NGR6840 Course Introduction
Course Introduction for NGR6840-Integrating Technology (PDF)
You will receive:
Certificate of completion
Two weeks of help from your tutor if you need it
Access to the course website for your lifetime.
Course Description:
In this course, students learn about essential technology integration skills for career success. The course has 10 modules including: Using Technology to Solve Problems; Managing Internet Use; Getting Started with the iPad; Planning and Conducting Interviews; Managing Email; Creating and Using Documents; Presenting and Public Speaking; Analyzing Data using Excel; Working with Social Media; Connecting With Others through LinkedIn.
The modules are designed to get students on track to completing their internships or full-time positions, but in a way that is relevant and useful for today’s job market.
This course is intended for use in tandem with the Learning Series – Digital Strategies.
What You Will Learn
Manage Your Time
Identify Strategies for Scheduling Meetings and Documenting Tasks
Organize Your Documents
Use Technology to Communicate with Others
Use Online Search Engines to Locate Information
Use Digital Tools to Create Documents
Use Social Media to Connect With Others
Create a Web Presence, Including an Online Portfolio or Resume
Take Notes Using an iPad, iPhone, Android Tablet or other Mobile Device
NGR6840 Course Description
1. Describe the features of Microsoft Office. 2. Explain how to use Word to create a basic document, e-mail message, and a letter for a client. 3. Describe how to use Word to create tables of contents, create numbered or bulleted lists, and create headers and footers in a document. 4. Describe how to use Word to create a table of contents, tables of figures or illustrations, headings and footers in a document.
Universities Offering the NGR6840 Course
at University of Technology Sydney.
Verified Certificate
LinkedIn Profile
University of Technology Sydney has been ranked 1st in Australia for Engineering, Computer Science and Information Technology by The Australian Times Higher Education Rankings (THEAER) 2019.
In the latest ranking, UTS is placed 1st in Australia for Engineering, Computer Science and Information Technology.
The full QS rankings list can be accessed here: https://www.topuniversities.com/university-rankings/rankings-by-country/united-states
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Course Overview
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Introduction to Integrate technology in business (NGR6840)
This unit introduces the concept of technology integration in business and how technology can be applied in organisations to provide increased efficiency, productivity and competitiveness. It will also examine the current applications of technology in organisational settings and a range of global case studies.
Objectives
– Describe the current ways technology is used in organisational settings.
– Describe how technological innovations have impacted on business.
– Evaluate examples of effective technological innovation within a selected business context.
– Identify ways technological innovation can improve customer service.
Learning Outcomes
Upon successful completion of this unit learners will be able to:
– Discuss the concept of integrating technology into organisations.
– Describe the implications of using technological innovations within an organisation.
– Explain how effective technological innovations have improved customer service within an organisation.
Accreditation
This course is accredited by NESA (New South Wales Education Standards Authority). For more information about NESA accreditation please visit our website: www.nesa.nsw.edu.au.
Accredited Course(s)
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Oracle DBA OCP 11g R2 OCP 11g Administration Oracle9i/10g/11g OCP 12c Oracle Database Administrator Expert (DBA) Oracle WebLogic Server Administrator (WLSA) Administering Oracle WebLogic Server (WLST) Managing Systems with SCOM 2012 Microsoft MCSE: Data Center Infrastructure MCITP: Enterprise Administrator MCPD Windows Server 2008.NET Framework Application Developer Adobe Photoshop CS6 Mastering Adobe Flash Professional Mastering Adobe Fireworks Mastering Corel Draw X5 Mastering Corel VideoStudio Pro X5 Mastering Dreamweaver CS6 Mastering Illustrator CS6 Mastering Microsoft Office Access Mastering Microsoft Office Excel Mastering Microsoft Office Outlook
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Program Type & Duration
Course Enrolment Size Restrictions
Full-time Study – Semester | Begins every semester – One year
Part-time Study – Semester | Begins every semester – One year
Full-time Study – Day | Begins every day – Two years
Penalties for Early Termination/Deferral
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NGR6840 Course Outline
Version: 3.0 Version Date: 06/01/2011
Course Overview
This course is designed to provide students with the knowledge and skills needed to be effective technology integrators for their future careers in the field of Information Technology. It will focus on the history, development, scope and principles of Information Technology as a discipline. Students will learn how technology integrates into our lives through time periods such as the Industrial Revolution, World War II, Cold War, 1990s and now. Students will learn how to utilize personal computers and other related technologies in today’s society. To get a complete understanding of this course students need to understand the basic concepts of Technology which include Hardware and Software Technologies as well as Applied Electronics.
