EDUC 1215 - Integration of Technology in the Curriculum

Spring 2009

"The heart of the matter is really a matter of the heart."

I. Course Description
The integration of technology into teaching, learning, and the curriculum is the focus of this course. Students should have some computer skills/literacy upon entrance. This course provides an introduction to the use of instructional technology including the preparation of an electronic portfolio. Students will explore aspects of the use of technology as a teaching and assessment tool. This is a hands-on course in a laboratory setting; two important components of the course are the development of computing skills and
the development of an electronic portfolio. Two semester hours credit.

II. Purpose of the Course
To become familiar with, and make application of, technology for educational use.

III. Rationale for the Course
In today's technologically advanced world, pre-service teachers need the knowledge and experience of how technology can be used to document their professional growth. An electronic portfolio contains a systematic, purposeful, and meaningful collection of student work that exhibits the pre-service teacher's overall effort, progress and growth over time. The creation of the electronic portfolio also allows students opportunities to reflect on their development as a teacher and to analyze their own work samples to be included. The portfolios can be used to communicate the pre-service teacher's experiences to prospective employers or to other institutions of higher learning, as well as a reflective tool for self-assessment of professional growth.

     Technology is used by the teacher:
     1) As a productivity and communication tool for work and personal purposes,
     2) As a tool to present content in a variety of ways, and
     3) To facilitate and teach the application of technology in the class room.  

This course provides a foundation for a multitude of technological tools in a practical educational context. It is expected that skills learned in this course will be applied during the education experience at NGU and in the classroom setting.

Learning Outcomes
IV. Academic Objectives (cognitive domain)
Upon completion of this course the student will:
  A. Have a practical knowledge of technology available for educational purposes.
  B. Have an understanding of the potential usage for technology in the classroom.
  C. Be able to give reflective reasons for the incorporation of specific technology as a means of meeting specific learning needs of students.
  D. Become acquainted with various aspects of educational technology and media, and how it is presently being used in schools.
  E. Having a working knowledge of Microsoft Office.
  F. Apply and model principles of effective grouping and assessment strategies for diverse populations.
  G. Understand the changes that occur in information technology.
  H. Understand and apply concepts and skills for making decisions concerning the social, ethical, and human issues related to computing and technology.
  I. Integrate advance features of technology-based productivity tools to support instruction, extend communication outside the classroom, enhance classroom management, and perform administrative routines more effectively.
  J. Use telecommunications and information-access resources to support instruction.
  K. Use computers and other technologies in research, problem solving, and product development
  L. Develop information literacy skills to be able to access, evaluate, and use information to improve teaching and learning.
  M. Provide opportunities for the student to apply information about technology, in light of their own personal field experiences in early childhood classrooms.

 N. Diversity - The student will acknowledge diversity of cultures, learning styles and preferences by using various strategies of teaching utilizing technology (stand-alone PowerPoint lesson for remediation, evaluation of grades in a gradebook for the purpose of accommodating learners' needs, creation of concept maps, class newsletter, and by way of a research project on "assistive technology."

V. Attitudinal Objectives (affective domain)
Upon completion of this course the student will:
  A. Develop in self-esteem and confidence, not being intimidated by technology, but finding it as only a tool to be used by the master teacher.
  B. Develop in self-efficacy and competence in the use and manipulation of educational technology and media.
  C. Appreciate the potential and possible "enjoyment" in the implementation of media technology into one's lessons.

VI. Performance Objectives
Upon completion of this course the student will be able to:
  A. Make practical educational use of Microsoft Word.
  B. Use and create educational materials utilizing MS PowerPoint.
  C. Make practical educational use of Microsoft Excel Spreadsheets.
  D. Proficiently perform research from the Internet.
  E. Evaluate web pages for instructional purposes.
  F. Proficiently and creatively design and construct a web site containing graphics, links, interlinks, etc.

