EDMT
Comparison
Business, Management, Marketing, and Technology
students meet the competencies of the
The course objectives for the students enrolled
in EDMT according to class syllabi are: (1)
To design and develop student learning activities that integrates
information technology for a variety of student grouping strategies and diverse
student populations (2) to identify resources for staying current in
applications of information technology in education.(3) to demonstrate
knowledge of uses of multi-media, hyper-media, telecommunications, and distance
learning to support instruction.(4) to demonstrate knowledge about
instructional management resources that assist in such activities as writing
lesson plans and tests. and promoting, reinforcing,
and organizing data regarding student performance. (5) to
use information technologies to support student problem solving, data
collection, information management, communications, presentations, database
management, spreadsheets and information technology. (6) to
demonstrate appreciation of equity, ethical, legal, social, physical, and
psychological issues concerning use of information technology. and (7) to use information technology to enhance continuing
professional development through such activities as chat groups, news services,
and virtual conferences. The ultimate
aim, therefore, is to enhance professional practice through an ability to use
information technology to enhance learning and personal/professional
productivity.
The objectives that are stated above are met in various courses and throughout the Business, Management, Marketing, and Technology Program (BMMT ).
Objective one
To design and develop student learning activities that integrates
information technology for a variety of student grouping strategies and diverse
student populations.
Several courses within the BMMT
program ensure BMMT majors meet this objective and the NCATE standards required
for all programs in the
In addition each Unit has several requirements that meet the above named objective, competencies, and standards. For example within each course there is a requirement that at least one lesson (an entire day) must address the issue of diversity within the classroom In addition, at least three of the activities within the lesson are computerized self-designed activities.
Prior to the methods course students are taught presentation skills using technologies such as PowerPoint in courses such as BEDU 201 Computer Technology, BEDU 224 Computer Based Business Mathematics, and BEDU 496 Database Records Management. In BEDU 210 Networking and PC student are required to prepare a presentation using technology and disseminated in a group format.
Objective Two
To identify resources for staying
current in applications of information technology in education.
This objective is met in all
of the courses within the technology portion of the BMMT program. Specifically,
students are required in BEDU 201 to use internet resources to update changes
and trends with the various softwares used.
In BEDU 365 the leading
publishers in Technology present their latest textbooks. Within these visit the
representatives include techniques and methods of maintaining current
understanding of technology and how to include the latest technologies in the
delivery of instruction.
In BEDU 210 students are
required to build a network in a group format. Each groups design (including
success and difficulties) are included in a presentation at the conclusion of
the class. Within the activities required for this course students learn not
only through traditional methods but the instructor relies on innovative techniques
and discovery learning.
Objective Three
To demonstrate knowledge of uses of
multi-media, hyper-media, telecommunications, and distance learning to support
instruction.
Several of the competencies
of BEDU 311 meet the third objective. For example voice recognition is leading
edge technology that the student learns not only the use of the software, but
methods used to teach the use of voice recognition.
Other leading communication
technologies are taught within BEDU 311 such as the use of Bluetooth and other
wireless technology methods. This course also includes such competencies as
chat rooms techniques, hybrid delivery of course material and how these
techniques are used. In addition, within the course students are required to
build a two-week lesson plan emphasizing technology and the delivery of
instruction.
In BEDU 364 and 365,
students are video taped during delivery of instruction. Students deliver this
taping in person, by mail, or electronic file. Students experience the process
of developing instruction for distance and alternative methods of instruction.
Objective Four
To demonstrate knowledge about instructional management resources that
assist in such activities as writing lesson plans and tests. and
promoting, reinforcing, and organizing data regarding student performance.
In several BEDU courses
students are required to use technology in the management and delivery of
instruction. In BEDU 363, students are required to develop a two-week module
unit using technology to meet students’ individualized needs in vocational
education. In BEDU 364 and 365 students are required to build a unit
integrating technology. Within the units developed students must include
assessment plans to ensure students have learned content of courses taught.
In BEDU 201 and 224 students
learn the use of excel and the ability to use the application to gather data
for student assessment. Students are required to evaluate data and make decision
from the information gathered. These competencies are met through the use of
case studies and projects.
