LME 537: Principles of Technology ApplicationsSpring 2008 Syllabus

Instructor: Dr. Marge Maxwell Office: Tate Page Hall - 365 Office Hours: 9:00am-3:00pm T, Th Telephone Numbers: Off. 270-745-2435Address: Western Kentucky University Fax: 745-6435

1906 College Heights Blvd. #71030 Prerequisite: LME 535 recommended (FYI: soon LME 535Bowling Green, KY 42101-1030 will be a prerequisite)

Email: marge.maxwell@wku.eduCourse Websites: http://ecourses.wku.edu; www.wku.edu/~marge.maxwell; http://www.wkulme.com

Required Text: none; all course material will be posted on BlackBoard

Required Special Instructional Materials Needed:Required hardware: PC/Windows-based computer with Internet Access or Macintosh with OS 10Required Software and File Formats: Microsoft Office Pro XP, 2003 or 2007 for Windows (Word, Excel, Access, PowerPoint), web

browser, If you are a Macintosh user, you should use MS Office 2004. However, one assignment in this course requires you to use MS Access which is not part of the Office 2004 for Mac suite. Therefore, you will need to use a PC computer for this one activity. For Office 2007 for Windows users, you must save files in the 1997-2003 format. In other words, save Word files as .doc (not .docx), Excel files as .xls (not .xlsx), PowerPoint files as .ppt (not .pptx), and Access files as .mdb (not .accdb). All Word files must be submitted as .doc, not .docx or .rtf.

Media: USB Drive (flash drive) highly recommended. Since many students work on more than one computer, a flash drive makes it more convenient to transport files you are working on.

Other materials: Teaching materials (teacher’s guides, curriculum, anything to help create instructional projects, available in schools or the Education Resource Center)

Course Rationale:This course is designed to follow LME 535 Survey of Educational Technology, an introduction to educational technology. This course introduces the process of the integration of technology into teaching and learning.

Course Description: This course provides the student with a fundamental understanding of the uses of microcomputers in instruction and instructional management. Students will use productivity tools (word processing, databases, spreadsheets, and presentation graphics) and the Internet in designing and teaching an instructional unit.

Course Objectives:1. Graduate students will create research papers and discuss educational technology topics and concepts in an interactive

discussion forum scoring 3 or higher on the rubric.2. Graduate students will evaluate educational classroom videos for Level of Teaching Innovation and justify their selection

scoring 3 or higher on the rubric.3. Graduate students will evaluate educational classroom videos for HEAT Analysis and justify their selection scoring 3 or

higher on the rubric.4. Graduate students will create three original technology products of their choice given appropriate software and tools scoring

3 or higher on the rubric.5. Graduate students will create one lesson plan that incorporates technology, uses the modified KTIP lesson plan template,

meets the LoTi 3 requirements, 45o HEAT analysis, and scores 3 or higher on the rubric.6. Graduate students will use teach an integrated technology lesson in collaboration with another educator demonstrating K-12

pupil learning, earning a score of 3 or higher on the scoring rubric.

Instructional Methods:Demonstrations, discussions, reading assignments, written assignments, technology demonstrations, use of computer software and productivity tools, tutorials, informational videos, field experience, teaching P-12 pupils

Course Topics:Educational Technology: definition and origin; Overview of current technology systems and applications in education; Issues in educational technology; Productivity tools: definitions, characteristics, issues, assessment, integration strategies, lesson activities; Integrating the Internet into Education; Locating Internet resources for educational and instructional applications; Collaboration with other educators; Diverse needs of pupils; Assessment of instructional technology and strategies.

Modified 2/13/2008 Page 1 LME 537 Syllabus

Course Disposition Statements: (Disposition means natural tendency, emotional constitution of the mind, inclination, or propensity.)

Level 1 Level 2Indicator Description of Target

Level 5 Indicator Description of TargetLevel 5

a. Values learning: Attendance

Consistently attends class and is on time. Usually notifies instructor in advance and arranges to meet instructor following a missed class. Usually gives reason for planned absence.

g. Values diversity

Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback and interaction with others. Listens carefully to others and respects the views of those perceived as different from self.

b. Values learning: Class participation

Actively engaged and interested in the class activities. Volunteers to respond to questions. Participates in discussions.

h. Values collaboration

Actively seeks out and incorporates ideas of others. Willingly works with others to improve the overall environment. Regularly shares information and ideas.

c. Values learning: Class preparation

Work is completed with attention to detail, is sequential, and is logical. Shows evidence of thoughtful analysis of the assignment. Work shows that adequate time and planning were allocated. Consistently comes to class well prepared.

i. Values professionalism: Respect for school rules, policies, and norms

Knows school rules and policies. Follows them consistently. Understands the purpose of regulations and respects their intent. Accepts responsibility for personally following them in patterns of dress, behavior, etc.

d. Values learning: Communication

Uses correct grammar in oral and/or written communication. Communication is free of offensive or inappropriate language. Uses language to express ideas very effectively regardless of the age of the listener.

j. Values professionalism: Commitment to self-reflection and growth

Recognizes personal limitations and strengths and uses them to best professional advantage. Actively seeks suggestions and constructive criticism. Regularly practices critical thinking. Regularly engages in learning through self-reflection.

e. Values personal integrity: Emotional control

Displays steady emotional temperament. Is receptive to viewpoints of others and their suggestions. Holds self accountable for emotions and behaviors. Displays a sense of humor and/or willingness to get along with others.

k. Values professionalism: Professional development and involvement

Regularly and actively participates in professional activities or events that promote professional development. Makes use of information from professional organizations, professional publications, and educational resources.

f. Values personal integrity: Ethical behavior

Is honest in dealing with others. Puts truth above personal need or advantage. Always dependable in terms of keeping personal and professional confidences. Can be counted on to follow through and keep word. Shows self to be a person of strong character.

l. Values professionalism: Professional responsibility

Accepts responsibility for own actions and for helping all students learn and actively seeks self-improvement. Consistently holds high expectations for the success of all students. Consistently looks to explain and remedy student lack of success by factors within the control of self.

