EDUC 2201 Instructional Technology Syllabus

Published on July 2016 | Categories: Documents | Downloads: 37 | Comments: 0 | Views: 309
of 10
Download PDF   Embed   Report

Syllabus for EDUC 2201 (Instructional Technology) at Fairmont State University.

Comments

Content

EDUC 2201 Instructional Technology Fall 2013

Instructor Information
Instructor: Dr. Jeremy Price Office: ED 315 Email: [email protected] Student Drop-In Hours: Monday, Tuesday, Wednesday, Friday 3-4pm and by appointment

Course ID
Fairmont State University School of Education Graduate Program Instructional Technology 2201 http://bit.ly/educ2201-syllabus

Conceptual Framework

The mission of the Fairmont State University School of Education (FSU SoE) is to prepare reflective and responsive educators who possess the knowledge, skills, and dispositions to help all students learn. The FSU SoE mission is integrated across the curriculum, field experiences, clinical practice, and assessments of candidates. The conceptual framework (CF) provides the structure and guiding principles that are necessary to accomplish this mission. The five West Virginia Professional Teaching Standards (WVPTS) and their respective functions undergird the knowledge, skills, and dispositions that candidates must possess in order to facilitate learning for all students. Diversity and technology are included in the CF representing themes that are integrated throughout the unit’s programs. Demonstrated competencies in the standards/functions empower candidates to function as reflective and responsive educators. The CF is based on research about effective teaching and learning best practices that apply to teacher candidates at the initial level as well as accomplished teachers at the advanced level. The CF and the WVPTS also are central guiding elements of the FSU Professional Development School (PDS) Partnership that provides a critical structure and context for teacher education and educator professional development.

Course Overview
Technological advancements have been occurring at a dizzying pace, and our schools struggle to keep up. Educators are increasingly expected to use technology in their work, both in their lessons and activities and in their own professional development and learning. These trends come from personal interests, economic and social expectations, and policy mandates. A great deal can

1

EDUC 2201 Instructional Technology Fall 2013
be gained in education from the use of technology, and this course seeks to help educators develop a reflective and mindful approach to considering and expanding their practice with technology. This will happen through interactions with technology tools and applications, experts and innovators in the field, and peers enrolled in the course.

Course Throughlines and Outcomes
Throughlines “describe the most important understandings that students should develop during an entire course” (http://learnweb.harvard.edu/alps/tfu/info3b.cfm). Throughlines are the big ideas that we will be exploring and developing understandings around over the semester. This course seeks to help teacher candidates explore the following throughlines: • How do I see the relationships between teaching, technology and me? • What are some of the roles technology can play as a tool for teaching? • How do I see my role as a teacher with technology? These throughlines were developed to help you become more reflective, deliberate, and responsive as a teacher in your relationships with your students and with technology to design a deep, effective, and engaging learning experience in the classroom. The three throughlines in the course are oriented to support the following outcomes to be demonstrated by teacher candidates: 1. Facilitate and inspire student creativity and learning: Use digital technologies to develop multimedia products that customize and personalize learning activities and assessments to address students’ diverse learning styles, working strategies, and abilities. 2. Design digital age learning experiences: Design technology integrated projects-based learning experiences that engage students in exploring real world issues and solving authentic problems. 3. Model digital age work and learning: Develop problem solving skills to effectively use current and emerging digital tools to locate, analyze, and evaluate information resources for their potential to improve learning in the content areas. 4. Professional growth and leadership: Use Web 2.0 tools to collaborate with peers and reflect on effective uses of technology to enhance learning and teaching. 5. Collaborative knowledge construction: Collaborate with K-12 students using digital tools and resources to support student success and innovation. 6. Communicate Relevant Information: Communicate relevant information and ideas effectively to a particular audience using a digital tool appropriately. 7. Digital Citizenship: Model safe, legal and ethical uses of digital information and technology including respect for copyright, intellectual property, and the appropriate documentation of resources to responsibly to plan and facilitate student learning.

