Integration of Information and Computer Technology in Instruction COURSE
OUTLINE
Shawn Lennie
EDAQ 6900C: Integration of Information and Computer Technology in the Classroom
Course outline for [Spring, 2011]
1. Instructor Contact Information
Instructor Name
Shawn Lennie
Email
shawn.lennie@utoronto.ca
Office Hours: N/A
2. Course Description
Integration of Information and Computer Technology in the Classroom – Part 1 is an
introductory course. It focuses on the development of skills and knowledge in the design,
delivery and assessment of curriculum through information and communication technology. The
course provides a basic foundation in the use of information and communication technology as
an educational tool within the classroom setting. Also provided is an exploration of integrated
delivery models for the application of information and communication technologies and issues of
relevance to the educational context in candidate teacher’s work. Other components of the
course include consideration of the use of assistive technologies and appropriate evaluation
practices when using information and communication technology.
The course considers the theory and practice underpinning the delivery of curriculum through
information and communication technology. It will be of interest to any teacher with an interest in
extending and enriching students’ learning through information and communication technology
by coming to understand, on a deeper level, the theory behind, and the practical application of,
information and communication technologies in the classroom.
3. Course Outcomes
This course is guided by the following outcomes:
 understanding and implementing Ministry of Education curriculum expectations and Ministry of
Education and district school board policies and guidelines as they relate to the integration of
information and communication technology in the curriculum
 having the theoretical understanding and foundation necessary to design, implement, and assess
programs for students
 understanding how to create inclusive, safe, ethical and equitable learning environments that
address the diversity of learners
 understanding of the learner’s intellectual, social, emotional, physical, linguistic, cultural, spiritual
and moral development in information and communication technology environments as they
relate to program development and the assessment and evaluation of students
 understanding how to use, accommodate and modify expectations, strategies and assessment
practices based on the developmental or special needs of students
 exploring strategies that facilitate collaboration with in-school personnel, parents/guardians and
the community to support the integration of information and communication technology in the
classroom
 identifying and accessing a variety of resources and networks within and beyond the educational
system to enhance and support student learning
 demonstrating the ability to respond to and initiate innovation and change to further enhance
learning
 demonstrating an understanding of theories and methodologies in the integration of information
and communication technology through reflection on their influence on and application to
professional practice
 demonstrating the ability to modify programs through reflection, active engagement and
collaboration
 demonstrating the ability to integrate information and communication technology in the curriculum
and advancing skills in this area
 embedding theory into practice
 understanding how the integration of information and communication technology can extend and
enrich student learning
 demonstrate an awareness that children learn in different ways and need a variety of engaging
strategies to be successful in reading
 know how and when appropriate new information and communication technology is used in
teaching, learning and assessment practices
 demonstrate an openness to evidence-based innovation and change
 demonstrate an understanding of theory and research related to the effective teaching of reading.
4. Course Design
This course is delivered in an online format and will consist of a combination of instructional
strategies including synchronous and asynchronous small group discussions and assignments,
whole class discussions on case studies, individual tasks and reflective journal
writing. Students will require access to the following online platforms for course participation

UOIT Web CT LMS
o
This is the primary repository for the course and should be used to find course
documents, send emails and submit assignments
 Course Wiki (invitation will be sent through email).
o
This is the open source platform for the course and will be used for discussion
postings and artifact postings.
 Adobe Connect Platform or Google Hangouts link:
GOOGLE HANGOUTS:
 You will be invited to join Google plus by the instructor if this option is choosen.
ADOBE CONNECT:
 IF AVAILABLE:
http://uoit.adobeconnect.com/edaq6900c-201105-10564
o
The adobe connect platform may be used to facilitate synchronous classes. In
this case students will be provided with a schedule of the Adobe Connect
sessions to be held during the course.
o
If you cannot log into Adobe Connect please email the helpdesk at itsupport@dcuoit.ca. Include the following information: first name, last name, student number and
course code.
