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1. Sample Task B
TASK B: COURSE DEVELOPMENT
No. Information on Course
1. Course Name : TECHNOLOGY IN EDUCATION
2. Course Description:
 Technology in education is related to the study and moral application of
developing, employing, and controlling suitable technology processes and
resources to promote learning and enhance performance.
 This course offers students quick access to knowledge, rapid learning, and
enjoyable opportunities to put what they have learned into practise. It
allows them to delve deeper into challenging concepts and explore new
topics.
 Students now, have instant access to a wide range of activities and
information sources.
 The students will be able to assist themselves in developing the skills they
need to succeed in future jobs as globalization and digital transformation
are driven by technological advances.
3. Rationale:
 The use of technology in education can boost student engagement, assist
teachers in creating better lesson plans, and promote individualised
instruction. Additionally, it aids pupils in developing crucial 21st-century
abilities.
 Students need this course because they can directly help connect students
to the real world, prepares students for the workforce, Access information

2. more easily, adds a fun-factor to learning and teaches students how to be
responsible online.
 Using online resources enables pupils to develop their critical thinking and
problem-solving abilities more quickly when they are given a task with little
information. They can solve issues much more quickly with the aid of
technology because everything they could need to know or comprehend is
readily available online.
 This course meets the needs of society with helps save time by automating
unnecessary tasks. Allows for more discussions about innovation and
progress. Moreover, savings in costs because computing technology
handles the repetitious chores.
 Less time is wasted because files may be simply searched and stored in the
cloud.
4. Duration of the course: 1 semester ( 4 ½ months)
 Lectures: 15 hrs
 Tutorial: 10 hrs
 Others: 10 hrs
5. Course Learning Outcomes:
Upon completion of the course, students will be able to
1. identify the concepts and principle of technology in education (CLO-3)
2. discuss their views on significant technical advancements throughout
history (CLO-3)
3. discuss the important of technology in education, especially for
students (CLO-3)

3. 4. compile a list of significant technological developments in education
and instances using the available research materials from the internet,
with little guidance
(CLO-4)
5. construct a chronology of significant technological advancements in
education throughout history utilising the resources provided with little
help (CLO-4)
6. Course Pre-requisite:
BASIC TECHNOLOGY REQUIREMENTS
This course will require the items listed below:
 Computer: It's essential to have consistent access to a laptop with enough
memory and computing power. Accessing coursework, downloading huge
files, using media programmes, and using synchronous meeting software
are all common computer functions.
 Auxiliary Equipment: use of a USB headset and webcam for video-based
communication. On a course-by-course basis, the faculty may impose
these requirements.
 Internet Access: It is necessary to have dependable access to high-speed
internet. For downloading large files, there shouldn't be any limiting data
limits on this access.
 Software : Zoom, Java, the most recent version of Adobe Flash Player,
anti-virus software, and media players for both audio and video are all

4. included. The curriculum for the course will include a list of any course-
specific software.
 Learning Management System: The majority of courses make use of
Canvas by Instructure and the online learning management system
Laulima. To view orientations and lessons for Canvas and Laulima.
This course requires some skills on the first day of class:
 Ability to create folders/directories
 Ability to find files
 Ability to save files to removable media
 Ability to use a web browser and search the Internet
 Ability to bookmark web pages for future reference
 Ability to play audio and video files
 Familiarity with a word processing program
 Familiarity with a spreadsheet program
 Familiarity with a computer operating system (Windows or MacOS)
 Have and use an email account
 Ability to send and receive email attachments
 Ability to troubleshoot basic technology issues
7.
Content:
Through a variety of instructional techniques and procedures, education entails
empowering and enhancing a students's mind and enabling them to face the
outside world. Education was previously delivered using a rather conventional

5. approach. However, as technology has advanced over the years, it has been
increasingly difficult to find the traditional methods of disseminating knowledge.
As a result, a variety of technical approaches have been implemented to make
learning more effective.
The use of hardware and software as well as scientific approaches and techniques
to further educational objectives constitute educational technology as a whole.
Thus, technology is essentially used as a tool and a medium to improve the
teaching and learning process.
Five Components Of Educational Technology:
1) HARDWARE
 Hardware components in instructional technology include mechanical
tools, supplies, and electronic gadgets. Since all physical materials
employed in the learning process fall under this category, it can be said
that this is a result of how far technology has come in the modern day.
Electronic devices including projectors, computers, laptops, televisions,
and movies make up the hardware portion of educational technology.
2) SOFTWARE
 This requires applying research from the numerous required academic
subjects in a scientific and methodical manner. It comprises all concepts,
texts, guidelines, software, and video clips used in the instruction process
and distributed via the hardware, to put it simply.