Students who complete this course will be able to:
– Identify the history of information technology
– Recognize when it was invented
– Identify what a computer is
– Explain how computers work
– Describe what hardware and software is
– Explain how software works
– Describe what electronic components are
– Apply electronics skills using mechanical systems
Content Objectives
After successfully completing NGR6840 students should be able to:
1. Identify the history of information technology
2. Recognize when it was invented
3. Identify what a computer is
4. Explain how computers work
5. Describe what hardware and software is
6. Explain how software works
7. Describe what electronic components are
8. Apply electronics skills using mechanical systems.
9. Discuss in detail two elements that must be present for computers to function.
10. Distinguish between analog and digital signals.
11.Develop an understanding of basic electro-mechanical principles by designing projects that incorporate both analog circuits (without microcontrollers) and digital circuits (with microcontrollers).
12.Revise concepts learned during NGR6840.
13.Demonstrate skills in digital signal processing (DSP) using MATLAB / Simulink / Signal Processing Toolbox™ by designing logic circuits for cellular phone applications based on analysis of signal processing algorithms.
14.Demonstrate ability to design basic microprocessors in an Integrated Development Environment (IDE) with real-time simulation capabilities by working with code examples in Matlab® / Simulink® / Signal Processing Toolbox™; simulation results are analyzed by building up a physical model using embedded blocks; then test results may be visualized onscreen or printed out on paper.
15.Demonstrate ability to design simple embedded systems such as ultrasonic sensors, voice recognition chips, television receiver chips, etc., by working with real-world problems in MATLAB® / Simulink® / Signal Processing Toolbox™; simulation results are analyzed by building up a physical model using embedded blocks; then test results may be visualized onscreen or printed out on paper.
16.Describe topics such as digital signals (analog), continuous variables versus discrete variables, differential equations, linear system theory, transfer functions, network-theoretic methods for solving linear system equations.
17.Describe topics such as digital data types (binary numbers), integer vs float numbers, binary-to-decimal conversion, binary-to-float conversion.
18.Describe topics such as arithmetic operations over vectors , matrix operations over vectors , vector quantization , discrete cosine transform .
19.Listen carefully to music samples found online while writing program code for MP3 players that play MP3s; observe your own reactions while playing sample songs until familiar with sound quality characteristics of music that can actually be heard while listening at medium loud levels without damaging hearing.
20.Evaluate your own technological creativity when you create your own tools for doing research or entertainment tasks that you did not previously know you could do with technology.
21.Identify opportunities available through technologies such as laser printers , home theaters , internet connections , cellular telephones .
22.Identify opportunities available through technologies such as digital cameras , video cameras , camcorders .
23.Identify opportunities available through technologies such as personal video recorders , modems .
24.Identify opportunities available through technologies such as cellular phones , fax machines .
25.Explain how theories found within science contribute to advancements in information technology .
26.Discuss ethical issues related to exploring new developments within information technology .
27.Evaluate specific uses or limitations of any technology available today that would interest you personally .
