Technology Driven Classrooms (TDC): Engaging the iGeneration

Print This Page

Course Author's Biography

Randolph E. Gunter has a Ph.D. in Educational Technology from Mississippi State University. Dr. Gunter is a nationally recognized author and course developer in the field of educational technology. Dr. Gunter has developed numerous education courses for teachers and administrators, both traditional and online, and has more than 35 years experience in education and training. Dr. Gunter has co–authored 12 college textbooks for Cengage Learning that currently are being used by colleges and universities, K–12 school districts, and private corporations, and is one of the primary authors of Teachers Discovering Computers: Integrating Technology in a Connected World, Seventh Edition and Teachers Discovering and Integrating Microsoft Office, Second Edition. Dr. Gunter has created previous education technology courses that have been taken by over 12,000 educators and co-authored textbooks that have been used by over 400,000 pre-service and in-service teachers.

Prerequisites

• Access to an iPad or computer (PC or Mac)
• Internet access
• Active e–mail account
• Basic word processing and computer skills

Credit Hours

This course is the equivalent of a 3–credit graduate course and can be taken for 45 contact hours. Graduate credit (3 semester hours) is also available.

Course Materials

• iPad User Guide (downloaded during Week 1)
• Tips & Tricks – iPad Secrets Pro (downloaded during Week 2)

Course Description

Technology Driven Classrooms (TDC): Engaging the iGeneration is an eight–week extensively video-enhanced introductory/intermediate technology and digital media course for educators. This course is intended for both novice and experienced technology users that aspire to incorporate today’s mobile devices into their teaching. Participants will experience a wide variety of learning activities that are designed to increase their mobile technology literacy and integration skills. Participants will learn the characteristics of today’s iGeneration, as well as the proven technological strategies that can reach these 21st century learners. As participants explore the “Always On” mentality and know-how of the iGeneration, they will understand why traditional learning models are becoming quickly outdated. Furthermore, participants will gain a concrete appreciation for how mobile devices, specifically the iPad and similar mobile devices, can supplement and enhance a student’s education.

Throughout this eight week course, participants will spend time reviewing and analyzing relevant research in very user friendly ways concerning the use of mobile technology and digital media to enhance the learning experience for students. Participants will develop higher order thinking skills such as analyzing and synthesizing information concerning the integration of mobile technology into their specific curricular area.

As a Final Project for this course, participants will create out–of–class supplemental curriculum–specific screencasts and content. Participants will learn how to create this content as well as examine the ways teacher-created screencasts can increase student achievement and foster communication among students, parents, and teachers. Participants also will learn how to utilize curriculum–specific video screencasts to teach and reach students beyond the walls of the classroom using those devices and activities that these students are most familiar and comfortable using.

One of the most important take-aways for this course revolves around the economic realities that are impacting PreK–12 education during this second decade of the 21st century or including Common Core State Standards (CCSS) and evolving teacher evaluations based upon student performance. This course provides the tools to foster student mastery despite these challenges. Topics covered include mobile devices as teaching and learning tools, app-based learning, blended learning, flipped classrooms, online learning, iPublishing, and many others.

Course Objectives

Students will:

• Learn practical, efficient ways to integrate mobile technology resources and technology–based methods into everyday curriculum–specific practices
• Explain why 21st century skills need to be incorporated in PreK–12 curriculum
• Demonstrate knowledge of technology and digital media that enhances educators' personal and professional productivity
• Learn how mobile technology can help to solve the STEM crisis by engaging all students in math and science curriculum
• Describe the characteristics of today’s iGeneration
• Increase knowledge about mobile devices such as iPads and iPhones
• Develop an in–depth understanding of why mobile technologies are essential components in society, the business world, and PreK–12 education
• Demonstrate the educational value of creating online supplemental learning opportunities suited towards the diverse needs of students
• Explain the value of student-centered, leveled instruction
• Describe how blended learning could help prepare students for higher education settings
• Explain how flipped learning models could help address future needs involving both student interest and economic constraints
• Describe techniques to involve parents in their children’s education using teacher–created online supplemental content
• Describe ways to use mobile technology and digital media with students who have special needs

Course Procedures

Weekly Activities:

Each week will present online content with corresponding activities. Your activities consist of a reflective piece, and an application assignment. The activities are generally due the same days of each week and will be e–mailed to your instructor.

Participation:

In a distance learning environment, it is critical that each student interacts one–on–one with their instructors, each and every week. The objective is to ensure that students are always providing an indication of engagement and learning. Successful completion of the weekly reflections and application assignment will satisfy this objective.

Late Assignments:

Each week consists of required activities. Assignments must be e–mailed to the instructor by midnight of the assignment due date. No late assignments will be accepted unless prior arrangements have been made. If an unusual circumstance occurs and you are unable to complete your assigned activities by the week’s due date, please contact your instructor via e–mail. Your e-mail MUST be sent prior to the activity’s due date for your instructor to consider your circumstance as an exception to this rule.

Honesty Policy:

Students are expected to exhibit honesty and competence in their academic work. Intellectual honesty is a requirement for this course. If your instructor suspects any breach of academic integrity, your grade will be impacted and you may be removed from this course.

Evaluation and Grading:

Students will have the opportunity to demonstrate evidence of their knowledge of the course content. The evidence will include written and online activities that are both application– and reflection–oriented. Students' grades are based on the weight and grade of each assignment. All requirements are evaluated by the instructor.

Keeping Your Coursework

You will have access to the course from the course start date until two weeks after the course ends. After this time, you will no longer be able to access the course or related materials. We strongly recommend you retain copies of all your completed coursework and create a list of all the apps and Web sites referenced in the course, so that you may access them on future occasions as desired.

Week–by–Week Schedule

The schedule below lists course topics, reading assignments, and activities for each week of the course. Use the Grade Sheet and Schedule provided online on the course home page to keep track of assignments due each week.