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Introductory Notes Although all sections of the course will strive to meet the defined goals and objectives, individual instructors will determine how this will be accomplished, including teaching style, required readings, sequence and pace of instruction, and strategies used.
Students will receive, after completion of the course, the ICTTC Guide so they may use it to train in their own schools.
Students who have signed the Barry University AUP will be given web space for the duration of the course to post their work to the Internet. They are responsible for maintaining complete backups of all work.
Students are responsible for providing their own email account and access to the Internet outside of class.
Students are expected to possess a minimal level of facility with basic software packages and operations. Links to online tutorials for some tools used in the course may be found on the Guides and Tutorials page.
Since this particular offering of the ICTTC is a graduate course, the course content extends beyond merely the acquisition of Internet computer skills. Students should expect to engage in reading, writing, research, development, evaluative, and analytical activities as they relate to the application of the Internet in the K-12 classroom.
Although the lessons are designed around specific topics and could be used in isolation, depending on professional development needs, interests, and background, the ICTTC follows a scope and sequence of knowledge, skills, and pedagogy based on theory, research, and best practices from the areas of teacher preparation and professional development, national standards for practicing teachers, and recommendations for technology knowledge and skills for K-12 students.
- Understand the purpose and benefits of participating in the ICTTC.
- Identify the funding source and the ICTTC developer.
- Understand the student responsibilities of participating in the ICTTC.
- Welcome and introductions
- General housekeeping (registrations, orientation to campus, etc.)
- Pre-Assessment
- Course overview slide show (optional)
- Establish email accounts on Barry Webmail service (webmail.barry.edu).
Assessment (self, teacher, peer)
• Question and answer period
SLIDES, HANDOUTS, DIGITAL RESOURCES
Course Syllabus
Florida Blueprint 2000 Goal Three
Slide Show
USEFUL LINKS THROUGHOUT THE COURSE
Guides and Tutorials
Helper Software
Journals and Organizations
ICTTC LINKS The Barry University &
Marion Park Deaver &
Harry Gilbert Deaver Foundation
ICTTC Main Page
Scheduling the ICTTC Course
Purpose and Benefits of the Course
Content Outline
Course Goals
PRE-ASSESSMENT TOOLS
Barry University AUP
Introduction | Supplement | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 |Lesson 5 |
Lesson 6 | Lesson 7 | Lesson 8 | Lesson 9 | Lesson 10 | Lesson 11 | Lesson 12 |
Lesson 13 | Lesson 14 | Lesson 15 | Lesson 16 | Lesson 17 | Lesson 18
Lessons by Victoria Giordano
Web Design by Steve Schraer01/20/01