NGR6840 Course Objectives
Course Outline Semester: 1
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NGR6840 Course Pre-requisites
All students must have completed the following units:
NGR6840-Integrating Technology (3 units)
Start Date: Session 1, Week 2 (Mon 6 Jul 2018 – Fri 31 Jul 2018)
End Date: End of Session Assessment
Enrol in this course
View Course Fees
Unit Fee Information
Unit Fee Information for NGR6840-Integrating Technology (3 units)
Study component Study material Tuition* Assessment**
ENGR6840-Initiating Technologies Unit Code and Title NGR6840-Initiating Technologies
Term Semester 2
Course Outline The course is a two-unit introductory unit. NGR6840 Integrate with technologies in industries. This unit provides an introduction to understanding, planning and implementing technologies in industries. Students will be exposed to a range of technical tasks that relate to industry activities including design development, implementation and maintenance for current industry applications. They will also be introduced to related industrial technology concepts such as product life cycle management, material flow analysis and sustainable development. Students will learn how information systems can assist in the development of products and services within industry organisations. They will gain an appreciation of the complexity involved in the design of information systems for organisations from a technological perspective. This unit introduces students to the principles and practices of establishing integrated technology strategies for their work group or organisation. Students are encouraged to investigate relevant literature on technology integration strategies and develop informed opinions about how these might be implemented within their work group or organisation. Topics include: a) how businesses select, implement, manage, assess and evolve their IT systems; b) the need to identify, plan and evaluate strategic business issues arising from new IT initiatives; c) identifying stakeholders’ requirements; d) assessing current situation through interviews with IT staff; e) documenting the situation through interviews with key decision makers at multiple levels; f) developing a strategic plan based on the needs identified; g) evaluating this plan against key organisational goals; h) communicating IT strategy decisions to employees.
Co-requisite(s): None
Co-requisite(s): None
Term Semester Assessment Details
Weeks Commencing Week Commencing Notes Monday Tuesday Wednesday Thursday Friday Saturday Sunday
TOTAL 1 Semester Assessment Details
SUMMARY Total Credits: 3
Total Hours Per Week: 2 hours per week
Mode of Delivery: On Campus
Class Timing: Days are flexible between 9am -4pm.
Total Credits Available: Nil
Total Student Hours per week allocated for Assignments/Case Studies/Essays/Reports: Nil
BUT faculty may assign additional work outside these hours.
Learning Outcomes
– Identify key elements associated with implementing new technologies in organisations.
– Apply knowledge of technology integration strategies to consider future organisational requirements.
– Recognise the complexities involved in designing information systems for organisations.
Assessment Tasks
Week Topic Description Assessment Type % of total Assessment Date Due Time
1 Case study analysis Online Submission Yes Sep 25, 2018 n/a
2 Introduction to Industry case study analysis Online Submission Yes Oct 09, 2018 n/a
3 Industrial case study analysis Online Submission Yes Oct 23, 2018 n/a
^1 Note: Students should ensure they follow assessment guidelines at each examination.
Fees listed are indicative only.
Please refer to our website for updated fees.
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NGR6840 Course Duration & Credits
4 Credit Hours
5 Course Goals This course will prepare students to use appropriate technologies in support of learning and teaching within a broad range of educational settings. The course goal is for students to become familiar with contemporary educational technologies, learn how to integrate these technologies into instruction and learning, and understand the implications of technology for pedagogy. Course Learning Outcomes Students will develop an understanding of the contemporary role of technology in education; integrate technology with their teaching practices; examine the impact of technology on teachers and learners; and demonstrate competence using technologies that serve their teaching needs. [NGR6840-GLO1] [NGR6840-GLO2] [NGR6840-GLO3] [NGR6840-GLO4]
6 Curriculum Schedule The schedule for this course follows a 3-credit class format. The semester begins with an introduction to the course content, followed by three credits worth of lectures and activities (see below). Students must complete all assignments assigned in each of the first three weeks before beginning the remainder of the course or as scheduled. Course Assignments The following is a list of courses-related assignments for NGR6840 (with due dates listed): Week 1: Introduction Week 2: Technology Integration Week 3: Information Literacy Week 4: Instructional Design Assignment: Using Technology to Improve Reading Through Dynamic Assessment Yearbook Assignment:
7 Lectures & Activities Week Day Date Topic Assignment Lecture Due Notes Section I Lesson 1 Foundations of Web 2.0 January 22 Chapter 1, “Introduction” Read Chapter One as well as Chapter Two Lesson Two Web Tools Internet Resources Introduction-to-Internet-introduction.gif (This image contains hyperlinks that are clickable) Lesson Three Tools Web Tools Introduction-intro.gif (This image contains hyperlinks that are clickable) Lesson Four Tools Web Tools http:// www.techtarget.com/definition/internet-gateway-network.html Lesson Five Tools Web Tools http:// sunray.middlebury.edu/~jstg/lessons/tutorials/Americas%20Web%20Cambridge.pdf Intended Audience Most classes will be taught by one instructor, but there may be times when an additional instructor teaches in a classroom setting. Every effort will be made to provide notice prior to your attendance at another instructor’s class so you can select from among other available instructors.
