1.

Name of Course/Module INTEGRATING TECHNOLOGY ACROSS THE CURRICULUM

2. Course Code EDC 1230
3. Name(s) of academic staff
4. Rationale for the inclusion of the course/module in the programme:
This course utilizes an orientation approach to the study of Technology across the Curriculum.
Orientations are sets of beliefs about how students learn, how they should be taught, and what they
should be taught. These beliefs are embedded in curriculum documents and are personally held by
those who develop, implement, and evaluate curriculum as well as those responsible for delivering
curriculum to students (teachers). Further, an individual's personal orientation affects the manner in
which curriculum is written and delivered and how student assessment is conducted and reported.
5. Semester and Year offered Semester 2/ Year 1
6. Total Student Learning Time (SLT) Face to Face Non Total Guided and
Face to Independent Learning
Face
L = Lecture L T O
T = Tutorial 75 120
P = Practical 31 9 5
O= Others
7. Credit Value 3
8. Prerequisite (if any) NONE
9. Learning outcomes
By the end of the course, students should be able to:

Programme
Learning Taxonomy Assessment
Course Learning Outcome
Outcome(s) and Soft Skills Methods
Addressed
To examine Integration between Report,
Technology across the Curriculum in Assignment,
PLO7 C4, A2, A3
Language, Math & Science & Social Presentation Final
Study Exam
To analyze Integration between Report,
Technology across the Curriculum in Assignment,
PLO7 C4, A3, P5
Language, Math & Science & Social Presentation Final
Study Exam
To apply skills in Integrating Report,
Technology across the Curriculum Assignment,
PLO4 C3, A3, P3
analysis to one's own work Presentation Final
Exam

10. Transferable Skills:

Throughout this subject, students are focuses on utilizes an orientation approach to the study of
Technology across the Curriculum
11. Teaching-learning and assessment strategy
Teaching-learning Assessment
 Course materials  Continuous assessment : 70%
 Course guide  Assignment (30%)
 Text books  Poster Presentation (20%)
 Practical  Report (20%)

 Final Examination: 30%

12. Synopsis
Three primary orientations (Transmission, Transaction, and Transformation) are used to examine
Technology across the Curriculum trends over time and present curriculum practices in three difference
areas in Language, Math & Science & Social Study.

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13. Mode of Delivery Lecture, Tutorial, Class discussion, LMS Forum and Practical
14. Assessment Methods and Types Project, Quiz, Final Examination, Poster Presentation
15. Mapping of the course/module to the Programme Aims

PEO1. Make judgments of relevant education theories and practices and demonstrate capability of
producing new and creative knowledge in order to be effective and inspiring professionals in
education;
PEO2. Critically analyze, and synthesize the understanding of their own sources of mature professional
knowledge and professional practices to solve significant problems in the field of education;
PEO3. Plan and execute innovative education projects, research initiatives and write dissertations,
thesis and reports for the purpose of building and applying knowledge for the benefit of the
education profession and society as a whole;
PEO4. Demonstrate capabilities in generating and communicating education knowledge effectively
through the practice of life-long learning and life-long contribution;
PEO5. Lead and participate in knowledge generation and in championing intellectual property rights and
acknowledgments of original works by others, guarding against plagiarism and other academic
improprieties in various educational specializations; and
PEO6. Acquire general education knowledge and develop diverse educational specializations,
individual talents and potentialities in education

PEO/CLO CLO1 CLO2 CLO3

PEO1 √
PEO2
PEO3 √ √
PEO4
PEO5
PEO6

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16. Mapping of the course/module to the Programme Learning Outcomes

PLO1. Apply and analyze integrated knowledge in relating to current research issues in instructional
technology education;
PLO2. Apply research techniques to acquire, interpret and extend educational knowledge in
instructional technology education;
PLO3. Demonstrate the capability to communicate, lead and work together in building new knowledge
in instructional technology education;
PLO4. Synthesize advanced knowledge and engage in problem solving and scientific skills and apply
understanding of instructional design by developing application of real world related to
instructional technology education;
PLO5. Demonstrate familiarity with a broad and significant field of academic knowledge pertaining to
the design of technology-supported educational spaces;
PLO6. Design and conduct research professionally and ethically; and
PLO7. Continuously, incrementally and cumulatively develop encyclopedic general education
knowledge and diverse individual talents and potentialities in instructional technology education