Standards addressed in this course and Critical Performance Indicator:

Kentucky Experienced Teacher Standards Standard I: Designs/Plans InstructionStandard III: Implements/Manages InstructionStandard IV: Assesses and Communicates Learning ResultsStandard V: Reflects/Evaluates Teaching/LearningStandard VI: Collaborates with Colleagues/Parents/OthersStandard VIII: Knowledge of ContentStandard IX: Demonstrates Implementation of Technology

American Association of School Libraries (AASL), Standard 9.0 Instructional Leadership.  The ability to

serve as a learning facilitator within schools and as a leader of faculty, administration, and students in the development of effective strategies for teaching and learning

Association of Educational Communications and Technology (AECT),

Standard 1: design conditions for learningStandard 2: development of instructional materials and experiencesStandard 3: utilization of processes and resources for learningStandard 5: evaluation of the adequacy of instruction and learning

International Society of Technology Education (ISTE)

1. Technology operations and concepts.2. Planning and designing learning environments and

experiences.3. Teaching, learning, and the curriculum.4. Assessment and evaluation.5. Productivity and professional practice.6. Social, ethical, legal, and human issues.

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Course Schedule for Spring 2008 Semester:Link to WKU Spring Academic Calendar: http://www.wku.edu/Dept/Support/AcadAffairs/Registrar/spring/calendar.html

All assignments are submitted under Assignments on BlackBoard with the exception of the Orientation Activity (which is emailed to instructor) and CPI (which is uploaded to EPS).

Week of:

WKU Calendar EventsYou Should Know

Assignment Due Dates for Students who have NOT completed the revised

LME 535 course (Winter 2008)

Assignment Due Dates for Students who HAVE completed the revised

LME 535 course (Winter 2008)T 1/22 Email Orientation Activity and Scavenger Hunt

to Instructor no later than Sun. 1/27/08Orientation email due Sun. 1/27/08Update your student homepage on BlackBoard

by Sun. 1/27/08Information about yourselfPicture on homepage

Email Orientation Activity and Scavenger Hunt to Instructor no later than Sun. 1/27/08

Orientation email due Sun. 1/27/08Update your student homepage on BlackBoard

by Sun. 1/27/08Information about yourselfPicture on homepage

M 1/28 (1/29/08 – Last day of drop/add)(2/1/08 – Last day to apply for

May 2008 graduation)

Content Discussion Forum: Part 1 paper due Sunday, 2/3/08

Content Discussion Forum: Part 1 paper due Sunday, 2/3/08

M 2/4 Module TI-1: LoTi due Sun. 2/10/08 TI-3: CIP/PCU due Sun. 2/10/08

M 2/11 TI-2: HEAT due Sun. 2/17/08 ID-3: Differentiated Instruction due Sun. 2/17/08

M 2/18 Content Discussion Forum: Part 2Interview and responses to two other papers

due Sun. 2/24

Content Discussion Forum: Part 2Interview and responses to two other papers

due Sun. 2/24/08M 2/25 ID-1: Objectives Tutorial (let you instructor

know if you have completed it before) due Sun. 3/2/08

ID-2: Assessment Tutorial due Sun. 3/2/08

ID-2: Assessment Tutorial due Sun. 3/2/08

M 3/3 (March 7 – Last day to withdraw from any full semester course with a W)

TI-4: Lesson Plan Assessment and Enhancement due Sun. 3/9/08

TI-4: Lesson Plan Assessment and Enhancement due Sun. 3/9/08

M 3/10 Spring Break – 3/10-3/14/08M 3/17 (March 17 – Summer registration

begins)Email your instructor by Wed. 3/19/08 your

lesson plan topic, intended audience and setting, short description of lesson activities, and why it will be a LoTi 3 lesson.

Select and complete one: due Sun 3/30/08TS-6: DatabasesTS-7: Spreadsheets

Email your instructor by Wed. 3/19/08 your proposed changes to your lesson plan you created in LME 535.

Select and complete one: due Sun 3/30/08TS-6: DatabasesTS-7: Spreadsheets

M 3/24 TS-11: Google Apps due Sun. 3/23/08 TS-11: Google Apps due Sun. 3/23/08

M 3/31 (March 31 – 60% point, if a student does no class work after this date, a grade of FN is given.)

Select and complete one: due Sun. 4/6/08TS-8: Desktop PublishingTS-10: Advanced PowerPoint

10 points extra credit if ACTION part of lesson plan is submitted by Sun. 4/6/08

Select and complete one: due Sun. 4/6/08TS-8: Desktop PublishingTS-10: Advanced PowerPoint

10 points extra credit if ACTION part of lesson plan is submitted by Sun. 4/6/08

M 4/7 (April 9 – Fall registration begins)

Complete ACTION part of lesson plan by Sun. 4/13/08

You must have feedback and approval from your instructor before you teach this lesson.

Complete ACTION part of lesson plan by Sun. 4/13/08

You must have feedback and approval from your instructor before you teach this lesson.