VII. Methods of Presentation
Teaching Strategies: Direct instruction / Class discussions / Guided discovery / Peer tutoring. Students will demonstrate knowledge, understanding, and application of course objectives through the following: Class discussions / Informal and formal presentations / Self-evaluations

VIII. Student Learner Outcomes and alignment to Teacher Education Program's Conceptual Framework: (see also matrix of alignment in this syllabus)

Lifelong Learner: Outcome 3: The teacher is a lifelong learner who by example and instruction invites lifelong learning in students.
Objective 3.B.1. The candidate uses information technology to document professional growth.
Criteria: Develops a working knowledge and application of technology for the classroom, and the production of an e-portfolio utilizing technology-based products from coursework, including the related assessment tools.
Assessment: Development of professional electronic portfolio and presentation of the portfolio and various practical applications to instructor and to class.

Caring Leader: Candidtate exhibits personal responsibility, trustworthiness, fairness and good citizenship in fullfilling professional responsibilities (APS 8, APS 10) EEDA 1,2, 3, 4.

IX. Dispositions
  Upon completion of this course the student will:
  A. To demonstrate a creative skill in use of modern technology.
  B. To demonstrate a confidence in learning, using, and mastering educational technology.
  C. To demonstrate the practical nature in the use of technology.
  D. Display confidence in working with various computer programs as a means of preparing and delivering developmentally appropriate lessons in an effective and interesting manner.
  E. Be competent in managing a workable, functional webpage and website.
  F. Demonstrate proficiency in the use of assembling and disassembly basic computer components.
  G. Utilization of the "Assessment of Disposition" survey will be used to assess student professional  dispositions.

X. Course Outline (pre-test are found at the "CheckPoint" link)
  A. Integrating Educational Technology into the Curriculum
  B. Communications, Networks, the Internet, and the World Wide Web
  C. Application Software Productivity Tools for Educators
  D. Hardware for Educators
  E. Integrating Digital Media and Educational Software Applications
  F. Technology, Digital Media, and Curriculum Integration

XI. Supplies and Materials needed for the course:
  A. Students will need to purchase/own a USB flash drive for use in each class session.
  B. Students will also be expected to take notes during class.
  C. Students will be required to make various presentations utilizing technology.
  D. Students will be expected to turn their assignments in on time.

XII. Course Expectations
A. Class Attendance: Students are expected to attend every session of class except scheduled times designated in the syllabus course outline for individual work in the lab. Students are expected to be on time and attend all class sessions. Points are deducted after 3 absences, regardless of reason. Students missing 4 classes will be ask to withdraw from the course or receive an "F." There is a great deal of information shared in the one hour session each week.

B. Demonstration of Professional Dispositions - as per attached

C. Disability Policy: Any student who needs special accommodations due to a diagnosed disability must notify Mrs. Bunny Isgett (864-977-7988, This e-mail address is being protected from spam bots, you need JavaScript enabled to view it ) the first two weeks of the semester and provide her with documentation concerning the disability. She will notify the instructor and assist in arranging accommodations.

D. Education and Economic Development Act: Preparation of candidates in this course is addressed through the ability to recognize the relationship of knowledge and skills learned in school to career development (STW 1.C.), technology competencies (STW 3.B), personal qualities (STW 3.C), interpersonal competencies (STW 3.E), technology competencies (3.H), integration of academic and vocational content (4.A), and using applied methodologies (4.C). The student will discuss how government policy affects education and understand the ways that the EEDA Act is implemented in public schools in Early Childhood, Elementary, and High School. Candidates will know and understand the basic elements and definitions of the EEDA Act. 1. Career Guidance. 2. Cluster of Study. 3. Elements of career guidance. 4. Character Education.

E. Diversity: Diversity is addressed in this class through: Creation of a web page addressing student diversity/differences.

F. Written Work: Written work is expected to be at the same level as one would expect from a teaching professional. All work should be typed, in APA Style, and free of errors. If work is submitted with significant errors the student will be referred to the Writing Laboratory for consultation and will be required to document their attendance with the writing lab staff in order to remain in this class.

G. Oral Communication: Oral communication is expected to be at the same level as one would expect from a teaching professional. Presentation should be clear, concise, upbeat, and free of grammatical errors. Content and teaching methodology should be addressed in an enthusiastic, demonstrative manner. If significant errors are noted the student will be referred to their advisor for consultation, and will be required to submit a plan for improving their speaking skills in order to remain in this class.

