This course provides educators a foundational methodology and conceptual model for introducing technology into the classroom.

This course addresses technology literacy as a staircase of complexity that is embedded in the CCSS as well as being involved in college and career readiness. It begins with an overview of the “technology staircase”, then guides participants through teaching students to master each step, or “stair” of that staircase, from keyboarding to summarizing learning for delivering powerful presentations. It analyzes Bloom’s Technology Taxonomy as well as the SAMR model popularized by Dr. Ruben Puentedura. The course covers digital citizenship and safe practices that should be explicitly taught to students to ensure ethical practices and to prevent cyber crimes. It requires creation of a lesson plan that focuses on effectively integrating technology usage with core content instruction. The course culminates with a practice of all of the steps of the staircase: Summarizing the course using every step of the “Technology Staircase”.

Participants in this course will watch videos, read text including current academic articles, evaluate methodologies, reflect on teaching practices and course content implementation, and collaborate through a discussion forum for co-construction of knowledge regarding technology-related instruction. Research-based and best pedagogical practices addressed and practiced through this course include direct instruction, inquiry-based learning, reflective learning, collaborative learning, and constructivism, as teachers will receive some explicit instruction, seek further information through inquiry-driven research, reflect on findings in light of their own teaching and learning experiences, share findings, and apply learning in their own teaching environments for further learning.

Educators will notice, from the topics in the course outline below, that this course will guide educators into a practical method of how to help students utilize the internet and technology to do proper research, to write and summarize information, and to present that information in a clear way. The Common Core Standards are among the first set of standards that identify what a student should be able to do with technology by a certain grade (for example: By 4th grade a student should be able to type one page in a single sitting). Teachers who have taken this course from other parts of the country have stated that before taking this class, they had no framework for helping their students utilize the vast resources on the internet but after this class, they felt confident in how to guide their students to have keyboarding skills, to search for information, to evaluate the correctness of that information on the internet, to properly quote references, to synthesize that information and to present the information clearly. Extensive resources and examples are given on how to use technology in the classroom in a way that makes sense and aligns with clear standards.

  • Learn how to integrate technology into the classroom.
  • This course provides the following types of credit:

  • (Massachusetts) 45 PDPs.
    Approved by Mass Department of ESE for PDPs. Also listed on MyLearningPlan for Boston Public School teachers.
    Note: PDPs are determined by the number of clock hours. The number of PDPs may vary according to participant, up to a maximum of 45 PDPs. Participants must document their clock hours in order to receive credit.
  • (General) 3 graduate-level PDUs.
    Transcripts in sealed envelope provided by Brandman University. University processing fee not included: $90 per credit.
    Course number: EDKU 9103

Please check with your school district or local authority on whether the kind of credit this course provides can be used towards meeting your professional development, salary differential, or credential renewal needs.

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