mmmb College of Education, Humanities and Social Sciences Postgraduate Professional Diploma in Teaching

1. Course title and course code/number:	Methods of Teaching Information Technology (0402531) Compulsory / Specialization
2. Credit hours:	3 Credit Hours
3. Pre-requisites (if any) and Co-requisites (if any):	None
Academic Year / Semester:	Fall_ 2022-2023
Course Time & Class:	12:30-12:00 Mon-Wed (Sec.71) 12:30-12:00 Tues-Thu (Sec. 72)

4. Name and contact information of instructor:

Name of instructor:
Instructors Email:
Office Hours:	Mon./ Wed. (9:30-11:00)Tues/Thu (9:30-11:00)
Tel.:	0097137024908

5. Brief Course Description The purpose of this course is to help candidates construct a comprehensive understanding of construct a comprehensive understanding the method of teaching. This course covers both planning for teaching and making goals and objectives. Candidates will develop pedagogical skills such as planning instruction, using different instructional tools and assessing students performance. Major emphasis will be placed on using hands-on activities and practicing microteaching to gain experience teaching information technology. 6. Course Learning Outcomes: Upon completion of this course, students will be able to:

1. Describe the fundamental concepts, terminology, and applications related to Information Technology teaching.
2. Design Information Technology lesson plans.
3. How to put goals for all semester.
4. How to make objectives for each lesson.
5. Assess students achievement in method of teaching in Information Technology courses.

7. Linkage and contribution of course learning outcomes to the program outcomes: [1] Mapping PLOs to InTASC & ISTE Standards, and QFE Level 8:

InTASC	ISTE	QFE (L8)	Program Learning Outcomes	Assessment Tools
4, 8	1, 6	1, 2	Demonstrate knowledge of concepts, theories and skills related to the learners majors and teaching-learning process associated with curricula, teaching methods, techniques, theories of development, and classroom management.	Assignments
Research
5, 6	5, 7	1, 3, 6, 7, 8	Apply knowledge, skills and acquired values to improve their students performance by using research, experimentation, analysis, critique, comparison and evaluation	Presentation
Projects
3, 7	5, 6	4, 8	Employ evolving educational, scientific, cultural and technological knowledge in designing effective instructional plans and in securing safe and attractive instructional learning environments.	Reports
Students Portfolio
1, 2	2, 4, 6	3, 5, 6, 7	Utilize available scientific resources practical experiences to develop instructors and their students skills self-learning, cooperative learning, effective communication, problem solving, decision-making and responsibility undertaking.	Quizzes
Midterm Exam
9, 10	3	3, 9	Use academic ethical practices in learning and teaching situations to promote their professional performance and to reinforce the social values and culture of the Emirati society.	Final Exam

8. Course Content on the week- by week basis:

Weeks	Title & Contents	Assignments	Readings
1	Introduction to Information Technology (IT) course Instructional design and its models		Syllabus
2 - 3	Planning for Teaching IT The definition of planning The importance of planning Types of planning	Designing Unit and lesson plans Discussing students products	Bluestein (2014); Preface + Ch. 1 Burden (2016); Ch. 1
4 - 5	Goals And Objectives The definition of Goals Criteria for Goals	Discussing some Example about Goals	Bluestein (2014); Preface Burden (2016); Ch. 4
6 - 7	The definition of objectives Example about objectives Differentiate objectives from goals Types of Objectives for Teaching	Discussing the different between goals and objectives	Bluestein (2014); Ch. 4 Burden (2016); Ch. 4
8-9	Advantages of Behavioral Objectives Disadvantages of Behavioral Objectives Taxonomy of learning Objectives When are objectives good	Advantages and Disadvantages of Behavioral Objectives	Bluestein (2014); Ch. 4 Burden (2016); Ch. 4
		Final exam

9. Learning Resources:

	Studio	x	Computer Labs	x	Multi-Media Resources
x	Scientific and Documentary Films	x	Photography Camera	x	The Internet
x	Smart Boards		Acoustic Labs		Other Technologies

10. Out-of-class Assignments

#	Assignments Description	Due Date	Marks
1	Unit Plan: Plan a unit of three lessons using the school textbook of your major	Week 8	20
2	PowerPoint presentation online learning elements	Week 14	20

