Three Areas of Technology: Information/Communication, Biological, Physical
GMST 560 – Pioch 117
Spring 2013 – 6:00 PM – 9:05 PM
Office Hours – Scheduled As Needed
Instructor: Joe Priola
Department Coordinator/Technology Education Instructor
Brighton High School/Twelve Corners Middle School
Brighton Central Schools
jpriola@sjfc.edu (Best way to contact me, I will always reply!)
223-5722 (Home)
Class Web Address: http://keep2.sjfc.edu/faculty/jpriola/index.htm (The GMST 560 website is
an extension of the syllabus, students are held accountable for all information that is listed, please check for policies.)
This course is designed to increase the knowledge base of K-12 mathematics, science, and
technology education teachers in the development of integrated MST learning experiences.
Through a collaborative effort, students will design a learning experience based on a theme for
each of the three areas of technology that can be implemented in the classroom. Several
instructional technology applications will be utilized in the development of the experiences.
Required Text:
Kaku, Michio, Physics of the Future: How Science Will Shape Human Destiny and our Daily
Lives by the Year 2100, Double Day Press, division of Random House, NY, 2011
Supplemental/Suggested Texts:
Kaku, Michio, Visions: How Science Will Revolutionize the 21st Century, Anchor Press, NY,
1997
Eichinger, J. 40 Strategies for Integrating Science and Mathematics Instruction, Upper Saddle
River, NJ: Prentice Hall, 2001
Assignments:
→ Prophecy Papers/Presentation (3)
Write a “story” that could be read by/read to, a student in your class. The “story” is to be
directly related to each of the three areas of technology. (One paper for each area.) The “story”
may include some type of self-directed activity or questions to engage the students.
Suggestion: describe the day in a life of a child the age of your students that deals with how a
child utilizes that technology within a 24 hour time period. (If you are not currently teaching,
or if you are in the business world, base the age on your certification area.) One part of the
paper is to be from the past, approximately 150-200 years ago. Another part is the same type
of description but from the present. The third part is also the same description but you will
prophesies on the future. (No particular “order” is required for time periods.) What will be the
impact of the specific technology in people’s daily lives 100 years from now? Or, you may use
your own creativity, (possibly a “trilogy”; story book; advertisements; etc., that addresses the
technology in the past, where it is today, and where it will be in the future/how it has changed.
(Reference Physics of the Future, Chapter 9, “A Day in the Life” in 2100.) Students will
present one of their prophecies to the class in a 10-minute individual presentation. Specific
learnings from the text are to be addressed in your paper. The criteria for assessment are on
the prophesy paper grading rubric.
Assignments: (Continued)
→
Group Projects (3)
Develop an MST integrated learning experience in two of the three areas of technology. (Two
separate projects, one for information/communication and one for biological tech.) The criteria
of the unit will be developed with input from the instructor and the class. Computers and
Internet will be utilized in the development of the learning experiences. The group work will
be presented to the class in multi-media form (expression web; power point; word; excel; etc.)
and will be web based. Electronic copies are to be provided for each class member. The
science, math, or technology teacher is the “expert” on the standards for their area. The
learining experience must show the application of specific MST standards. Details will follow
at a later date.
→
Application of Learning, Physical Technology & Facility/Schedule Design
Applying what was learned in the two group projects, the third area of technology, physical,
will be explored through a different type of assignment. The criteria will be determined at a
later date, however, the project will address the following; the benefits of MST integration;
facility for teaching math, science, and technology education; schedule that will allow for MST
instruction.
→
Journal
Where are you now in your understanding of MST? Where do you want your destination to be
at the end of this course, and the end of your degree? In the journal, record your reflections
and what you are learning that assist in reaching the after course destination. The journal will
demonstrate the application of knowledge from our class to your future classroom. The journal
can be in any form that you choose as long as it can be read.
→ Class Participation/Attendance/Group Work With Partners/Class Focus/assignment
Attendance, contribution to discussions, group work with partners and staying focused during
presentations represents this grade. (Please check the attendance / participation / assignment
policy statement posted on the GMST 560 website.)
→
Information Sharing
Each student will be required to share information. You are to share one “thing” that has
helped you to be a better teacher/worker/student/person. It could be a computer software
program, an organizational tool, grading system, behavior management ideas, a text you found
helpful, an educational website, etc. A schedule will be distributed and information sharing
starts on January 31. (More details/criteria shared this afternoon.)