7. Outline of Topics in the Course
A detailed topical for the course can be accessed via the course Web CT.
8. Required Texts/Readings
There is no required textbook for the course. Readings will be posted in the course topical and
on the course LMS (Web CT).
9. Evaluation Method
Candidates will receive formative evaluation throughout the course using a variety of evaluation
techniques. Assessment for evaluations will involve rubrics, rating scales, peer and selfevaluation. These evaluations are intended to give candidates feedback throughout the course
and will be included in their final grade.
The following is an overview of the evaluation pieces for the course:
Assignment
Weight
Date
Participation in online discussions
(asynchronous and synchronous)
20%
See course
calendar
Online Artifact #1: Voki Avatar
10%
See course
calendar
Online Artifact #2: Tech in the Classroom Spotlight
10%
See course
calendar
Online Artifact #3: Facilitation Online Artifact
10%
See Course
Calendar
Online Blog Portfolio
25%
See course
calendar
Software Evaluation Project
25%
See course
calendar
Final course grades may be adjusted to conform to program or Faculty grade distribution
profiles. Further information regarding grading can be found in Section 5 of the UOIT
Academic Calendar.
10. Assignments and Tests
Participation in online discussions (20%)
Description & Purpose:
One of the main challenges of an online course is the development of authentic discussions that reflect
those that are achieved in a f2f environments. In this course, students are asked to actively participate in
asynchronous and synchronous discussions in order to engage in a critical discourse with their
colleagues. Each module provides opportunities for online interaction and it is recommended that
students participate in online discussions on a regular basis.
Deliverable:




Summary of one week’s discussions and creation of course wiki page.
Ongoing postings to course discussion boards and course wiki
Participation in online chats.
Participation in Adobe Connect sessions
Submission Guidelines:
Discussion board postings are due by midnight on Friday of each week (see course topical for specific
dates).
Online Artifacts: (30%)
Online Artifact #1: Voki Avatar (10%)
Description & Purpose:
An important element of participating in virtual spaces is the concept of a virtual identity. For the purpose
of this artifact you are asked to create an online avatar and use it to introduce yourself to the rest of the
class. To accomplish this you are asked to:
1. Visit http://www.voki.com/
2. Create a Voki avatar and customize your character to reflect who you are. Provide a narrative
that gives us some information about your background. Consider the following:
1. Information about your professional background (where do you teach? what do you
teach? what is your area of specialization?
2. Information about your personal background (feel free to share as much as you feel
comfortable about; family, friends, personal interests, hobbies etc.)
3. What types of experiences do you have with computers and other information and
communication technologies? (Internet, mobile technologies, smartboards, instructional
technologies etc).
4. What is one thing that you would like to learn in the course?
5. What is one thing that you would like to teach in the course? (something that you know
that you can share with others in the group).
3. Publish your avatar and email the link to all students in the class. (See VOKI for instructions on
sharing.
Deliverable and Submission:
1. Email a link to your VOKI to everyone in the class
2. Embed the code of your VOKI into the course WIKI
3. Submit the URL for your VOKI into the Assignment Drop box on Web CT
Online Artifact #2: Spotlight on Tech in the Classroom
NOTE: The technology that you use for this artifact can also be used for your software evaluation project.
Description & Purpose:
For the purpose of this assignment you are asked to locate an online video showcasing a specific
educational technology being used within a classroom environment. The video should be of a technology
that you are specifically interested in and show students using the technology in a classroom
environment.
Once you have located the video you are asked to embed the video in the course wiki and provide a brief
overview of the video. The purpose of the review is to give some insight into what the technology is and
how it relates to the teaching profession. Ultimately, you want to generate enough interest in the review
for the viewer to want to watch the video. In the review of the video you can consider:
1.
2.
3.
4.
5.
What is the technology that is being showcased? (Describe its purpose and function)
Why did you select this technology?