Performances of Understanding
Teacher candidates are required to demonstrate their understandings of the course concepts, ideas, strategies and skills. This will be accomplished through a number of performances over the course of the semester.

2

EDUC 2201 Instructional Technology Fall 2013 Attendance and Weekly “Exit Tweets” (40 points)
Attendance and class participation are extremely important to success in this class and as a teacher. As such, you are expected to be prepared by reading the assigned articles and chapters, engage in collaborative projects and activities, participate in discussions and ask questions, and submit assignments on or before their due date. Each teacher candidate in EDUC 2201 will start with a bank of 10 points for attendance. Each unexcused absence will result in 1 point deducted from this bank. Although I would prefer to be notified ahead of time of absences, if you have an excuse for your absence you have 24 hours after class to notify me. Perfect attendance (no unexcused absences) will give you an additional five point bonus. In addition, each student will be required to complete an “exit tweet” each week: a short reflection of the week’s readings, discussions, and activities. This tweet will follow the “Wow and Wonder” format: one idea that surprised or intrigued you, and one question that you have for further inquiry. The exit tweets are due by end-of-day Friday each week and are worth 2 points each for a total of 30 points.

Learning, Creativity, Understanding, and Technology Living Document (50 points)
Outcomes: 1, 3, 4 A core goal for EDUC2201 is for students to begin to construct an understanding of what learning, creativity, and understanding mean to them as teacher candidates and how technology can serve to facilitate their work towards fostering these attributes in the classroom. This performance of understanding will unfold over the course of the semester in four stages: • • Candidates will develop 1-4 paragraphs in response to the question, "What are learning, understanding, and creativity?" (10 points) Due September 6 Candidates will develop 2-4 paragraphs in response to the question, "What are some ways to use digital media and tools to support learning, understanding, and creativity in the classroom?" (10 points) DRAFT DUE IN CLASS ON OCTOBER 11, Final Draft Due in TaskStream on October 15 Candidates will develop 2-4 paragraphs in response to the question, "What are the particular skills, expertise, and interests that I bring to the use of digital media and tools to support learning, understanding, and creativity in the classroom?" (10 points) DRAFT DUE IN CLASS ON NOVEMBER 1, Final Draft Due in TaskStream on November 5 Candidates will combine all previous responses into a coherent document and post it to their Professional Portfolio (see below). The document must be a fluid and connected read and all sections should be aligned. (20 points) DRAFT DUE IN CLASS NOVEMBER 22, Final Draft Due in TaskStream on December 13





3

EDUC 2201 Instructional Technology Fall 2013 UDL Online Book (70 points)
Outcomes: 1, 2, 3, 7 As a way to engage in digital authoring and inclusive digital practices, candidates are expected to write an online book for elementary, middle, or high school students on a particular topic of their choosing constructed with the UDL Book Builder. Candidates will also include a short reflection document which outlines the features of Teaching for Understanding and Universal Design for Learning which were incorporated into the online book. Our class will be working with either a third grade or sixth grade class on this project. More details will follow later in the semester. (4 extra criteria) Due TBD

Acceptable Use Policy Preamble and Narrative (50 points)
Outcomes: 3, 4, 5, 7 Students will work in pairs to construct an Acceptable Use Policy (AUP) Preamble for digital media and tools in the classroom that reflects the values and attributes of digital citizenship that they would like their pupils to practice. Individually, students will write a 1-2 page narrative of how they expect to introduce the AUP to students and parents and how they would integrate it into their classroom culture. Due November 22

WebQuest (80 points)
Outcomes: 1, 2, 3, 7 As a way to engage in digital authoring and inquiry-based and constructivist digital practices, students will be expected to construct a well-structured WebQuest for elementary, middle, or high school pupils on a particular topic of their choosing constructed with the Zunal WebQuest Builder. Students will use additional media from other digital tools covered over the course of the semester in their WebQuest. Students will also include a short reflection document which outlines how the features of Teaching for Understanding and the elements of a WebQuest were incorporated into the WebQuest. Due December 13