→
Materials
Each student is required to have information storage devices, i.e., USB storage; Server Folder –
“FTP’ing” from home. Strongly recommended that you purchase a USB drive.
In compliance with St. John Fisher College policy and applicable laws, appropriate academic accommodations
are available to you if you are a student with a disability. All requests for accommodations must be supported
by appropriate documentation/diagnosis and determined reasonable by St. John Fisher College. Students with
documented disabilities (physical, learning, psychological) who may need academic accommodations are
advised to make an appointment with the Coordinator of Disability Services in the Office of Academic Affairs,
Kearney 202. Late notification will delay requested accommodations.
Anticipated Course Outline- Subject to Change with Notice
January 17 – Day 1
Student Introductions
Introduction to Course and Course Requirements
Course Outcomes/Standards
Required Text
Journal Writing
January 24 – Day 2
Information Sharing, Priola “PIT” Website
Technology Basics – Three Areas of Technology
“The Green Eggs and Ham of Change”
Prophesy Paper Assigned – Info. Com.
January 31 – Day 3
Information Sharing
MST Learning Experience – The Characteristics
Types of Integration
Group Project, Information/Communication Unit
Selection of Groups
Group Work
February 7 – Day 4
Information Sharing
Prophesy Papers Due – Info. Com
Technology Discussion
Expression Web, Folder Organization, Power Point, Storage Devices
Digital Photography
Group Work
February 14 – Day 5
Prophesy Paper Presentations – Text Book Discussion – Info/Com
Intro; Part 1 & 2 up to pg. 117
Video Clip
Prophesy Paper Assigned – Bio. Tech.
Group Work
February 21 – Day 6
Information Sharing
Group Presentations Information/Communication Technology
Criteria for Bio-Tech Unit
Selection of Groups
February 28 – Day 7
Information Sharing
Prophesy Papers Due – Bio. Tech
Mid-Pt Review
Group Work
Journal Due (Entries 1-6 + Mid-Point Reflection)
March 14 – Day 8
Prophesy Paper Presentations – Text Book Discussion – Bio-Tech
Part 3 up to pg. 171
Video Clip
Prophesy Paper Assigned – Physical Related Technology
Group Work
March 21 – Day 9
Information Sharing
Group Presentations Biologically Related Technology
April 4 – Day 10
Information Sharing
Criteria for Physical Technology Unit
Selection of Groups
Group Work
April 11 – Day 11
Information Sharing
Prophesy Papers Due – Physical Technology
Group Work
April 18 – Day 12
Prophesy Paper Presentations – Text Book Discussion – Physical
Part 4, 5 & 6 up to pg. 294
Video Clip
Group Work
April 25 – Day 13
Information Sharing
Journal Due (Entries 7-12 + Participation Entry)
Text Book Discussion – Part 7 & 8 up to pg. 368
All Groups Prepared to Present Physical Technology
Groups Randomly Selected to Present (2)
(All Past Assignments Due, Based on Prior Agreement)
May 2 – Day 14
Remaining Group Presentations
Journal (Entry 13-14 & “Final” Thought)
Course Evaluation
Standards/Outcomes
As a result of the learning experiences in the Three Areas of
Technology, GMST 560 course, students will understand that
 Mathematics, Science and Technology Education share equal
importance in the MST model of instruction. (MST Integration)
 There is a great difference between instructional technology and
technology education in that instructional technology is
computers, peripherals, digital visual presenters, etc., or any
device that enhances instruction. Technology education is a
course of study with a specific curriculum, outcomes and
standards. (Instructional Technology)
 Change is a force that can make or break the implementation of MST
within a school and how to manage change. (MST Integration)
 That technology education incorporates the hands on construction
of a device/invention that allows the application of scientific
and mathematic principles.(MST Integration)
 Students working in cooperative groups to achieve a common goal
are an essential element to the inquiry/constructivist classroom.
(Inquiry/Constructivism)
 Instructor/instructional creativity are key components in
connecting with children. (Inquiry/Constructivism)
 The three areas of technology are all encompassing categories in
which we can classify our technological inventions and
innovations. (MST Integration)
 Scheduling and facilities may present a roadblock in the
implementation of MST instructional units and how to develop
strategies to deal with the roadblocks. (MST Integration)
 There are special characteristics to the ideal MST facility and
how to obtain them.(MST Integration & Teacher as Researcher-minor)
 Integrated learning goes beyond MST and can assist in preparing
students for the NYS learning assessments. (MST Integration)
 Curriculum can be centered on large themes and application of
knowledge through a real life experience has more staying power.
