ET 501 Using Technology: Fundamentals of Integration

ET 501

Using Technology:

Fundamentals of Integration

Welcome to the Seminar

Dr. Phyllis Schiffer-Simon

Seminar Agenda

Course Overview

Discussion Posts and Rubric

Major Assignments

Q & A

Course Overview & Description

In this course, degree candidates are introduced to effective strategies for integrating technology into classroom instruction.

Candidates use learning theory and best practices to evaluate sample lesson plans and to also develop activities that integrate instructional technology.

Specific emphasis is given to aligning activities with relevant national standards.

Course Outcomes

After completing this course, you should be able to:

Develop a technology-based content-specific lesson plan that is aligned with relevant standards.

Evaluate various instructional strategies based on appropriate learning theories.

Identify guidelines and resources for socially responsible uses of technology.

Discussion Grading Rubric

Knowledge of Content: Student successfully applies sufficient concepts, facts, and ideas from readings and related assignments. 6 points

Critical Thinking: Student demonstrates critical reflection on the topic(s) using two or more of the following strategies: 1) Examining issue(s) from multiple perspectives 2) Making connections to theoretical frameworks. 3) Reflecting critically on research methods or legitimacy and/or quality of sources. 8 points

Contribution to Flow of Academic Exchange: Student’s posts contribute significantly to the depth and evolution of the discussion. 8 points

Participation: Student provides a high level of reciprocal engagement with other participants. Postings and replies are made throughout the academic week. 5 points

Writing Mechanics and APA: Student’s posts contain few or no errors in writing or mechanics, and properly formatted APA in-text citation and a list of references wherever one is needed. 3 points TOTAL = 30 POINTS

Major Assignments & Weeks Due

Unit 6: Plagiarism and the Internet

In preparation for this writing assignment, read Steve Gardiner’s article “Cybercheating: A New Twist on an Old Problem” published at the Web site of Phi Delta Kappa International.

Near the end of his article, Gardiner says the following, “The Web is one more tool for research and a wonderful one at that. But learners need to learn how to use it in the right way and for the right reasons.”

Clifford Stoll, a University of California astrophysicist who has written critically and controversially about the value of the Internet and the emerging popularity of instructional technology. He said, "People think that because there [are] documents available online, that almost automatically all they have to do is copy from an online document and paste it into something else."


Write a short paper (2-3 pages) in which you address showing your learners how to use the Internet properly. Use your text as well as other references to support your ideas.

Address the following in your paper:

1. What directions would you use prior to a writing assignment to let your learners know that plagiarism is unacceptable?

2. When reviewing papers, what bells, whistles, and warning signs tend to signal that plagiarism may be present? What do you look for?

3. How can you use the Internet to learn how to deal with a learner who has obviously plagiarized? Include citations of three Web sites you found useful and summarize the techniques you found practical, sensible, or realistic.


Unit 8: Final Project: Technology Lesson Plan

Prepare a lesson plan that integrates technology with something you wish to teach. Use the ASSURE Lesson template on page 118 of your textbook and download the Lesson template found in Doc Sharing.

Include the following in your lesson plan:

1. Title that communicates clearly the focus for your activity plan.

2. Description of your lesson plan that incorporates use of the Internet, a computer, or other communication technologies.

3. Notation of learner age, subject matter taught, and curricular values (specific to the discipline you have chosen).

4. Your instructional objective(s).


5. A step-by-step list of the activities in your activity plan.

6. list of materials/resources, as needed.

7. Your measurement criteria.

8. Extension activities.

9. Standards (based on your activity plan).

10. Your rationale for the activity plan content.

11. An evaluation of your plan. Describe the strengths, weaknesses, and any plans for improvement or changes.

To achieve your best grade, always Follow the Grading Rubric

Copyright, Plagiarism,

and “Fair Use”Copyright, plagiarism, and Fair Use: 10 basic

principles

1. ALL creative work is copyright except works in the public domain.

2. All published creative works are copyright, whether they have the copyright symbol © or not.

3. Non-published creative works (such as letters, diaries and even student essays) are still copyright.


and “Fair Use”Copyright, plagiarism, and Fair Use: 10 basic principles

4. The copyright-holder can assign the right to copy parts or all of a work, with or without other conditions or stipulations. The copyright-holder can charge for making this right available, or can assign it for free. Just because a work is copyright does not mean that it cannot be copied; it means that permission to copy has to be obtained from the copyright-holder/s. The copyright-holder has the right to charge, to make conditions, to refuse permission altogether.

5. The length of time a work remains copyright before it falls into the public domain varies from country to country, and may vary according to the medium of the original work. A copyright-holder can choose to waive his/ her right to copyright, to put the work into the public domain whenever s/he wishes.



6. A work in the public domain may be copied freely and without the need to ask permission. Many works in the public domain contain other material which remains under copyright, and permission to copy that material may still need to be obtained. (i.e. the text of Alice in Wonderland is no longer copyright.)

7. The concept of fair use allows copying for educational and other purposes, without reference to the copyright holder. However, this is usually limited to small extracts from of the work, not to large extracts or to the full work. In many cases, the full work may be very short, as in a poem, a cartoon-strip, a photograph, in which case the right to copy may be very limited.



8. The concept of fair use often applies to use of copyright material in non-published materials (as school work). All may change if the work is subsequently published (including publication on the Internet). Work published on the Internet is as subject to copyright as work published in any other medium. Just because a work is "freely available" does not mean that it can be copied without permission.

9. In all cases of copying, attribution must be given. Whether a work is copyright or in the public domain, the right to copy does NOT give the right to claim ownership and authorship. Herein lies the basic difference between breach of copyright and plagiarism.


and “Fair Use”Copyright, plagiarism, and Fair Use: 10 basic

principles

10.Copying a work without permission may breach copyright. Copying a work without permission and claiming authorship is both breach of copyright and plagiarism. It is possible to plagiarize without breaching copyright.

John Royce (2008)

Seminar Discussion

This week we will discuss the significance of being socially responsible users of technology. What does this mean? Consider the principles of copyright, plagiarism, and “fair use” in relation to your own work.

Come to the seminar prepared to discuss the following topics:

In addition to understanding the principles of copyright, plagiarism, and “fair use” for our own work, it’s also important to teach our students about the appropriate uses of technology.

What strategies might you suggest for teaching students about these topics?

Wrap Up

Questions and Answers

Documents

ET 501 Using Technology: Fundamentals of Integration