Research on the Construction and Practice of the 'Modern Educational Technology' Course from the Perspective of Teacher Education Program Accreditation under the OBE Concept
Abstract
the quality requirements for teacher education. As an introductory course for cultivating the digital teaching capabilities of teacher candidates,
modern educational technology faces several issues in terms of accreditation; that is to say, the goals of the course do not align with the graduation requirements; there is a weak connection between the course content and actual work; the teaching method is often monotonous; and the
evaluation system fails to assess whether the skills have been genuinely mastered. Based on the idea of Outcome-Based Education (OBE), this
paper will study the logical foundation and reform directions for the Modern Educational Technology course systematically to put forward a
path for course construction according to backward design and forward implementation. Set specific course goals, reorganize teaching materials in modules, innovate the blended teaching model, develop various assessment systems, etc. The actual reforms that will be implemented in
the institution of Qiongtai Normal University will be used as a typical case for evaluating the effect of course reform under the OBE approach.
Based on the above research, it is proposed that the OBE concept can provide a method for building the Modern Educational Technology
course, and "what students have learned and what they can do" should serve as the basis and objective of course design; thus, a fundamental
change from a teaching-oriented model to a student-centered one will be realised.
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DOI: http://dx.doi.org/10.70711/wef.v4i5.10138
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