8 Classes Teaching Tips There are several ways this class can be taught if it is being taught on campus or online. A summary of these options follows: On Campus If you choose on-campus instruction, here are some considerations: The classroom will not have access to a computer for students who miss classes or who want additional practice with web tools such as bookmarking sites. You might choose this method if you need to come in early or stay late after class because it allows you time to work on homework assignments.
9 Class Schedule Semester Schedule Time Topic Title Instructor Location Tuesdays MWF Fall Semester Instructor Rm A # TBA Online Instructed by Michael Gibson MWF Fall Semester Instructor Rm B # TBA Online Instructed by Michael Gibson Wednesdays MWF Fall Semester Instructor Rm C # TBA Online Instructed by Michael Gibson Thursdays MWF Fall Semester Instructor Rm D # TBA Online Instructed by Michael Gibson
10 Orientation At some point during the semester, I will introduce myself and give information about how we can best reach out to each other outside our regular class sessions if we need assistance with our projects or homework.
11 Online Classes – Overview All class sessions will be conducted via video conference/webcast using Blackboard Collaborate Ultra If you wish, you may also join me via audio-only Skype™ call instead (using Windows® Live™ Messenger), but this is optional since it requires more advanced knowledge about Skype™; you should visit my website for more information about this option. To participate in online classes, students should have a current email address which can receive email messages from me (i.e., they should have Google Mail or Yahoo Mail). How do I log into Blackboard Collaborate Ultra? This is where most classes can benefit from an extra tool called Microsoft’s free software Powerpoint Slideshare™. Using your browser plug-in version 4.6 or higher installed on your computer (e.g., Google Chrome v19.x) click here http://www.slideshare.net/slide-viewer/. Then click on “Connect” to start up the presentation session link together with the presenter using PowerPoint Slideshare™ software When prompted by your instructor in Blackboard Collaborate Ultra, click “Start sharing” so that any slide associated with your talk slideshows up beside your name When prompted at the end of your talk slide show session in Blackboard Collaborate Ultra, click “Stop sharing” so that all slides associated with your talk slideshows disappear from view simultaneously.
