Course Identification

Basic computer and information literacy, Using the internet, Creating a document and a presentation. 

1. Theoretical and practical background on the role of technology in instruction and teachers' knowledge regarding this role
2. Acquaintance with some ongoing projects embedded in digital environments as conducted the educational field.
3. Experiencing LessonSketch
4. Developing and implementing a short instruction unit using a digital environment
5. Collaborative reflective discussions with peers

Upon successful completion of this course students should be able to:

1. Use socio-constructivist design principles for designing and developing technological learning environments which support meaningful learning.
2. Analyze digital learning environments.
3. Design and implement learning environments that support students' active and collaborative learning (based on principles such as "learn from each other" and "develop lifelong learning skills").
4. Use available digital environments in their instruction

[1] Kali, Y., & Linn, M. C. (2007). Technology-enhanced support strategies for inquiry learning. In J. M. Spector, M. D. Merrill, J. J. G. V. Merri?nboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd Edition) (pp. 445-490). Mahwah, NJ: Erlbaum.
[2] Harris, J., Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge ? Technology, 9, 60?70.
[3] OECD (2015). Students, computers and learning: Making the connection. Paris: PISA, OECD
Publishing. DOI: http://dx.doi.org/10.1787/9789264239555-en
[4] Pea, R. (1987) Cognitive technologies for mathematics education. In A.H. Schoenfeld (Ed.), Cognitive Science and Mathematics Education, Erlbaum, Hillsdale, NJ, pp. 89-122.
*A limited reading list will be provided as part of the course.