Professional Teaching with Technology ePortfolio (50 points)
Outcomes: 1, 3, 4, 5 Students will begin an ePortfolio in this class. Their portfolio will contain products (or links to products) from the course and can be updated over the course of their careers. This portfolio can be used in the job application process. More information will follow later in the semester. Due December 13

Final Grade Calculation
There are a total of 400 points over the course of the semester. Your total number of points will be divided by 4 to yield a standard 100-point scale score. Any fractions will be rounded up. Score distributions on the 100-point scale are as follows: Points (100-point scale) 95-100 Final Grade A

4

EDUC 2201 Instructional Technology Fall 2013
90-94 85-89 80-84 75-79 70-74 65-69 <65 AB+ B BC D F

For example, if you have a total of 360 points on the 400-point scale, you will have a 90 on the 100-point scale. This translates to an A- for a final grade.

Required Resources
We will be using Teaching for Understanding with Technology by Martha Stone Wiske, Kristi Rennebohm Franz, and Lisa Breit. Teaching for Understanding with Technology (TfUwT) provides an excellent overview of the Teaching for Understanding (TfU) framework in the context of technology in education. TfU provides you with an excellent language and framework for considering standards, planning lessons and curricula, evaluating technology tools and addressing individual students. TfUwT is a valuable addition to any teachers’ bookshelf. Although it is not required, it is highly recommended that written work (with the exception of Weekly Tweets) be accomplished using Google Documents. This requires a Google account, which is why it is not required. If you write your work in Google Documents, I will be able to provide direct feedback on the document in an interactive manner. I will provide instructions for signing up for a Google account and creating a Google document the first week of class. Lastly, you will be required to use Task Stream to access the links to the readings and to submit your performances of understanding. A multiyear license is available through the University Bookstore or through Task Stream. For more information, visit http://bit.ly/fsu-taskstream.

Course Schedule
Week 1 (August 19-23) • Generative Topic: What are creativity, understanding, and learning? • Understanding Goals: Teacher candidates will develop a starting point and framework for exploring what creativity, understanding, and learning mean to them. • Readings: "20 Things I Learned..." (http://bit.ly/14SfJHi); "K-12 Techology Trends to Watch" (http://bit.ly/19pTre1); TfUwT Chapter 1, "What is Teaching for Understanding?" • Tools: Paper and colored pencils Week 2 (August 26-30) • Generative Topic: How do I relate to technology?

5

EDUC 2201 Instructional Technology Fall 2013
• • • Understanding Goals: Teacher candidates will develop an understanding of their technology interests, preferences, and strengths and weaknesses. Readings: TfUwT Chapter 2, Using New Technologies to Teach for Understanding Tools: VoiceThread (http://www.voicethread.com/)

Week 3 (September 2-6) *NO CLASS MONDAY SEPTEMBER 2 (LABOR DAY)* • Generative Topic: What are characteristics of a well-designed learning goal? • Understanding Goals: Teacher candidates will understand the characteristics of a generative topic for learning and understanding. • Readings: TfUwT Chapter 3, “Generative Topics and New Technologies”; “UbD and Serendipity: Why Planning Helps Rather Than Hinders Creativity” (http://bit.ly/16kpbQE) • Tools: Prezi (http://www.prezi.com/) • Assignment Due: First Part of Living Document Week 4 (September 9-13) • Generative Topic: What are characteristics of a well-designed learning goal? • Understanding Goals: Teacher candidates will understand the characteristics of a wellconstructed, achievable, and observable understanding goal. • Readings: TfUwT Chapter 4, Understanding Goals and New Technologies; "Standards Must Be Unpacked" (http://bit.ly/14VQBwu); "9 Wrong And 8 Right Ways Students Should Use Technology" (http://bit.ly/148Wu9W) • Tools: Concept Mapping Week 5 (September 16-20) • Generative Topic: What are ways to assess learning with digital tools and media? • Understanding Goals: Teacher candidates will understand the characteristics of performances of understanding and recognize the importance of ongoing assessment and feedback. • Readings: TfUwT Chapter 5, Performances of Understanding and New Technologies; "On Assessing for Creativity" (http://bit.ly/17yUNRx); "Teaching Project Management" (http://bit.ly/17V0CHW) • Tools: ScreenChomp Week 6 (September 23-27) • Generative Topic: What are ways to assess learning with digital tools and media?

