What Does an Instructional Technologist Do?

This outline is based on the requirements for educational technology capabilities of teaching staff in the Standards for Primary and Secondary School Teachers' Educational Technology Ability (Trial).

Primary and secondary school teaching staff (junior) educational technology ability training outline

1. This outline is based on the
Primary and secondary school teaching staff trained in primary education technology skills should meet the following specific requirements in terms of knowledge and skills, processes and methods, emotions and attitudes:
(A) knowledge and ability
1. Master the basic concepts, meanings and functions of educational technology.
2. Understand the basic concepts of integration of information technology and subject teaching.
3 Master the process of instructional design and its key links.
4 Grasp the characteristics of media, and understand the role of various media in supporting teaching and learning.
5. Learn to use technology for formative and summative evaluation of teaching.
(Two) process and method
1. Complete the instructional design of a lesson or a unit / topic, implement or display, and discuss teaching.
2. Master the methods of analyzing the characteristics of demonstration-type teaching media, and improve the application ability in practical teaching.
3 Learn to use text editing software to compile common teaching documents, use network tools to collect teaching resources, use multimedia tools to simply process text, pictures, sounds, animations and other resources, and use simple courseware production tools or webpage production tools to integrate teaching resources.
4 Can use commonly used formative and summative assessment rules and methods to design classroom teaching evaluation activities.
(Three) emotions and attitudes
1. Eliminate the fear of applying information technology in teaching, and form recognition of educational technology to promote teaching.
2. Form enthusiasm and initiative to closely link teaching technology and teaching practice.
3 Form a correct understanding of resource information and preliminary selection, processing and processing capabilities, and establish awareness of intellectual property protection.
4 Understand the important impact of technology on society and student development, and establish a sense of mission in using technology in teaching.
1. Instructional design plan (including: manuscripts, resources, evaluations, and process records) of each lesson or unit / topic completed by each student;
2. Homework folders (including instructional design, resource collection and processing, reflection diary, etc.) formed during each student's learning process;
3 Documents (including discussion transcripts, group work, and communication manuscripts) formed during the collective research of each group;
The above results are used as the basis for assessing the formative test results of the teacher's learning process [1]
Module 1 Preparation for starting training (4 hours)
(I) Goal
1. Understand the main modules, processes and methods of this training, the tasks to be completed and the results that should be achieved.
2. Understand the communication methods between teachers, students and students, use technology to establish a variety of communication channels in and out of the class, experience the importance of correct communication methods, and prepare for the subsequent module learning.
3 Master the basic concepts, meanings and functions of educational technology.
4 Form learning groups and experience the process of collaborative learning in group activities; form a sense of reflection in the process of evaluating and reflecting on individual activities and group activities.
(Two) tasks
1. Know each other and form a harmonious relationship between teachers and students;
2. Introduce training modules, methods, and the form of results that final participants need to submit;
3 Check and prepare everyone's software and hardware equipment;
4 Create personal folders.
(3) Suggestions for teaching activities
1. This module has a guiding role in ensuring the smooth implementation of the entire training course. Pay attention to observe students and guide them to make various preparations psychologically, methodically, and technically.
2. Organize students to know each other, let students try to use technology for classroom and extracurricular communication, and experience different ways of communication.
3 Efforts should be made to make students understand the training methods, results requirements, evaluation forms, etc., and reach consensus. Individual students' confused or different opinions can be appropriately organized and discussed within the class, focusing on participation and experience, and do not simply give conclusions.
4 It is necessary to make full use of the students' existing experience, attach importance to the unique experience of students, and enable students to form their own views.
(IV) Examples of teaching activities
1. Teacher-student interaction 1 (introduction + discussion)
(1) Self-introduction and mutual understanding of training teachers and trainees.
(2) Understand the training methods and main content modules, and understand the training evaluation methods.
(3) Understand the importance and methods of communication using technical means.
2. Teacher-student interaction 2 (case observation + reading + explanation + discussion)
(1) Case study.
(2) Introduce the basic concept, meaning and function of educational technology.
