Syllabus

Course Description

Technology is reshaping the future of education. Interactive technologies enable educators and administrators to enhance the quality of learning for their students. Integrating Technology in the Classroom (ITC) is a graduate level computer course specifically designed for educators and administrators with activities appropriate for students at both the introductory and intermediate level. The course curriculum earned the International Society for Technology in Education (ISTE) Seal of Alignment for the National Educational Technology Standards for Teachers (NETS-T).

Objectives

• Identify and implement methods to teach students, teachers, and administrators computer literacy, information literacy and integration literacy skills.
• Combine understanding of cyber ethics, copyright, software piracy, and fair use.
• Explain how to use learning theory to teach more effectively.
• Implement a specific Web site into the curriculum and describe how it enhances learning and meets standards.
• Demonstrate ability to integrate productivity software into curriculum specific lessons.
• Explain various alternative assessment methods to evaluate technology based assignments.
• Describe the positive impact of implementing audio and video into class activities.
• Compare and contrast a variety of online teaching tools.
• Analyze methods to fund classroom technology.
• Design and create a class Web site.
• Explain and demonstrate learning that occurred during the class with the creation of an electronic portfolio.

Curriculum Design

Integrating Technology in the Classroom is a forty-five hour, three credit graduate level course. The course begins with an overview on how the integration of technology facilitates student learning. As students progress, their knowledge about evaluating online resources and designing learning activities with new technologies increases. This hands-on experience allows students to customize assignments for their specific grade level and curriculum specialty. The course begins with Participants learning strategies for technology integration, assessment in technology integrated lessons, and teaching cyber ethics. Participants create curriculum specific activities for integrating Web sites, word processing software, presentation software, spreadsheets, and online tools. As a final project, Participants create a class Web site incorporating curriculum specific technology integrated activities. Participants culminate the course creating an electronic portfolio demonstrating their growth during the course.

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

Edutopia, published by The George Lucas Educational Foundation (2002), 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: What Is Technology Integration?

Contents:

• Determine how the NETS can integrate with state and local standards.
• Explain the difference between computer, information, and integration literacy.
• Identify a variety of computer components.
• List ways computers can enhance student learning.
• Discuss ways in which a specific Web site can be integrated in your classroom.

Module Two: Teaching, Learning, And Technology

Contents:

• Explain how to use learning theory to teach more effectively.
• Define and describe communication networks.
• Outline the history of the Internet and the World Wide Web.
• Explain how to find information using a Web search tool.
• Combine understanding of cyber ethics, copyright, software piracy, and fair use to create an acceptable use policy.
• Discuss ways to integrate a specific Web site into your classroom.

Module Three: Word Processing For Everyone

Contents:

• Describe what it takes to be a leader.
• Recognize assistive technology to aid diverse learners.
• Create, edit, save, and print a Word document.
• Discuss ways in which a specific Web site can be integrated in your classroom.

Module Four: Alternative Assessment

Contents:

• Learn to use alternative assessments in grading.
• Find ways to engage students with authentic learning techniques.
• Use authentic assessment to evaluate students.
• Investigate rubrics and how they can help you stay objective.
• Research the best way to build an electronic portfolio.

Module Five: Using Multimedia Software

Contents:

• Learn how to use multimedia software.
• Explore the impact of audio and visual effects on projects.
• Brainstorm different ways for students to show what they know.
• Learn about PowerPoint and how it can inspire your students.

Module Six: Technology Integrated Lessons

Contents:

• Use graphic organizers to help students learn.
• Evaluate online tools.
• Rethink your role as a teacher.
• Create alternative assessment activities.

Module Seven: Spreadsheets In Every Subject Area

Contents:

• Learn to ask questions that launch your students on inquiry-based lessons.
• Discover new and dynamic ways to use a spreadsheet.

Module Eight: Online Activities, Hardware, and Software

Contents:

• Analyze educational uses for various types of computer hardware.
• Use the Internet as a tool to communicate and collaborate with other teachers, parents, and students.

Module Nine: Internet Safety

Contents:

• Understand the importance of antivirus and filtering software.
• Analyze various methods and resources to fund technology.

Module Ten: Your Class Website

Contents:

• Design and upload a class Web site to the Internet.

Culminating Project: Your E-Portfolio

Contents:

• Design and upload an electronic portfolio to the Internet.

Course Requirements:

1. Complete all class projects.
2. Reflect and record learning from each module.
3. Maintain a portfolio of activities, products, readings and learning.

Assignments	Points
Introduction Assignment	5
Forum Post	45
Weekly Reflections	45
NETS Quiz	17
Technology Integrated / Cooperative Learning Lesson Plan	10
Web Evaluation	5
AUP	4
Online Assessment Evaluation	5
Word Processing Cyber Inquiry	20
Assistive Technology Review	4
Word Processing Research	10
Alternative Assessment	10
Software Resource Quiz	5
Multimedia Lesson Plan	10
Web Page Hotlist	5
PowerPoint Lesson Plan	8
Online Tool Evaluations	12
Excel Lesson Plan	10
Inquiry Based Lesson Plan	10
Hardware Cyber Inquiry	12
Online Survey	20
Collaboration Project	12
Safety & Technology Use	8
Class Web Site	25
Electronic Portfolio	20
Total	337

Grades
337 - 313 - A
312 - 286 - B
285 - 259 - C
258 - 233 - D
232 -     0 - F

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

ISTE NETS-S http://www.iste.org/AM/Template.cfm?Section=NETS

Angrist, J., & Lavy, V. (2002). New evidence on classroom computers and pupil learning. The Economic Journal, 112(October), 735-765. Retrieved December 6, 2002 from ftp://repec.iza.org/RePEc/Discussionpaper/dp362.pdf.

Ba, H., Goldenberg, L., & Anderson, L. (2002). A qualitative investigation of teachers and the JASON multimedia science curriculum: Reported use and impact year 2 evaluation report. Retrieved March 3, 2003 from http://www2.edc.org/CCT/publications_report_summary.asp?numPubId=23.

Bain, A., & Smith, D. (2000). Technology enabling school reform. T.H.E. Journal (Technological Horizons in Education), 28(3), 90.

Becker, H. J. (2000). Internet use by teachers. The Jossey-Bass Reader on Technology and Learning. San Francisco: Jossey-Bass.

Commission on Child Online Protection (COPA). (2000). Report to Congress, October 20, 2000. Retrieved January 20, 2003, from http://www.copacommission.org/report/COPAreport.pdf.

Crawford, V., & Vahey, P. (2002). Palm education pioneers program, March 2002 evaluation report. Menlo Park, CA: SRI International. Retrieved July 14, 2002, from http://www.palmgrants.sri.com

Davis, R., Ginns, I., & McRobbie, C. (2002). Elementary school students’ understanding of technology concepts. Journal of Technology education, 14(1). Retrieved on May 7, 2003, from http://scholar.lib.vt.edu/ejournals/JTE/v14n1/davis.html.

Grunwald Associates (2003). Connected to the future: A report on children’s Internet use from the Corporation for Public Broadcasting. Retrieved June 16, 2003 from Corporation for Public Broadcasting Web site: http://cpb.org/ed/resources/connected

Marshall, G. (2001). Creativity, imagination and the world-wide web. Educational Technology & Society, 4(2). Retrieved October 28, 2001, from http://ifets.ieee.org/periodical/vol_2_2001/marshall.html.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

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