Syllabus

Course Title: Reading in ICT Education

Course No. :     ICT. Ed 529                         Nature of course: Theoretical                                             

Level: M.Ed.                                                 Credit Hour:  3

Semester: Second                                          Teaching Hour: 48 hours

1.       Introduction

This course aims at giving exposure to students about some of the books written on the ICT related issues that are read all over the world extensively. It also aims to provide a theoretical knowledge about instructional media and technology for learning. It also gives opportunity to study curriculum and its materials of higher secondary level and Bachelor level.

2.       General Objective                                                                                                                   

The general objectives of the course are as follows:

·         To help students incorporate media and technology for learning into their repertoire.

·         To enable students analyze critically the status of secondary and higher secondary, and bachelor degree curriculum in terms of scope and sequence of contents, objectives, and evaluation systems.

3.       Specific objectives and contents:

Specific Objectives	Contents
·         Define technology for learning. ·         Describe programmed instruction and distinguished it from other technologies. ·         Demonstrate ability to follow the steps involved in Assure Model. ·         Describe instructional application appropriate for exhibits, displays and diagrams either creating or downloading.	Unit 1: Instructional Media and Technology for learning  (8)                       1.1   21st Century Learning Technology and Learners 1.2   Integrating Technology and Media into Instruction: The ASSURE Model 1.3   Achieving 21st Century Learning Environments 1.4   Engaging Learners with Computers and Connecting Learners using Web 2.0 Tools 1.5   Connecting Learners at a Distance 1.6   Enhancing Learning with Audio and Video 1.7   Using Multimedia to Engage Learners
·         To become familiar with national curriculum of computer sciences. ·         To give critical appraisal of curriculum and textbook in terms of aims, scope and sequence horizontally and vertically.	Unit 2: Curriculum Studies   (7) 2.1   Overview of computer science, computer engineering and Information communication Technology curriculums. 2.2   Computer Science Secondary, higher secondary curriculum aims, scope and sequence. 2.3   Differentiate between Technical and Vocational Education 2.4   Computer Science, Computer Engineering and ICT Bachelor level curriculum: Aims, scope and sequence 2.5   Critical Analysis of textbooks on Computer science of secondary and Higher Secondary level in Nepal
·         Discus the trends in media and technology that have the greatest impact on education and training. ·         Critique the conventional self-contained classroom and incorporating the setting for new technology.	Unit 3: Trends in Media and Technology in Education (7)               3.1   Mobile devices and Internet connectivity. 3.2   Internet of Things (IOT) 3.3   Use of game, simulation and video in class work and home work. 3.4   Online learning and digital footprint 3.5   Social Media in school 3.6   Digital library
·         Explore the ICT education journal ·         Compare and contrast between primary and secondary case studies ·         Explore the of national and international reports of ICT education and ICT on Education.	Unit 4: Issues in ICT Educational research(10) 4.1   ICT Education Journals 4.2   National Policy and Plan on ICT Education 4.3   ICT national curriculum for trainee teachers 4.4   ICT education on Primary and secondary level 4.5   ICT education national government reports 4.6   ICT Education UNESCO Reports
·         Prepare and present analytical write-up (Book review/long essay/seminar) related to the aspects of computer Science/ICT education. ·         Give a seminar on the assign issue of Computer Science/ICT Education.	Unit 5: Analytical Write-up and Seminar Conduction   (8T)                                         5.1   Book Review 5.2   Seminar 5.3   Case studies

4.       Instructional Techniques

4.1 General Technique

As the nature of the course the instructor will adopt child-centered learning. The instructor will adopt the following techniques:

·         Lecture and illustration

·         Discussion

4.2 Evaluation

5.      Evaluation

5.1   Evaluation (Internal Assessment and External Assessment):

Nature of course	Internal Assessment	Semester Examination	Total Marks
Theory	40%	60%	100%

Note: Students must pass separately in internal assessment, external practical exam / viva and or semester examination.

5.2    Evaluation

Internal Evaluation 40%

Internal evaluation will be conducted by course teacher based on following activities:

1)      Attendance                                                                                   5 points

2)      Participation in learning activities                                                5 points

3)      First Assessment(Written)                                                            10 points

4)      Second Assessment(Book Reviews)                                            10 points

5)      Third Assessment (Seminar)                                                         10 points

Total                                                                                              40  points

External Evaluation 60%

Examination Division, office of the Dean, Faculty of Education will conduct final examination at the end of semester. 1)      Objective type question (Multiple choice 10questionsx1mark)  10 marks 2)      Short answer questions  (6 questions x 5 marks)                         30 marks 3)      Long answer question    ( 2 question x 10 mark)                         20

Total                                                                                             60 marks

References

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning (10th ed). Boston: Pearson.

Heinich, R. ;Molenda, M.; Rusell, J. D. &Smalodino, S. E.(1993). Instructional media and technologies for learning. Ohio: Merrill Prentice Hall.

References

Instructional Technology and Media for Learning With Video-enhanced Pearson Etext Access Card. (2014). Pearson College Div.

Cotterell, A.; Ennals, R. (1988). Advanced information technology in education and training. London:   Edward Arnold.

Forcier, R. C. &Descy, D. E. (2002). The computer as an educational tool: productivity and problem solving. Ohio: Merrill Prentice Hall.

Giardina, M. (1991). Interactive multimedia learning environments. Hongkong: Springer Verlag.

Malik, U. (2000). National seminar on information technology and the school process. Proceedings 16-17 Feb. 2000. New Delhi: NCRT.

Mckay, E. (ed). (2007). Enhancing learning through human computer interaction. London: Idea group reference.

Scanlon, E. &O’shea, T. (1987). Educational computing. NY: John Wiley and Sons.

Sharp, V. (4^thed). Computer education for teachers. New York: Mcgrow Hill.

Trend, R.; Davis, N.; & Loveless, A. (1999). Information and communication technology. London: Letts.