6

EDUC 2201 Instructional Technology Fall 2013
• Understanding Goals: Teacher candidates will understand the characteristics of performances of understanding and recognize the importance of ongoing assessment and feedback. Readings: TfUwT Chapter 6, Ongoing Assessment and New Technologies; "On Rubrics: Part 1" (http://bit.ly/19pWbrO); "On Rubrics: Part 2" (http://bit.ly/14pbTz3); "Seven Keys to Effective Feedback" (http://bit.ly/14Sivfz) Tools: Prezi (http://prezi.com/)





Week 7 (September 30-October 4) • Generative Topic: What are the ways we can use technology to provide opportunities for learning irrespective of ability and background? • Understanding Goals: Teacher candidates will use the UDL framework to design education materials. • Readings: Universal Design for Learning: Meeting the Needs of All Learners (http://bit.ly/14Kpd0i); UDL Educator Checklist (http://bit.ly/19AOa6W) • Tools: UDL Book Builder (http://bookbuilder.cast.org/) Week 8 (October 7-11) • Generative Topic: How can we use technology to facilitate understanding- and creativity-oriented classrooms? • Understanding Goals: Teacher candidates will recognize opportunities and constraints of technology facilitation in the classroom. • Readings: “The Role of Technology in Teaching” (http://bit.ly/16WJqEZ); “Does the Digital Classroom Enfeeble the Mind?” (http://nyti.ms/19pWp2e) • Tools: exploratree (http://www.exploratree.org.uk/) • DRAFT DUE IN CLASS ON OCTOBER 11: PART 2 OF LIVING DOCUMENT Week 9 (October 14-18) • Generative Topic: How can we evaluate existing digital tools and media to recognize their place in facilitating an understanding- and creativity-oriented classroom? • Understanding Goals: Teacher candidates will be able to apply an analytic framework to evaluate existing digital tools and media. • Readings: "5 Features Technology Must Have Before Classroom Use" (http://bit.ly/15TE60A); "Organizing for Instructional Results" (http://bit.ly/16WJHrA); "Technology and Learning Spectrum" (http://bit.ly/16x3yPA) • Tools: Diigo (http://www.diigo.com/) and others • FINAL DRAFT DUE ON TASKSTREAM ON OCTOBER 15: PART 2 OF LIVING DOCUMENT

