Syllabus

Course Description

This course is designed to provide students with strategies for integrating instructional resources into all areas of the PK-12 curriculum in alignment with state and national standards.

Objectives

At the completion of this course, the student will be able to:

• Model technology use in instructional settings.
• Locate and evaluating instructional materials and software for diverse curriculum areas.
• Describe major sources of curriculum frameworks, standards, and guidelines for all grade levels and subject areas.
• Demonstrate a variety of strategies to incorporate instructional technology into the curriculum.
• Incorporate major technology resources in a variety of curriculum areas.
• Identify and describe technology tools and strategies for inclusion, interdisciplinary instructional models of teaching.
• Demonstrate Instructional Systems Design components.
• Create a curriculum design with the integration of technology.
• Evaluate curriculum and the implementation of technology.

Curriculum Design

Technology and the K-12 Curriculum is a forty five-hour, 3 week graduate credit course taught online. This course will emphasize best practices for integrating standards based technology-rich lessons in a K-12 setting.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

Using Technology in the Classroom by Gary Bitter and Jane Legacy (2006) is the required textbook for this course. The textbook, course materials, and an extensive Recommended Reading List will be provided for all students. In addition, online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content

Course Outline

Module One: Effects of the Information Age on Education

Objectives: Students will explain how technology has impacted the K-12 curriculum.
Contents:

• Explain components that make up the digital curriculum
• Compare and contrast teaching styles and lessons with and without the digital curriculum
• Compare and contrast the effects of No Child Left Behind National Technology Plan, and 21^st Century Skills on the curriculum
• Interpret results of research in education to describe the effect of technology on achievement

Module Two: Planning for Technology – Rich Instruction

Objectives: Students will generate activities demonstrating proper technology integration planning techniques.
Contents:

• Evaluate a piece of educational software.
• Evaluate a Web site appropriate for K-12 students.
• Design a comprehensive lesson plan incorporating an evaluated piece of educational software and an evaluated Web site.

Module Three: Organizing and Managing Technology Enhanced Instruction

Objectives: Students will create technology management plans.
Contents:

• Design a floor plan for a one computer classroom, floor plan for a 5 computer classroom, and a floor plan for a classroom in which every student has a laptop.
• Create a “How to Organize and Manage Technology Enhanced Instruction” primer for the teachers in your school or district.

Module Four: Productivity Tool, World Wide Web and Presenting Technology Enhanced Lessons

Objectives: Students will generate activities demonstrating the correct method to incorporate and present productivity tool and World Wide Web enhanced lessons.
Contents:

• Incorporate multiple productivity software tools into K-12 lessons.
• Design activities instructing teachers on using the Internet and incorporating the World Wide Web into K-12 lessons
• Design a product instructing teachers on planning and presenting technology enhanced presentations

Module Five: Assessing and Evaluating Technology Enhanced Lessons

Objectives: Students will defend the use of technology use in assessing and evaluating student work.
Contents:

• Demonstrate various methods of using technology to assess and evaluate student achievement.

Module Six: Technology in the Content Areas

Objectives: Students will demonstrate the ability to create and critique technology integrated multidisciplinary units.
Contents:

• Design technology integrated multidisciplinary units for specific content areas
• Critique integrated multidisciplinary units for specific content areas

Module Seven: Professional Practice

Objectives: Students will incorporate knowledge of professional practice for technology use to create materials for other teachers.
Contents:

• Generate examples of using technology for professional enrichment
• Compile a resource for K-12 students and teachers on computer ethics

Module Eight: Designing Online Instruction

Objectives: Students will design and critique online learning activities.
Contents:

• Evaluate off the shelf distance learning software
• Design a Web site to teach a K-12 subject online

Module Nine: Emerging Technologies

Objectives: Students will analyze the impact of emerging technologies on education.
Contents:

• Decide on uses for emerging technologies that will positively impact student achievement

Module Ten: Promoting Technology Integration

Objectives: Students will design a presentation for a specific audience to promote technology integration in the K-2 environment.
Contents:

• Critique the ISTE Advocacy Skills Toolkit and generate a presentation promoting technology integration.

Course Requirements:

1. Students write and submit weekly reflections. 30 points.
2. Students work with a partner to design and present a technology enhanced multidisciplinary unit to the class. 100 points
3. Students incorporate resources from the ISTE Advocacy Toolkit to create a school or district based presentation to promote integrating technology into the curriculum. 50 points
4. Students generate technology resource Website for multiple subject areas and grade levels. 50 points.