How does this technology support learning? (Describe the application)
What does this technology do that couldn’t be done using standard instructional methods
Who is the technology developmentally appropriate for? (Be specific in terms of age, grade etc
and provide a rationale for why)
6. In what way is this technology relevant to the teaching profession?
7. Any other information that you think is relevant to know about the technology?
Process:
1.
2.
3.
4.
Find a video
Copy the embed code of the video and the video URL
Write your review of the video using the questions above
Embed the code of the video and your review into the course wiki on the appropriate page
(Artifact #2 Postings)
5. Submit URL for the video to the assignments submission box on Web CT
Deliverable and Submission Guideline:
Once you have found your video and completed your review you are asked to:
1. Embed your video and review into the course wiki
2. Submit the URL for your video in the assignments submission box on Web CT.
Assessment:
Area
Video
Selection
Video Review
Details

Value
4

Video shows a piece of ICT being used within an educational
setting
Video is professional in nature and relevant to teacher
professionals


Description of the purpose and function of the ICT is provided
Consideration is given to how the ICT supports/connects to
6

learning and its developmental appropriateness
Value of the technology for the teaching profession is explored
Total
10
Online Artifact #3: Concept Glogster or WebDoc (10%)
Description & Purpose:
For the purpose of this assignment you are asked to create an online artifact that documents the
discussion that your group facilitated for the class. The primary function of the artifact is to
provide an overview of some of the key themes related to the discussion. You are also asked to
discuss how the discussion relates to other material (either inside or outside of the course).
It is recommended that you use multi-media (ie: not just write a report) to communicate these key
themes. Some examples of online artifacts could be (but are not limited to):





Glogster or WebDoc
Screencast or Podcast
Wordle (should be used in conjunction with one of the others)
Xtranormal Animation
Prezi
Process:
1.
2.
3.
4.
Facilitate the discussion for the module.
Identify the key points that your group wants to emphasize and ways to do this.
Create your online artifact
Post your online artifact to the Group Facilitation Online Artifacts page
Deliverable and Submission Guideline:
Once you have completed your artifact you are asked to:
1. Post the link to your artifact to the Assignment drop box in Web CT
2. Embed your Glogster/WebDoc into the Course Group Facilitation Archives (under
the appropriate section)
3. Review the artifacts of your peers and comment on them
Archives:
For samples of previous student work please visit our Online Artifact #3 Archives page.
Online Blog Portfolio (25%)
Description & Purpose
The purpose of the online blog portfolio is for you to create a professional portfolio that can be viewed by
colleagues within the educational community. It is a combination of a development portfolio, where you
can represent the learning you engage in throughout the course as well as a showcase portfolio, that can
be used to highlight accomplished work.
The purpose of this assignment is twofold:
1. To record your reflections on content related to the course and document interesting resources that
you feel will be beneficial to your teaching practice
2. To gain experience publishing content online using a Web 2.0 publishing application.
Format
For this assignment students are asked to utilize an online blogging tool to develop a digital persona that
exemplifies their understanding of the profession. All entries for must be placed online for the instructor
as well as the general public to read.
The following are blogging tools that are free and offer an extensive suite of applications. You are
encouraged to find a blogging platform that best suits your needs and these should be considered as
good potential platforms:
 WordPress (recommended)
 Blogger (ties into your Google account)
 TypePad
NOTE: You are encouraged to create interactive portfolio entries that provide hyperlinks to relevant
content hosted in other online spaces
Deliverable(s):
You are asked to submit three separate blog entries that reflect your experiences in the course. The first
blog entry has a specific topic and is intended to give you a sense of the format and purpose of
educational blogs. For the first blog entry you are asked to:
1. Find a blog on the Internet dealing with some element of educational technology that you find to
be interesting
2. Subscribe to the blog
3. Write a review of the value of that article to your professional practice. Consider the following:
1.
2.
3.
4.
5.
What was the blog about?
How do you know that the content of the blog is reliable and relevant?
How does it connect to existing scholarship on technology and education?