7

EDUC 2201 Instructional Technology Fall 2013
Week 10 (October 21-25) • Generative Topic: How can we use technology to learn about ourselves and others in relation to the larger world? • Understanding Goals: Teacher candidates will recognize and be able to successfully use technology to synthesize information found on line to connect with themselves and their circumstances in relation to the wider world. • Readings: “Beyond Mere Gathering” (http://bit.ly/1cOCAGT); “Teaching Zack to Think” (http://bit.ly/18CFybs) • Tools: Learnist (http://learni.st/) Week 11 (October 28-November 1): WebQuest Week • Generative Topic: How can we use technology to learn about ourselves and others in relation to the larger world? • Understanding Goals: Teacher candidates will understand the structure, opportunities, and challenges of using a WebQuest with their students in order to construct one. • Readings: “What is a WebQuest” (http://bit.ly/15U1JGb); “What are the Essential Parts of a WebQuest” (http://bit.ly/14puNWO); “What Kind of Topics Lend Themselves to a WebQuest (http://bit.ly/1bHIcyw); “Critical Perspectives” (http://bit.ly/15U24Zv) • Tools: Zunal WebQuest Maker (http://zunal.com/) • Assignment Due: Living Document Part 3 Week 12 (November 4-8) • Generative Topic: What are the ways that the use of technology in the classroom is informed by social, cultural, legal, and community contexts? • Understanding Goals: Teacher candidates will understand the ways and the routines to prepare students to engage in technology-based activities that respect norms and laws. • Readings: “Nine Themes of Digital Citizenship” (http://bit.ly/19AZgJj); "Developing an Acceptable Use Policy" (http://bit.ly/19AQDyo); "Making The Most Of Limited Access To Learning Technology"(http://bit.ly/19AQGKt); "Parents are Over-Confident about Internet Safety" (http://bit.ly/13I2l26) • Tools: XMind Week 13 (November 11-15) • Generative Topic: Modeling and communications are key pedagogic tools that are particularly important when it comes to technology • Understanding Goals: Teacher candidates will understand the ways they can facilitate and model “good” technology use for students. • Readings: “How Kids Get To Become Tech Experts” (available on Task Stream); "Eight Things Skilled Teachers Think, Say, and Do" (http://bit.ly/19AQSJQ)

8

EDUC 2201 Instructional Technology Fall 2013
• Tools: SCVNGR (http://www.scvngr.com/)

Week 14 (November 18-22) • Generative Topic: Modeling and communications are key pedagogic tools that are particularly important when it comes to technology • Understanding Goals: Teacher candidates will develop strategies to communicate information and ideas with students, parents, and peers. • Readings: "Am I a Techie?" (http://bit.ly/1afDdan); "27 Ways To Increase Family Involvement In The Classroom" (http://bit.ly/19pYTh7) • Tools: Portfoliyo (https://www.portfoliyo.org/), In Touch Teacher (https://www.intouchteacher.com), Chalk (https://chalkschools.com) • Assignment Due: AUP and Narrative *THANKSGIVING BREAK (NOVEMBER 25-29)* Week 15 (December 2-6) • Generative Topic: Teachers can strengthen their ability to facilitate and inspire learning and creativity by building their practice and engaging in networks • Understanding Goals: Teacher candidates will develop and understanding of when and who to ask for support, as well as what resources to draw upon. • Readings: "The 5 Biggest Skills Modern Teachers Need" (http://bit.ly/14Ku95t); "Teachers: Finished products or works in progress?" (http://bit.ly/17V3apq); "Ten Roles for Teacher Leaders" (http://bit.ly/19AReA1) • Tools: Better Lesson (http://betterlesson.com/), DonorsChoose (http://www.donorschoose.org/)

Fairmont State University Policies
Academic Integrity: Fairmont State values highly the integrity of its student scholars. All students and faculty members are urged to share in the responsibility for removing every situation which might permit or encourage academic dishonesty. Cheating in any form, including plagiarism, must be considered a matter of the gravest concern. Cheating is defined here as: the obtaining of information during an examination; the unauthorized use of books, notes, or other sources of information prior to or during an examination; the removal of faculty examination materials; the alteration of documents or records; or actions identifiable as occurring with the intent to defraud or use under false pretense. Plagiarism is defined here as: the submission of the ideas, words (written or oral), or artistic productions of another, falsely represented as one's original effort or without giving due credit. Students and faculty should examine proper citation forms to avoid inadvertent plagiarism.

9

EDUC 2201 Instructional Technology Fall 2013
Disability Services: Services are available to any student, full or part-time, who has a need because of a [documented] disability. It is the student's responsibility to register for services with the coordinator of students with disabilities and to provide any necessary documentation to verify a disability or the need for accommodations. The coordinator of Disability Services can be reached at (304) 367-4686 or (800) 641-5678 Ext. 8.

10

Sponsor Documents

Or use your account on DocShare.tips

Hide

Forgot your password?

Or register your new account on DocShare.tips

Hide

Lost your password? Please enter your email address. You will receive a link to create a new password.

Back to log-in

Close