PLO/C O CLO1 CLO2 CLO

PLO1
PLO2
PLO3
PLO4 √
PLO5
PLO6
PLO7 √ √

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17. Content outline of the course/module and the SLT per topic
Non-
Face to Face Face to
Face

Total SLT
Week

Assignment
Topic

Self-study
Lecture

tutorial

Others
1 Teaching and Learning with Technology in
English and Language Arts

i. Technology Integration in Action: My Side of

the Story: teaching Digital Literacies with a
3 3 6
Multimedia Storytelling Project
ii. Issues and Challenges in English and
Language Arts
iii. Teachers’ Changing Responsibilities for the
“New Literacies”
2 New Instructional Strategies to Address New
Needs

i. Challenges of Working with Diverse

Learners
ii. Challenges of Motivating Students to Read
2 1 3 6
and Write
iii. Teachers’ Growth as Literacy Professionals
and Leaders
iv. QWERTY Keyboarding: To Teach or Not to
Teach?
v. The Cursive Writing Controversy
3 Technology Integration Strategies for English
and Language Arts

i. Strategies to Support for Word Fluency and

Vocabulary Development
ii. Strategies to Support Reading
2 1 3 6
Comprehension and Literacy Development
iii. Strategies to Support Teaching the Writing
Process
iv. Strategies to Support Literature Learning
v. Enabling Multimodal Communication and
Digital Publishing
4 Teaching English and Language Arts Teachers
to Integrate Technology

i. Rubric to Measure Teacher Growth in

English and Language Arts Technology 2 1 3 6
Integration
ii. Learning the Issues and Applications
iii. Collaborate, Reflect, Discuss
iv. Technology Integration Workshop

4
5 Teaching and Learning with Technology for
Foreign and Second Languages

i. Technology Integration in Action: Writing in

Blogs En FranÇais
ii. Issues and Challenges in Foreign and
Second Language Learning
2 1 3 6
iii. ELL Issue #1: Demands on Content Area
Teachers
iv. ELL Issue #2: Academic and Language
Prerequisites for ELLs
v. ELL Issue #3: The Need to Differentiate
Instruction

6 CONTINUE : ELL Issue #4: Challenges of

Integrating the Students’ Native Languages

i. FL Issue #1: The Need for Authentic

Materials and Perspectives
ii. FL Issue #2: The Need for Creating Audience
and Purpose
iii. Technology Integration Strategies for Ell and
Fl Instruction
2 1 3 6
iv. Support for Authentic Oral Language Practice
and Assessment
v. Virtual Collaborations
vi. Virtual Field Trips for Modified Language
Immersion Experience
vii. Teletandem Experiences for Modified
Language Immersion
viii. Support for Practice in Language Subskills

7-8 Presentation Aids

i. Support for Text Production

ii. Use of Apps to Support Language Learning
and Use
iii. Productivity and Lesson Design Support for
Teachers
iv. Teaching Foreign Language and Second
4 2 6 12
Language Teachers to Integrate Technology
v. Rubric to Measure Teacher Growth in
Foreign and Second Language
vi. Technology Integration
vii. Learning the Issues and Applications
viii. Collaborate, Discuss, Reflect
ix. Technology Integration Workshop

5
9 Teaching and Learning with Technology in
Mathematics and Science

i. Technology Integration in Action: Hot and

Cold Data
ii. Issues and Challenges in Mathematics
Instruction
iii. Accountability for Standards in Mathematics
iv. Challenges in Implementing the Common
Core State Standards for School
2 1 7 10 20
Mathematics
v. Directed versus Social-Constructivist
Teaching Strategies: Ongoing “Math Wars”
vi. Technology Integration Strategies for
Mathematics Instruction
vii. Bridging the Gap Between Abstract and
Concrete with Virtual Manipulatives
viii. Allowing Representation of Mathematical
Principles
ix. Supporting Mathematical Problem Solving
10 Implementing Data-Driven Curricula

i. Supporting Math-Related Communications

ii. Motivating Skill Building and Practice
iii. Issues and Challenges in Science
Instruction
iv. Accountability for Standards in Science
v. The Narrowing Pipeline of Scientific Talent
vi. Increasing Need for Scientific Literacy

2 1 7 10 20
Difficulties in Teaching K—8 Science

i. Objections to Virtual Science Labs

ii. Technology Integration Strategies for
Science Instruction
iii. Involving Students in Scientific Inquiry
Through Authentic Online Projects
iv. Support for Specific Processes in Scientific
Inquiry
v. Supporting Science Skills and Concept
Learning
11 Engaging Students in Engineering Topics
through Robotics

i. Accessing Science Information and Tools

ii. Teaching Mathematics and Science
Teachers to Integrate Technology
3 3 6
iii. Rubric to Measure Teacher Growth in
Mathematics and Science Technology
Integration
iv. Learning the Issues and Applications
v. Collaborate, Discuss, Reflect
vi. Technology Integration Workshop