11. Course Assessment System: A. Assessment Tools:

Assessment Tools	Date of Assessment	Assigned Grade (100%)
Assignment 1	Week 8	20
Assignment 2 (presentation)	Week 12	20
Course Work		40
Midterm	Week 5	20
Final *	Week 16	40
Total		100

* Multiple choice questions must not exceed (40%) of total examination points. B. Course Grading System

A: 100-90	B+: 89-85	B: 84-80	C+: 79-75
C: 74-70	D+: 69-65	D: 64-60	F:

C. Academic Integrity: According to academic institutions, plagiarism can be defined as the copying or paragraphing of other peoples work or ideas into ones own work without full acknowledgment. All published and unpublished material, whether in projects, assignments or manuscripts, in print or electronic forms are covered under this definition. Collusion is another form of plagiarism involving the unauthorized collaboration of students (or others) in a piece of work. Penalties for those who plagiarize:

• The student fails all courses of the given academic semester.
• The student receives a warning kept in his/her file.
• Should plagiarism occur again, the student will be dismissed from the University for One Academic Semester or more OR discharged from the university.

D. Assignments Rubrics: Task One: (CF 1) Unit Plan A unit plan is a blueprint to clarify what content will be taught by what learning experiences during a specific period of time. A unit is a coherent set of lessons organized around a theme, a performance, a concept, a generalization, or a skill. Unit Plan Components

1. Introduction
2. Goals/ objectives
3. Content
4. Teaching learning activities
5. Resources and materials
6. Assessment

Steps for writing unit:

1. Introduction: Unit introduction may contain the following:

1. the unit general goal(s)
2. where the unit fit in the overall curriculum, that is, what should precede or follow it and how it fits in with the rest of the curriculum
3. your view of the learners, what they should know going on the unit, and why this content is interesting and appropriated; and

1. comments or suggestions that convey the manner in which the unit should be taught.

1. After you identify the desired results: determine acceptable evidence:
2. Identify the content
3. Plan learning experiences and instruction
4. Assessment

Write your unit plan in a detailed way. Make sure that all components are included. Use proper English and good writing format. Rubrics for Judging your unit plan: Rubrics for Tasks #: One

LEVEL CRITERIA	Poor (1)	Below Expectations (2)	Adequate (3)	Exemplary (4)
Introduction	The Unit is not at all coherent. The title is there, but not clear. There are no general goals and the unit does seem to fit within the overall curriculum. Some of the unit parts are missing. Poorly written	The unit is not somewhat coherent, has a title and the general goals are not properly stated. The unit relationship to the curriculum not clear. Some of the unit parts are missing. It is not adequately written	The unit is somewhat coherent, has a title and general goals, but some goals are not clearly stated. It fits within the overall curriculum and includes all parts. It is somewhat properly written.	The unit is very coherent, has a title, general goals and fits within the overall curriculum and other unit parts.
Objective/ Content	The objectives and content are not clear, very broad, and difficult to measure. Objectives are irrelevant to the content.	The content stated clearly, objectives are specific, but not measurable. Objectives are irrelevant to the content to some extent.	The content stated clearly. The objectives are clear, specific, but not measurable. Objectives are relevant to the content to some extent.	The content stated clearly. The objectives are clear, specific, and measurable. All objectives are relevant to the content.
Teaching Strategies	Strategies are not aligned with the objectives. It is not varied, nor practical.	Strategies are aligned with some of the objectives, practical and appropriate for some extent.	Strategies are aligned with most of the objectives, student-centered, practical, and appropriate for teaching diverse learners. Not varied.	Strategies are aligned with the objectives, practical, and student-centered. Appropriate for teaching diverse learners. Various teaching strategies were used including technology when needed.
Technology	No mention of any type of technological resources.	Inappropriate and insufficient amount of technological resources and also do not match the type of disability, lesson objectives and student grade level.	Appropriate but insufficient amount of technological resources that match the type of disability, lesson objectives and student grade level.	Appropriate and sufficient amount of technological resources that match the type of disability, lesson objectives and student grade level.
Assessment	Not aligned with the objectives and inappropriate for the students disability category.	Aligned with the objectives, inappropriate for the students disability category. Traditional assessment methods were used.	Aligned with the objectives and appropriate for the students disability category. Assessment was based on Students performance. Assessment methods were not varied.	Aligned with the objectives and appropriate for the students disability category. Various types of assessment methods were used; assessment was based on Students performance.
Report Organization	Incomplete report, report is unorganized, not coherent, difficult to follow, cooperative spirit is not evident in the Students work. Frequent errors in grammar, spelling, and punctuation.	Cooperative spirit is lightly evident in the Students work. Student submitted report that is coherent and easy to follow to some extent. Include many errors in grammar, spelling, and punctuation.	Cooperative spirit is evident in the Students work. Student submitted complete report that is easy to follow. Include few errors in grammar, spelling, and punctuation.	Cooperative spirit is evident in the Students work. Student submitted complete report that is easy to follow and of high quality. Eloquent language used. No errors.