12 Contact Information For more information about NGR6840 please contact me at michael.gibson@middlebury.edu If you have problems accessing any materials listed above please contact my office at
13 Philosophy & Requirements Throughout this course students must maintain two journal accounts during the semester where they record their reflections on learning activities over time using a web-based application called Plnkr.com Each class activity will provide instructions for completing journal entries For participation grading purposes,
14 Special Note About Plnkr.com Plnkr allows anyone in any country access through any web browser Any computer that has internet access can take part in Plnkr’s forums What distinguishes Plnkr from traditional forum-style discussion forums? Texts become interactive They change dynamically My colleague has written us an excellent description of how Plnkr works;
15 Learning Outcomes List Please indicate which outcomes are applicable(s) based on what has been covered in this course Social Studies Teacher Candidates should be able
16 Social Studies Teacher Candidates should be able Upon successful completion demonstrated proficiency within each outcome listed below: Explain why creativity is an important element within science technology engineering mathematics Education (STEM)
17 Creative Thinking Skills
18 Inquiry Skills
19 Inquiry Skills Research Skills Science teacher candidates should be able:
20 Student-Centered Learning
21 Student-Centered Learning Classroom Management Strategy Demonstrate effective management skills related specifically related to instruction based upon differentiated instruction Demonstrate effective management skills related specifically related to instruction based upon differentiated instruction Describe strategies used when planning small group instructional activities Evaluate methods used to assess student learning outcomes Explain strategies used when assessing student learning outcomes Describe strategies used when interacting with diverse groups Demonstrate effective management skills related specifically related to instruction based upon differentiated instruction Identify methods used when monitoring student progress Evaluate methods used when analyzing student progress Evaluate methods used when assessing student learning outcomes Identify ways teachers modify curriculum content based upon evolving knowledge Develop plans involving teachers accommodations including modifications Supports specific goals Encourage critical thinking Empower diverse learners Collaboration Characteristics Multiple intelligences nature vs nurture Differences Ability levels between generations Language Ability level between generations Interests Exploration Responsibility Respect Disrespect Interest / personality traits Communication Improving oral communication Physical abilities Listening listening Listening aids Visual supports Vocal sounds Oral communication Speech articulation Visual aids Understanding / listening comprehension Strategies Listen and respond Ss actively engaged Observe question interaction Practicing ptc Read carefully Participating actively Participating orally Presenting verbal ideas Participating verbally Formulate questions Edit questions Individualized question Answering questions Practice session Observe adult learners Answering questions Practice session Discuss issues Inform adults Listened fully Attending whole class Getting into small groups Examine group objectives Debrief before exiting group Discuss issues Communicate directly Communicate directly Assess group objectives Debrief before exiting group Participated independently Participated independently Communicating verbally Communicating orally Become better listeners Find ways Listen attentively Receive feedback Give/receive feedback Practice session Journals Resources Speeches Materials Ideas Syllabus Journal Write reflective journals Reflective journals Gather resources Learn resources Find resources Sample assignments & rubrics Sample assignment Rubric sample Rubric sample Respond / Respond cautiously Use correct grammar Remind others Ptc Meets expectations Read aloud Read silently Follow directions Respond appropriately Appropriate response expected Evident mistakes Correct errors Respond collaboratively Group practice participation Independent self-directed work Invite people collaboratively Network Appreciate network Use proper etiquette Promote social responsibility Peer collaborate Share thoughts ideas Importance empowerment Apply teamwork Solidify essential values Get involved Empower others Be accountable Join discussions Explore issues Make informed decisions Participate effectively Model positive relationships Take risks Take calculated risks Actively participate Handle conflict / disagreements Provide constructive feedback Competent communicator Report accurately Teach effectively Actively encourage others Model respectful behavior Model appropriate behaviors Teach applying theory Work collaboratively Formulate solutions Support moral behavior Actively participate Handle conflict / disagreements Develop professionally Collaborative problem solving Methodically explore relationships Get along Respecting individual differences Motivate others Value diversity Relational Development model Manageable interpersonal relationships Work collaboratively Facilitator experience Grow together Engage various audiences Organize productive meetings Engage various audiences Organize productive meetings Deliver effective presentations Organize productive meetings Deliver effective presentations Produce outcomes Organize productive meetings Engage various audiences Organize productive meetings Effective team building Play