M 4/14 (April 14 – last day to remove Incomplete from fall term)

Work on CPI: teach lesson, and complete IMPACT and REFINEMENT

Work on CPI: teach lesson, and complete IMPACT and REFINEMENT

M 4/21 Work on CPI: teach lesson, and complete IMPACT and REFINEMENT

20 points extra credit for submission of CPI by Sun. 4/27/08

Work on CPI: teach lesson, and complete IMPACT and REFINEMENT

20 points extra credit for submission of CPI by Sun. 4/27/08

M 4/28 (May 1 – last day to apply for August graduation)

Final due date Sun. 5/4/08 for CPI: Technology Integration Lesson

Final due date Sun. 5/4/08 for CPI: Technology Integration Lesson

M 5/5 Watch your email: You will be given feedback on your CPI. You may be given the opportunity to make revisions to improve your grade if your

Watch your email: You will be given feedback on your CPI. You may be given the opportunity to make revisions to improve your grade if your

Modified 2/13/2008 Page 3 LME 537 Syllabus

unit does not score at least a 3.0. unit does not score at least a 3.0. Grades due by noon

May 13, 2008

Course Evaluation: (based on accumulated points throughout the semester)

Evaluation (NOT taken revised LME 535) Evaluation (HAVE taken revised LME 535)Content Forum 200 Content Forum 200Three TS Projects (100 ea) 300 Three TS Projects (100 ea) 300Three TI Modules (50 ea.) 150 Two TI Modules (50 ea) 100Two ID Modules (50 ea) 100 Two ID Modules (50 ea) 100CPI 300 CPI 300Orientation Activity 25 Orientation Activity 25Participation 25 Participation 25TOTAL 1100 TOTAL 1050

Grading Scale (NOT taken revised LME 535) Grading Scale (HAVE taken revised LME 535)A = 90% = 990 – 1100 A = 90% = 945 - 1050B = 80% = 880 – 989 B = 80% = 840 - 944C = 70% = 770 – 879 C = 70% = 735 - 839

Grades and Student Feedback: Your instructor keeps grades on an MS Excel spreadsheet, not in BlackBoard’s grade book. You will be sent a personal Student Feedback Form after each project is graded providing you with grades and feedback.

Class Time Management:Management of your personal “class time” is one of the most difficult issues for students in an online class. Most face-to-face classes meet three hours a week and students are expected to spend up to six hours per week in class preparation and assignments. Therefore, you can expect to spend up to nine hours per week on any university course whether face-to-face or online. (Travel time has been a major consideration for many of you in face-to-face classes.) You will be working on different components of your TIU throughout the semester. It is not advisable to procrastinate not only because of the time involved but the technical issues you may face and the time required to teach your lesson. You should probably plan to teach your lesson sometime in April.

Submission of Assignments: 1. WKU subscribes to TurnItIn, a plagiarism service which gives professors an originality report for each student paper

turned in. Your assignments may be checked through this service.2. The preferred method for submission of your assignments (except final CPI) is to upload your assignment file

through BlackBoard. a. View the assignment description under Assignments in our BlackBoard course. b. Click on the link “View/Complete Assignment: AssignmentName” under the assignment description.c. Type a comment to your instructor about your assignment. It will not submit if you do not type

something.d. Click “Browse” and locate your assignment file on your hard drive or diskette.e. If you have another file to upload, click “Add Another File” and Browse to locate your file. Be sure to

add all files that you need to submit before you click Submit. You cannot come back to this screen.f. Click “Submit” to send your file to your instructor.

3. Your final TIU must be submitted to the Electronic Portfolio System. See instructions under the Technology Integration Unit.

Emails to Instructor: 1. ALL emails to your instructor MUST be in the following format:

LME 537, Last Name, TopicEmails without this format will (gently) be returned to you to revise the subject. I am not trying to be rude! My email program sorts mail according to the class number. If you do not use this standard email format, your message may get lost and many have been lost in past courses. Please help me with this!

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2. Please set your email options such that when you reply to any message, it will include the original message. When you email me, my email software (Outlook) will retain your original message when I reply. If you reply back, your message should retain both your original message and my response. This helps to remind me of our ongoing conversations. Thanks!!

3. Please avoid emails with "humorous" attachments or emoticons, viruses by using virus checking software, and using floppies that have been used on public machines. Use correct English grammar and spelling in all emails to your instructor.

Field Experience: Ten hours of field experience have been planned for the TIU in this course. In these ten hours you will arrange to teach the unit, collaborate with teachers, teach the unit, etc. The student is responsible for making arrangements with the school, principal, teacher(s) and/or media specialist. You will provide a log and discussion of this field experience in the Personal Reflection for the final TIU.

Naming Files: In general, all files submitted should begin with your last name, then a period, then the module code, and a description of the assignment. For example, “Maxwell.TS-6.Database.doc”.

Late Assignments: Assignments turned in after due dates during the semester will result in a 10% reduction per day unless prior arrangements were made with the instructor. Any assignments turned in after the last due date (see course calendar) will result in a 20% reduction per day unless prior arrangements were made with the instructor. Technical problems are NOT an excuse unless reported to the instructor prior to 24 hours before due date.

Online Thematic Unit/lesson Library: After the conclusion of the class, all lessons will be posted on Dr. Maxwell’s website (http://www.wku.edu/~marge.maxwell) providing you with a valuable educational resource in student teaching and/or in your teaching career. You are asked on the Orientation Activity if you give permission to leave your name on your lesson or not. Due to the amount of time it takes to open files, remove names and resave files, you are asked not to put your name within the file if you do not want your name on your lesson. You are encouraged to browse units/lessons on Dr. Maxwell’s site. Plagiarism: To represent work for course assignments or projects taken from another source (INCLUDING WEB SOURCES) as one's own is Plagiarism. Plagiarism is a serious offense at WKU. The academic work of a student must give an author credit for borrowed source material from his/her material. To lift content directly from a source [INCLUDING THE INTERNET] without giving credit is a flagrant act. To present a borrowed passage without reference to the source after having changed a few words is also plagiarism. Plagiarism also includes submission of the same assignment for more than one class. Plagiarism could result in a grade of an “F” for the assignment and /or the course.

WKU subscribes to TurnItIn, a plagiarism service which gives professors an originality report for each student paper turned in. Your assignments may be checked through this service.