H. Plagiarism: Each student is expected to do his/her own work. Any plagiarism will result in receiving a zero (0 points) for the assignment in question, which will result in a lower grade for the course, as well as a written recommendation to the Dean for expulsion. Plagiarism includes, but is not limited to, copying another student's answers, papers, or projects, including material in a report without giving due credit to the source of origin, "cutting and pasting" from the Internet, or securing assignments from Internet "paper mills." Keep in mind that if it appears that you are taking credit for work that is not yours, you are plagiarizing, and that is the crime of stealing.

I. Tests: Students are encouraged to be in attendance for each and every scheduled test. Test dates are made known to you well in advance. Students who have a documented excused absence because of illness on the day of a test will take a similar, but thorough essay test in place of the originally scheduled test within two days of the test date. Otherwise, missed tests are not made up and a grade of zero (to be averaged with other tests scores) is recorded. Rule of thumb: Don't miss the test!

J. Extensions: There are times when unexpected events may appear in your life that cause such undue stress as to completely interfere with your studies. If such an event occurs then feel free to see me personally. I do not like to give extensions but I do believe in being fair. Each and every case will be considered individually. Do not ask me for an extension on the day an assignment is due! The answer is automatically, "no."

K. Cell Phones: Cell phones should be turned off before entering class. Using a cell phone in class or having one ring is not acceptable.

XIII. Course Requirements
Application of technology for teaching and learning – various technological projects, as noted
Create an electronic portfolio following set protocol - artifacts to be included:

· Autobiographical assignment - to be written as a requirement of EDUC 1210
· Philosophy of Education - to be written as a requirement of EDUC 2230 but included in EDUC 1215 portfolio
· Experiences working with children - Provide a summary and reflection of the experience
- Evaluation of student performance in the course: See Assignments

XIV. National Standards addressed.

International Society for Technology in Education (ISTE) and National Educational Technology Standards (NETS) 

XV. Assignments:
1. Reading of the textbook. In the past I have required students to read and outline the textbook. I am attempting to change this habit for I understand the amount of time such an assignment can take, and which could be spent on more educational experiences. I will, however, EXPECT you to read the chapter in advance of the lecture/class time. Most of my test questions will be drawn straight from the textbook, so it is to your advantage to read it. Just take the Nike™ approach: Just do it!

Much of the notes will come from the textbook, but students are strongly encouraged to use the PowerPoint class notes available to them to assist in following along with class lectures. These "outlines" are provided for your use. Copies will be E-mail prior to lecture. Students are responsible for printing out their own copies of the lecture notes, unless noted otherwise by the instructor. These will save you a great deal of writing and stress during lecture and will help you prepare for tests.

2. BONUS POINTS: Chapter Quizzes . As stated on the tentative calendar, those desiring “extra credit” will need to complete the chapter quizzes. In order to send these to me you will need to be able to: 1) complete each of the three sections for a chapter, 2) print out the two sections indicating successful completion, and finally, 3) copy the questions and answer these, e-mailing or turn in hard copies. (10 point each chapter).

3. Internet URL Scavenger Hunt

4. Microsoft Word (tutorial)
   a) Professional Resume  (tutorial)
   b) Classroom Newsletter

5.  PowerPoint (tutorial)
  a) About Me/Who I am? Presentation - be unique. See Criteria.
  b) Interesting Educational Topic Presented - 12-16 frames; pics; clip-art; unique and developmentally appropriate  (show grade level on title page). Typical "Scope and Sequence" available here for Grades K, 1, 2 , 3 , 4 , 5, 6, 7, 8, 9, 10, 11, 12.

6. Concept Mapping (ECE/ELE) (SEC)

7. Assistive Technology Report (APA template) (Scoring Rubric)

8. Creating a rubric -  All About Rubrics  - Rubric PowerPoint Lesson/Lecture

9. Excel - (tutorial)
    a) Grade book setup
    b) Assessment analysis

10. Portfolio (4-5 web pages integrated into your course website)

11. Web Design - Criteria are provided.  (Portfolio/Web Design Rubric )

12. Quizzes are Accumulative (it's to your advantage to learn the material the first time around!)

XVII. Grading Scale: 837 -900 = A; 828- 836 = B; 756 - 827 = C; 684- 7550 = D; 612 and below = F

93% -100% = A; 92%- 85% = B; 84% - 77% = C; 76%- 69% = D; 68% and below = F

XVIII. Tentative Schedule - (It is quite likely that we will alter the pace and/or the sequence of these topics as the semester progresses.) This is to WARN you of the likelihood of this taking place!

