Towson University
Department of Early Childhood Education
Learning Environments: Curriculum & Technology
ECED 610 Section 251,252
Summer 2011
Class: Tuesdays and Thursdays, May 31-June 21, 5:00-8:30 p.m. (hybrid)
Instructor Dr. Hae Kyoung Kim
Phone: (410) 704-4955
Office:
HH 403C
Email: hkkim@towson.edu
Office Hours: Monday 11:30-12:30 p.m. and by appointment before and after class; 24/7 by
email.
Department Theme:
Mission Statement: The mission of Teacher Education at Towson University is to inspire,
educate, and prepare educators as facilitators of active learning for diverse and inclusive
communities of learners in environments that are technologically advanced.
Conceptual Framework: Visit this website for more about the framework that guides what we do
in the teacher education community at Towson: http://wwwnew.towson.edu/coe/cf2006/index.asp.
Course Description: Research and practice on school transformations and new educational
directions as a result of evolving technologies. Examine how emerging technologies can support
curriculum and create new learning environments that are developmentally appropriate for young
children. NAEYC Core Standards(CS) 1, 2, 3, 4, 5; Essential Tools for All Advanced Candidates
(ET) 1, 2, 3, 4, 5, 7, 8, 9; available on Blackboard Course Documents and NAEYC website
(www.naeyc.org.)
Objectives
At the end of this course, the student will be able to:
1. Discuss technology and school transformations (CS 2, 4, 5) (ET 1, 2, 4, 5, 8, 9)
2. Understand the theoretical base for the new educational directions (CS 2, 3, 4, 5) (ET 4, 5)
3. Identify and discuss about new learning environments (CS 4) (ET 1, 3, 4, 5)
4. Discuss research on the impact of technology and learning (CS 1, 3, 4) (ET 4, 5, 8)
5. Understand implications of computer instruction in the curriculum (CS 3, 4) (ET 4, 5, 8)
6. Investigate and compare a variety of technology based learning sites (CS 2, 4) (ET 4, 5, 7)
7. Explore the role of technology to facilitate development of the whole child (CS 1, 2, 4) (ET
1, 2, 4, 5)
8. Study how classrooms may be set up with technology to support curriculum goals (CS 3, 4)
(ET 4, 5, 7)
9. Design a model of a learning environment using technology that is developmentally
appropriate (CS 1, 2, 3, 4) (ET 1, 2, 5, 7)
The following Maryland Technology Standards will be addressed:
 Access Information, Evaluate, Process and Apply Technology
 Communicate via use of technology
 Understand Legal, Social, and Ethical Issues
 Use technology for Assessment for Administration and Instruction
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Integrate Technology into the Curriculum and Instruction
Understand the role of Assistive Technology
Develop Plan for Professional Growth
Required Course Materials
There is no text for this course but there will be articles and other readings assigned, as well as
on-line resources, including web sites, on-line research articles, teacher and student
technology standards and position statements. URLs and links will be provided.
Recommended Publication:
Publication Manual of the American Psychological Association (6th ed.) [New edition in 2009.]
This manual will be useful to you throughout your graduate career. I would strongly recommend
that students at the beginning of the graduate degree program purchase a copy of the current
edition of the APA Publications Manual. However, there are helpful web sites about APA style. If
you use your browser to find sites, make sure they are for the current APA edition. In any event,
mastery of APA format is a requirement for M.Ed. Early Childhood students that you will be
expected to accomplish in this course.
Computer Technology and On-line Access:
We will be using Blackboard extensively to support our learning in this course. As a “hybrid”
class, your on line participation is not only vital to your learning but required as past of your
course grade. In order to access the ECED 610 Blackboard site, all students must use TU email
addresses. The Help Center can work with you if needed. Weekly contributions to the Discussion
Board will be required. Students will be responsible for course documents, assignments, external
links and other information posted on Blackboard, and for participation in peer support through
the Blackboard Groups function. Additional computer applications in this course are on-line
searching, email attachments, Power Point, statistical software and text-based analysis software.
You will spend a great deal of productive time with the Cook Library on-line search system.
