Web Modules: Integrating Curricula and Technology Standards
Carol Dawson, Alabama State University, United States
AACE Journal Volume 16, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purposes of this article are to provide the sequence of learning events about the integration of curricula and technology using modules prepared by the Southeast Teachers Are Revitalizing Teaching Through Technology (START) Technology Team and to describe the impact these technology modules had on university faculty and candidates at Alabama State University. The START technology workshops were funded by a grant from the United States Department of Education-Office of Postsecondary Education. The purposes of the grant were to train higher education faculty how to integrate START and science curricula using tenets of the constructivist theory; then replicate the content of the technology modules at the post-secondary level. Participants who attended replication workshops completed two evaluation sheets: (a) Self-Evaluation Checklists and (b) START Evaluations. Both evaluations were used to determine whether learning objectives of the workshop had been met and to make decisions about how to improve the quality of the next workshop.
The implementation and modification of START technology modules began to facilitate life-long learning among workshop participants because of their abilities to: (a) access teaching resources such as web-quest lesson plans; (b) design formative assessments structured as rubrics; (c) prepare curriculum and concept maps used to organize, display, and share data; and (d) organize electronic portfolios which demonstrate achievement and professional development.
Dawson, C. (2008). Web Modules: Integrating Curricula and Technology Standards. AACE Journal, 16(1), 3-20. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)
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