co-curricular activities Engage various audiences Organize productive meetings Effective team building Play co-curricular activities Teamwork Task oriented Generate results Select skillful collaboration Lead other collaborators Manageable interpersonal relationships Plan team functions Plan team functions Work collaboratively Develop plans involving teachers accommodations including modifications Improving oral communication Physical abilities Listening listening Listening aids Visual supports Vocal sounds Oral communication Speech articulation Visual aids Understanding / listening comprehension Strategies Listen and respond Ss actively engaged Observe question interaction Practicing ptc Read carefully Participating actively Participating orally Presenting verbal ideas Participating verbally Formulate questions Edit questions Individualized question Answering questions Practice session Observe adult learners Answering questions Practice session Discuss issues Inform adults Listened fully Attending whole class Getting into small groups Examine group objectives Debrief before exiting group Discuss issues Communicate directly Communicate directly Assess group objectives Debrief before exiting group Participated independently Participated independently Communicating verbally Communicating orally Become better listeners Find ways Listen attentively Receive feedback Give/receive feedback Practice session Journals Resources Speeches Materials Ideas Syllabus Journal Write reflective journals Reflective journals Gather resources Learn resources Find resources Sample assignments & rubrics Sample assignment Rubric sample Rubric sample Respond / Respond cautiously Use correct grammar Remind others Ptc Meets expectations Read aloud Read silently Follow directions Respond appropriately Appropriate response expected Evident mistakes Correct errors Respond collaboratively Group practice participation Independent self-directed work Invite people collaborate Network Appreciate network Use proper etiquette Promote social responsibility Peer collaborate Share thoughts ideas Importance empowerment Apply teamwork Solidify essential values Get involved Empower others Be accountable Join discussions Explore issues Make informed decisions Participate effectively Model positive relationships Take risks Take calculated risks Actively participate Handle conflict / disagreements Provide constructive feedback Competent communicator Report accurately Teach effectively Actively encourage others Model respectful behavior Model appropriate behaviors Teach applying theory Work collaboratively Formulate solutions Support moral behavior Actively participate Handle conflict / disagreements Develop professionally Collaborative problem solving Methodically explore relationships Get along Respecting individual differences Motivate others Value diversity Relational Development model Manageable interpersonal relationships Plan team functions Plan team functions Work collaboratively Develop plans involving teachers accommodations including modifications Improving oral communication Physical abilities Listening listening Listening aids Visual supports Vocal sounds Oral communication Speech articulation Visual aids Understanding / listening comprehension Strategies Listen and respond Ss actively engaged Observe question interaction Practicing ptc Read carefully Participating actively Presenting verbal ideas Participating verbally Formulate questions Edit questions Individualized question Answering questions Practice session Observe adult learners Answering questions Practice session Discuss issues Inform adults Listened fully Attending whole class Getting into small groups Examine group objectives Debrief before exiting group Discuss issues Communicate directly Communicate directly Assess group objectives Debrief before exiting group Participated independently Participated independently Communicating verbally Communicating orally Become better listeners Find ways Listen attentively Receive feedback Give/receive feedback Practice session Journals Resources Speeches Materials Ideas Syllabus Journal Write reflective journals Reflective journals Gather resources Learn resources Find resources Sample assignments & rubrics Sample assignment Rubric sample Rubric sample Respond /
22 Social Studies Teacher Candidates should be able:
23 Methods Of Teaching Social Studies You must take great care regarding which methods/projects/methodologies you choose during implementation; i.e., take care not to do too much work until full understanding has been gained Understanding what works best is very important; however it shouldn’t require more than one week’s time as far as models are concerned It’s always good practice is good practice!
24 Methods Of Teaching Social Studies Short-term projects mean that they can easily scale up without requiring significant time commitment initially Prioritize meeting specific requirements rather than trying different approaches Curricula reflect what is needed; therefore students get “hands-on” experience using tools already being utilized at school that they often don’t get while just reading about them Models reflect common processes relevant across many disciplines Some models make use of multiple media approaches Some models make use multi-media components Adaptability means developing models first then finding alternative tools once those have proven inadequate Focus begins early enough for those programs not offering rigorous ELA Standards Backward Design means focusing on initial goals rather than just attempting implementation Project-based tasks meet targeted competencies Requires increased levels of personal involvement beyond initial experiences Helps studen