This course syllabus may also be accessed via Blackboard
URL: www.blackboard.com/courses/educ471.htm
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Instructor: Regina Royer Office: 145 Caruthers Hall Office phone: (410) 548-3949 Office hours: Email address: rdroyer@salisbury.edu |
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Outcomes Topics and Assignments Grades Attendance Assignments
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Text: Integrating Computer Technology into the Classroom, Morrison, Lowther & DeMeulle, Merrill, 1999. Additional Materials Needed: At least one floppy disk and one r/rw CD Outcomes support the Conceptual Framework themes, which are identifies in parenthesis. Knowledge |
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Outcome: Candidates will demonstrate |
Assessment |
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1. knowledge of criteria used to evaluate electronic resources (II) |
a. Using a given rubric, evaluate web sites and other electronic resources |
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2. knowledge of exemplary web sites and curricular uses of each (II) |
a. Develop a Hot List of exemplary web sites |
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3. knowledge of different electronic sources of information and transmission technologies (II) |
a. Develop a list of various telecommunications formats and describe types of activities that are best supported by each one |
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4. knowledge of “netiquette” (II) |
a. Describe how you will encourage appropriate “netiquette” in your classroom |
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5. knowledge of basic design principles for electronic publishing (II) |
a. Design PowerPoint, Hyperstudio, and Web Quest presentations using appropriate design elements |
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6. knowledge of technology and curriculum standards (II) |
a. Identify technology standards for various organizations, i.e. regional and national b. For each activity (project) identify the curriculum and technology standards addressed |
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7. knowledge of legal and ethical issues related to technology use in education (II) |
a. Compare and contrast two AUP policies from different areas of the country or world |
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8. knowledge of gender and equity issues related to technology use in education (I) |
a. Participate in a class presentation on equity and gender issues b. Write a summary of a recent article, which discusses a technology issue |
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9. knowledge of availability and effectiveness of equipment and software for students with special needs (I) |
a. Search the Internet for equipment and software available for students with special needs b. Participate in a class presentation on assistive technology |
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10. knowledge of best practices for integrating technology into instruction (III) |
a. Develop a lesson using the NteQ model for lesson design b. In teams, teach a class using technology. Model best practices for the one computer classroom and classroom management c. Describe the relationship between a constructivist philosophy and technology d. Develop a Web Quest to integrate web resources into instruction |
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11. knowledge of ways that computer applications can operate as mind tools to promote learning in the classroom (III) |
a. Develop a lesson that uses the computer as a tool for learning |
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12. knowledge of resources and materials to support professional development in the use of technology (IV) |
a. Develop a list of web sites offering effective teaching and learning strategies b. Develop a list of web sites for specific content areas, professional organizations for technology, and online technology journals |
| Skills |
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Outcome: Candidates will demonstrate |
Assessment |
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1. Ability to access, use, organize, categorize, and store information accurately and appropriately (II) |
a. Search the Internet for exemplary web sites b.
Organize the information in a "Hot List" |
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2. Ability to use telecommunication tools to communicate and interact electronically (II) |
a. Email assignments with attachments to your instructor b. Develop web pages and make them available on the Internet |
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3. Ability to use multimedia software for instruction (III) |
a. Create an interactive hypermedia/multimedia presentation to develop a learning concept b. Design a lesson that requires students to make a hypermedia/multimedia presentation. Develop a rubric to assess the presentation c. Create and deliver a PowerPoint presentation using advanced skills |
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4. Ability to design technology-based assessment and scoring tools (III) |
a. Create a working technology portfolio b. Create a rubric to assess student multimedia projects |
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5. Ability to select and design learning experiences that incorporate technology (III) |
a. Develop a Web Quest |
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6. Ability to utilize selected hardware and software components (II) |
a. Digitize images using a digital camera and scanner. b. Save files for a technology portfolio on a R/RW CD. |
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7. Ability to use multimedia software for informational purposes (II) |
a. Create and deliver a PowerPoint presentation using appropriate design elements and presentation skills |
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8. Ability to design a lesson which integrate technology using best practices (III) |
a. Using the NteQ model, write a lesson with includes all ten steps and incorporates best practices for classroom management |
| Dispositions |
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Outcome: Candidates will demonstrate |
Assessment |
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1. Appropriate use of “netiquette” (II) |
a. Use appropriate “netiquette” in email correspondence |
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2. Legal and ethical use of technology (II) |
a. List technology resources used in every activity (project) |
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3. Habits of mind that support continual learning and professional growth supported by technology (IV) |
a. Bookmark on-line technology journals |
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4. Disposition to use technology to address differences in student learning and performance (I) |
a. Evaluate all lesson plans to determine if using technology to address differences in student learning is appropriate. |
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COURSE
OUTLINE: Topics and Ass Lesson 1 (June 21)– Basic Skills. Internet Searches. Topics for discussion: Windows, Networks, Email attachments, Internet searches, Telecommunications Formats. Assignment for
next class: Read
Chapters 1, 2, 3, 12, 13 Lesson 2 (June 26)- PowerPoint: Learning by constructing Topics for discussion: Constructivism, Technology as a mind tool, Technology Standards; Technology Issues; Case Studies (gender, equity, access, differentiated learning). Netiquette; Internet Hot List. Assignment for next class: Research your team’s issue
Lesson 3 (June 28) Work Session Topics
for discussion: Digital Cameras; Acceptable Use Policies Assignment for next class: Read Chapter 6 Assignment due: Prepare article summary for another team’s issue.