6.  Learning resources, teaching models, teaching techniques, preprogrammed
instructions, and evaluation tools are all types of software tools. Hardware
device development uses software technologies.
3) METHOD AND IMPLIMENTATION
 Knowledge is transmitted through microteaching, programmed learning,
tailored systems of education, team teaching, and evidence-based learning,
with the inclusion and application of suitable equipment, techniques, and
instruments.
 By facilitating the use of cognition, memory, and senses, various
approaches and processes are implemented, which improves teaching
methods and leads to better learning results.
4) MAN POWER AND MANAGEMENT
 Undoubtedly, human resources are used to handle educational technology.
Education technology cannot be used at all without sufficient human
resources. To plan, deliver, and oversee the entire learning process, experts
with vast expertise of many fields and domains come together.
5) EVALUATION AND CONTINUOUS INNOVATION
 A constant evaluation is crucial from time to time to examine and assess
how the entire process is operating. Only if the use of the new technology
is evaluated continuously and improved will learning outcomes be
relevant. It is essential to constantly investigate and experiment with new
tools and technology. A review of the learning outcomes should be

7. conducted, and as needed, adjustments should be made to the approach or
flaws should be addressed.
8. Materials:
 Printed materials,
 Websites, etc
9. Methodology/Teaching strategies:
 Lectures: Lectures can be used to assist students quickly learn words,
fundamental information, and straightforward concepts. It is the easiest
technique for educators and needs no preparation. The students receive
listening instruction from it. It offers a chance for improved topic
elucidation and places emphasis on important themes. It provides a
personal touch and connection to impress or sway the students.
 Tutorial: You can interact more actively with the course material during
tutorials. They offer a much better chance than most lectures to get to
know your instructors and fellow students. In the tutorial system, regular,
extremely small-group sessions serve as the primary mode of instruction.
 Presentations: Students gain public speaking skills through presentations, a
talent that can be used in a variety of professional settings. They gain
knowledge on how to create materials for public presentations (using
animation and powerpoint), and practise (particularly with feedback)
enhances their public speaking abilities. In order to reach the audience and
overcome the lack of liveliness in communication, technology will be used

8. in presentations. High-tech should be used in the presentation as well as to
build a convincing pitch.
 Gamified learning: Gamification in education refers to the use of game-
based components such as point scoring, peer competition, teamwork, and
score tables to increase student engagement, aid in the assimilation of new
material, and assess their level of knowledge.
 Integrated social media: Social media encourages autonomous research
and decision-making, preparing pupils for life after school. These social
media abilities can be led and improved to yield superior learning
outcomes and critical awareness when they are reinforced in a classroom
setting.
 Gather student feedback
 Create digital content
 Discussion
10. Assessment Methods and Types:
1) Online exam:
 Fixed exam: has a start and end time as displayed on schedule (starts 8 am-
11 am)
 40 %
2) Quizzes:
 Quizzes are provided at the middle and end of learning after the topic has
been taught. This aims to further strengthen students' understanding of the
topic when they make revisions to answer the quiz.
 10% (5% each quiz)

9. 3) Coursework (ePortfolio) and Class presentation:
 Given a case study or situation for students to provide an online portfolio.
with this they will select and apply the appropriate technology in their
assignments in line with what is being learned.
 Then, students need to present their work also using the latest technology
(power point, canva, etc).
 Course work : 30%, Class presentation: 20%
4) Main references:
Alves, C. C. D. F., Monteiro, G. B. M., Rabello, S., Gasparetto, M. E. R. F., &
Carvalho, K. M. D. (2009). Assistive technology applied to education of
students with visual impairment. Revista Panamericana de Salud Pública,
26(2), 148-152.
Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers,
software, and the internet. In Handbook of the Economics of Education
(Vol. 5, pp. 239-280). Elsevier.
Christensen, R. (2002). Effects of technology integration education on the attitudes
of teachers and students. Journal of Research on technology in
Education, 34(4), 411-433.
Hamidi, F., Meshkat, M., Rezaee, M., & Jafari, M. (2011). Information technology
in education. Procedia Computer Science, 3, 369-373.
Means, B. (2010). Technology and education change: Focus on student learning.
Journal of research on technology in education, 42(3), 285-307.
Nickerson, R. S., & Zodhiates, P. P. (Eds.). (2013). Technology in education:
Looking toward 2020. Routledge.

10. Rahimjanovna, S. M. (2020). Teaching ethics to students in technology education.
Asian Journal of Multidimensional Research (AJMR), 9(3), 119-122.Raja,
R., & Nagasubramani, P. C. (2018). Impact of modern technology in
education. Journal of Applied and Advanced Research, 3(1), 33-35.
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich,
A. (2012). Preparing pre-service teachers to integrate technology in
education: A synthesis of qualitative evidence. Computers &
Education, 59(1), 134-144.
5) Other information
Venue: OPEN UNIVERSITY MALAYA (OUM)
Fee: RM 1500 (for the whole semester)
Open to : All Malaysian citizens only