Within the methods and
curriculum courses students learn different methodologies of using technology
to develop exemplary lesson plans. In these courses student are taught to
develop instructional objectives to meet the content of each subject taught.
The
Objective Five
To use information technologies to support student problem solving, data
collection, information management, communications, presentations, database
management, spreadsheets and information technology.
Students obtain all of the
above competencies in all courses within the BMMT program. In the lower-division
courses such as (BEDU 119, 123, and 220) competencies required to enter the
program, students must possess the ability to construct many different forms of
communication using advance technologies. BEDU 100, 201, and 210 require
students to be able to use various software applications to gather data and
materials to make rational decisions. These courses include a component which
includes an oral presentation and requires dissemination of material requiring
gathering and interpreting data.
In BEDU 201 students learn
the database application Access. In BEDU 496 students learn how to maintain an
organization using database. Other concepts included within BEDU 496 are:
information security, database management, visual basic applications, and SQL.
In BEDU 496 students are
required to develop a project (authentic assessment) including all of the
elements to use a structured database within a corporation or other business
entity. Students present their findings using presentation software. An
assessment portion is included within the project. Each assignment includes a
rubric for students to appreciate and learn the appropriateness of having rigid
guidelines for grading technology assignments.
During student teaching the
above competencies discussed are met. All business education students teach at
least one software application course and one traditional course during their
intern teaching. These experiences are also included within the individual’s
experience in the workforce. Students are required to support content with
4,000 hours of practical work experience. In the new rules, students may use up
to 1,000 hours of student teaching to count in the work experience hours.
Objective Six
To demonstrate appreciation of equity,
ethical, legal, social, physical, and psychological issues concerning use of
information technology.
Students
are introduced to the above mentioned competencies in many
different BEDU courses. Primarily the lower-division classes
introduce the
concepts and the upper-division course integrate their use.
For
example BEDU 293 Law introduces the concepts of equity, ethical legal,
social, physical, and psychological issues in business.
Students use
these
concepts to relate to and include what is right and wrong concerning technology
within a school system.
BEDU 210 and BEDU 344
require students to understate the code of ethics associated with networking
organizations. These concepts are included in discussions of ethic issues
relative to business compared to educational settings.
Networking applications are
included within the courses BEDU 210 and BEDU 344. Students learn ethical
issues of corporate, educational, and government entities in implementing and
maintaining networks. These competencies include issues such as intellectual
property and who has ownership. In addition, students learn what is ethical and
socially acceptable in all working environments
In the courses BEDU 210 and
344 unethical issues such as establishing codes of conduct for users are
included. Course content also includes discussion of how these codes of conduct
are maintained and enforced.
In BEDU 365 and BEDU 364
students learn classroom management in relationship to technology enforcing
codes of conduct, zero tolerance concept, and severity of infractions are
included. Also included in these courses is philosophy of education and student’s
believes of technology and how its use fits into society. Special needs
evaluation and psychological concepts are learned in these courses.
Objective Seven
To use information technology to enhance continuing professional
development through such activities as chat groups, news services, and virtual
conferences. The ultimate aim,
therefore, is to enhance professional practice through an ability to use
information technology to enhance learning and personal/professional
productivity.
As computer technology is
used in many different classes within the BMMT program, the Internet is used in
BEDU 100, BEDU 201, BEDU 210 and LAW 293 to research teacher education content
in Business Education course assignments. Authentic assessment projects are
used for students to integrate material from the Internet into problem solving
and are included in the objectives of the classes.
In BEDU 210 students are
required to engage in distance technology learning. For example students are
required to participate and complete two different activities in
In
BEDU 363, 364, and 365, students have a professional development
component included as a course requirement. Students are
obligated to
attend one professional development session for each course.
Many choose to
judge events at the Business Professionals of America at
various locations
across the state. The location of the event is determined by
the competition
level (regional, state, and national).
In reality, the majority of students enrolled in the
Business, Management, Marketing, and Technology could teach this course upon
completing the program with little guidance and coaching from one of the
instructors of the course.