6
12 Teaching and Learning with Technology in
Social Studies

i. Technology Integration in Action: I witness

Accounts —Survivor Videos
ii. Issues and Challenges in Social Studies
Instruction 3 3 6
iii. Meeting Standards Across Social Studies
Areas
iv. Challenges in Teaching Social Studies
v. The “History Wars” and Other Debates on
the Content and Focus of Social Studies
vi. Perils of the Information Explosion
13 Technology Integration Strategies for Social
Studies

i. Using Simulations and Problem-Solving

Environments
ii. Accessing Primary Sources
iii. Digital Information Critiques 2 1 3 6
iv. Electronic Research Strategies
v. Information Visualization Strategies
vi. Virtual Field Trips
vii. Adventure Learning (AL)
viii. Digital Storytelling
ix. Geospatial Analysis Strategies
14 Teaching Social Studies Teachers to Integrate
Technology

i. Rubric to Measure Teacher Growth in Social

Studies Technology Integration 2 1 3 6
ii. Learning the Issues and Applications
iii. Collaborate, Discuss, Reflect
iv. Technology Integration Workshop

FINAL EXAMINATION 3 5 8
Total 31 9 5 14 61

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18. Main references supporting the course

1. Ornstein & Hunkins. (2017). Curriculum: Foundations, Principles, and Issues. 7th Edition.
Pearson.
2. John V. Dempsey, Robert A. Reiser. (2018). Trends and Issues in Instructional Design and
Technology. 4th Edition. Pearson.
3. M. D. Roblyer. (2016). Integrating Educational Technology into Teaching. 7th Edition. Pearson.

4. Edgar H Schein (2015) Toward an Integration of Technology in Higher Education. Palala Press

5. Beverly J. Irby, Fredrick Muyia Nafukho (2015) Handbook of Research on Innovative

Technology Integration in Higher Education. Idea Group,U.S.

Additional references supporting the course

1. James R. Stefurak, Daniel W. Surry, Robert M. Gray (2011) Technology Integration in Higher
Education: Social and Organizational Aspects. IGI Global

CASE STUDY/JOURNAL.ARTICLES/DISSERTATION
1. A Practical Approach to Curriculum Development: A Case Study. Lea R. Dopson & Richard F.
Tas. Pages 39-46 | Published online: 24 May 2013. Journal of Hospitality & Tourism Education
2. Tablet Teach: Opportunity Analysis for a New Educational Technology Product. Mohanbir
Sawhney, John Miniati, In May 2013. Emerald insight
3. Toward a Collaborative Approach to Curriculum Development: A Case Study. DAVID NUNAN.
March 1989. Tesol Quarterly.
4. The effect of problem-based learning on students' approaches to learning in the context of
clinical nursing education. Tiwari A, Chan S, Wong E, Wong D, Chui C, Wong A, Patil N. Nurse
Educ Today. 2006 Jul; 26(5):430-8. Epub 2006 Jan 26.
5. Phan, Ngoc Thach (2015) Approaches to curriculum development in Vietnamese higher
education: A case study. Professional Doctorate thesis, Queensland University of Technology.
6. Tobin, Kenneth & Fraser, Barry J. Case Studies of Exemplary Science and Mathematics
Teaching School Science and Mathematics VL - 89 Blackwell Publishing Ltd1989
7. Australian Science and Mathematics School (ASMS). (2009). Context Statement.
Retrieved 3 May 2011, from
8. http://www.asms.sa.edu.au/schoolinfo/Documents/School%20Context%20Statement%2020
09.pdf
9. Australian Science and Mathematics School (ASMS). (2011). Enrolment Information.
Retrieved 3 May 2011, from
http://www.asms.sa.edu.au/schoolinfo/Pages/Enrollment.aspx.
10. Australian Science and Mathematics School (ASMS). (2011a). Learning for
Success. Unpublished material.
11. Australian Science and Mathematics School (ASMS). (2011b). Learning Principles.
Retrieved 5 May, 2011 from
http://www.asms.sa.edu.au/curric/learning/Pages/LearningPrograms.aspx

19. Other additional information : NIL