(3) Learn more about the impact of educational and student development perspectives on the use of educational technology in the new curriculum standards.
3 Autonomous activity 1 (operation + thinking)
(1) Check related software and hardware used in training.
(2) Establish homework folders and check portfolios of works.
(3) Establish your own e-mail address, keep the e-mail addresses of teachers and students, and try to communicate with teachers and students.
(4) Think about your topic, record it in an electronic file, and save it in your homework folder (work portfolio).
4 Group activity (share + discussion)
(1) Form a study group, name the group, and organize exchanges, sharing, and mutual help within the group.
(2) Introduce your intention of topic selection in the group, and seek the opinions of the group members, and record the group members' suggestions on their topic selection.
(3) Complete the record of the group activities.
5. Autonomous activity 2 (evaluation + reflection)
(1) With reference to the provided group activity evaluation template and the individual behavior evaluation template in the group activity, evaluate the group activity and individual activity in this training.
(2) Reflect on the training of this module and fill in the training log.
Module 2 Writing instructional design (4 hours)
(I) Goal
1. Master the definition of instructional design and its role.
2. Master the general process and key links of instructional design methods.
3 An instructional design plan was initially completed using the instructional design method.
(Two) tasks
1. Rethink your previous teaching design practices.
2. Observe the teaching design scheme provided, and analyze its advantages and disadvantages in combination with teaching design methods.
3 Refer to the teaching design template provided in this module to complete the teaching design of the selected content.
(3) Suggestions for teaching activities
1. This module emphasizes the enlightening effect of case study on students' teaching design practice. Through comparative analysis of cases, understand the role of learning teaching design and the guiding role of learning theory and teaching theory on teaching design methods and practice. Do not entangle concepts.
2. Attach importance to trainees' reflection on their own experience, encourage trainees to share their experiences and feelings with classmates with an open mind, and use positive and negative cases to enable trainees to intertwine existing and new knowledge, their own understanding and the experience of others To deepen the understanding of instructional design methods.
3 Value the experience of various teaching strategies. In the experience, help students understand and master the concepts and methods of various teaching strategies.
4 Provide students with convenient conditions for teaching design practice, including reference standards for evaluation and process templates for activities, but guide students to break through the constraints of templates and encourage creative use of process templates.
(IV) Examples of teaching activities
1. Teacher-student interaction (reading + explanation + discussion)
(1) Definition of teaching design and its role.
(2) Observe teaching design cases.
(3) The general process of instructional design methods.
(4) The key link of the teaching design method.
2. Autonomous activity 1
(1) Reflect on your previous teaching design practices and fill in the reflection record file.
(2) Analyze the advantages and disadvantages of the teaching design case, and fill out the case analysis form.
(3) Read the teaching design template provided in this module, and select the template that is suitable for your topic.
(4) Based on the template of the teaching design plan, the teaching design plan for the topic selection is initially completed.
3 group work
(1) Share the reflection record sheet in the group, summarize the characteristics of the teaching design method and the matters needing attention after discussion, and form a group work.
(2) Refer to the group work evaluation template provided in this module to evaluate the group work.
(3) Introduce your own teaching design plan in the group, solicit the opinions of the group members, and record the group members' suggestions on their topic selection.
4 Autonomous activity 2
(1) Based on the feedback of the group members, refer to the characteristics of the instructional design method and the matters needing attention, and consider and modify your own instructional design plan.
(2) Save the revised instructional design plan in your homework folder.
(3) Reflect on this training activity and fill in the training log.
Module 3 Choice of Teaching Media (4 hours)
(I) Goal
1. Grasp the characteristics of the use of various teaching media in subject teaching.
2. Use case studies to understand the role of various media in supporting teacher teaching and student learning.
3 Analyze the characteristics of the demonstration-type teaching media, select the teaching media used, and analyze their application forms.
(Two) tasks
1. It summarizes the characteristics of various teaching media in the teaching of this subject.
2. Observe the teaching cases provided, and analyze how various media in the cases support teachers' teaching and student learning.