In what way is the article valuable to you as a professional?
In what way does the blog connect to your pedagogy about technology and education?
4. Post your review to YOUR BLOG. Be sure to include:
1. A link to the blog that you are talking about
2. References for any literature that you have cited
The remaining blog entries are open for your interpretation and should focus on elements of the course
that you found to be the most interesting.
Topics for blog entries can include (but are not limited to):
 Scholarly reflections/responses of course activities, readings, and presentations completed
throughout the course
 Frequent reading and analysis of key educational articles, media, and/or blog posts from other
educational bloggers;
 Reflections on topics posted to the discussion board
 Sharing and review of discovered resources and/or tools
 Thoughtful, critical reflection of the use of technology (through ongoing experimentation) in your
personal or professional context.
 Philosophy Belief about the role of ICT in education
NOTE: Remember that your blog and should be understood as a professional piece of
writing. It should have value for you in your professional development but also be written
with the understanding that other educators in the general public will read it.
Blog/Portfolio Entries should:
 Have a clear purpose and identify a key area related to the course that other educators would be
interested in reading about
 provide evidence of an understanding of existence scholarship and theory related to the topic
 Include relevant references to cited work
 Include elements of graphics and multi-media to engage the reader
Submission Guidelines:
The blog portfolio will be submitted electronically through Web CT. In order to submit your portfolio copy
the home URL into the assignment drop box in the course.
Assessment:
The following will be used as a guide for evaluating your blog:
Content
Unprofessional
Developing
Professional
Professional
Professional
Leader
Few entries are
complete
Most entries
are complete
Limited
understanding
of topics is
shown
Basic
understanding
of topics is
shown
Limited
connection to
scholarship and
relevant
research is
made.
All entries are
complete and
demonstrate a
concrete
understanding
of the topics
All entries are
complete and
demonstrate an
insightful
understanding
of the topics
Connections
are made to
relevant
scholarship and
research
Connections
are made to
prominent
scholarship and
research
Content
provides a
basic
contribution to
the profession.
Content
provides a
valuable
contribution to
the profession.
No connection
to scholarship
and relevant
research is
made.
Content does
not provide a
contribution to
the profession.
Content
provides a
limited
contribution to
the profession.
Value
15
Writing,
Professionalism,
Referencing and
APA
Lacks
professionalism
Inconsistent
writing style
with grammar
and spelling
errors that
interfere with
communication
of ideas.
APA format not
used.
Acceptable
level of
professionalism
Writing is
consistent with
many grammar
or spelling
errors that do
not interfere
with
communication
of ideas.
APA format
used
inconsistently
Creativity and
use of multimedia
Demonstrates
standard
quality
professionalism
Highest quality
of
professionalism
is evident.
Writing is
consistent with
few grammar or
spelling errors.
Writing is
articulate and
enhances ideas
presented.
APA format is
utilized
effectively with
some minor
errors
APA format is
flawlessly
applied
No evidence of
the use of
multi-media is
present.
Multi-media is
used sparingly
and does not
support ideas
Limited use of
multi-media
that helps to
support ideas.
A variety of
multi-media is
used to
enhance ideas
Lacking in
creativity or
originality.
Limited amount
of originality
and creativity
that is
disconnected
from content.
Creativity and
originality used
abstractly and
may not
connect to
content.
