strategies
- Criteria selection in matters of understanding; design standards for quality control; and misconceptions and misunderstandings toward integrating technology into the classroom
- Locating, accessing, retrieving, evaluating, and archiving information pertaining to their MSDE assessment scores, state and national content standards, and performance assessment tasks
- Building skills and confidence in participants abilities to determine the best tools and methods to locate and present information, and to develop the ability to evaluate information, investigate the various resources available to researchers and educators, and present their findings in intellectual and practical settings
- Examining the uses of and current issues related to research based best practices in integrating technology in the educational setting
- Exploring the advantages and concerns with research-based justifications for educational technology
- Building expertise in accessing and using exemplary technology resources to facilitate inquiry-oriented activities in the classroom.
Throughout the course, a hands-on, learner-centered approach will enhance student ability to explore and contribute to best practices in the use AND the infusion of technology to enhance student learning and motivation to learn.
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| Internet Content for the Classroom |
The Internet has become an integral part of school environments. This course focuses on how the Internet can be successfully used in the classroom. In particular, emphasis is placed on browsers, educational sites, searching techniques and the meaningful use of the Internet in the classroom. Additionally, issues such as assistive technology, culture, gender, and the digital divide will be presented.
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| Web-Based Instructional Tools |
This module is designed to familiarize the student with various web page development tools and design principles. Web page development is completed based on current theory and research in instructional design and cognitive science.
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| Assistive Technology for the General Classroom Setting [Syllabus] |
COMAR regulations have changed to ensure that all students have equivalent access to computer-based instructional technology. Revisions align with Section 508 of the Federal Rehabilitation Act, "Electronic and Information Technology Accessibility Standards", and impact educators at all levels. The new Maryland teacher and administrator technology standards require ALL educators to have a more fluent understanding of assistive technology (AT) options and possibilities. This course is designed to be an introductory survey course for educators in the application of assistive technology in the general classroom setting to help schools comply with the new requirements. Students will learn about the continuum of AT devices, universal design for learning, curriculum adaptation and integration strategies, and assessment and evaluation protocols. Additional discussions will include action plan development related to systemic implementation strategies for supporting the use and integration of assistive technologies in the school setting.
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| Technology Leadership Issues in Educational Technology |
This module is designed to familiarize administrators, technology coordinators and others engaged in technology incentives with staff development "Best Practice" plans. Participants will: identify technology trends and how individual schools are affected; identify signs of trouble with regard to technology and how to correct them; and evaluate and align the use of technology to accomplish the goals of the school improvement plan. New assumptions about learning, instructional technology, and organization design are discussed relative to planning how schools can use technology to evolve beyond conventional approaches.
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| Desktop Publishing |
This module is designed to familiarize students with a variety of publishing tools and model how to use these tools to best communicate. Design and layout principles, and "best practice" uses of images are discussed.
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| Cyberethics for K-12 Instruction [Syllabus] |
As society moves from paper to electronic media and the Internet, new questions of ethics and morality arise. This course examines how ethics and law impact the teacher and the classroom including: computer ethics and software, nettiquette, Internet publishing, distance learning copyright, intellectual property, referencing electronic media, the Teach Act, fair use, and NEThics.
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| Distance Learning for K-12 Instruction |
Leading-edge work in distance education will be explored in this class. The ways in which learning and teaching across barriers of distance and time are similar to, and different from, face-to-face instruction will be depicted. Innovations such as the World Wide Web, shared synthetic environments, computer-supported collaborative learning, telementoring, and virtual communities will be explored with emphasis on how they will shape the evolution of distance education and how they will enhance its effectiveness.
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| Designing Learning with Technology |
This module will introduce educators to the logic of a backward design approach to curriculum planning, assessment and instruction. Focus will be directed to criteria selection in matters of understanding; design standards for quality control; and misconceptions and misunderstandings toward integrating technology into the classroom.
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Assessment for Reading Instruction - Elementary
On-line |
In this course participants will examine reading assessment theory, materials and procedures. The course is intended to assist the educator
in becoming a more reflective teacher and assessor of reading in a diverse classroom setting. Special attention is given to evaluations that
teachers can use in the classroom and across content areas which will diagnose the strengths and needs of students and develop
appropriate instructional goals and strategies.
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Processes and Acquisition of Reading - Elementary
On-line |
This class provides the information and skills necessary to provide beginning reading instruction to children. Information is provided that will assist participants to increase their background knowledge in brain research, language acquisition, emergent literacy, phonemic awareness and phonics instruction, vocabulary development, and early comprehension. Information will also be provided on working with children of poverty, language diverse learners, and students experiencing reading difficulties. Participants will also link the research to actual classroom practice.
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Materials for Reading - Elementary
On-line |
The purpose of this PD opportunity is to provide students with the fundamental knowledge necessary to successfully integrate children's literature into the curriculum. Students will experience a variety of texts and other media resources to be used in their classes when reading literacy, to perform a task, and for information. They will apply strategies for selecting, retrieving, and evaluating materials. They will demonstrate an understanding of accessibility, variety of media, multimedia materials, text features, and oral and written responses to literature.
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