Written Expression:
All written assignments must be clear, concise, grammatically correct and free from errors in
spelling and punctuation. Always proof-read! Work should demonstrate creativity as well as depth
of understanding of the topic. Drafts will be due according to the dates on the syllabus. For final
submissions, graduate level writing is expected, following APA (6th.) format. Because your
responsibility as a professional includes articulate communication of issues in the field, clarity and
accuracy in writing will be required for full credit on all graded written assignments. (See NAEYC
Essential Professional Tools.) The degree to which you have met these minimum requirements for
graduate study will have a bearing on your final course grade.
Graduate Professional Portfolio:
The Graduate Professional Portfolio is a graduation requirement for M.Ed. Early Childhood
students. The portfolio system will be a valuable tool for your professional and academic growth
throughout your graduate study. As an on-going collection and synthesis of your graduate work,
you will include a number of your assignments from this course and from all others that you will
take in your degree program. Guidelines for the portfolio are posted on Blackboard to will help
you choose the documentation that will demonstrate your growth in scholarship and professional
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practice as a result of your M.Ed. study. You will have an opportunity to present your portfolio to
the department faculty during the final semester of your program.
Description of Assignment and Expectations:
Each student will be responsible for completion of the following assignments and activities,
including timely submission of drafts, according to due dates indicated in the course syllabus.
Assignments
Please note that these assignments are tentative and subject to change based on the needs and/or
interests of students enrolled in this section.
1. Podcast (Individual): You will create a podcast for the students/families that you work
with. You may choose to read a children’s book or sing a song, or you may select to
create a podcast on another topic. You will post your podcast to your website. 15
points
2. Informative Blog (Group): You will design a blog as a group that you would want your
parents and students to visit. Your blog will include information that you deem
appropriate for a teacher to communicate effectively with students, parents, and/or
colleagues. Your group members choose a theme of blog and target group. Then you
need to discuss how to effectively present them with useful information. 25 points
3. Digital Story (Individual): You will design and create a digital story. Details will be
provided later. 20 points
4. Integration of Technology Paper (Individual): You will write a 5-6 page paper on the
advantages and disadvantages of introducing technology in early childhood settings.
Refer to your personal experiences and available literature to respond to this question.
You should include at least 6 research articles relevant to educational technology as
references. NOTE: “Technology” is not limited to computers. You must use APA
format. 30 points
5. Online and Class Participation. 15 points (3 points will be deducted in case of each
absence or failure of online participation on due date)
Course Grading:
1. Podcast
15 %
2. Blog
`
20 %
3. Digital Story
20 %
4. Integration of Technology Paper
30 %
5. On-line & Class Participation
15 %
------------------------------------------------------------------------Total
100%
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Grading Scale
A
95-100 points
B+
85-89
C
70-79
AB
F
90-94
80-84
Below 70
Grading: Grades are awarded using criteria consistent with Towson University policies.
Academic Integrity is assumed among Early Childhood graduate students. The consequences of
plagiarism and other forms of cheating are serious. Details of the Student Academic Integrity
Policy are available at http://www.towson.edu/studentlife/judicialaffairs/academicintegrity.html.
Students with disabilities: This course is in compliance with Towson University policies for
students with disabilities. Students with disabilities are encouraged to register with Disability
Support Services (DSS), 7720 York Road, Room 232, (410) 704-2638 (Voice or TDD). Students
who suspect that they have a disability but do not have documentation are encouraged to contact
DSS for advice on how to obtain appropriate evaluation. A memo from DSS authorizing your
accommodation is needed before any accommodation can be made.
