MCCCD Program Description

Digital Literacy for Teaching and Learning in Education

Course: EDU115

First Term: 2021 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S- Standard

Description: Overview of digital literacy for identifying the skills needed to become informed users of technology to communicate, instruct, create and think critically with digital tools. Explores how emerging technologies are used to teach and learn across varied educational environments (face-to-face, hybrid, online, etc). Includes skills focused on basic computer operations, productivity software, digital citizenship, instructional practices, information literacy and family and professional partnerships. Discusses current trends and related issues about the use of technology and its impacts in P20 education.

MCCCD Official Course Competencies
1. Define terminology current trends in educational technology. (I) 2. Explain how emerging technologies such as mobile learning, immersive experiences, and augmented and virtual reality support teaching and learning. (I, II, IV) 3. Identify open educational resources that can be used to create and/or enhance instructional materials. (II, IV) 4. Employ various educational technology such as online portfolio tools to communicate to the community. (II, III, IV) 5. Develop digital-age learning experiences and assessments. (III, IV) 6. Explain educational uses of technology and design a personal plan for using technology in education based on findings from research and practice. (III, IV, V) 7. Use technology to facilitate and inspire student learning, communication, critical thinking, collaboration and creativity through diverse learning environments. (IV, V, VI) 8. Explain how digital citizenship impacts social, ethical, cultural, and societal issues related to technology. (V, VI)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Technology overview A. Historical use of technology in education 1. Perspectives of technology 2. Delivery modes (hybrid, online, live online, remote, etc.) B. Terminology associated with technology in education C. Analyze statistical data to make informed decisions about teaching and learning II. Types of media tools in education A. Internet (browsers, search engines, e-mail, security, websites and blogs) B. Applications and tools (collaboration, curation, presentation, social media, etc.) C. Open Educational Resources 1. Academic sources 2. Supplemental resources: images, video, music, etc. 3. Source credibility and reliability III. Multimedia with professionals, colleagues and families A. Professionals and colleagues 1. Professional growth and appropriate technology-based language 2. Classroom and documentation usage B. Families 1. Parent-teacher partnerships 2. Parent education 3. Potential negative effects of overexposure and stimulation 4. Cultural relevance and context IV. Curriculum development and multimedia tools A. Creating community tools B. Lesson planning and delivery tools C. Making content meaningful tools D. Review and assessment tools E. Curation and reflection of resources V. Digital citizenship and literacy A. Using technology responsibly B. Communication and collaboration C. Engaging respectfully online D. Cyber bullying and consequences of misuse VI. Legal and contemporary issues A. Legal issues 1. Copy writing 2. Blocking of inappropriate subject matter (violence, pornography, etc.) B. Contemporary issues 1. Equity and access to multimedia 2. National organizations positions on the usage of multimedia

MCCCD Governing Board Approval Date: April 27, 2021

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.