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7/31/2019 ED554 Reston 2012
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Marymount University
ED554 RESB3 Summer 2012 Knight
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COURSE SYLLABUS
Course Number
ED 554 RESB3Course Title
Computers & Technology in the Classroom
Fall Spring Summer
X
Year
2012
Name of Instructor Office and Extension
Steven Knight Google Voice 703.307.2982
Electronic Mail
sknight@marymount.edu
Meeting Day and Time: May 18, June 1, 8, 15, 22, 29, July 13, 27, plus additional online hoursFridays, 6:00PM 10:00. Reston Room 5
Office Hours: By appointmentFinal: Integrated Lesson Unit Plan due July 31, 2012
ACADEMIC INTEGRITY
By accepting this syllabus, you pledge to uphold the principles of Academic Integrity expressed
by the Marymount University Community. You agree to observe these principles yourself and to
defend them against abuse by others.
SPECIAL NEEDS AND ACCOMMODATIONS
Please advise the instructor of any special problems or needs at the beginning of the semester. If
you seek accommodation based on disabilities, you should provide a Faculty Contact Sheet
obtained through Disability Support Services located in Gerard Hall, 703-284-1615.
STUDENT COPYRIGHT AUTHORIZATION
For the benefit of current and future students, work in this course may be used for educational
critique, demonstration, samples, presentations, and verification. Outside of these uses, work
shall not be sold, copied, broadcast, or distributed for profit without student consent. Items
submitted for this course also may be submitted to TurnItIn.com for analysis.
Sc hoo l of Educ at ion and Huma n Servic es
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WEATHER AND EMERGENCY INFORMATION LINE
703-526-6888 (Off-campus); Ext. 6888 (On-campus)
ATTENDANCE POLICY
Due to the intensive nature of this course; Students are expected to attend all sessions for six
hours each day, M F. Any absence for any reason will necessarily require a re-assessment of
your continued participation in the class. Your job, this semester, is to complete this course
successfully.
1. BROAD PURPOSE OF COURSEAn introductory, hands-on course designed to acquaint preservice teachers with the
integration of technology into an educational curriculum, including multimedia,
evaluation of educational software, and an introduction to telecommunication resources
such as the World Wide Web.
1.a. CRITICAL ASSIGNMENT
Marymount's Teacher Education Department has identified key or critical assignmentsfor your program as part of our formative assessment system. These critical assignments
are part of your normal course work and are first considered in the evaluation for your
course grade. These assignments are also scored by your professor in the following fiveareas: 1) Knowledge of Subject Matter; 2) Knowledge of Human Growth and
Development; 3) Adapting for Individual Needs; 4) Instructional Planning Skills; and 5)
Assessment of Student Learning. The scores from these five areas are not part of yourcourse grade, but are reported to the MUs Education Department and used for program
evaluation and formative assessment. You may inquire about the critical assignmentscores for this course or you may ask the department chair about the scores for all of your
critical assignment at any time. Additionally you are evaluated using the following
dispositional statements: establishes collaborative relationship w/instructor and peers,
appreciates diversity in and out of the MU classroom, demonstrates integrity, anddemonstrates self-control and exhibits a positive attitude. The critical assignment for this
course is: Technology-Integrated Unit Plan.
1.b. CONCEPTUAL FRAMEWORK
Marymount Universitys professional education programs are dedicated to our mission of
Preparing Educational Leaders for Diverse Learning Communities. The three strands
comprising the conceptual framework model include critical thinker, effectivepractitioner, and caring professional that synergistically interact with one another.
Knowledge of content, human growth and development, and pedagogy, along with
current research and learning theory, provide the foundation for our professionalprograms. All courses and experiences are designed to achieve this mission.
1.c There is no field experience requirement for this course.
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COURSE OBJECTIVES Upon successful completion of this course students will beexpected to:
a. Establish criteria for selecting educational hardware and software;b.
Describe appropriate applications of selected educational technologies, includingcomputers;
c. Demonstrate effective use of the computer as a productivity tool for teaching andlearning;
d. Apply selected multimedia tools;e. Evaluate hardware and educational computer hardware and software, including
programs designed to meet the needs of special populations;
f.
Describe research findings and theory bases which underpin the application ofelectronic technologies in schools;
g. Develop a lesson unit plan which appropriately integrates educational technology.h. Describe implications of education computing on such issues as equity, ethics,
privacy, viruses, and copyright infringements;
i. Describe the role advanced technologies currently play in education and willlikely play in the future;
j. Establish criteria for assessing the accuracy and reliability of online resources;k. Use electronic technologies to access and exchange information;l. Employ appropriate technologies to support the Virginia Standards of Learning
and other instructional objectives, in addition to the NETS standards.
2. TEACHING METHODThe integration (not merely addition) of technology into a classroom creates
opportunities for rich educational experiences that are inquiry-oriented, learner-centered,
and multisensory while accommodating varying learning styles. This foundation courseoffers a hands-on overview of effective teaching methods using digital technologies. We
shall explore uses of digital imagery, the internet, digital concept mapping, podcasting,
and digital storytelling in addition to other technologies as means of developingproductive instructional interactions. We will also pursue readings and discussions
intended to help each student develop his/her own informed ideas about technology use
in the classroom. Classes will include readings, tutorials, hands-on experience witheducational technology and discussions of reflections on our work.