3 Use the form or spreadsheet software in the text editing software to list the selected demonstration teaching media and analyze its application form.
(3) Suggestions for teaching activities
1. This module aims to establish a correct media view that technology is a tool to help learning and teaching. It emphasizes the different teaching characteristics and scope of use of different media. It is necessary to give play to the comprehensive advantages of media, emphasize reasonable use, and not blindly pursue the advanced nature of technology.
2. To emphasize hands-on practice, students are required to summarize the application characteristics of teaching media and their support for teaching in the process of operating experience in combination with the actual situation of teaching.
3 Through a comparative analysis of positive and negative cases, students can understand the characteristics of media use from different perspectives, and master the principles of media selection in the process of case analysis.
4 Students should be encouraged to evaluate and discuss the media application forms developed by themselves and group members in accordance with the media selection principles outlined by them, in order to enhance their reflective ability and sharing consciousness.
(IV) Examples of teaching activities
1. Teacher-student interaction (reading + case study + explanation + discussion)
(1) Characteristics of various teaching media.
(2) Case study, master the method of analyzing the role of media in teaching / learning in the case.
2. Autonomous activity 1
(1) Based on the above learning, summarize the application forms and characteristics of various types of teaching media in the teaching of this subject, mark the media that can be used in teaching, and fill in the record form for the use of media in subject teaching.
(2) Observe the subject case, analyze the media's support for teacher teaching and student learning in the case, and fill out the media use analysis form.
3 group work
(1) Share the first of the autonomous activities in the group. After the discussion, outline the use and characteristics of media in the teaching of this subject.
(2) Share the record of the use of media in the subject within the group. After discussion, summarize the use and characteristics of the media in the teaching of the subject to form a group work.
(3) Share the media usage analysis table in the group, discuss and form a group work.
(4) Discuss with the group members on how to use the demonstration teaching media in their topic selection.
4 Autonomous activity 2
(1) Based on the above activities, use the form or spreadsheet software in the text editing software to list the demonstration-type teaching media selected in your own teaching design and its application method. Add this form to the previous module to complete In the instructional design plan, save the modified document in your homework folder.
(2) Organize the two group works formed in the group activity into electronic files and save them in your homework folder.
(3) Reflect on this training activity and fill in the training log.
Module 4 Collection and Integration of Teaching Resources (1) (2 hours)
(I) Goal
1. Understand the role and role of teaching / learning resources in education.
2. Master the types and strategies of common educational resources, and master the basic principles and implementation strategies of selecting teaching resources.
3 Learn about the connections and differences between resources and media.
(Two) tasks
1. List the types of resources, tools and strategies that can be used for the subject.
2. Based on your instructional design or topic selection, choose the various resources you want to use.
(3) Suggestions for teaching activities
1. Pay attention to enable students to form a correct view of resources. It must be clear that teaching resources must not only support teaching, but more importantly support learning; we must pay attention to the use of multiple teaching resources, not only the construction of digital teaching resources, but also the use of resources from other channels.
2. Pay attention to the comparative analysis of positive and negative cases, and pay attention to the use of teaching resources in different application forms of the same subject in different application cases, as well as the use of teaching resources of the same application form in different disciplines and different teaching content cases to enable students to understand from multiple perspectives and levels The application characteristics and application principles of teaching resources.
3 Students should be encouraged to evaluate and discuss the teaching resource application form developed by themselves and group members in accordance with the principles of teaching resource application and their considerations outlined in order to enhance their ability to apply reflection and share awareness.
(IV) Examples of teaching activities
1. Teacher-student interaction 1 (thinking + discussing)
(1) What types of resources are available for education and teaching.
(2) What are the different roles of different types of resources and how can they integrate their advantages.
2. Teacher-student interaction 2 (thinking + reading + explanation + discussion)
(1) Observe the excellent cases of teaching resources applied to the teaching process.
(2) The status and role of teaching / learning resources in education.
(3) The types and application strategies of common educational resources.
(4) Basic principles and implementation strategies for selecting teaching resources.
3 Autonomous activity 1
(1) List the types and tools of resources used in your subject.
