|
eLearning/Courses: [UPDATES IN PROGRESS]
Access Texas A&M University Online Courses: http://elearning.tamu.edu
EDCI 603 (Also Currently 689): Professional Deevlopment Strategies for Teachers -
Course Description
This course emphasizes principles of organizational management, instructional design and change theory in framing professional development programs. Substantial emphases will be placed on the professional development literature and how these ideas address individual and organizational needs for change using web-based delivery systems.
Texts
Loucks-Horsley, S., Love, N.,Stiles, K.E., Mundry, S., & Hewson, P.W. (2003). Designing professional development for teachers of science and mathematics.(2nd ed.) Thousand Oaks, CA: Corwin Press, Inc.
Joyce, B. & Showers, B. (2002). Student achievement through staff development : Fundamentals of school renewal. (3rd Ed.) . White Plains, NY: Longman Publishing, Inc.
EDCI 676 (Also EDCI 689): Evaluation and Implemenation of Electronic Learning Resources -
Course Description
This course examines principles of instructional design applied to electronic materials adoption and organizational management that guide the implementation of eLearning resources. Emphases will be placed on guidelines for selecting and evaluating eLearning resources and how these ideas address individual learner needs using online delivery platforms.
Texts
National Academy of Sciences ( 2001). Knowing What Students Know: The Science and Design of Educational Assessment. (James W. Pellegrino, Naomi Chudowsky, and Robert Glaser, Eds). Washington, D.C.: National Academy Press. Available at http://www.nap.edu or directly to http://www.nap.edu/topics.php?topic=354&offset=10
Thier, Herbert D. & Daviss. Bennett (2001). Developing Inquiry-Based Science Materials: A Guide for Educators. New York: Teachers College Press, Columbia University. Available at http://www.teacherscollegepress.com/info_desk.html#10 (Note: search by entering title)
EDCI 644: Curriculum Development
Course Description
Curriculum development: bases of curriculum design; problems of balance, scope, organization, sequence, selection and articulation.
Course Overview – In this course graduate students will investigate traditional and contemporary issues, themes, concepts, and topics related to curriculum development. Students will have the opportunity to engage in a variety of experiences and ongoing discourse to facilitate their development of competencies needed for success in critically analyzing, planning, and designing curriculum. Students will explore issues affecting the theoretical or practical applications of curriculum.
Texts
Jacobs, H. H. (Ed.). (1989). Interdisciplinary Curriculum: Design and Implementation. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN # 0-87120-165-8.
Ornstein, A, Pajek, E, & Ornstein, S (2007). Contemporary Issues in Curriculum (4th Edition). Boston: Pearson Education Inc. ISBN # 0-205-48925-7.
Slattery, Patrick. (2006). Curriculum Development in the Postmodern Era (2nd Edition). New York: Routledge/Taylor & Francis. ISBN # 0-415-95337-5.
EDCI 619: Teaching
and Learning Number and Quantity Concepts -
Course Description
This
course is based on the NCTM Principles and Standards for
School Mathematics (2000). Students will be involved in hands-on
activities enabling them to construct their own knowledge
through an inquiry based pedagogical and content approach
that incorporates modeling. Research will be the cornerstone
for developing ideas and modeling exemplary teaching practices. EDCI 619 Course Web
Site >>
eEmpowerment
Zone
 The
eEmpowerment Zone (eZone) is a comprehensive, web-based eLearning
and professional development center that was designed for a
far-reaching community of learners and contributors. The eZone is a dynamic,
on-demand delivery platform, developed by Dr. Trina Davis and
Arlen Strader from the eEducation Group
at Texas A&M. The eZone enables cohorts or communities of
educators to access instructional modules, as well as integrated
resources and tools that support teaching and learning, collaboration,
mentoring, and coaching. By organizing instructional web-based
modules, individualized My eAssessment Centers, electronic portfolios
(ePortfolios), resources and tools into a single integrated system,
graduate students or teaching candidates can seamlessly complete
online or field-components of their courses or programs.
eZone Online Modules - Developed by Dr. Davis
> Online
Resource Applications
> eCommunication
Tools and Applications
> TrackStar
I: Finding Track Projects
> TrackStar
II: Planning a Track Project
> TrackStar
III: Making a Track Project
|
