Sample EME 2040 Teaching with Instructional Technology Syllabus

Welcome to Educational Technology!

EME-2040-30069        Intro to Educational Technology      

BACA 214 Monday and Wednesday  9:30 AM -10:45 AM 

Professor: Mrs. Dianne E. Haun

SCHEDULED Office Hours:

PREREQUISITES: None

Course Description:

Introduction to technology for educators, including classroom management tools, multimedia, communication networks, interactivity, educational software and legal, ethical and social issues.

Required Text:

Shelly, Cashman, Gunter. 2003. "Teachers Discovering Computers: a Link to the Future." Edition 2

This text can be purchased at the campus bookstore, or through common Internet-based bookstores. Teacher’s Discovering Computers: A Link to the Future

Course Website: http://www.scsite.com/tdc/

Interactive Labs Website: http://www.scsite.com/sclabs/menu.cfm

AND

REQUIRED: Personal email.  If you don't have this, apply to hotmail, geocities or other free email service. Lab TECs in the computer lab can help you accomplish this.

AND

REQUIRED: Personal journal, daybook or diary for recording thoughts about classroom visitations and other educational related issues

AND

REQUIRED: Two large sized Blue Book exams available at the book store for 25 cents each.

OPTIONAL: Personal teaching philosophies website, camera for recording interviews, classroom visits…..               

Course Overview:

This course is intended for beginning teachers. It is one of the required courses specified by the Florida Board of Regents. Through this course you will become accustomed to using technology-based tools and techniques as you design and develop curricular materials.

Course Goals and Outcomes:

Upon successful completion of this course, students will:

• Develop and present educational projects using a variety of software programs.
• Utilize a wide range of available instructional technology tools and techniques. 
• Select the appropriate tools and techniques for specific teaching and learning situations.
• Understand and demonstrate the ability to effectively model the use and integration of the following instructional technology priorities:
  • Telecommunications (Informational and Interpersonal)
  • Presentation Graphics Software (PowerPoint)
  • Hypermedia Authoring (HyperStudio or branching PowerPoint)
  • World Wide Web
  • Effective Evaluation and Integration of Commercial Software Into Teaching and Learning Strategies
• Be able to effectively operate and utilize a variety of computer platforms.
• Understand the concept of curricular integration of technology.

Course Requirements: Students will develop a portfolio of their emerging technological expertise.

Methodology and Objectives: The student will, through observation, objective assessments as well as a brief oral presentation

1. explore education as a career.

2. share the philosophical, historical, and psychological foundations of American education as a member of an educational learning team

3. define the role of the school and governmental structures affecting education.

4. articulate cultural diversity and its impact on teaching

5. describe the roles of parents and the community in shaping education.

6. list teacher attitudes, responsibilities and expectations.

7. project what technology will do to effect future schools.

8. synthesize one's own teaching style and approach through observation of teaching in a classroom.

9. outline training, certification, and licensing requirements.

10. demonstrate personal and professional attributes and qualifications.

Assessment and Attendance: The final letter grade will be determined objectively in terms of total points awarded for examination, presentation, and observation response paper.

A = 95-100+ B = 90-94 C = 80-89 D = 70-79

Participation/Attendance (possible 5 pts)

Team Work (possible 5 pts)

Group Presentations (possible 10 pts)

Learning Center or Bookbag (possible 5 pts)

Reflective Teaching Portfolio (possible 50 pts)

Audio Presentation (possible 5 points)

Learning Game (possible 5 points)

Portfolio Presentation (possible 10 pts)

Video Presentation (possible 5 pts)

Participation/Attendance Standards: Student exhibits no more than the equivalent of 2 weeks absence including tardies, leaving early and absence and exhibits rigor in class participation by asking questions, answering questions, bringing in relevant materials and ideas from course content and outside arenas, volunteering and generating positive suggestions. All assignments must be attempted and all activities must be participated in.

Team Work Standards: An emphasis is on communication to earn these points. If you are to be absent, you are expected to extend communication to those who will be affected by your absence and an indication of acceptance of responsibility for missed material and early preparation for missed class participation. In order to earn these points, students actively engages in volunteering, helping classmates, and contributing a balanced effort to team projects in and out of class. A sense of cooperating spirit that honors diversity and focuses on a “can do” attitude with regard to class content and assignments are required.

Group Presentations Standards: See Group Presentation Guide on second class meeting. Students will select to present on tow of the following topics with flexibility to meet the needs and interests of other class members:

Learning Center or Bookbag Standards: Student selects age-appropriate, safe materials, identifies a worthwhile and achievable objective with a testable outcome and neatly and creatively designs a set of activities for learners to engage in enjoyably and productively. Rules and an assessment of learning outcomes are required. Please label your project with the following:

1.      Objectives

2.      Age appropriateness

3.      Integrated subjects

4.      preteaching and preassessment required to establish and prepare for learner readiness

5.      rules for participation, active learning connection  or step-by-step instructions

6.      a list of contents

7.      other resources or follow up activities

8.      literature connection

9.      assessment

10.  rubric for evaluating your project

Reflective Teaching Portfolio Standards: Portfolio Assignment below.