Participation and Communication: Students in this online course are not expected to attend any class at WKU; however, student class participation is required. You ARE a part of a distributed class, i.e., you and your classmates are spread around the US and even the world! Each time you come to class via Blackboard on the web, please check Announcements for any current or relevant new information. You must discipline yourself to complete assignments on time. It is strongly suggested that the student notify the instructor in advance of a possible absence for three or more days.

Students’ participation grade includes completion of class assignments, reading all assigned materials, turning in assignments on time, maintaining contact with the instructor, use of the Q & A Discussion board, and maintaining a positive professional attitude. Your instructor is happy to make an appointment (either in person or by phone) with any student to help with any assignment or answer any questions. However, it is easier for your instructor to respond more quickly to email than regular postal mail or phone messages.

Due to the fact that: (a) it is often difficult to correctly interpret the intended tone of an email message/discussion board posting; (b) it is often too easy to quickly zip off a rude communication to someone without first finding out “the whole story” or thinking through the possible consequences of doing so; and (c) people sometimes will communicate things electronically that they would never say in a face-to-face conversation, students should take care to be polite, to-the-point, professional, and respectful in all communication in this course. In the case that inappropriate/disrespectful student communication is received by the professor or posted on a discussion board, the professor reserves the right to deduct points, delete it without answering questions or responding in any way, retain copies to be used as evidence in student disciplinary proceedings, or take any other appropriate action she sees fit. Please review the following netiquette website for more information about ethical and considerate online behavior: http://www.albion.com/netiquette/index.html.

Disability Accommodations Statement: "Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter hall. The Office

Modified 2/13/2008 Page 5 LME 537 Syllabus

for Student Disability Services (OFSDS) telephone number is 270-745-5004. Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the OFSDS."

Definition of Key Terms used in this course:Difference and “Student” and “Pupil”: In this course and all course documents, the term “student” refers to YOU—students in WKU

courses. The term “pupil” refers to children or students in grades preschool through twelfth grade (P-12). TIU: Technology Integration Unit. This is a modified version of the Teacher Work Sample, a research based system of designing and

teaching a unit of instruction.Critical Performance: A critical performance is a multi-task, learning-centered project which is critical to the academic standards and

goals of a program area (in this case, the LME program). In most cases, it is the culmination of semester-long activities into one final multifaceted demonstration of mastery of the course objectives.

Abbreviations commonly used by your instructor:PP: PowerPointDB: databaseSS: spreadsheetGE: Google EarthVE: video editingUS: United StreamingPRE: Pre-assessmentPOST: Post-assessment

Course Assignments, Projects, and Evaluation

Orientation Activity. (25 points)1. Posting information on Student Homepage 5 points 2. Picture on Student Homepage 3 points2. Email with all components to instructor 5 points3. Completed, signed Orientation Activity 7 points4. Email unit topic to instructor by due date 5 points

Participation (25 points, given at the end of the semester)1. Participation in Discussion boards including the Q & A Discussion Board.2. Completing and turning in assignments on time. 3. Maintaining contact with the instructor.4. Maintaining positive professional attitude. (No derogatory comments concerning other students or the instructor will be

tolerated on the public discussion board. This type of comment should be addressed privately to the individual in concern only.)

Content Discussion BoardPart 1: 3-4 page paper (100 points): We will generate our own content for this course. Select one of the topics below and create a 3-4 page professional paper on your findings. Your paper will be professional, research-based and include four or more reputable sources. You should use published information only that you find at the WKU Libraries, KYVL, or Google Scholar. Do not just Google the topic and do not use Wikipedia. Each student should select a different topic. You need to select and post your topic early on discussion forum by typing your selection number and topic as the subject of a response (see course calendar for due date). You can go back later and post your paper. Do not duplicate topics. (You may be asked to create another paper if you duplicate a topic.) Your paper should be 3-4 pages, double-spaced, Bookman or Times font, size 12, margins 1” all four sides. APA writing style, citations, and references (3 or more) are required. Post your papers as attached files (MS Word format [.doc] only). Be sure to review the scoring rubric below to determine student expectations.

Part 2: Field Experience and response to other posts (100 points): Interview a technology leader and use this information you gathered to respond to two other papers on the discussion forum. a. (50 points) Send an email to your instructor about who you interviewed, their position, and discuss your interview

questions and the responses.

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b. (50 points) Respond to two other papers posted on the forum with at least 400 words or more. You should comment on the paper while adding observations and information you learned at your interview.

Topics:

1. Essential Conditions for Technology Integration2. Word Processing: Definition, Research on effectiveness on student learning, recommended skills and activities3. Databases: Definition, Research on effectiveness on student learning, recommended skills and activities4. Spreadsheets: Definition, Research on effectiveness on student learning, recommended skills and activities5. Presentation Graphics: Definition, Research on effectiveness on student learning, recommended skills and activities6. Other Software Tools (Material generators like desktop publishing, test generators, worksheet and puzzle generators, IEP

generators, graphic document makers, PDF and forms makers): Definition, Research on effectiveness on student learning, recommended skills and activities

7. Other Software Tools (Data Collection and Analysis Tools like electronic gradebooks, statistical packages, student information systems, computer-based testing systems, student response systems): Definition, Research on effectiveness on student learning, recommended skills and activities

8. Other Software Tools (Graphic Tools like drawing/painting software, image editing tools like PhotoShop, charting/graphing tools, art/photo/sound/animations/video/font collections): Definition, Research on effectiveness on student learning, recommended skills and activities

9. Other Software Tools (Planning and Organizing tools like outlining tools/concept mapping, lesson planning software, scheduling and time management tools): Definition, Research on effectiveness on student learning, recommended skills and activities

10. Other Software Tools (Research and Reference Tools like electronic encyclopedias, atlases and mapping tools, electronic dictionaries): Definition, Research on effectiveness on student learning, recommended skills and activities