(2) List your strategies when using various resources and tools.
(3) List the issues that should be paid attention to in the process of using resources.
4 group work
(1) Share the above three contents in the group, and form a group study work after discussion, and share it in the whole class.
(2) Refer to the work evaluation template and group activity evaluation template provided by this module to evaluate the group work.
5. Autonomous activity 2
(1) Based on the above group activities, think about the resources and media to be used in the teaching activities specified in the topic selection, use a form in a text editing software or spreadsheet software to list and explain the application form, and save the document in your own Job folder.
(2) Reflect on this training activity and fill in the training log.
Module 5 Collection and Integration of Teaching Resources (2)-Information Technology Skills (8 hours)
(I) Goal
1. Master the method of collecting teaching resources.
2. Capable of simple processing and processing of collected texts, pictures, sounds, animations and other resource materials.
(Two) tasks
1. Use the method of collecting resources and select and collect various resources to be used based on your own teaching design.
2. Use word processing tools to perform simple processing on the collected text resource materials.
3 Use image processing tools to perform simple processing such as intercepting the collected image resources and changing the size and brightness.
4 Use audio processing tools to perform simple processing such as intercepting, supplementing, and removing noise from the collected sound resources.
5. Use the network download tool to download the animation to the local machine and insert it into your own text.
(3) Suggestions for teaching activities
1. Enhance students' awareness and ability to accumulate resources, and guide students to focus on the accumulation of usual resources, including collecting excellent web sites, material libraries, and collecting some good materials when browsing the web pages, and store them in categories for teaching purposes.
2. Pay attention to sharing the experience of primary and secondary school teachers in collecting resources, so that students can master the small skills of resource collection, and improve the efficiency of resource retrieval and download.
3 Through the case, trainees can understand the quality and teaching characteristics of different format materials, master the basic discrimination ability and the ability to select materials properly.
4 Highlight the common and practical functions of material processing tools, and pay attention to the different needs of different disciplines. It is necessary to teach students to master some basic tools and use skills, but also to pay attention to guiding students to learn how to use the help function of software tools, learn to search for common software tools on the Internet, and strive to transfer knowledge and improve themselves.
5. Students are encouraged to evaluate and discuss the teaching resources collected by themselves and group members according to the application characteristics of the teaching resources summarized by them, so as to enhance their reflective ability and sharing consciousness.
(IV) Examples of teaching activities
1. Teacher-student interaction 1 (thinking + discussing)
(1) What are the methods for collecting resources in daily teaching?
(2) In the subject teaching, what are the commonly used types of resources, and how effective are the teaching applications of various types of resources?
2. Teacher-student interaction 2 (thinking + discussion + reading + operation)
(1) Observe the cases of collecting various types of teaching resources, and analyze the types of resources contained in the cases.
(2) Method of collecting resources.
(3) Introduction of common software for resource collection.
(4) Use various simple multimedia processing and processing software to perform simple processing on various types of resource materials collected.
3 Autonomous activity 1
(1) Based on the above learning activities, think about the types of resources to be used in the teaching activities specified in the topic selection, use the spreadsheet software or forms in the text editing software to list and explain the application form, and save the documents in your own homework Folder.
(2) Based on your choice of topic, refer to the search engine, resource site, and subject website provided in the appendix of the textbook to collect the resource materials to be used in the teaching design.
(3) Write down the address of a better resource website for this subject and add it to your favorites.
(4) Use related resource processing and processing tools to perform simple processing on the collected resource materials, so that they can be better applied to subject teaching.
4 group work
(1) Use the resource site evaluation scale provided in this module to complete the evaluation of a subject site or resource site.
(2) Sharing good subject teaching sites and excellent resource sites within the group and the entire class.
(3) Display the processed resources in the group and seek the opinions of the group members.
5. Autonomous activity 2
(1) Optimize and modify your own resources based on feedback from team members.
(2) Save the modified resource materials in your own job folder.
(3) Reflect on this training activity and fill in the training log.
