This course syllabus may also be accessed via Blackboard
URL: www.blackboard.com/courses/EDUC471
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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
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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 uses of telecommunications for collaboration and information sharing (II) |
a. Develop a list of sources for collaborative K-16 telecommunications projects b. Join an educational listserv c. Participate in the Through Our Eyes telecollaborative project and develop a notebook to record your experiences |
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3. knowledge of exemplary web sites and curricular uses of each (II) |
a. Include electronic resources in a Treasure Hunt |
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4. 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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5. 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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6. 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 gender/equity issues |
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7. 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 c. Participate in a class presentation on assistive technology |
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8. 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. Develop a Treasure Hunt to integrate web resources into instruction d. Observe a K-12 lesson that incorporates technology and write a reflection of your experiences |
| Skills |
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Outcome: Candidates will demonstrate |
Assessment |
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1. Ability to use telecommunication tools to communicate and interact electronically (II) |
a. Email assignments with attachments to your instructor b. Contribute to the course electronic discussion board c. Contribute to an educational electronic bulletin board d. Join an educational listserv e. Develop web pages and make them available on the Internet |
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2. 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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3. Ability to design technology-based assessment and scoring tools (III) |
a. Create a rubric to assess student multimedia projects |
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4. Ability to select and design learning experiences that incorporate technology (III) |
a. Complete a software evaluation b. Develop a Treasure Hunt |
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5. 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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6. 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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7. 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 |
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8. Ability to collect and analyze instructional data electronically (II) |
a. Use a spreadsheet to calculate and graph averages |
| 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 b. Use appropriate “netiquette” when engaging in discussion board discussions |
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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. Subscribe to a technology-related listserv |
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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. |
Topics and Assignments
Week 1 (January 29)- Basic Skills:
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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 |
| “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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Article Summary |
50 |
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Spreadsheet |
50 |
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TOE Notebook |
100 |
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PowerPoint presentation |
100 |
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Classroom Visitation |
50 |
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Software Evaluation |
50 |
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Micro-Teaching |
100 |
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Treasure Hunt |
100 |
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Mid-Term |
100 |
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Hyperstudio Lesson |
100 |
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Technology Portfolio |
100 |
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Total |
900 |
Expectations/Guidelines:
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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.
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