Note the word guarantee: The lower bounds ensure grades measure your achievement of the learning outcomes, and can never punish you because you did very well but on the low end of a class full of high-achievers. Missing class just to get an assignment done on time will not be tolerated; the only good excuses for missing class are excellent surf conditions, family problems, sickness, and personal emergencies. Skipping class just puts your fellow students at an advantage:
Sections and the Americans with Disabilities Act of offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center Throughout this syllabus attributes of the Thoughtful and Responsive Educator are indicated in brackets: Project on the sound use of computers and educational technology to aid thinking, learning, communication and action in classrooms or other educational settings.
A sequence of 5 assignments is required--initial description, notes on research and planning, work-in-progress presentation, complete draft, and final report Computer syllabus.
Three mini-essays that weave the course material--readings, activities, homework tasks--into your own thinking [uP, uT, pR] C.
Group presentation evaluating software and software-based lesson see handout for guidelines [uP, uT] D. Peer commentaries on two other students' draft reports with copies submitted to PT [pCo] I. Assignment Check-list maintained by student and submitted week 12 [uA] J.
Process Review on the development of your work, included with your PD Workbook at end-of-semester perusal [cL, pR] This syllabus is subject to change, but workload expectations will not be increased after the semester starts.
Version 3 September 01 Students are advised to retain a copy of this syllabus in personal files for use when applying for certification, licensure, or transfer credit. Instead, in learning about computers and technology in education [uT], the thoughtful and responsive educator or traineee-educator needs to: Make educationally justified and sustainable choices of when and how to integrate technologies [uP] B.
Plan to learn--during this course and in for ongoing Professional Development PD --how to use the technologies you decide to adopt or adapt [cL]. In this spirit, class activities and homework tasks acquaint you with specific computer-based tools, the ideas behind them, and evaluating their effectiveness.
Guidelines are introduced concerning specific situations and specific ways in which specific technologies can be of significant educational benefit [cE, cM, uC, uP, uA, uT]. To extend thinking [uC] 2.
To facilitate group interaction by freeing teacher from the bookkeeping part of class simulations and activities [cM, pCo] 3. To enhance communication of knowledge a. Presentation tools [uP] 4. To organize a personal workstation or virtual office [uT] 5. To occupy the attention of some students while the teacher focuses on others the course discourages this!
It is important to acknowledge the context in which educators are being asked to develop their capacity to use technology effectively in education. Although the information potentially available to anyone with internet access is rapidly expanding, knowledge, as the poet T. Eliot observed, can be lost in information.
We need to provide tools for ourselves and for students that genuinely enhance learning. Among other things this means--as always in education--addressing the diversity of students' intelligences, backgrounds, and interests [pJ].
In this multi-faceted endeavor, teachers trying to keep up with best practices will find many unevaluated claims and unrealistic expectations, controversy, uncertainty, and rapid change. In the area of educational technology, therefore--even more so than in others areas of education--teachers need to: Develop Learning Communities in which we help each other to learn about learning and think about change [pC, pCo] D.
Examine the Wider Social Changes Surrounding Computer Use Technology [pR, pJ] A key requirement of the course is that students maintain a Professional Development Workbook, which contains records or products of homework tasks, assignments, and other reflections on the course and the objectives A-E above [cD, pR].
The homework tasks include computer exercises designed so that you digest the ideas and practices you are introduced to, that is, incorporate them into your own thought and work. Other homework tasks are designed to engender a commitment to and capacity for ongoing professional development and building learning communities [cL, pC, pCo].
There is also a fieldwork requirement in which you a observe how the tools are actually used or not used in classrooms or interact with people who have considerable experience in using the tools ref: Hubbard and Powerand b reflect on and analyze that experience [uP, pR].
Around mid-semester you start projects on topics related to your individual concerns as an educator [uP]. At the end of the semester you showcase your projects, which will be linked to the course website [cM]."Computer Basics" is a course that's designed specifically for those who are completely new to computers or who feel they need to have more instruction before they can feel confident buying a new computer for their personal use.
BCC – Version – 2/ Revision-1 () Page 1 SYLLABUS FOR BASIC COMPUTER COURSE (BCC) OBJECTIVE: The course is designed to aim at imparting a basic level appreciation programme for the.
Proposed Syllabus by grupobittia.comsity,Kanpur. Bachelors of Computer Application Semester – wise breakup of course Semester-Vth Course Code Course Name External Internal Total L T P C BCA-ST Introduction to DBMS 75 25 3 0 0 3. Politics including International Relations/International Studies including Defence/Strategic Studies, West Asian Studies, South East Asian Studies, African Studies, South Asian .
Syllabus Introduction to Computers - 2 SepSep The Shapes of Computers Today: Supercomputers. Mainframe Computers. Minicomputers. Workstations. Microcomputers or Personal Computers. 80 SepSep Quiz: Chapter 1 2 Interacting With Your Computer Objective: Explain why you should master the use of input devices.
List the most commonly used input devices. GATE Computer Science and IT Syllabus. Sections/Units Topics; Section A: Engineering Mathematics: Unit 1: Discrete Mathematics.