11. Other Software Tools (Specific Content Tools like CAD and 3-D Modeling/animation systems; Music Editors, Sequencers, and MIDI Tools; Reading Tools; Computer-Based Labs with Probeware; Graphing Calculators; and Geographic Information Systems and Global Positioning Systems): Definition, Research on effectiveness on student learning, recommended skills and activities

12. Integrating Assessment and Learning in student technology integration projects13. Engaging families in technology at schools14. Teacher attitudes toward technology15. Use of technology in assessment 16. Creating rubrics to assess technology integration, higher order thinking, and student engagement17. Student attitudes toward technology18. Effective Technology Integration into English and Language Arts: Issues and problems, research-based technology

integration strategies19. Effective Technology Integration into Language Learning: Issues and problems, research-based technology

integration strategies20. Effective Technology Integration into Math and Science: Issues and problems, research-based technology integration

strategies21. Effective Technology Integration into Social Studies: Issues and problems, research-based technology integration

strategies22. Effective Technology Integration into the Arts: Issues and problems, research-based technology integration strategies23. Effective Technology Integration into PE and Health: Issues and problems, research-based technology integration

strategies24. Effective Technology Integration into Special Education: Issues and problems, research-based technology integration

strategies 25. Online courses in P-1226. The advantages and disadvantages of the role of a library media specialist as building technology coordinator27. Characteristics of quality library media center web pages 28. Advantages and disadvantages of Web-based online catalogs for library media centers.29. Characteristics of effective collaborative technology integration activities between media specialists and classroom

teachers30. Levels of collaboration between media specialists and classroom teachers related to technology integration activities

(Montel-Overall, Loertscher)31. Technology and School Reform32. Cooperative Learning Strategies in Technology Integration

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33. Learning Communities in Technology Integration

Scoring Rubric for Content Discussion Forum

0 = Unacceptable 1 = Needs Much Improvement

2 = Needs Some Improvement

3 = Good or Acceptable

4 = Excellent

Part 1 No response or less than one page response, inadequate coverage of topic, or no references;

Up to one page response; inadequate coverage of topic; one reference, not in APA style;

1-2 page response; needs more information, two references; writing in APA style with several mistakes;

2-4 page response, adequate coverage of topic; three APA references; adequate APA style with a few mistakes;

3-4 page response; comprehensive coverage of topic; three or more APA references; at least two from refereed journals; excellent APA writing style

Part 2 no responses to other posts, no report about interview

very short responses to other posts, no APA reference, very little discussion of interview questions and responses

1 response to other posts which does not demonstrate knowledge of content, no APA reference, very short discussion of interview questions and responses

2 adequate responses to other posts, one APA reference included, adequate discussion of interview questions and responses

insightful, 2 or more in-depth, comprehensive response to other posts, one or more APA references included, comprehensive discussion of interview questions and responses

All Module assignment information will be locatedunder Course Documents on the BlackBoard course site.

See course calendar on page 3 to determine which modules you should complete and due dates. All modules have scoring rubrics to assist in completing module assignments.

Technology Integration (TI) Modules (50 points each)

TI-1: LoTi Framework (Levels of Teaching Innovation)

TI-2: HEAT (Higher order thinking, Engagement in 21st Century Skills, Authentic, Technology) (50 points)

TI-3: CIP/PCU (Current Instructional Practices/Personal Computer Use)

TI-4: Lesson Plan Assessment and Enhancement

Technology Skills (TS) Modules (100 points each)You are encouraged to open and review all modules before making a decision on which modules to complete.

Everyone completes TS-11TS-11: Google Earth Apps

Select and complete ONE of the following TS modulesTS-6: Databases

TS-7: Spreadsheets

Select and complete ONE of the following TS modules

TS-8: Desktop Publishing

TS-10: Advanced PowerPoint

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Instructional Design (ID) Modules (50 points each)

ID-1: Objectives Tutorial

ID-2: Assessment Tutorial

ID-3: Learning Styles Inventories

LME 537 Critical Performance Indicator (CPI)Technology Integration Lesson (300 points)

Product Task: Develop a lesson plan that meets the following requirements: 1. a LoTi level of 3 or higher2. HEAT index of 45o or higher3. Follows the modified KTIP lesson plan format (posted on BlackBoard)4. Your pupils must use at least one software program you used in the TS modules (Google Apps,

database, spreadsheet, desktop publishing, or presentation graphics) to create a project. If you have completed the revised LME 535 course, you may use Google Earth, MS Producer, or MS Photo Story.

Teaching is teaching is teaching. You may be a P-12 teacher and your unit will be designed and taught for a specified age/grade/ability level. You may work for a business, organization, a branch of the armed forces, or university; therefore, you will probably design a unit to teach adults. It could be a training session on any topic but remember that you will be using technology to teach the topic.

You may select any authentic topic for your lesson plan. Email your selection of topic, intended audience, setting, short description of lesson activities and why it is a LoTi 3 lesson to your instructor by due date (see course schedule on page 3).

Standards addressed in this course and Critical Performance Indicator (see standards correlation on page 2):Kentucky Experienced Teacher Standards, American Association of School Libraries (AASL), Association of Educational Communications and Technology (AECT), International Society of Technology Education (ISTE).

Materials Needed: Computer, Microsoft Office

Specific contents of Lesson Plan:Use the Modified KTIP Lesson Plan format posted on BlackBoard. Be sure to review the scoring rubric below as you are creating each part of this lesson to determine student expections.