(MST Integration)
 Through management of level of concern, frustration & operating
out of comfort zones are strategies that lead to learning.
(Inquiry/Constructivism)
 Other?
As a result of activities in the Three Areas of Technology, GMST 560
course, students will be able to
 Create a website/pages for instructional purposes. (Instructional
Technology.)
 Utilize presentation technology; Expression Web/web based, power
point, computer and digital projector, to present lessons to the
class. (Instructional Technology)
 Access Internet not only for research information but also for
digital photographs, sound clips, and digital video, which can be
incorporated into presentations. (Instructional Technology &
Teacher as Researcher-minor)
 Develop and implement an integrated MST learning experience for
each of the three areas of technology. (MST Integration,
Instructional Technology, & Teacher as Researcher-minor)
 Create concept maps to visually represent interdisciplinary
themes/connections. (MST Integration, Instructional Technology)
 Apply the NYS learning standards for Mathematics, Science and
Technology Education to the MST instructional experiences.
(Teacher as Researcher-minor, & MST Integration )
 Prophesize and instruct students on the past, present & future
world within the three areas of technology. (Teacher as
Researcher-minor)
 Take digital photographs, create videos, produce sound clips,
create portable document files and use them in web based, power
point or equivalent presentations. (Instructional Technology)
 Develop and implement a variety of assessment tools and strategies
for instruction within the MST instructional learning experiences.
(Teacher as Researcher-minor, & MST Integration)
 Better prepare students for the NYS Exams. (MST Integration)
 Participate in discussions that relate to our own classroom
experiences in order for all classmates to gain a better
understanding of the challenges that teachers, students and
parents face in education/classrooms of today. (Teacher as
Researcher-minor)
 Other?
Grading Matrix
GMST 560 – Three Areas of Technology
Grading Philosophy
This is a hands-on course that encompasses the student’s ability to apply what has been learned.
The grading philosophy is based on your ability to take the standards/outcomes of this course and
prove through your achievement, that you can apply the learning to your classroom. Fifty-two
percent or your grade is based on individual achievement and the remaining forty-eight percent is
based on group work
Grade X’s Percent =’s Points
• Class Participation
Attendance/Punctuality
Contribution to Discussions
Group Work W/Partner
______
__.10__
_____
•
______
__.05__
_____
______
______
______
__.07__
__.09__
__.11__
_____
_____
_____
______
__.14__
______
______
__.16__
______
______
__.18__
______
______
__.10__
______
Information Sharing
• Prophesy Papers/Presentations
Information/Communication
Biological
Physical
• Group Project
Information/Communication
Technology
• Group Project
Biological Technology
• Group Project
Application of Learning
Physical Technology
Facility/Schedule
• Journal
Record of Thoughts
Total points
Grading Scale
A
= 95-100%
A= 90-94.99%
B+
= 88-89.99%
B
= 85-87.99%
B= 80-84.99%
Below B =’s Re-do
Grand Total of Points
______
_____/100 =’s
List of Assignments/Due Dates/Work Statement
The following is a matrix of assignments and due dates. Please understand that all work submitted for
the GMST 560 course will be considered for use as exemplars for future classes/students. Work may
be displayed on the GMST 560 website; printed in hard copy;Assigned
linked to the website
as electronic files;
Due Date
linked to your personal website; submitted to NCATE reviews; etc. All work that is used as
• Information
Sharing
Sign-Up
exemplars
will remain
in the original state and will always be1/24
referenced/credited
as your work.
• Text Book Readings
Assignment 1 – Intro; Part 1 & 2 up to pg. 117
Assignment 2 – Part 3 up to pg. 171
Assignment 3 – Part 4, 5 & 6 up to pg. 294
Assignment 4 – Part 7 & 8 up to pg. 368
1/17
2/14
3/14
4/18
2/14
3/14
4/18
4/25
• Prophesy Papers
Information/Communication
Biological
Physical
1/24
2/14
3/14
2/7
2/28
4/11
1/31
2/21
2/21
3/21
4/4
4/25 (5/2)
1/17
2/28 (1-6 + “MP”)
4/25 (7-12 + “PE”)
5/2 (13-14 + “FT”)
• Group Project
Information/Communication
Technology
• Group Project
Biological Technology
• Group Project
Application of Learning
Physical Technology
• Journal
Record of Thoughts/Reflections