Knowledge Skills and Competencies

Basic Computer/Technology Concepts and Operation

All learners will operate a computer system in order to use software successfully and will also evaluate the performance of hardware and software components of computer systems.

 Cognitive

• Understand MooreΌs law.
• Use terminology related to computers and technology appropriately in written and oral communications.
• Be able to identify key parts of computer and understand its functions.

Psychomotor

• Demonstrate skills needed to start computer, check for basic connections, and implement basic troubleshooting techniques for a multimedia computer system. 
• Operate a multimedia computer system with related peripheral devices.
•  Successfully install and use a variety of software packages.

Affective

• Demonstrate knowledge of principles of personal productivity aided by computer applications.

Personal and Professional Use of Technology

Demonstrate skill in using productivity tools for professional and personal use, including word processing, database, spreadsheet, and print/graphic utilities.

Psychomotor

• Prepare a document on a word processor, save, print, and integrate a graph or image.
• Prepare a presentation slide, save, print, integrate graphic material into, and produce transparency.
• Prepare a spreadsheet budget, save, print, and integrate into report or graphic.
• Be able to scan, digitize a graphic image, and manipulate it within a simple graphic program.

Telecommunications and Information Access

Demonstrate use of telecommunication and information resources to support learning.

Cognitive

• Define and understand basic Internet concepts.
• Relate different levels of bandwidth access to telecommunication strategies.

Psychomotor

• Access the Internet.
• Send and receive electronic mail.
• Use Netscape or other WEB engines.
• Download information resources.
• Do a literature review from the Internet or CD ROM- based resources on an instructional-related subject.

Affective

• Review and critique appropriate websites for professional resources.

Social, Ethical, and Human Issues

All learners should possess knowledge and skill in making decisions concerning social, ethical, and human issues related to computing and technology.

Cognitive

• Demonstrate knowledge of equity, ethical, legal and human issues of computing and technology.
• Understand and express rules and legal implications of:
• copyright
• e-mail and Internet ethical practices
• software piracy

Psychomotor

• Draft and evaluate an appropriate "acceptable use policy" for yourself or your organization.

Information Technology Management Tools

Cognitive

• Demonstrate knowledge of uses of computers for problem solving, data collection, information management, communications, presentations and decision making.
• Demonstrate knowledge of multimedia, hypermedia, and telecommunications activities to support production.

Psychomotor

• Execute and present applied database research resolving an important problem in the teaching and learning environment.
• Create a knowledge-and-change database based on same.
• Evaluate, select, and integrate computer technology-based instruction in the plan of a development-oriented organization.
• Be able to demonstrate key technology-based products appropriate for your clients.

Information Technology Impact Analysis

Affective

• Identify changes in the social service delivery -environment created by
• information technology.
• Identify changes in society at large as a result of technology use

Instructional Design and Learning Principles

Cognitive

• Understand the relationship between basic cognitive processes in teaching
• and technology- enhanced instruction.
• Understand the impact of technology assisted and enhanced environment on teaching and learning.

Affective

• Apply current instructional principles, research, and appropriate assessment practices to computer use and related technologies.

Psychomotor

• Develop and integrate a technology plan into an appropriate teaching and learning intervention.

Application of Technology in Instruction

Cognitive

• Know information resources for assessing hardware and software strengths and weaknesses.
• Demonstrate knowledge of multimedia, hypermedia, and telecommunications activities to support service delivery.

Psychomotor

• Identify and use video, audio, and other computer enhanced or driven tools.
• Be able to demonstrate key technology-based products appropriate for your clients.
• Evaluate and use computers and related technologies to support the service delivery process.

Information Technology in Learning Environment

Cognitive

• Know information resources for assessing hardware and software strengths and weaknesses.
• Understand cost effectiveness of specific technology-assisted instruction and behavioral change methods.
• Know proper ratios for using computer-assisted tools at different levels.
• Integrate technology into instructional planning using templates and decision support tools

Affective

• Evaluate and use computers and related technologies to support the
• instructional process.
• Identify and use video, audio, and other computer enhanced or driven
• tools.
• Evaluate, select, and integrate computer technology-based instruction
• into the plan of a development-oriented organization.

Psychomotor

• Develop and integrate a technology plan into an appropriate teaching and learning intervention.
• Design and develop learning activities that integrate computing and technology for a variety of user populations.
• Use evaluation methodology to explore the impact of information technology on the educational process.

Instructional Design Phases

Cognitive

…         The learner will be able to list the instructional design phases for carrying it out  when presented with a TALM project .

…         The learner will understand the rationale for each TALM phase, the sequence, and their interdependency.

…         The learner will be able to discriminate the activities required to accomplish the first 5 phases of the TALM design process.

…         The learner will understand the different steps required for the analysis of organizational needs.

Psychomotor

…         The learner will be able to generate a form for collecting information related to the analysis of needs.

…         The learner will be able to write, modify and sort need statements for the TALM.

…         The learner will be able to write, modify and sort instructional goals for the TALM .

…         The learner will be able to write a mission statement for the TALM .

…         The learner will be able to design a survey for the creation of an audience profile.

…         The learner will be able to profile the TALM audience

…         The learner will be able to write, modify and sort multiple objectives for the TALM.

Digital Media 

Cognitive

• The learner will be able to distinguish the different types of media.
• The learner will understand the different ways to create media (text, images, audio, video.)
• The learner will comprehend the hardware and software necessary for digitizing existing media.
• The learner will be able to distinguish and select between the different programs for editing media files.

Psychomotor

• The learner will be able to scan graphics and save them in digital format.
• The learner will be able to create and edit a graphic file, including: opening, saving, rotating, cropping, resizing, adding text, and adjusting brightness and contrast.
• The learner will be able to record and capture audio using their sound card.
• The learner will be able to edit an audio file, including: opening, saving, cropping, adjusting volume, and removing noise.
• The learner will be able to record and capture a video to their computer.
• The learner will be able to create a video file, including: opening, saving, cropping, resizing, adjusting volume, removing noise, and learn about video compression.

Multimedia Learning Tools

Cognitive

• The learner will discover the different types of Learning Tools, their applications, and appropriateness.

Psychomotor

• The learner will be able to determine which learning tool is most appropriate for their project.
• The learner will be able to organize information and create an effective digital presentation.
• The learner will be able to create and organize a computer-based course.
• The learner will understand the process for inputting media into different information systems and learning tools.

Advanced Multimedia Learning Tools

Psychomotor

• The learner will complete and present their multimedia-learning product.

Cognitive

• The learner will be able to evaluate multimedia learning tools and finished learning products.
• The learner will be able to recognize common icons across software packages.

Affective

• The learner will be more confident in employing information and communication technology as learning and teaching tools.