Module 6 Collection and Integration of Teaching Resources (3)-Information Technology Skills (10 hours)
(I) Goal
1. Understand the presentation types of teaching resources, and understand the design methods of teaching resource presentation.
2. Master the methods of developing and integrating teaching resources with simple courseware making tools.
3 Learn how to use simple web editing tools to develop and integrate teaching resources.
(Two) tasks
1. Based on your own teaching design, design the presentation of teaching resources.
2. Develop and integrate teaching resources with presentation design tools.
3 Observe and analyze how to use web design tools to develop and integrate teaching resources.
(3) Suggestions for teaching activities
1. Through case analysis, students can understand the different ways in which resources presented in different ways support teaching, and be able to analyze their own teaching needs and how teaching resources support specific teaching links.
2. To make students aware of the rational use of resources, and strive to achieve the necessary teaching functions with simple technology.
3 In the teaching of the development tools, the wishes of the students and the existing foundation should be respected, and the realization of teaching functions should be the goal. It is not strictly required which software to use, but students can be recommended to use general-purpose software in order to share resources.
4 Promote students to develop a sense of recording the learning process, and suggest that they record problems and experiences encountered in the study in their homework folders at any time, and pay attention to self-feedback and self-direction of the learning process.
5. In the process of developing teaching resource courseware, students should not only pay attention to individualized guidance to students, but also emphasize the cooperation between students and the cultivation of awareness of mutual assistance and mutual help, as well as the application of self-evaluation, group evaluation, and teachers' collective evaluation of group teams.
6. Under the premise of emphasis on students' independent exploration and development of teaching resource courseware, provide students with the necessary autonomous learning resources, and at the same time pay attention to the guidance of specific operating methods. In teaching, use the "from support to release" strategy, and pay attention to variant exercises. application.
7. Encourage students to evaluate and discuss teaching resource courseware designed and developed by themselves and group members in accordance with the teaching resource evaluation standards discussed and developed by them, in order to enhance their reflective ability and sharing awareness.
(IV) Examples of teaching activities
1. Teacher-student interaction (case observation + reading + explanation + operation)
(1) Observe the teaching resource cases of various presentation types, and analyze the design methods of teaching resource presentation.
(2) The operation method of developing and integrating teaching resources by using simple courseware making tools.
(3) Observe and analyze the operation methods of simple webpage editing tool development and integration of teaching resources.
2. Autonomous activity 1
(1) Based on the students' teaching design topics, complete the design of the teaching resource structure and record it in the file.
(2) Use related resource development and integration technologies (simple courseware making tools, simple web page editing tools) to complete teaching resources.
3 group work
(1) With reference to the method of resource evaluation, discuss the precautions for resource collection and development in the group, and discuss the specifications for determining the resource evaluation.
(2) Display their own teaching resources in the group and consult the other members of the group.
(3) Evaluate the teaching resources of each member by group activities.
4 Autonomous activity 2
(1) Optimize and modify your own resources based on feedback from group members.
(2) Save the modified teaching resources in your homework folder.
(3) Reflect on this training activity and fill in the training log.
Module 7 forms a complete teaching design achievement (2 hours)
(I) Goal
1. Understand the role of formative evaluation and summative evaluation, and preliminary grasp the methods or methods of design formative evaluation and summative evaluation.
2. Ability to reflect on and improve instructional design programs and teaching resources.
(Two) tasks
1. Design methods and methods of formative and summative evaluation in the topic selection.
2. Organize the learning results accumulated during the training process.
3 Revise instructional design and teaching resources.
(3) Suggestions for teaching activities
1. Attach importance to the students' experience in applying evaluation concepts and methods in past teaching practice, and emphasize the understanding and understanding of various evaluation concepts and their functions through sharing.
2. Attach importance to the construction of resources for evaluation cases. Through case study and analysis, students can correctly understand the role of formative evaluation in promoting teaching and learning, and accumulate the excellent experience of the discipline in the implementation of formative evaluation.
3 Encourage students to reflect on their performance in the training process, understand the inspiration of formative assessment to teaching, and master the method of combining formative assessment with teaching activities.