1. ACTIONS a. Goals and Objectives : Clearly state your broad goals and specific objectives (each objective must have all four parts) that identify the

content and technology skills/processes to be taught and formally assessed. Identify essential questions you want to address. You must have at least one but no more than two technology objectives and at least one but no more than two content objectives

b. Connections : List your learning objectives in column one and the correlated standard in column 2. Be sure to give the standard number and text. In column 3 explain how your objectives relate to the standard you selected from Kentucky Core Content for Assessment and the Technology Skills in the Kentucky Program of Studies.

c. Context : Clearly describe how these objectives and this lesson relate to your broad goals for teaching about the topic. Explain how this lesson addresses authentic learning, student collaboration, and diversity of students. Address any personal, social, cultural, and global concerns that will be relevant to student learning.

d. Resources : Use bullets to list all resources (i.e., all materials, software, files, including specific technology applications) that will be used during the lesson. Include worksheets to be used with students in the Appendix of this lesson plan file. Give one sentence for each resource telling how it will be used in the lesson.

e. Procedures : Describe the strategies and activities you will use to involve students toward mastery of your objectives including how you will trigger prior knowledge and adapt strategies to meet individual student needs and the diversity in your classroom. Be sure to describe higher level thinking requirements in your activities. All worksheets you use must be included in the Appendix of this lesson file (not a separate file). Bullets or numbered items preferred over lengthy paragraphs. Be sure that your pupils use software you used in the TS modules (Google Apps, database, spreadsheet, desktop publishing, or PowerPoint) to create a project.

f. Student Assessment : List each objective that you created for the lesson. Clearly state how you will assess student progress in meeting each objective, including performance criteria you will use. Include all written assessment measures and rubrics in the Appendix of this lesson file (not a separate file).

g. LoTi Level and HEAT : Give the LoTi level and justify your rating with examples of higher level thinking that is required of pupils in your lesson. Conduct a HEAT analysis for your lesson as a whole and give specific justification for each area.

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h. References : Include at least five annotated APA references. Annotations should describe source contents and how source was used in creating lesson.

i. Appendix : Include all student worksheets, assessments, and rubrics in this section.2. IMPACT

a. Instructional Decisions : Identify and explain an incident where instruction had to be changed from your original plan and how the change affected learning. Describe one occasion when pupil responses or other performance/ behavior required a change (adaptation) in your instruction from the original lesson plan. Do not describe administrative activities such as setting up equipment. Describe changes made in your instruction for pupils. Explain what was done, for which objective, and how the change improved pupil learning for that objective. Was it done for one pupil or for the whole group?

b. Analysis of Pupil Learning : The teacher uses assessment data to profile pupil learning and communicate information about pupil progress and achievement.

i. Data and charts of five pupils Select five pupils of varying performance levels from the class. Using tables and/or charts, present their progress from the pre-assessment to post-assessment for each instructional content and technology objective. In your charts or graphs, also give numerical data. It can be difficult to determine progress from graphs alone.

ii. Narrative describing performance Describe the relationship between the pre and post-assessment performances of pupils.

iii. Conclusions about overall pupil performance in unit From the data shown in the tables and/or charts, draw conclusions about the differences in their achievement. Draw conclusions about pupil mastery of all of your objectives. Did pupils meet your criteria?

c. Lesson Reflection : i. Select the instructional objective for which pupils had the greatest success. Explain possible reasons for this success. What things

under the control of the teacher were done well?ii. Select the instructional objective on which pupils had the least success. Explain possible reasons for this. What things under the

control of the teacher could have been managed more effectively?iii. Reflect on possibilities for your professional development based on the designing, implementing, and assessing instruction for this

project. Discuss at least two areas of your professional competence that should be a focus for further training for you.iv. Discuss how you considered the diversity of pupils in planning and teaching this unit. Diversity can include special populations, ELL,

different learning styles, ethnic differences, gender, economic differences, etc.v. Discuss your role in this unit. Were you the classroom teacher, library media specialist, TRT (technology resource teacher), or other?

Discuss how you collaborated with other professionals in creating and/or teaching this unit.vi. Select three Level 2 disposition statements for the course (page 2 of the syllabus) and discuss how you demonstrated those positive

dispositions in teaching this unit. Copy each disposition statement and discuss it.3. REFINEMENT

a. Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.

b. How would you improve this lesson to teach it again next year?c. How could you raise the LoTi level and HEAT of this lesson?

4. Complete the Personal Reflection for Lesson Plan. This file is posted on BlackBoard. Email it to your instructor after completion of your lesson plan. Do not upload it to EPS because of its personal nature.

a. Describe your teaching experience in this lesson: (when, where, who, how long did you teach, describe the support you had from personnel, reception from pupils, prior permission to teach the unit etc.)

b. Lesson Project Alignment: answer the questions on the Personal Reflection file about your TIU.c. Self evaluation

Process for Submission, Evaluation, and Feedback: 1. Submission of CPI: Technology Integration Lesson to instructor by the due date (see course schedule.)

a. Submit only one file for your CPI to EPS (Electronic Portfolio System). See the link in External Links in the BlackBoard course site.

b. Put all instructional worksheets, assessments, and rubrics at the end of the lesson plan file in an Appendix.c. Email your Personal Reflection for Lesson Plan to your instructor. This file is posted in BlackBoard.

2. The instructor will score your CPI and email you.a. If the CPI is scored below 3.0,

i. the instructor will email the student with opportunity to revise if there is time.ii. The student sends revisions to the instructor or declines the opportunity. Please make all revisions in

Bold RED.iii. The instructor scores the CPI again and gives feedback to the student.

3. When your CPI receives a score of 3.0 or better, you are encouraged to upload your CPI to the EPS again.First, remove all color from revised text on your CPI so that all text is black.

TO RECEIVE A FINAL GRADE FOR THE COURSE, YOU MUST COMPLY WITH BOTH OF THE FOLLOWING:1. Receive a score of 3 or higher (225 points or more) on this Critical Performance Indicator.2. The CPI must be uploaded to the Electronic Portfolio System prior to receiving a grade for the course.