Creativity and
originality
enhance the
content
Total
5
5
25
Software Evaluation and Lesson Plan Project (25%)
Description & Purpose:
The purpose of this assignment is to identify a piece of educational technology that you can use within
your professional practice. Consideration can be given to both hardware (Interactive whiteboards,
personal computers, mobile devices, interactive response systems) and software (Internet, assistive
programming, instructional software) Examples of educational tools can include (but is not limited to):
Category
Examples
Productivity Tools:
Open Office, Google Documents,
Collaboration Tools:
Google Documents, PB Works Wiki, Wikispaces
Publishing Tools
Blogger, WordPress, TypePad, Slideshare, Prezi, Glogster
Avatar Applications:
VOKI, Second Life
Geocaching and Mapping Applications:
Google Maps, Google Earth, Mapquest
Social Networking Tools
Facebook, MySpace
Data Collection Applications:
Survey Monkey, Survey Gizmo
Mind Mapping and Brainstorming Tools
Wordle
Communication Tools
Skype, Meebo, SMS
Image Editing and Sharing Tools
GIMP, Picnik, Picasa, Flickr
Audio Editing Tools
Audacity,
Video Editing and Screen Capture Tools
Screenflow (MAC), Camtasia (PC), Jing (PC/MAC)
Process:
1. Identify a piece of technology that you will use
2. Research the technology and identify:
i.
ii.
iii.
The history, purpose and function of the tool
The pedagogical rationale for using the technology (found in relevant literature)
One case study where the technology has been implemented within an
educational setting.
3. Develop a lesson plan that uses the technology within an educational setting. You are
encouraged to use whichever lesson plan model you are most comfortable with however, basic
lesson plans should include:
i.
ii.
iii.
iv.
v.
Identification of curriculum expectations to be covered
List of resources and materials required
Layout of time frame for lesson
Instructional and Assessment strategies involved
Identification of modifications and adaptations to be made
3. Implement the lesson plan within your teaching practice.
NOTE: The implementation piece of the assignment may not be applicable to Summer sessions.
Please contact instructor for details.
4. Create a wiki page in the Software Evaluation section on the implementation of the technology.
The page should include:
1. Copy of the lesson plan used to implement the technology
2. Description of the software or tool that you have chosen. Give consideration to:
i.
ii.
iii.
What is the purpose and function of the tool? (Taken from #1)
What are the benefits of the technology over standard instructional strategies?
In what ways does the software support learning for your students?
3. Describe the case study that you found where the technology was implemented in an
educational setting (Taken from #1)
4. Describe your experience in implementing the technology in your practice and consider:
i.
ii.
iii.
iv.
v.
vi.
vii.
were you able to use the technology effectively (why or why not)
Did the technology support the learning outcomes that you identified?
How did the students respond to the use of the technology?
What were the key challenges you experienced in using the technology?
What were the key successes you experienced in using the technology?
What would you do differently if you were to use the technology again?
What recommendations, if any, would you make for changing the design of the
technology?
5. Submit a pdf version of your wiki page through submission box on Web CT
NOTE: Using the wiki allows you to embed multi-media like images and videos of your lesson
plan. If you decide to use images or video please make sure you have consent from the members
of your school community.
Deliverable & Submission Guidelines:
Create a wiki page documenting your evaluation of the software and implementation of it in
your practice.
Submit a PDF copy of your page as an attachment to the assignment drop box on Web CT.
Assessment:
Area of Focus
Unprofessional
Developing
Professional
Standard
Professional
Leader
Value
Content:
Copy of lesson plan
is included
Evidence of
background
research on the
technology is
included
One case
study/example of
the technology
being used in an
educational setting
is identified
Reflection on the
implementation of
the technology is
provided
Many elements
of the paper are
missing, No
connection to
course content
or appropriate
scholarship
Most of the
elements of
the paper
are covered
in a useful
way.
Little to no
connections
to course
concepts
and
scholarship.
All of the
elements of the
paper are
covered and a
useful way.
Some
connections to
course
concepts and
scholarship is
evident but
may be
superficial in
nature.
All elements of
the paper are
covered in an
insightful and
valuable
way. Connections
are made to broad
course concepts
and appropriate
scholarship
__ /18
Professionalism &
Referencing
Writing is
unprofessional.
Some
Writing is
clear and
basic, lacks
Writing is clear
and concise,
some evidence
Writing is
insightful and
provides strong
__ / 7
references are
missing.
References are
not formatted.
in
professional
language.
All
references
are included.
Some
references
are not
formatted
properly.
of professional
language.