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3. GRADING POLICYa. Technology Integrated Unit Plan (30%) Students will create a one week unit
which will use technology as part of the instruction. Students will need to refer to
state standards as a focus of the unit. Objectives for each lesson should be presentas well as an assessment tool that will be used to determine if learners met theobjectives in the lesson. In this project students will specifically outline how they
will use the technology they have selected to teach the subject matter. This lesson
plan will be accompanied with a narrative describing how this lesson integrates
inquiry and Universal Design for Learning.
b. Blogs (personal and class) (20%): Students will contribute weekly to a personal orclass blog on assigned writing topics.
c. Technology Integration Projects (50%): Students will explore a wide variety oftechnology integrations
Evaluation: Since this is a graduate course, high quality work is expected on allassignments and in class. Grades will be based on the completion of course requirements
and on the scope, quality, and creativity of the assignments.
Attendance and participation are compulsory. Additionally, students are assessed on the
quality and timeliness of assignments (late work will be penalized). Copyright law is tobe respected in all assignments. All assignments are due at the beginning of classes.
Letter grades will be assigned to conform to the Marymount University 2011- 2012
Graduate Catalog.
Rubrics for individual class requirements will be distributed
Assignment Description/Requirements
Technologically Integrated
Unit Plan Project (30%)
Due: July 31th
Develop a Unit Plan around a common theme that
incorporates technology in an integral way that addresses21st century skills discussed in class (innovation,
creativity, critical thinking, problem solving,
communication, and collaboration). You should not justplug technology into an existing unit plan. Rather the
focus should be on 21st century skills and how students are
using technology to address these. While the teacher mayuse technology to communicate concepts and ideas, the
focus of this unit should be on student use of technology to
meet stated objectives.
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Professional Blog (20%)
Due: July 31st
Demonstrate a level of familiarity with both technology
and sound design principles during the development of a
Professional Blog.
Front page will include weekly class reflectionsand/or assigned reading, detailing how what is
learned can be applied to your future classroom. Professional 'bio' web page about you, the author
of the site. Find a visual way of representing
yourself (wordle, avatar, video).
Include links to other resources and other bloggers.Class Website (10%)
Due: TBD
Create a Google Site to serve as the class eportfolio. Thesite should include;
Pages linking each product created A page (s) featuring your technology integrated
lesson plan
Group Podcast Project
(15%)
Due: June 29th
Demonstrate the effective use of the computer as a
productive tool for teaching and learning, working ingroups to create a >10 minute podcast (audio and video).
Digital Storytelling Project
(15%)
Due: July 13th
Demonstrate the effective use of one of the digital
storytelling tools showcased in class to create an
introduction of yourself, or a product that can support your
Technologically Integrated Unit Plan. The intended
audience would be your students.
Class Reflections &
Participation (10%)
After each class, write a reflection on your blog, on the
knowledge gained from reading, class activity, and/orclass discussion along with potential applications to future
work.
4. CLASS SCHEDULEThe course schedule and assignments are subject to change; revisions to the schedule
will be announced and posted on the course blog
(http://ed554reston12.wordpress.com/ )
Date Class Topics AssignmentsMay 18 Introduction to the Course
21st
Century Skills & 21st
Century
Classroom
Explore blogs
Course ReadingsBlog reflection
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Date Class Topics Assignments
Digital Immigrants v. Digital
Natives
Blogging
June 1st Personal Learning Networks
Social Network
Social Bookmarking
PLN work session
Course Readings
Blog reflection
Add an About page to Blog
June 8th Technology Enhanced Project
Based Learning
Google Tools
Google ReaderGoogle Site
Google work session
Course Readings
Blog reflections
June 15th Podcasting
Multimedia Enhanced Classrooms
Media Literacy
Visual Learning
Technologically Integrated Lesson
Plan work session
Course Readings
Blog reflectionsPost enhanced image to Gsite
Bring headsets/laptops
June 22th Digital Storytelling
Digital Citizenship
Copyright
Podcasting work session
Course Readings
Blog reflections
Finalize Storyboard/ScriptBring headsets/laptops
June 29th Introduction to Universal Design for
Learning
Technologically Integrated Lesson
Plan work session
Digital Storytelling work session
Podcast Presentations
Course Readings
Blog reflections
Podcasts Due on Gsite
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Date Class Topics Assignments
July 13th
Inquiry-based learning and
Historical Thinking
Presentation Software
Presentation work session
Podcast Presentations
Technologically Integrated Lesson
Plan work session
Course Readings
Blog reflections
Digital Story Due on Gsite
July 27
th
Technologically Integrated LessonPlan Due July 31
st posted on GSite
by midnight
Course Reflection Post
6. REQUIRED TEXTS
No text is required for this course; however, outside readings are required as assigned.
Required Equipment: USB Flash Drive or external hard drive Microphone or headset for
recording audio
7. REQUIRED OR SUGGESTED READINGS OR AUDIO-VISUAL MATERIALSNone
Recommended