Assignment two: Report (20 marks) Description: Teachers teach their lessons using lesson planning that includes outcomes, activities, strategies, resources, and assessment. Builds on what they have learned in a teaching methods class and applies those skills to education settings. Create a unit that can be used to teach a concept in your specialty to the candidates in your class. The unit should advance features of interactive online learning elements. (Videos, ppt, word, PDF, tasks, still, images, audio, evaluation tools, etc.) Assignment: Scoring Rubric for Presentation

Category	Scoring Criteria	Total Points	Score
Organization (15 points)	The type of presentation is appropriate for the topic and audience.	5
Information is presented in a logical sequence.	5
Presentation appropriately cites requisite number of references.	5
Content (45 points)	Introduction is attention-getting, lays out the problem well, and establishes a framework for the rest of the presentation.	5
Technical terms are well-defined in language appropriate for the target audience.	5
Presentation contains accurate information.	10
Material included is relevant to the overall message/purpose.	10
Appropriate amount of material is prepared, and points made reflect well their relative importance.	10
There is an obvious conclusion summarizing the presentation.	5
Presentation (40 points)	Speaker maintains good eye contact with the audience and is appropriately animated (e.g., gestures, moving around, etc.).	5
Speaker uses a clear, audible voice.	5
Delivery is poised, controlled, and smooth.	5
Good language skills and pronunciation are used.	5
Visual aids are well prepared, informative, effective, and not distracting.	5
Length of presentation is within the assigned time limits.	5
Information was well communicated.	10
Score	Total Points	100
Total	/10

12. Teaching / Learning Methods:

Flipped Classroom		Critical Thinking	x	Cooperative Learning	x	Inquiry
Brain Storming	x	Interactive Technology	x	Self Learning	x	Practicum
Lecturing		Problem Solving	x	Blended Learning		Micro Teaching
Disscution & Debate	x	Conceptual Mapping		Distance Learning		Constructive Learning	x

13. Learning and Information Resources: Textbooks:

1. Shelly, G., B.; Gunter, G. A.; and Gunter, R. E. (2015). Teachers Discovering Computers Integrating Technology in a Changing World. (8^th Ed.). Boston, MA: Course Technology, Cengage Learning. Available: https://www.cengage.co.uk/books/9781285845432/
2. Crapo, C., Lea, G., Lindemann, B., & Nichols, G. (2008). Introduction to the Field of Instructional Design and Technology. Retrieved from: (http://www.gingernichols.com/wp-content/uploads/InductionExerciseCrapoLeaLindemannNichols.pdf)

Other Learning and Information Resources:

1.Hyler, J., & Hicks, T. (2014). Create, Compose, Connect: Reading, Writing, and Learning with Digital Tools. New York: Routledge.

1. Ivers, K. S. (2003). A teacher's guide to using technology in the classroom. Westport, Connecticut: Libraries unlimited.
2. Lachs, V. (2005). Making multimedia in the classroom: A teachers' guide. (2^nd ed.) London: RoutledgeFamer.
3. Newby, T. J. et. Al. (2006). Educational Technology for teaching and learning. (3^rd ed.) Upper Saddle River, NJ: Pearson Education, Inc.

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