Topics and Weekly Assignments: Preliminary Plan - Flexibility Will Be Required
Dates
Topics
Assignments
May 31
Tue
Course Overview
Introduction to Educational Technology
Technology in early childhood education
Class assignment:
When I think of technology, I think...” or
“What Technology Means to Me”
June 2
Thur
June 7
Tue
Podcasting
Importance of contents
Analysis of Educational CD ROMs
Blog 1: Designing Blog
Blog 2: Developing contents of Blog
Research on Technology in Education
Due: Post Podcast on BB (peer
response/reflection required)
June 9
Thur
Blog 3: Development
Digital Story 1: Planning of Digital Story
Due: Post Digital Story plan on BB
June 14
Tue
Blog presentation
Digital Story 2: Designing and creating
Due: Blog
June 16
Thr
Course Wrap-Up
Student Sharing Day: Digital Story
Due: Digital Story
July 21
Tue
Due: Integration of Technology Paper
(Must submitted via Blackboard
assignment section)
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NETS for Teachers
Educational Technology Standards and Performance Indicators for All Teachers
Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on
preservice teacher education, define the fundamental concepts, knowledge, skills, and attitudes for
applying technology in educational settings. All candidates seeking certification or endorsements in
teacher preparation should meet these educational technology standards. It is the responsibility of
faculty across the university and at cooperating schools to provide opportunities for teacher
candidates to meet these standards.
The six standards areas with performance indicators listed below are designed to be general enough to
be customized to fit state, university, or district guidelines and yet specific enough to define the scope
of the topic. Performance indicators for each standard provide specific outcomes to be measured
when developing a set of assessment tools. The standards and the performance indicators also
provide guidelines for teachers currently in the classroom.
1. TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts.
Teachers:
 demonstrate introductory knowledge, skills, and understanding of concepts related to
technology (as described in the ISTE National Education Technology Standards for
Students).
 demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies.
2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND
EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by
technology. Teachers:
 design developmentally appropriate learning opportunities that apply technologyenhanced instructional strategies to support the diverse needs of learners.
 apply current research on teaching and learning with technology when planning
learning environments and experiences.
 identify and locate technology resources and evaluate them for accuracy and
suitability.
 plan for the management of technology resources within the context of learning
activities.
 plan strategies to manage student learning in a technology-enhanced environment.
3. TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans that include methods and strategies for applying
technology to maximize student learning. Teachers:
 facilitate technology-enhanced experiences that address content standards and student
technology standards.
 use technology to support learner-centered strategies that address the diverse needs of
students.
 apply technology to develop students’ higher order skills and creativity.
 manage student learning activities in a technologically-enhanced environment.
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4. ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies. Teachers:
 apply technology in assessing student learning of subject matter using a variety of
assessment techniques.
 use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student
learning.
 apply multiple methods of evaluation to determine students’ appropriate use of
technology resources for learning, communication, and productivity.
5. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice. Teachers:
 use technology resources to engage in ongoing professional development and lifelong
learning.
 continually evaluate and reflect on professional practice to make informed decisions
regarding the use of technology in support of student learning.
 apply technology to increase productivity.
 use technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.
6. SOCIAL, ETHICAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of
technology in PK-12 schools and apply those principles in practice. Teachers:
 model and teach legal and ethical practice related to technology use.
 apply technology resources to enable and empower learners with diverse backgrounds,
characteristics, and abilities.
 identify and use technology resources that affirm diversity.
 promote safe and healthy use of technology resources.
 facilitate equitable access to technology resources for all students.
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Maryland Teacher Technology Standards
The Maryland Technology Consortium has developed Maryland Teacher Technology
Standards, technology outcomes and indicators that all teacher candidates will need to achieve
prior to graduation.
Standard I: Technology Information Access, Evaluation, Processing, and Application
Access, evaluate, and process information efficiently and effectively.
Standard II: Communication
A. Use technology effectively and appropriately to interact electronically.
B. Use technology to communicate information in a variety of formats.
Standard III: Legal, Social, and Ethical Issues
Demonstrate an understanding of the legal, social, and ethical issues related to technology use.
Standard IV: Assessment for Administration and Instruction
Use technology to analyze problems and develop data-driven solutions for instructional and school
improvement.
Standard V: Integrating Technology into Curriculum and Instruction
Design, implement, and assess learning experiences that incorporate use of technology in the
curriculum-related instructional activity to support understanding, inquiry, problem-solving,
communication, or
Standard VI: Assistive Technologies
Understand human, equity. And developmental issues surrounding the use of assistive technology to
enhance student learning performance and apply that understanding to practice.
Standard VII: Professional Growth
Develop professional practices that support continual learning and professional growth in technology.
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