Audio Presentation Standards: Student creates or locates an audio cassette tape or sound file and presents it to the class in a mini teaching presentation with a handout of the following:

Objectives, Age appropriateness, Integrated subjects, preteaching and preassessment required to establish and prepare for learner readiness, rules for participation, active learning connection  or step-by-step instructions, a list of contents, other resources or follow up activities, literature connection, assessment, rubric for evaluating your project

Learning Game Standards: Student creates or locates an instructional game or multimedia kit and presents it to the class in a mini teaching presentation with a handout of the following:

Objectives, Age appropriateness, Integrated subjects, preteaching and preassessment required to establish and prepare for learner readiness, rules for participation, active learning connection  or step-by-step instructions, a list of contents, other resources or follow up activities, literature connection, assessment, rubric for evaluating your project

Portfolio Presentation Standards: Student identifies areas of focus for an improvement in teaching style and exhibits improvement.

Video Presentation Standards: Student creates or locates a video tape or video file and presents it to the class in a mini teaching presentation with a handout of the following:

Objectives, Age appropriateness, Integrated subjects, preteaching and preassessment required to establish and prepare for learner readiness, rules for participation, active learning connection  or step-by-step instructions, a list of contents, other resources or follow up activities, literature connection, assessment, rubric for evaluating your project

Portfolio Assignment

What is a portfolio?

A portfolio is “more than a compilation of student papers or materials stuffed into a manila folder or a collection of memorabilia pasted into a scrapbook.  To qualify as a portfolio, each piece of evidence must be collected or created and organized in a compelling manner to demonstrate proficiency in or progress toward a purpose”.  (Barton & Collins, 1993, p.203).

In other words, you collect evidence throughout the semester, but at the end of the semester you decide what to include which will show what you have learned and how you have learned it.  Much of the evidence you will collect will be responses to assignments you have completed for me (and for other instructors) throughout this semester.  The skill involved in the portfolio is organizing the evidence to demonstrate personal growth in the learning.

A Portfolio has a Focus!

The focus for the portfolio developed in this course is for you to show your evolving knowledge of how students can successfully learn concepts.  Thus the portfolio will:

(i)         provide a forum for you to demonstrate your emerging understanding of the complexities of teaching;

(ii)        help you link the theoretical with the world of practice.  Additionally, by completing this portfolio yourself, you will have a heightened awareness of the complexities involved in assessing learning by this means which will help you to use portfolios in your own teaching.

How will you demonstrate your learning?

Remember that at the end of the semester you will sit down with all the evidence you have collected throughout the semester and you will use your portfolio to demonstrate your initial understanding of how students learn, what education is and how this understanding has evolved throughout the semester.  You may have gathered evidence from such sources as: discussions with peers, teachers, methods instructor, students, assignments which explore student learning  (e.g. readings, interviews, lesson plans), observation of classroom teaching and video tapes, and other classroom experience.

Examples of Portfolios  and Types of Evidence from the Research Literature (some examples taken from Barton, J. & Collins, A (1993).  Portfolios in teacher education.  Journal of Teacher Education, 33(3), 200-210.

Types of Evidence

Artifacts                       documents produced during                  a written paper, a note-

                                    the normal course work in                     book of field notes, video-

Reproductions              documents about events in                    audio tape of a discussion

Attestations                  documents about the work of                written comments from

                                    the student prepared by some-              an instructor, newspaper

...”although the word document, as a synonym for evidence, often conjures up the image of paper, the documents in a teacher education portfolio are not limited to formal paper.  Students can use notes, drafts, journals, and diary entries, and sketches as well as drawings, photographs, audio tapes, video tapes, models and computer discs.”   Note: Any audio or video recording of children made in a school, must be done with the consent of the principal and must follow the school’s specified guidelines for such activities.

Examples of Portfolios

• Portfolio Focus: middle-school-aged children...

the student teacher included audio tapes of student interview, several articles from different journals, note from her observations in middle schools...(also appropriate might be a paper written on the development of the middle school child completed for the Developmental Pysch. course).

• Portfolio Focus: determining the criteria for quality laboratory work in science...

the student teacher interviewed two experienced teachers about how they defined the key components of good laboratory experiences. He observed labs in each of these teacher’s classrooms and compared the experience to his own criteria for lab experiences and designed and conducted a lab during his early field experience.  He completed his portfolio with a reflection on what he had learned about the essential elements and putting theory into practice.

• Portfolio Focus: Two students wanted to learn more about technology for instruction.  Eventually they taught themselves Hypercard and presented their portfolio as a stack.