4 Through sharing and reflection, students are urged to clarify the relationship between teaching design and teaching resources, and to further understand the correct view of resources.
(IV) Examples of teaching activities
1. Teacher-student interaction (case observation + explanation + discussion)
(1) A complete case study of teaching design results.
(2) Understand the role of formative evaluation in teaching.
(3) Understand the role of summative evaluation.
(4) The design methods and methods of formative evaluation and summary evaluation are introduced.
2. Autonomous activity 1
(1) With reference to the content of formative evaluation in the case, formulate the method or method of formative evaluation in the topic selection and add it to the teaching design plan.
(2) With reference to the content of the summary evaluation in the case, develop a method or method of summary evaluation in the topic selection, and add it to the teaching design plan.
(3) Organize the individual learning achievement materials accumulated in the previous training modules.
(4) Optimize teaching resources and modify and improve teaching design schemes.
(5) Save the completed content in your homework folder (work portfolio).
3 group work
(1) In the group, display their teaching design results (emphasis is on teaching design schemes and teaching resources), and listen to members' feedback.
(2) Evaluate the teaching resources of each member by group activities.
4 Autonomous activity 2
(1) Based on the feedback of the group members, modify and optimize their teaching achievements and save them in their homework folders.
(2) Reflect on this training activity and fill in the training log.
Module 8 Unit / Topic Instructional Design (7 hours)
(I) Goal
1. Combine the teaching subject and the specific media environment to master the teaching design of the teaching unit / topic.
2. Master the methods of collecting, organizing and developing the teaching resources required for unit / topic teaching.
3 Ability to reflect on and modify the unit / topic instructional design and teaching resources.
(Two) tasks
1. Complete unit / theme instructional design.
2. Initially complete the collection, organization and development of the teaching resources required for the unit / topic (if the class time is not enough, complete the resource framework).
(3) Suggestions for teaching activities
1. Attach importance to the construction of case resources, and emphasize that through case observation and discussion, students will understand the concept, function and differences of unit / topic instructional design with a lesson design.
2. Pay attention to the application situation after training and enhance the students' awareness of active application. Not only should they be able to correctly understand the difficulties that may exist in the existing conditions, but more importantly, help them improve the ability to analyze the favorable factors in the difficulties and choose the appropriate coping strategies .
3 Provide students with sufficient learning support, including the theme / unit design reference list, design templates, etc. At the same time, guide students to break through the constraints of reference lists and design templates, and encourage creative use.
4 It takes a long time to complete the complete results of the topic / unit instructional design. Attention should be paid to the students' understanding and experience of the subject / unit instructional design, emphasis on the guidance of methods, and the completion of instructional design schemes, but not too high requirements for results.
5. Students should be encouraged to evaluate and discuss the theme / unit instructional design completed by themselves and group members according to their understanding of the theme / unit instructional design requirements in order to enhance their reflective ability and sharing consciousness.
(IV) Examples of teaching activities
1. Teacher-student interaction (case observation + explanation + discussion)
(1) Observe the complete case of the unit / theme teaching design achievement.
(2) Understand the precautions in the unit / topic instructional design process.
2. Autonomous activity 1
(1) Complete the unit / theme teaching design plan.
(2) Collection, collation and development of teaching resources required for the unit / topic.
3 group work
Display the results of their teaching design in the group and listen to the feedback of members.
4 Autonomous activity 2
(1) Based on the feedback from group members, optimize and modify the results of your own teaching design and save them in your homework folder.
(2) Reflect on this training activity and fill in the training log.
Module 9 Implementation and Evaluation of Teaching Design (5 hours)
(I) Goal
1. Learn about general evaluation methods.
2. Master the evaluation methods for the implementation of instructional design.
3 In the process of teaching design implementation and display, establish the consciousness of close connection between teaching design and teaching practice, and form the consciousness of applying the learned methods to future teaching work.
(Two) tasks
1. Display the results of your teaching design in the group and modify it based on the feedback from the group members.
2. Test and display the teaching design results in the whole class, analyze and discuss the advantages of the results and the areas that need improvement.