Grades
100-93 - A
85-92 - B
75-84 - C

Proctored Exams:

General Information

For this course, you will be required to complete an online proctored exam. You, the student, are responsible for locating a qualified proctor to observe you completing this exam. The proctor can be a colleague, the administrator at a local school, or any approved professional. The proctor’s contact information and the location where you plan on completing the exam must be submitted to your professor no later than the Module 6 due date for this course. You and your approved proctor will be required to complete a form verifying that you successfully completed the exam independently.

Some facts about the exam:

• Questions will reflect course content for modules 1-8.
• The content of the questions will reflect the type of assignments you completed in Modules 1-8, so it would be to your advantage to review your assignments prior to the proctored exam.
• This exam is designed to take approximately 2 hours to complete.
• Question types will include multiple choice, short answer, and essay.
• You will be able to log in to the exam the day after Module 8 assignments are due to your professor.
• Once you log in, the exam will only be available for 2 hours
• During the exam, you may use the course Web site for assistance, as well as other research sites such as Questia that may assist you in successfully completing the exam.

Selecting a Proctor

Your proctor can be a colleague, the administrator at a local school, or any approved professional. Remember when selecting your proctor that he or she must:

• Be available during a two hour block of time the week of the exam.
• Stay in the room with you during the exam.
• Complete the proctor form.

Your exam location must be a secure location where you will not be interrupted by others. Suggested locations include:

• Your classroom
• Your school computer lab
• Library

Prior to the Module 4 due date send your professor an e-mail suggesting the name of a possible proctor and proposed location. In the subject of the email message type PROCTOR Your e-mail must include the proposed proctor's title, workplace and work e-mail address (if you provide their home e-mail address also, it may be easier to get in touch with them more quickly... but you must provide their work e-mail address).

Your professor will reply to let you know if your proctor selection was approved.

Taking The Exam

The week prior to the exam, your professor will send your proctor an email with the exam instructions and an Exam Affidavit.

The day after the Module 8 due date, you and your proctor will receive an email with the link to the exam. You will only be able to access the exam once. Do not click on the link or attempt to open the Web page until you are ready to begin the exam.

Exam Rules

• The exam is designed to take approximately 2 hours to complete
• Exams submitted more than 2 hours after they are initially accessed will not be accepted (proctors should carefully keep track of time spent on the exam.
• Students who do not propose a suitable exam site and possible proctor will not be allowed to take the exam.
• Students must not communicate with anyone regarding the exam, other than the proctor (or instructor or other designate), either verbally, electronically or otherwise, during the exam.
• The exam must be completed independently.
• Students must not discuss the curricular content of the exam with colleagues from class, either verbally, electronically, or otherwise, until after the final deadline for completion of the exam.
• If technical problems arise such that you are unable to access the on-line exam, notify your proctor at the exam site and get them to e-mail the instructor so that the time limit for the exam may be extended if required.
• The final exam covers Modules 1-8. It is not a closed book exam, you are free to use the textbook, browse the Internet, and the course Web site. Because you will be tested on concepts, browsing absolutely does not help those who have not studied, but may be an aid to those who wish to occasionally clarify their thinking.
• Students and proctors may not remove a printed copy of the final exam from the exam site.
• If the exam is printed during the examination period, the copy must be destroyed by the student or proctor before the student leaves the site of the final exam.
• It is recommended that students who may wish to browse during the exam open 2 copies of the browser during the exam (using one for browsing if necessary, and the other for the exam).
• It is recommended that you "save" frequently during the exam, or write down a few words to help you remember which answer you have chosen for each question in the event that there is a power failure, or you accidentally close the browser window in which you are completing the final exam.

After The Exam

Upon completion of the exam, the student and proctor will complete the Exam Affidavit to verify that the student registered for the course is the student that completed the exam. Upon completion of the form, it should be faxed or scanned and emailed as an attachment to the Teacher Education University Registrar.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Online Resources

Technology Use in Teaching and Learning: What's the Return on Investment?

Education in the Information Age

Information Age Curriculum

MIT’s Augmented Reality

True North Logic

Vantage Learning

GEODE Initiative

Does Technology Enhance Inquiry-Based Learning?

How Teachers Use Inquiry in the Classroom

Journal of Educational Media and HyperMedia

Multimedia & Internet @ Schools

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.