References are
included and
formatted
properly.
Total:
evidence of
professional
knowledge.
References reflect
strong
understanding of
literature on the
topic and are
formatted as per
APA guidelines.
__ / 25
Additional UOIT Policies:
11.
Accessibility
To ensure that disability-related concerns are properly addressed during this course,
students with documented disabilities and who may require assistance to participate in this
class are encouraged to speak with their instructor as soon as possible. Students who
require alternative testing and examination arrangements or other academic
accommodations must contact the Centre for Students with Disabilities (B297) as early as
possible to ensure that your needs can be met.
12.
Academic Integrity
Students and faculty at UOIT share an important responsibility to maintain the integrity of
the teaching and learning relationship. This relationship is characterized by honesty,
fairness and mutual respect for the aim and principles of the pursuit of education.
Academic misconduct impedes the activities of the university community and is punishable
by appropriate disciplinary action. Students are expected to be familiar with UOIT’s
regulations on Academic Conduct (Section 5.15 of the Academic Calendar) which sets out
the kinds of actions that constitute academic misconduct, including plagiarism, copying or
allowing one’s own work to copied, use of unauthorized aids in examinations and tests,
submitting work prepared in collaboration with another student when such collaboration has
not been authorized, and other academic offenses. The regulations also describe the
procedures for dealing with allegations, and the sanctions for any finding of academic
misconduct, which can range from a written reprimand to permanent expulsion from the
university. A lack of familiarity with UOIT’s regulations on academic conduct does not
constitute a defense against its application.
Further information on academic integrity is available
at: www.uoit.ca/EN/academicintegritystudent
13.
Turnitin (if applicable)
UOIT and faculty members reserve the right to use electronic means to detect and help
prevent plagiarism. Students agree that by taking this course all assignments are subject to
submission for textual similarity review to Turnitin.com. Assignments submitted to
Turnitin.com will be included as source documents in Turnitin.com's restricted access
database solely for the purpose of detecting plagiarism in such documents for five academic
years. The faculty member may require students to submit their assignments electronically
to Turnitin.com or the faculty member may submit questionable text on behalf of a student.
The terms that apply to UOIT's use of the Turnitin.com service are described on the
Turnitin.com website.
At the time the work is assigned, students must inform their professors that they are not
giving permission to have their work submitted to Turnitin.com AND sign the Turnitin.com
Assignment Cover
sheetat: http://www.uoit.ca/assets/Academic~Integrity~Site/Forms/Assignment%20Cover%20sh
eet.pdf
Further information about Turnitin, under Resrouces on the Academic Integrity link on your
laptop.
14.
Final Examinations (if applicable)
Final examinations are held during the final examination period at the end of the semester
and may take place in a different room and on a different day from the regularly scheduled
class. Check the published Examination Schedule for a complete list of days and times.
Students are advised to obtain their Student ID Card well in advance of the examination
period as they will not be able to write their examinations without it. Student ID cards can
be obtained at the Campus ID Services, in G1004 in the Campus Recreation and Wellness
Centre.
Students, who through religious obligations are unable to write a final examination when
scheduled, will be permitted to write a deferred examination. These students are required to
give three week’s notice to the faculty concerned and to document the religious obligations
involved. Students who miss an exam for medical or compassionate grounds may submit a
request for deferral, along with supporting documentation, to the Faculty within five (5)
working days after the scheduled writing of the examination.
Further information on final examinations is available
at: www.uoit.ca/EN/main2/about/14057/14152/Academic_Policies_and_Procedures/Finalex
am.html
15.
Course Evaluations
Student evaluation of teaching is a highly valued and helpful mechanism for monitoring the
quality of UOIT’s programs and instructional effectiveness. To that end, course evaluations
are administered by an external company in an online, anonymous process during the last
few weeks of classes. Students are encouraged to participate actively in this process and
will be notified of the dates via MyCampus.
Published by Google Drive–Report Abuse–Updated automatically every 5 minutes