IX. Required Textbooks:
Shelly, G. B., Cashman, T. J., Gunter, R. E., & Gunter, G. A. (2008). Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom. (5th Ed.). Boston: Thomson Learning. 

Netscape Composer 7.2. (available for download )

Syllabus Stops Here==================================

Week	Textbook Readings	Quizzes are due on or before the test and will not be accepted after the test.	Assignments
Week 1 1/14 Intro	Syllabus/Requirements		Syllabus /Online URL
1/19	Chapter 1: Introduction to Using Technology into the Curriculum	Chapter 1	Scavenger Hunt (see criteria)
Week 2   1/21	Complete Ch. 1		Lecture/Notes....READ Ch. 1 before next class.
1/26			Complete Chapter 1
Week 3 1/28		Chapter 2	Begin Professional Resume  DUE: on or before midnight 2/4
2/2	Chapter 2: What Is Communications? Communications Networks?		Begin Classroom Newsletter (Due midnight on or before 2/9
Week4 2/4	Compete Ch. 2 /Catch-up
2/9		No Class Meeting	STUDY for Test 1!
Week 5 2/11		Test #1 (Ch. 1 & 2)	Extra credit for Chapers 1 and 2 will NOT be accepted after the beginning of the Test.
2/16	Chapter 3: Application Software Tools for Educator	Chapter 3	Begin Ch. 3. PowerPoint : ABOUT ME assignment PPt Due on or before midnight Feb. 22.
Week 6 2/18		Finish Ch. 3 notes	Begin PowerPoint: LESSON assignment
2/23		No Class Meeting	Complete Work on PPt #2 Assignment...mini-lesson presentation; must be “developmentally appropriate” lesson.Due March 1.
Week 7 2/25			Concept Map Lecture, explanation and assignment. Due: March 8th.
3/2	Chapter 4: Hardware for Educators The PPt lecture will be E-mailed to you but you will be responsible for studying/preparing for the test. There will be no "verbal" lecture.	No Class Meeting Chapter 4	Begin Chapter 4 Homework: Carefully view Excel Vid 1
Week 8   3/4	READ Chapter 4	No Class Meeting	Concept Map due on or before midnight 3/8, TODAY!
	SPRING BREAK March 9-13
Week 9 3/16	Click here for Presentation on "Creating Rubrics ."	<***possible change in requirements> No Class Meeting
3/18	Work on creating a rubrics for a lesson.	<possible change in requirements> No Class Meeting
3/23	All About Rubrics		What is a Rubric?
3/25	All About Rubrics		Rubrics Assignment is DUE: on or before midnight
Week 10 3/30		The class voted to not meet this day and to study from a list of possible questions from Chs. 3 & 4
4/1	Introduction to Assistive Technology	Test #2    (Ch. 3 & 4; & Test 1 questions)	Intro to Research Paper!
Week 11 4/6		No Class Meeting	WORK ON YOUR RESEARCH PAPER. See the template.
4/8		No Class Meeting	Work on your Research Paper. DUE: on or before midnight.
Week 12 4/13	Begin E-portfolio creation
4/15		All assignments have been completed and thus we have no more class meetings.	Include all links to your work samples AND work on the conceptual framework assignment
Week 13 4/20	Website Project Portfolio Project Website Building	Will notify you of your standing grade by today, with instructions for those needing to take the final exam.	Work on Websites! See Rubric. Website due: on or before midnight, 4/17/09.
4/22	Last (late) day to submit your E-portfoli - midnight  4/22.
Week 14 4/27		STUDY for Final Exam
Week 15 4/29		Study for Final Exam
5/1	FINAL EXAM WEEK (Ch. 5, Test 1 & 2 )	Comprehensive Final Exam	Value: 70 points of your final grade. SEE Exam Schedule

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