About EDCI 321 OL1

This course examines the relationship between learning theory and technology integration in K-12 classrooms and integrates backward design in standards-based units of study. Prerequisite: Teaching experience.


Dates: July 6- August 13. Online asynchronous.

Section Description

This online course explores learning-theory research and its application toward technology-enriched standards-based units of study. Students will study different theories such as constructivism, multiple intelligences, brain-based learning and other research related to how people learn. Participants will learn how technology applications can be used to create learning environments that strengthen 21st century problem-solving skills, and encourage communication, collaboration, and reflection. Using the instructional design strategies explored in this course, participants will develop a standards-based unit of study that strategically integrates technology and meets 21st century skills along with national and state educational technology standards and assessments.

Section Expectation

Description of Class Assignments: The following performance tasks and activities will be used to evaluate/assess student performance in this course: 1. Active Participation and Thoughtful Discourse The success of an online course relies heavily on each person's active participation. Each student will be expected to post his/her thoughts about activities and class readings each week. In addition, students will be expected to respond to the postings of others, to ask in-depth questions, and to help all of us probe deeper. At times, I may ask students to work in small groups or to post and facilitate discussion questions. I will also ask students to review the work of others in the class and provide thoughtful and constructive feedback. 2. Social Bookmarking and Annotated Bibliography Throughout the course, you are expected to conduct individual research and maintain a social bookmarking site that contains links to useful resources and web sites accessed during the course. Students must share this social bookmarking site with the instructor. Students must tag the web resources they have selected and write a brief annotation about each entry to remind them why the resource was useful and/or meaningful. 3. Learning Essays During the course, each of you will write two learning essays and submit them in Blackboard. Each essay should provide evidence that you have completed the required lessons and readings. You will need to synthesize, analyze, and reflect on the information required for the essay. Learning essays also provide you the opportunity to ask specific questions or to voice any concerns as the course progresses. 4. Multimedia Presentation of a Technology Proposal You will create a multimedia presentation that describes to an audience (e.g., teachers, principals, superintendents, parents, school board members) a hypothetical proposal from one of three scenarios: a) purchasing new technology tools in order to enhance student learning/achievement that is based on the needs of your classroom, school or district, or b) advocating for professional learning for teachers and staff based on their technology learning needs, or c) advocating for something that relates technology inclusion and use in the classroom/school (this scenario requires prior approval). (It’s not the actual proposal just your presentation to an audience about a proposal to win them over to your idea.) In your presentation, you will describe: what you are advocating for; how effective instructional strategies with technology enhances student learning--substantiating it with current research; how your plan (for the new technology or professional development) will help students meet state and national standards (content and technology standards); describe professional development concepts/topics that teachers will need in order to implement your hypothetical proposal successfully, You will want to include at least one example that illustrates or demonstrates an effective model of technology integration. 5. Standards-based Unit of Study or Professional Learning Unit of Investigations Each teacher will create a standards-based unit using the UbD process or a professional development experience for your colleagues. You will be asked to complete this task in stages -- corresponding to the UdD process. In this process, students will write drafts of their units in a web-based resource utility, such as Google Sites, Weebly or other public website building programs

Course Dates



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Important Dates

Note: These dates may change before registration begins.

Note: These dates may not be accurate for select courses during the Summer Session.

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