Internet Explorer 7, 8, and 9 are no longer supported. Please use a newer browser.
Concourse works best with JavaScript enabled.
Liberty University logo

Online · School of Education · Graduate Education

Technology Practices for Instructional Improvement
EDUC-630

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 07/28/2020

Contact Information

See detailed faculty information in Blackboard.

Course Description

This course has students research and engage best practices in educational technology usage for the purposes of inclusion in instructional practice for student learning and for assessment of student achievement as a result of instruction. Students practice and demonstrate competency in using productivity tools for professional and pedagogical practice. Further, students will develop means of effectively using technologies for communication and collaboration to improve teaching and learning.

Requisites

Prerequisites

None

Rationale

Technology usage has been focused on by society at large and educational institutions in particular (higher learning and those in the field) as a solution to perceived problems and deficits in learning. With the advent of computer-mediated communication systems such as the Internet, the pace at which education is expected to adopt technology both as a target of curriculum and as a pedagogical approach to learning has increased. It is vital that educators at all levels understand the role technology plays in the essentialist expectation of educational practice (as a curricular goal), the role technology plays in the actual practice of teaching and learning as an agent of access, and the role technology plays in the assistance in the day-to-day functioning in the profession of education.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. The student demonstrates and institutes best practices assessment of student achievement using technology to improve instructional practice and enhance student learning or professional development strategies for adult learners
  2. The student researches effective uses of technology in an instructional technology implementation
  3. The student effectively uses productivity tools for professional and pedagogical purposes
  4. The student uses technologies to effectively communicate and collaborate with fellow educators and members of learning communities to improve teaching and learning

Course Resources

Required Resource Purchase

Roblyer, M. & Hughes, J. (2019). Integrating educational technology into teaching, (8th ed.) New York, NY: Pearson.  ISBN-13: 9780134746418

Disclaimer: The above resource provides information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in this resource.

 Additional Materials for Learning

  1. Internet access (broadband recommended), Microsoft Word, Web-Based Resources as identified within the course activities
  2. Textbook(s)
  3. Blackboard recommended browsers
  4. ILRC Resources

Course Assignments

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (2)

The student will complete two (2) Discussion Board forums throughout the course. Each forum consists of a thread and two replies.  The thread is the student’s response to the instructor’s prompt and the replies are the student’s response to another student’s thread.  Both the thread and replies should be at least two substantial paragraphs.  The thread is due by Wednesday at midnight of the module in which it is assigned, and the replies are due no later than Sunday evening of the module in which they are assigned. (Outcomes: A, B, C, D)

Home Page Creation

The student will design a personal homepage and browse the homepages of other students in the course.  This assignment must be completed no later than Sunday evening of Module 1 and is worth 50 points.  The homepage serves as the host for student blog entries.  If the student has created a blog for a different EDUC course, they may continue to use their blog for the EDUC 630 course.  They will need to create a separate page (tab) for the EDUC 630 course content.   (Outcomes: A, C, D)

Blog Posts (3)

The student develops and maintains a reflective blog throughout the period of the course. Three blog posts will be completed. The initial post is the student’s response to the instructor’s prompt and is due Wednesday by midnight of the module in which it is assigned. The two replies are the student’s response to another student’s post.  The reply will be posted in the discussion area and must be completed no later than Sunday evening of the module in which they are assigned. (Outcomes: A, B, C, D)

Lesson Plan Evaluation

Each student will select 3 different lesson plans that focus on a teaching strategy discussed in the Roblyer and Hughes (2019) chapter readings.  The lesson plans may be one of your own or one found on the Internet.  Each lesson plan is evaluated by reflecting on the instructional models discussed in the text.  Students will determine if the lesson plans effectively integrate technology into the learning process. (Outcomes: A, B)

Accessibility Technology Tools

Each student will choose an educational app and provide a critique and review of it. Once completed and submitted into a dedicated discussion forum. Class members will review each original post and offer feedback in the same forum. (Outcomes: B, D)

PowToon

The student will create a digital teaching tool through PowToon PSA. This site uses animation to help learners better understand various topics. Using video, or even presentation software or apps, such as PowerPoint or Google Slides, gives the educator a variety of options to help their students understand concepts and learn through multimedia tools. (Outcomes: C, D)

Instructional Video Project

The student will use the provided template to create an abbreviated lesson plan for a 3-5 minute lesson.  The student will develop an instructional video in which the student is explaining, demonstrating, or teaching a skill through appropriately selected technology. The video must be uploaded to a location that can be shared, and the link to the video will be submitted as the assignment. (Outcomes: A, B, C, D)

Technology Embedded Lesson Plan

The student will develop a lesson that integrates technology into the pedagogical elements of the plan of instruction.  This lesson will be evaluated on effective objective development, technology integration and assessment practices. (Outcomes: A, B, C, D)

Technology Proficiency Assignment

The student will develop an artifact and provide an explanation to show their proficiency in using an educational technology discussed from the chapter 5 readings of the Roblyer and Hughes (2019) text. (Outcomes: A, B, C, D)

Course Grading

Course Requirement Checklist

10

Discussion Boards (2 at 50 pts ea.)

100

Home Page Creation

50

Blog Post (3 at 50 pts ea.)

150

Lesson Plan Evaluation

150

Accessibility Technology Tools

50

PowToon

50

Instructional Video Project

200

Tech-Embedded Lesson Plan

150

Technology Proficiency Assignment

100

Total

1010

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 630

Week

Reading & Study

Learning Activities

Points

1

 

 

Roblyer & Hughes Text Ch 1

Instructor Presentation

Technology for Improvement

 

Course Requirement Checklist

Advising Guide Acknowledgement

Home Page Creation

Introduction Discussion Board

Discussion Board Forum 1

10

0

50

0

50

2

 

 

Roblyer & Hughes Text Ch 2-3

Lesson Plan Evaluation

150

3

 

 

Roblyer & Hughes Text Ch 9

Blog Entry 1

Accessibility Technology Tools

50

50

4

 

 

Roblyer & Hughes Text Ch 4

Blog Entry 2

PowToon Assignment

50

50

5

 

 

Roblyer & Hughes Text Ch 10-15 (Student’s Choice)

Instructional Video Project    

200

6

Roblyer & Hughes Text Ch 8

Blog Entry 3

 Technology Embedded Instructional Plan

50

150

7

Roblyer & Hughes Text Ch 5

Technology Proficiency Assignment

100

8

Roblyer & Hughes Text Ch 6

 Discussion Board Forum 2

50

 

 

TOTAL

1010

NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.