LAMBUTH UNIVERSITY
Education Department
EDU 2403
Educational Technology
Classroom: CU
220
Instructor:
Dr. Jean McDonald Office: CU222
Office
Telephone: 731-425-3265
E-Mail: mcdonald@lambuth.edu
Office Hours: Posted by Office Door 4 May 2008
Required Textbooks:
Lever-Duffy,
J., & McDonald, J. (2008). Teaching
and learning with technology.
Allyn & Bacon.
Publication manual of the
American Psychological Association. (5th ed.). (2001).
Materials: Students are responsible
for furnishing any materials (e.g., transparencies, handouts, CD-Rs or DVD-Rs, paper clips, etc.) used in
classroom assignments and presentations.
Flash (Jump) drive (at least 1 gb)
Course
Prerequisite: CIS
1503 Survey of Productivity Software; sophomore class standing
Course Goals: The No Child Left Behind
Act of 2001 charges states to define “qualified teacher” to include the
knowledge and skills necessary to integrate technology into curricula and
instruction and to ensure that every teacher has these skills. Upon completion
of this course, the student will be familiar with a variety of instructional
technologies and be able to apply them to the teaching/learning process. Students
will learn instructional design that accommodates diverse learners through
modifying teaching strategies to support their needs in recognition of the
educational benefits of diverse student bodies. Adaptive and assistive
technology will constitute an important part of the accommodation process. Students will learn to critically evaluate
software, hardware, and web sites for credibility, timeliness, and relevance
for research purposes, as well as for grade and developmental level usability.
§ Knowledge is created actively by the learner.
§ Knowledge is “constructed” or made meaningful when learners relate new information to prior knowledge or existing structures of knowledge.
§ Knowledge “constructs” are shaped by experience and social interaction.
§ Members of a culture collaboratively establish knowledge.
Three types of learning as set forth by Dunlap with citations from others (2004) serve as the basis for the conceptual framework for this course: generative, intentional, and situated.
§
Generative: Students will take responsibility for ascertaining the content they
need to know for their chosen teaching fields. The learning activities and
lesson plans they design will reflect the research they have conducted and the
cognitive level, synthesis, they have
addressed. Their end products will be presented for evaluation by the professor
and reflection by the presenter (Bloom, 1956; Cognition and Technology Group at
Vanderbilt, 1992).
§
Intentional: Students will be actively involved in creating the activities required
in the curriculum. They will work collaboratively with their classmates in
small groups and with partners. The learning activities will result from
research and creative application of the research to form innovative learning
experiences for the students to use in their teaching careers (Palinscar, A.,
& Klenk, L., 1992).
§
Situated: By demonstrating in the pre-service classroom, the observational
classroom, and the student-teaching classroom the lessons and activities they
have designed, the students will integrate theory into practice; that is, they
will show the implementation of research-based, creatively adapted
instructional methods. This approach is problem-based learning carried out
according to the philosophy of constructivism with a mandate for the inclusion
of multiple-intelligences theory (Smith, 2003).
Additionally, throughout this course, the Lambuth University Education Department’s L.E.A.D. conceptual framework is incorporated as a basis for the instructional design and the outcomes derived from the implementation of the instruction by means of preparation for LITERACY, an emphasis on EXPERIENCE, a concentration on ACCOUNTABILITY, and interaction built on DIVERSITY, as defined in the Teacher Education Handbook (2008).
Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.
Student Learning and Development. Candidates understand how students learn and develop and provide learning opportunities that support student intellectual, social, and personal development.
Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.
Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Communication. Candidates use knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the learning environment.
Planning. Candidates plan instruction based upon knowledge of subject matter, students, community, and curriculum goals.
Assessment and Evaluation. Candidates know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social, and physical development of the learner.
Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
Colleagues, Families, and Community. Candidates foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.
Technology.
11.a Candidates use technology and technology-based resources to facilitate developmentally appropriate student learning.
11. b Candidates use technology to enhance their professional growth and productivity.
11. c Candidates effectively use and manage all technology available to them and explore uses of emerging resources.
National Educational Technology Standards for Teachers and
Students
This course will address all the
International Society for Technology in Education (ISTE) standards developed
for the NETS·T Project (Preparing Tomorrow’s Teachers to Use Technology), a P3
grant program sponsored by the U.S. Department of Education. These standards
describe a performance profile of a technology-literate teacher and 21 key
competencies. The competencies are listed in the course textbook, Teaching
and Learning With Technology.
Attendance
and Tardy Policies: You are expected to be present for every class. If you are
absent, it is your responsibility to find out missed work from a
classmate. Do not call, e-mail, or by
other means contact instructor.
§
Two unexcused absences will automatically lower your overall grade by
one letter.
§
Three tardies equal one absence. Tardies include leaving class early.
In
registering for classes in the Education Department, you accept the
responsibility for attending class, completing assignments on time, and
contributing to class discussions. You
will be excused from class and allowed to make up assigned work for the
following reasons ONLY:
(A) Medical emergencies with
appropriate documentation.
(B) Family emergencies with
appropriate documentation.
