Fermilab LInC Online

A Desert Oasis: Keystone Park and Wetlands

Unit Description before LInC
By: Shirley Sung Davis
New Mexico State University



Student Pages


Index of Projects

EDUC368 is a required teacher prep course titled "Integrate Computer into Teaching". This class is designed to motivate students to critically assess the role of technology in the modern classroom and to learn to integrate technology with teaching. This class is intended to utilize the concepts and tools that were introduced in EDUC 168 and implement them in the classroom. Currently, this is a 2-credit hour course and will be changed to 3-credit hour course to reflect field study component.

Grade Level: Pre-service teachers (juniors and seniors)

Subject: Integrate Computer into Teaching

Learner Outcomes:

Students will

  1. Operate a multimedia computer system with related and successfully install and use a variety of software packages.
  2. Use terminology related to technology appropriate to the teaching fielding written and oral communication.
  3. Demonstrate knowledge of uses of computers and technology in business, industry, and society.
  4. Increase their personal and Professional Use of Technology.

  5. Apply tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and solving problems. In addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer and technology resources.
  6. Use productivity tools for word processing, database management, and spreadsheet applicationsApply productivity tools for creating a multimedia presentation.Use Computer-based technologies including telecommunications to access information and enhance personal and professional productivity.

  7. Use computers to support problem solving, data collection, information management, communications, presentations, and decision-making.

  8. Demonstrate awareness of resources for adaptive assistive devices and software for students with special needs.
  9. Demonstrate awareness of resources for culturally and linguistically diverse students.
  10. Demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.
  11. Demonstrate awareness of computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.
  12. Demonstrate awareness of broadcast instruction, audio/video conferencing, and other distant learning applications.
  13. Use applications of Technology to Support Teaching and Learning
  14. Students will apply computers and related technologies to support teaching and learning in their grade level and subject areas. Lessons developed must reflect grouping and assessment strategies for diverse populations.
  15. Explore, evaluate, and use technology resources including applications, tools, educational software, and assorted documentation.
  16. Describe best practice and appropriate assessment as related to the use of technology resources in the curriculum.
  17. Design, implement, and assess learning activities that integrate technology for a variety of grouping strategies for diverse populations.
  18. Design learning activities that foster equitable, ethical, and legal use of technology by students.
  19. Practice responsible, ethical, and legal use of technology, information, and software resources.

Student Task

  1. Students use PowerPoint to build their personal digital portfolio.
  2. Students use WebCT to access lesson materials, post bulletin board messages, e-mails, and use chat function.
  3. Students design webpages.
  4. Students design thematic lesson plans.
  5. Students design lesson plans using WebQuest.

Teacher Role:

  1. Teacher is a facilitor in the computer lab.
  2. Post lesson plans and schedule on WebCT.
  3. Facilitate group work.
  4. Demonstrate new skills.


  1. Students work individually for their digital portfolios, posting bulletin board messages and e-mails.
  2. Students work in groups to create lesson plans.

Hook: Reading and sharing reflections of current articles on instructional technology and the need for teachers to integrate technology into teaching.

Student-Directed Learning: Students use the skills they have learned to build lesson plans of their choice as a group (3-4 students per group).

Use of Technology:

  1. Use technology as a tool.
  2. Direct their own learning.
  3. Communicate and collaborate with classmates through e-mails, bulletin board postings, face to fact meetings to build lesson plans.
  4. Publish their finished lesson plans on the WebCT bulletin board and websites.
  5. Access latest research from online library, world wide web.
  6. Participate in interactive learning experiences.
  7. Peer evaluating to improve work in progress.
  8. Develop confidence in handling new tools.


  1. Use students/teacher developed rubrics for each presentation of lesson plans.
  2. Mid-term evaluation (individual interview) to assess progress.
  3. Beginning and end of the semester surveys: collect data from individual surveys and use radar function of Excel to compare personal progress.
  4. Use peer evaluation technique to give feedback.

Created for the Fermilab LInC program sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab, and funded by United States Department of Energy, Illinois State Board of Education, North Central Regional Technology in Education Consortium which is operated by North Central Regional Educational Laboratory (NCREL), and the National Science Foundation.

Author(s): Shirley Sung Davis
School: New Mexico State University, Las Cruces, NM
Created: March 18, 2001- Updated: March 19, 2001
URL: http://www-ed.fnal.gov/lincon/w01/projects/nmsuwet/pre.html