(3) Suggestions for teaching activities
1. It is necessary to fully respect and give full play to the experience and experience of students in the evaluation of teaching design results, to understand the methods and characteristics of formative evaluation of teaching design results, and to understand the significance of teaching design results evaluation to teaching design itself and teaching implementation.
2. Before and during the presentation and evaluation, focus on applying some strategies to increase participation in the activity, and make students understand and master these strategies. To help trainees to evaluate others reasonably, not only emphasizing appreciation of others, good at discovering the advantages of others, but also making reasonable suggestions.
3 Experience and understand the relationship from design to implementation, and master some of the basic strategies for controlling teaching implementation based on changes in the teaching process.
4 Give full play to the advantages of technology in the evaluation of instructional design results, data collection, data statistics, and results preservation, and cultivate students' initial awareness and basic ability to use technology to carry out formative evaluation.
5. Pay attention to the use of the knowledge to better complete the lecture, improve the ability to speak.
(IV) Examples of teaching activities
1. Teacher-student interaction 1 (thinking + discussing)
When the technical conditions are not yet available, what strategies or methods are available to effectively use educational technology in teaching?
2. Teacher-student interaction 2 (thinking + reading + explanation + discussion)
(1) Evaluation case analysis.
(2) General methods of evaluation.
(3) Evaluation methods for the implementation of instructional design.
3 group work
(1) Each student in the group will present a teaching design plan and teaching resources for the integration course of information technology and subject teaching, and members of the group will give comments and suggestions for revision.
(2) Based on the revision opinions given by members in the group, modify their own teaching design results.
(3) In the whole class, the teaching design results will be demonstrated through lectures and trial lectures.
(4) In the group, analyze the advantages of the displayed teaching design results, and point out that they need to be modified.
4 Autonomous activity
(1) Compress your homework folder and submit it, and organize and submit all the materials in your portfolio.
(2) Reflect on this training activity and fill in the training log.
Summary and improvement of module 10 training (2 hours)
(I) Goal
1. Summarize and consolidate teaching results;
2. Share learning experiences and form emotions and attitudes that persist in learning through application.
(Two) activities
1. Check your learning results and find problems;
2. Exchange and share learning results;
3 Put forward suggestions for improvement of training, and clarify personal learning and application plans in the future.
(3) Suggestions for teaching activities
1. Use cases involving ethical issues in the information environment to make students aware of the importance of correctly treating network security and ethical issues, and enhance students' ability to identify network security and ethical issues.
2. The use of game-based activities allows trainees to share training experience, confusion and training suggestions in a completely relaxed state.
3 Have students try to create their own interviews or questionnaires to get feedback from others and treat others' suggestions with an open mind.
4 The reflection and evaluation of training should emphasize the whole process of training, and pay attention to the inspiration of teaching ideas and personal development through the training concepts, methods, and problems arising during the training process.
5. Both learning outcomes and learning plans are to promote the application of knowledge and skills in teaching and to promote the professional development of teachers. In teaching, students should be strengthened to learn by application, and their awareness of professional development should be continuously improved.
(IV) Examples of teaching activities
1. Teacher-student interaction (thinking + reading + explanation + discussion)
Ethics and Network Morality in the Information Environment.
2. Autonomous activity 1
(1) Check your learning results.
(2) Check the completion of tasks and problems in each module of the training.
(3) Reflect on the entire training process, and complete the reflection document and reflection log.
3 group work
(1) Discuss in the group and share the whole class, how to apply the knowledge and skills learned in this training activity to future work.
(2) List your confusions and discuss and communicate with group members and training teachers.
(3) Listen to group members and training teachers' evaluation of their own training, and draw useful suggestions.
4 Autonomous activity 2
(1) Think about how to use various technical means, tools and methods to effectively obtain the feedback and relevant data of the management and technical staff of the school, and reflect on their performance in the process of receiving training and practice.
(2) Make a plan for your own future learning based on the confusion remaining in your heart.
(3) Evaluate this training activity and put forward training opinions [2] .

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