(C) University-sponsored
activities with appropriate documentation
IT IS THE RESPONSIBILITY OF
THE STUDENT TO FURNISH DOCUMENTATION WITHIN TWO (2) CLASS PERIODS FOLLOWING THE
ABSENCE.
A copy of the documentation must be given to the instructor, and it will not be returned.
American Disabilities Act:
Grading: Please see Mastery Supplement.
Academic Dishonesty: Academic dishonesty includes cheating on an
assignment by plagiarizing, unapproved submission of work prepared for another
course, and providing assistance to another student in preparing
assignments—unless designated as a collaborative project--or in taking tests.
The penalty for academic dishonesty
is an immediate grade upon detection of an F in the course with an
additional penalty possible of dismissal from the university. All academic
dishonesty, regardless of the penalty imposed, is documented in the student’s
permanent file.
Community Service: A
community service component may be required. The project will be announced at
the beginning of each term.
E-Portfolio: Your electronic portfolio
demonstrates mastery of all course assignments. It exhibits your effort,
progress, and accomplishments. It will serve as a reflective, assessment, and
employability portfolio for you.
You
will be given a Preliminary E-Portfolio Evaluation Checklist for format and one
for content and a Final E-Portfolio Evaluation Rubric to help you meet the
criteria for successful compilation of your portfolio. The checklist and rubric will help you
understand how you will be graded and allow you to self-assess your work before
turning it in. Please examine both the
checklist and the rubric carefully to make sure you understand what is expected
of you. Before you present your
portfolio for preliminary evaluation and for final evaluation, make sure you
have followed all of the criteria listed below:
1.
A cover page with the course name and number; your name; the
professor’s name; and the year and semester in which the portfolio was
prepared. A left sidebar with links to the major sections of the e-portfolio.
Additional “cool effects” will be required on the cover page and on other pages
as directed.
2.
A cover page for each section of the e-portfolio. Each cover sheet will
have a left sidebar with links to the other major sections.
3.
Each chapter in Teaching and Learning with Technology that is
covered in class will constitute a section of the e-portfolio, as will a
diagnostic pretest and posttest and a reflective writing on the value and
practicality for future teaching assignments of the course.
4.
Each chapter’s assigned work, including written assignments, digital
photos of artifacts, handouts, and helpful links.
5.
Your classroom web site.
6. Other
requirements may be added.
Please note:
This course is designed for students
registered through the university. Children, therefore, are not permitted to be
present in scheduled classes. Additionally, children cannot be left unattended
on department premises. Adults not registered at the university or not
registered in this class may visit the class only at the discretion of the
professor.
Please mute cell phones, pagers, and
other sound-activated technology during class.
Text-messaging is not allowed during class.
Assignments must comply with the
following requirements:
|
Word processed, 12-pt. font, double spaced |
|
|
Assignment identification
and required content |
Your name Course number and title (If WDYT, LT, CC, or HOn) Chapter number Instructor Date and time submitted
(Use Insert on the Menu bar) Page numbers if more than one page in length (lower
right corner) If from the textbook, the entire question as it appears in the textbook Hard copy of any web sites
and/or traditional sources cited in your response to the assignment (If OTW) Printout of OTW from http://www.ablongman.com/lever-duffy/2e Answer to the activity URL of accessed site at
bottom of page(s) Hard copy of any web sites
and/or traditional sources cited in your response to the assignment (Other Assignments) Follow the identification requirements for all
assignments and specific directions given with the assignment. |
|
Revisions |
Original marked copy Revised copy |
|
Citations |
APA style only |
|
Classroom web site |
CD-R of web site |
|
E-portfolio |
CD-R of e-portfolio |
|
All assignments |
Standard Written English: “The dialect of English
used and expected by educated writers and readers in colleges and
universities, businesses, and professions” Fowler, H. R., & Aaron, J. E. (2004). The Little, Brown handbook (9th ed.). |
§
All assignments from Internet sources must have the referenced site
address printed at the bottom of each of the pages accessed. If your computer
isn’t programmed to provide this information, please see the
§
Internet sites or traditional sources cited in the assignments you
submit must include a printout of the entire site or a photocopy of the entire
article of printed source cited.
§
If the printout encroaches on the right margin, landscape is to be used for the printout. This site can be
created or updated no earlier than 2006.
N.B. Teaching is a demanding
but highly rewarding career. Teaching requires a serious commitment to
a WORK ETHIC which involves professionalism in appearance and attitude at all
times. It involves initiating tasks and
completing them in a timely manner. To
foster professionalism in our pre-service teachers, we expect you to
□ Attend every class.
□ Be
on time.
□ Participate,
show initiative, and be attentive.
□ Accept
praise, feedback, and criticism impersonally.
□ Dress professionally, meaning no tank
tops, sweatshirts and sweatpants, or shorts in class. T-shirts are acceptable if they do not
display tasteless or offensive messages.
□ Do not wait until a few days before an
assignment is due to work on it. If the technology needed to complete the
assignment is not available or operative, you will have no option but to
receive a failing grade on the assignment and, as a result, a failing grade for
the course. As future teachers, it is imperative that you learn to meet
deadlines if you are to have a career in teaching.
Dunlap,
J. C. (2004). The