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IF YOU DO NOT MEET BOTH OF THESE CRITERIA, YOU MAY RECEIVE A GRADE OF “INCOMPLETE” (an X) AS YOUR FINAL GRADE. This can be changed when you do meet these requirements but the X will remain on your transcript along with the changed grade.

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ASSESSMENT RUBRIC FOR CPI: TECHNOLOGY INTEGRATION LESSON

1. Indicator Not Met; Needs Much Improvement

2. Indicator Partially Met; Needs Improvement

3. Indicator Met; Acceptable

4. Exceeds Indicator; Excellent

GOALS and OBJECTIVES (30 points)

Goal(s) reflect only the type or the level of learning but not both, are not clearly stated, are not appropriate for the skills or content or

no or few instructional objectives contain all four part (Audience, Behavior, Condition, and Degree) or

objectives unclear whether they are content or technology

Poor essential question(s) or irrelevant to lesson

Some goal(s) reflect both the type and the level of learning with some clarity, are somewhat appropriate for the skills or content or

Only some instructional objectives contain all four part (Audience, Behavior, Condition, and Degree) or

Either content or technology objective is missing

Poor essential question(s)

Learning goal(s) reflect the appropriate type and level of learning that are clearly appropriate for the skills/ content;

Most instructional objectives contain all four part (Audience, Behavior, Condition, and Degree)

Minimum of one content objective and one technology objective

Adequate essential question(s)

Learning goal(s) clearly reflect the appropriate type and level of learning that are clearly appropriate for the skills/ content;

All instructional objectives contain all four parts (Audience, Behavior, Condition, and Degree) and

Minimum of one content objective and one technology objective

Good essential question(s)

CONNECTIONS (30 points)

Poor correlation of content objective(s) to correct KY Core Content for Assessment

Poore correlation of technology objective(s) to correct KY Program of Studies – Technology Skills

Little or no justification of correlation of objectives to standards

Some content objective(s) not correlated to correct KY Core Content for Assessment

Some technology objective(s) not correlated to correct KY Program of Studies – Technology Skills

Some justification of correlation of objectives to standards

Content objective(s) correlated to correct KY Core Content for Assessment

Technology objective(s) correlated to correct KY Program of Studies – Technology Skills

Adequate justification of correlation of objectives to standards

Comprehensive correlation of content objective(s) to correct KY Core Content for Assessment

Comprehensive correlation of technology objective(s) to correct KY Program of Studies – Technology Skills

Comprehensive justification of correlation of objectives to standards

CONTEXT and RESOURCES (30 points)

Poor discussion of how the objectives and this lesson relate to your broad goals for teaching about the topic.

Poor discussion explaining how this lesson is addresses authentic learning, student collaboration, and diversity of students.

Poor discussion addressing personal, social, cultural, and global concerns that will be relevant to student learning in this lesson

Few media/ technology resources are listed.

Poor description telling how resources are used in the lesson.

Most media/technology are not used effectively.

Few materials necessary for student and teacher to complete lesson listed.

Limited discussion of how the objectives and this lesson relate to your broad goals for teaching about the topic.

Limited discussion explaining how this lesson is addresses authentic learning, student collaboration, and diversity of students.

Limited discussion addressing personal, social, cultural, and global concerns that will be relevant to student learning in this lesson

Not all specific media/ technology are listed.

Limited description telling how resources are used in the lesson.

Some media/technology are not used effectively.

Not all materials necessary for student and teacher to complete lesson listed.

Adequate discussion of how the objectives and this lesson relate to your broad goals for teaching about the topic.

Adequate discussion explaining how this lesson is addresses authentic learning, student collaboration, and diversity of students.

Adequate discussion addressing personal, social, cultural, and global concerns that will be relevant to student learning in this lesson

All specific media/ technology are listed.

Adequate description telling how resources are used in the lesson.

Media/technology used effectively.

All materials necessary for student and teacher to complete lesson listed.

Comprehensive discussion of how the objectives and this lesson relate to your broad goals for teaching about the topic.

Comprehensive discussion explaining how this lesson is addresses authentic learning, student collaboration, and diversity of students.

Comprehensive discussion addressing personal, social, cultural, and global concerns that will be relevant to student learning in this lesson

All specific media/ technology are listed.

Comprehensive description telling how resources are used in the lesson.

Media/technology used effectively and creatively.

All materials necessary for student and teacher to complete lesson clearly listed.

PROCEDURES (30 points)

Inadequate description of learning activities.

Inadequate instructional activities that are not appropriate for two two or more of the following: objectives, age/ability level, identified standards, correct LoTi and HEAT level.

Much of the content is inaccurate and activities are not varied for individual and diverse needs.

Lesson requirements are

Limited description of all learning activities.

Some instructional activities that are not appropriate for one or more of the following: objectives, age/ability level, identified standards, correct LoTi and HEAT level.

Content is sometimes accurate and activities are not varied very much for individual and diverse needs.

One lesson requirement not

Adequate description of all learning activities.

Adequate instructional activities that are appropriate for objectives, age/ability level, identified standards, correct LoTi and HEAT level.

Content is accurate and activities vary for individual and diverse needs.

All lesson requirements met.

Discussion provides adequate evidence of

Detailed, comprehensive description of all learning activities.

Excellent instructional activities that are appropriate for objectives, age/ability level, identified standards, correct LoTi and HEAT level.

Content is excellent and activities vary for individual and diverse needs.

All lesson requirements met.

Discussion provides clear

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not met. Discussion provides little

or no evidence of pupils using higher level thinking.

Lesson includes pupil use of technology but students are not creating an original project

met. (For example, pupils do not use either GE, Producer, or Photo Story) to create project.

Discussion provides some evidence of pupils using higher level thinking.