Lesson 4 (July 5) PowerPoint presentations, Topic for discussion: Creating Internet Worksheets Assignment for next class: Create an Internet Worksheet. Looking ahead: Collect web sites in your Hot List. Assignment
Due: Article Summary Lesson 5 (July 7) FRIDAY - Internet: Learning by constructing Topics for discussion: Evaluating a Web Site, Creating Web Pages: background, text, images, links; Treasure Hunts, publishing, copyright laws Assignment
for next class: Create a
Treasure Hunt. Evaluate a Web Site. Assignment due: Internet Worksheet
Lesson 6 (July 10)
Internet: WebQuests
Topics for discussion: Creating
Web Pages: Linking pages, targets, tables. Assignment for next class:
Create a WebQuest: Introduction,
Task, Process, Assignment due: Web site evaluation
due and Treasure Hunt. Lesson 7 (July 12) Hyperstudio: Learning by constructing and reflecting Topics for discussion: Constructivism; Thematic investigations; assessment, rubrics Assignment for next class:
Read chapter 5. Create
Hyperstudio student product Assignment Due: WebQuest .
Lesson 8 (July 17)-
Classroom Management. Micro-Teaching
work session Topics for discussion: Lesson design; Classroom management strategies; One computer classroom; educational technology philosophy statement
Assignment D
Lesson 9 (July 19)
–. Work session Assignment for next class: Prepare
micro teaching and Technology Portfolio Lesson 10 (July
24)-. Micro Teaching Assignment Due: Lesson
plan. Technology Portfolio
Lesson 11 (July 26)-
Micro Teaching Assignment Due: Technology Portfolio EVALUATION OF
STUDENT ACHIEVEMENT:
All assignments must be submitted prior to the beginning of class on the date due. Assignments will be accepted up to one class session late but will result in a deduction to two letter grades for the particular assignment. No assignments will be accepted later than one class session past the due date. Missed exams may be made up at a later date only if permission has been granted by the instructor prior to the morning of the exam date. Exams must be made up within one week of the exam date.Evaluation of student achievement will be based upon assessment of course activities and class participation. |
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A |
90%-100% |
Outstanding achievement; for only the highest accomplishment |
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B |
80%-89% |
Praiseworthy performance; above average |
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C |
70%-79% |
Average, for satisfactory performance |
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D |
60%-69% |
Below average achievement |
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F |
Below 60% |
Very unsatisfactory performance |
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“A” grades acknowledge achievements that go beyond specified course requirements and criteria. An “A” is reserved for special effort that exceeds expectations and demonstrates exceptional performance. Assessments will be scored as follows: |
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Assignment |
Points |
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PowerPoint presentation |
100 |
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Article Summary |
50 |
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Web Site Evaluation |
25 |
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Word-processing Worksheet |
25 |
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Treasure Hunt |
100 |
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Web Quest |
200 |
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Hyperstudio Product |
100 |
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Internet Hot List |
50 |
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Micro Teaching |
100 |
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Technology Portfolio |
200 |
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Total |
950 |
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Expectations/Guidelines: Professional Unit Conceptual Framework: This course supports SSU’s Conceptual Framework for teacher education and school personnel programs. The Conceptual Framework’s organizing theme is “A Tradition of Caring: Informed Professionals Promoting Student Success and Excellent Practice in Education.” The four specific themes are; I. A Focus on Student Learning; II. Scholarship; III. Informed and Reflective Practice; and IV. Professional Collaboration and Development. This course’s objectives and learning experiences are linked to the Framework. Attendance and Participation: Students are required to attend class, but are allowed to miss one class without penalty. Each additional absence will lower the final course grade by one letter grade. Tardies or early departures in excess of 10 minutes will be equivalent to one absence. If a break is given during class, you are expected to return at the designated time. Chronic tardies or early departures less than 10 minutes will result in the lowering of the final grade. Students are expected to participate in all discussions and lab activities. While in class, students are required to act in a professional manner. Writing Across the Curriculum: Among the critical skills of the effective teacher is communication in written form. Such communication must be convincing, clear, correct, and appropriate to a variety of audiences. To demonstrate this skill, each student is required to meet high standards of clarity and correctness in all written work submitted in the course. The evaluation of all written assignments will take into account content, organization, style, grammar, spelling, and punctuation. All references should be noted using APA format. Academic Integrity: Students are expected to maintain high standards of academic integrity. Plagiarism on papers, cheating on exams, quizzes and weekly assignments (both giving and/or taking assistance), or engaging in other acts generally considered unethical, will result in an F for that exam or project and referral to the appropriate University officials. |
