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Course Design Framework Presentation
Blanca Medina
Created on January 14, 2024
Module 1 Assignment
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Course Design Framework Presentation
Blanca Medina American College of Education CI 6163: Technology Driven Curriculum and Social Media Dr. Dena AuCoin January 14, 2024
Esto es un párrafo listo para contener creatividad, experiencias e historias geniales.
Decisions, Decisions
Combined 3rd & 4th grade
Special Education
Math
Combined bilingual and monolingual
Constructivism
"Blending technology with constructivism"
Info
Why Constructivism?
Academic levels
Social skills
Learning styles
Communication skills
Emotional standings
Interests
Strengths and Weaknesses
Integrating technology with constructivism
Digital technologies and tools
Digital Bloom's Pyramid
(http://education-2020.wikispaces.com/21st+Century+Learning)
Constructivism Aligned Digital Tools Concept Map
Summary
When looking at a blended course design in a theoretical framework for instructional technology, it can help create a course that will use technology for learning in the classroom. This would allow for the educator to plan accordingly to ensure the technology being used is appropriate for student learning. It also ensures the student is mastering their 21st-century skills to be competitive. A blended course design involves using at least two different ways of delivering instruction (McGee & Reis, 2012). Therefore, when integrating technology into a course, it can be done in a variety of ways. While students can learn with technology, they can also learn from technology (Moon et al., 2021). As students construct their knowledge through critical thinking and analysis, they enhance their 21st-century skills in the classroom (Kaya, 2015).
References
American College of Education (ACE). (2024). CI6163 Technology driven curriculum and social media: Module 1 [Part 1 Presentation]. Canvas. https://ace.instructure.com/courses/1930004/modules/items/37781040
Kaya, H. (2015). Blending technology with constructivism: Implications for an ELT classroom. Teaching English with Technology, 15(1), 3-13.
McGee, P. & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks 16(4), 7-22.
Moon, A. L., Francom, G. M., Wold, C. M. (2021). Learning from versus learning with technology: Supporting constructionist reading comprehension learning with iPad applications. TechTrends: Linking Research & Practice to Improve Learning, 65(1), 79-89. DOI: 10.1007/s11528-020-00532-1