Lesson includes a pupil project using technology but it is not a software programs from a TS module in this course

pupils using higher level thinking.

Lesson includes an adequate activity where pupils create an original project using one software programs from a TS module in this course

evidence of pupils using higher level thinking.

Lesson includes an excellent activity where pupils create an original project using one software programs from a TS module in this course

ASSESSMENT (30 points)

Assessment plan does not include all elements or not clearly expressed. Assessments not appropriate to goals and learning characteristics of pupils. Assessment instruments not provided in Lessons are not clearly described and are not clearly linked to learning goals.

No alignment with pre-assessment, instructional activities, and post-assessment

Assessment plan does include all elements or but are not clearly expressed. Some assessments appropriate to goals and learning characteristics of pupils. Some assessment instruments provided in Some lessons are clearly described and generally linked to learning goals.

Limited alignment with pre-assessment, instructional activities, and post-assessment

Assessments do include all elements in clear form. Assessments appropriate to goals and learning characteristics of pupils. Assessment instruments provided in Lessons are clearly described and linked to learning goals.

Adequate alignment with pre-assessment, instructional activities, and post-assessment

Assessments address all elements in comprehensive form. Assessments are creative and clearly address goals/objectives and learning characteristics of pupils. All assessment instruments and scoring rubrics are provided in Appendix and linked from the Design for Assessment and Instruction table.

Excellent alignment with pre-assessment, instructional activities, and post-assessment

REFLECTION AND SELF- EVALUATION (30 points)

Poor insight about own professional development needs.

Poor discussion about diversity of pupils.

Poor discussion of possible collaboration with other professionals

Poor or incomplete discussion of dispositions.

Incomplete self-evaluation.

Limited insight about own professional development needs.

Limited discussion about diversity of pupils.

Limited discussion of possible collaboration with other professionals

Limited discussion of dispositions.

Very limited self-evaluation.

Adequate insight about own professional development needs.

Adequate, clear, appropriate consideration for diversity of pupils.

Adequate discussion of possible collaboration with other professionals

Adequate discussion of positive dispositions.

Adequate self-evaluation.

Critical insight about own professional development needs.

Comprehensive, clear, appropriate consideration for diversity of pupils.

Comprehensive discussion of possible collaboration with other professionals

Excellent discussion of positive dispositions.

Comprehensive self-evaluation.

REFERENCES (30 points)

Listed at least two references, used APA format with many errors;

No annotations or give very little detail of source contents and how source was used in creating unit

Very few citations

Listed at least three references, used APA format with some errors;

Annotations give little detail of source contents and how source was used in creating unit

Not all “borrowed” information was cited or incorrect APA format

Listed five references, used correct APA format with few errors;

Annotations give detail of source contents and how source was used in creating unit

All “borrowed” information cited in correct APA format with 1-2 mistakes

Listed more than five references, used correct APA format;

Annotations give comprehensive detail of source contents and how source was used in creating lesson

All “borrowed” information cited in correct APA format

LoTi LEVEL and HEAT (30 points)

The lesson plan reflects a LoTi 0 or 1 level

The lesson plan reflects a HEAT analysis of less than 40o

The lesson plan reflects a LoTi 2 level

The lesson plan reflects a HEAT analysis of 40o

The lesson plan reflects a LoTi 3 level

The lesson plan reflects a HEAT analysis of 45o

The lesson plan clearly reflect a LoTi 3 level or higher

The lesson plan clearly reflect a HEAT analysis of 45o or higher

IMPACT (30 points) Decisions are inappropriate, not pedagogically sound.

No adaptations for individual differences.

Modifications not related to learning goals/objectives.

Presentation is not clear and connections to pupil learning not understandable.

Not indication of how much learning occurred.

No conclusions of pupil mastery of objectives.

Little connection to contextual factors, learning styles, instructional design

Some decisions are inappropriate, not pedagogically sound.

Some adaptations for individual differences.

Some modifications are related to learning goals/objectives.

Presentation is generally clear and connections to pupil learning understandable.

Some indication of how much learning occurred.

Some conclusions of pupil mastery of objectives.

Some connection to contextual factors, learning styles, instructional design

Decisions are appropriate and pedagogically sound.

Adaptations made for individual differences.

Modifications are somewhat related to learning goals/objectives.

Presentation is clear and connections to pupil learning understandable.

Clear indication of how much learning occurred.

Adequate conclusions of pupil mastery of objectives.

Adequate connection to contextual factors, learning styles, instructional design and assessment strategies.

Decisions are outstanding, appropriate, and pedagogically sound.

Adaptations made for individual differences.

Description of modifications provides reasons that are clearly related to learning goals/objectives.

Presentation is clear and connections to pupil learning understandable.

Clear indication of how much learning occurred on all objectives.

Clear conclusions of pupil mastery of objectives.

Comprehensive connection

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and assessment strategies and assessment strategies. to contextual factors, learning styles, instructional design and assessment strategies.

REFINEMENT (30 points)

Incomplete discussion of plans for subsequent lessons to reinforce and extend pupil understanding

Incomplete discussion of possible improvements for your lesson to teach it again

Incomplete discussion of possible improvements to increase LoTi level and HEAT

Some discussion of plans for subsequent lessons to reinforce and extend pupil understanding

Some discussion of possible improvements for your lesson to teach it again

Some discussion of possible improvements to increase LoTi level and HEAT

Adequate discussion of plans for subsequent lessons to reinforce and extend pupil understanding

Adequate discussion of possible improvements for your lesson to teach it again

Adequate discussion of possible improvements to increase LoTi level and HEAT.

Comprehensive discussion of plans for subsequent lessons to reinforce and extend pupil understanding

Comprehensive discussion of possible improvements for your lesson to teach it again

Comprehensive discussion of possible improvements to increase LoTi level and HEAT.

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