Organizing your Portfolio for Submission

1. Submit the evidence which clearly shows the evolution of your knowledge of how students learn science concepts.  Each piece of evidence must be captioned.   A caption is a statement attached to each piece of evidence which describes why it is included, what it is evidence of.

2. At the end of the portfolio include a reflective statement - written as you review your own portfolio and organize it.  You will summarize the documents included and “trace how they have captured and portray growth”.

3) Include a table of contents with two columns, with columns 1 and 2 completed .

An Example of Assessment of a Portfolio or

Questions Concerning the Substance of the Portfolio:

1.  Has the student met the stated purpose?  If no, what is missing?

2. Does each piece of evidence meet its intended purpose?

3.  Is the evidence organized in such a way that it helps to demonstrate the student’s

     growing knowledge?

4.  Is there evidence that the student has sought connections between theory and

     practice?

5. Is there evidence of analysis, synthesis, and evaluation; creativity; reflection?

6. Are all of the objectives of the course documentable through this portfolio?

Suggestions for Completing the Portfolio:

Start Now! (Day 1)

Ask Questions!

Think Creatively!

This assignment is a reflective portfolio, which integrates and describes your experiences with particular activities, demonstrations, presentations and discussions in and out of class.  I suggest that you keep a daily log which describes specifically your reaction, analysis, evaluation ... hence reflection on what transpires in class and do this as soon as possible after each class.  Some entries may only be a paragraph long.  Others (particularly when we encounter various activities) may be longer.  A summary statement that ties together several major themes in your journal will be required as an ending page to your journal or diary. This is to be personally meaningful and reflective of your growing understanding of the joys and challenges in the field of teaching and as such will be graded on its depth of reflection and not on the content of your personal opinions. This should be fun and useful, as well as a foundation to your permanent teaching portfolio.

Some Past portfolio contents have included activities like these:

1. Create an individual World Wide Web home page. Specific requirements for the home page will be provided in class.

2. Create an Informational Letter to parents merged to a database of parents.

3. Create a presentation using PowerPoint.

4. Create an instructional Hyperstudio or branching PowerPoint program.

5. Evaluate Web sites and software that you might use in a lesson in your selected teaching area

6. Prepare a lesson plan that integrates technology into the curriculum.

Chapter and Website Reflections: (More details will be provided in class )

Personal reflections are required. These reflections will reference textbook chapters and their related Websites. Use a spell checker and carefully proofread your work. Reflections may be written in the first person.

Attendance is crucial in this course; thus the instructor reserves the option to lower the final letter grade for unexcused absences which exceed two weeks for the semester, early departures or for repeated late arrivals. An excused absence must be arranged with the instructor before the class which the student is not going to attend. In an emergency, a message should be left with the secretary at 813-253-7808. Participation in class activities are required for accomplishing grades C and higher. Since this is an introductory class, all efforts toward participation will be rewarded. Thorough reading of the text prior to class meetings is expected and will enhance your ability to participate fully in class activities. Rereading the text after class will help you prepare for presentations.

"I" (Incomplete grade) POLICY

Students sometimes fail to progress in courses because adequate prerequisite skills are not possessed or because adequate time management and study skills are not exercised. These are NOT appropriate bases for the issuance of an "Incomplete" grade. No "I" grades will be awarded in this course without extenuating, documented circumstances, such as death in the family or extended illness. If you should happen to arrive in such unfortunate circumstances, be sure to provide suitable documentation when you approach me about the "I". Two Thirds of the course must be completed in order to be eligible for the “I” according to HCC policy. Your "I" will buy you one more semester in which to finish your work. If you haven't earned a higher grade by that time, your grade will convert permanently to an "F" and there will be no way to complete the course. If you wish at that point to continue, you will have to start anew by re-registering (and re-paying) for the course.

DISABLED STUDENTS & RELIGIOUS HOLIDAYS:

Please notify the instructor within the first week if a reasonable accommodation for a disability is needed for this course. A letter from the Office of Student Disability Services must accompany the request. Additional resource information is available through the Graduate Student Handbook. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.

Spring 2003 SESSION 16 WEEK COURSE SCHEDULE/CONTENT OUTLINE

*Absolute deadline for late submission of any Assignments

Professional Conduct:  Read assignments and display vigorous (and meaningful) positive participation in all class lessons and activities (hence attendance is required, but it is my sincere wish that you will also want to come to class).  Group presentations of readings will be assigned in class and points awarded for this task.

Personal meetings with your instructional staff.

If you need help in any way with this course, first contact the professor via the course email listed at the top of this document.  You should, of course, frequently access the assistance of your team members, read the course text and attend all classes. Individual and team help cannot replace class meetings, but rather are an assistance to supplement class attendance and careful study. Your success is highly valued. Education needs bright and talented teachers.

WE NEED YOU TO SUCCEED. OUR FUTURE DEPENDS UPON YOU!