College of Education
CURR 4170/5170, Introduction to Technology in Education, Fall 2014
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Facilitator: Scott Kupferman, Ph.D.
Office Location: Columbine 3041
Telephone: 719-255-4015
Email: skupferm@uccs.edu
Virtual Office: Blackboard IM (skupferm), Skype (scottk44), Facetime (skupferm@uccs.edu)
Office Hours: Thursdays at 1:00pm to 3:00pm and by appointment
Course Dates: August 25th to December 20th, 2014
Total Credits: 3
Required Texts/Readings
Required Textbook
Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching (6th
ed.). Boston: Pearson.
Other Readings
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Additional scholarly articles and other material posted in the course’s Blackboard website
Publication Manual of the American Psychological Association, Sixth Edition (ISBN: 978-14388-0562-2)
Other Equipment/Material Requirements
Consistent access to a UCCS email account and the course’s Blackboard website.
Course Format
Online (asynchronous) through Blackboard: https://bb.uccs.edu
This course consists of lectures, use of audio and visual media, readings from required text and
supplementary journal articles, classroom discussions, technology-mediated interactions, guest
subjects/speakers, student presentations, and in-class small group activities.
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Course Description
This course explores the foundations, strategies, and tools for using technology as a means of
engaging all students within inclusive educational settings. A focus is placed upon universal design
for learning (UDL) as a framework for selecting, evaluating, and implementing educational
technology hardware and software. We will explore the following topics this semester:
• The “Big Picture” on Technology in Education
• Today’s Educational Technology Skills: Standards and Assessments
• Today’s Educational Technology Resources: Systems and Applications
• Today’s Educational Technology Issues: Conditions That Shape Practice
• Overview of Factors in Successful Technology Integration
• A Technology Integration Planning (TIP) Model for Teachers
• Technology Integration in Action (i.e., instructional software, simulation teaching functions,
tutorial teaching functions, problem-solving teaching functions, integrated learning systems,
etc.)
• Accessible Technology and Universal Design for Learning
• Teaching and Learning with Technology in: (a) English and Language Arts, (b) Foreign and
Second Language, (c) Mathematics and Science, (d) Social Studies, (e) Music and Art, and (f)
Physical and Health Education.
Course Expectations
Because this is an asynchronous course, students are expected be active learners in the Blackboard
online environment. This means logging in often, participating in discussion board conversations,
completing assignments on-time, and other common expectations of being a successful student.
Course Objectives
Upon successful completion of this course, students will be able to:
1. Identify the knowledge and skills teachers need to apply technology effectively in their
classrooms.
2. Explore the broad range of 21st century hardware, software, and multimedia/hypermedia
tools.
3. Discuss the technology resources and strategies that are universally designed and accessible
for a broad range of students.
4. Demonstrate proficiency in using technology not only as a teaching tool, but also as a
practical method of professional communication with students, families, and colleagues.
5. Investigate how technology resources and strategies are being used in each core content
area:
a. English and Language Arts
b. Foreign and Second Language
c. Mathematics and Science
d. Social Studies
e. Music and Art
f. Physical and Health Education
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Accreditation Standards
Please refer to the Alignment of Course Objectives table at the end of this syllabus document.
Technology Competencies
It is expected that students begin our program with foundational technology skills that include digital
word processing, digital and online formats (e.g. Blackboard) and using online research databases.
Knowledge of the use of technology-supported multimedia, such as PowerPoint and other
audio/video resources, is expected. Students who need assistance with building technological skills
should speak with their professor to learn about technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as not
to miss announcements. If your UCCS email address is not your primary one, please have emails
from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation
Students are expected to maintain high standards of ethical and professional conduct. This includes
attending class, being adequately prepared, contributing to class discussions, submitting high caliber
work and representing your own work fairly and honestly. As an important member of a classroom
community, attendance and punctuality is mandatory. You must actively engage in class and group
work to maximize your learning in this course.
Professional Behavior
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to contribute
intelligently to the discussion without silencing others. All written assignments must be computer
generated unless otherwise indicated by the professor. Professional behavior will be expected in your
future teaching/counseling career and is often the hallmark of career success.
Person-First Language
Teacher candidates are expected to use person-first language when discussing or writing about
persons with disabilities. People with disabilities are a minority group that has historically
experienced prejudice and discrimination. As future teachers and citizens who foster equality among
all people we must be conscious of how our language shapes meaning and reifies stereotypes. For
example, the word handicap has historical origins related to begging. Further, phrases such as,
“wheelchair bound” and “confined to a wheelchair” paint a very restrictive vision of what it is like to
use a wheelchair. Instead people with disabilities more often refer to their wheelchair as tools of
liberation. Please be aware of your language and what meaning it is conveying.
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Diversity Statement
The faculty of the College of Education is committed to preparing students to recognize, appreciate,
and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual
orientation and ability – while striving to provide fair and equitable treatment and consideration for
all. Any student who believes that he/she has not been treated fairly or equitably for any reason
should bring it to the attention of the instructor, Department Chair or the Dean of the College of
Education.
Accommodations
The College of Education wishes to fully include persons with disabilities in this course. In
compliance with Section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to
ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability,
be excluded from participation in, be denied the benefits of, or be subjected to discrimination under
any program or activity…” If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact and register with the Disabilities
Services Office, and provide them with documentation of your disability, so they can determine what
accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability
Services office has been given to the professor by the student. Please contact Disability Services for
more information about receiving accommodations at Main Hall room 105, 719-255-3354 or
dservice@uccs.edu.
Military Students
Military students who have the potential to participate in military activities including training and
deployment should consult with faculty prior to registration for any course, but no later than the end
of the first week of classes. At this time, the student should provide the instructor with a schedule of
planned absences, preferably signed by the student's commander, in order to allow the instructor to
evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities
to be excused absences, on par with those due to other unavoidable circumstances such as illness. If,
however, it appears that military obligations will prevent adequate attendance or performance in the
course, the instructor may advise the student to register for the course at another time, when she/he is
more likely to be successful.
Student Appeals
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
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http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used
for an appeal when a student is:
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Denied admission to professional education program
Denied permission to student teach or complete professional internship
Removed from a professional education program or internship
Denied permission to graduate due to missing requirements
Requesting an exception to specific policies, procedures, or requirements
Requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the
proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html.
UCCS Student Rights and Responsibilities
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code
http://www.uccs.edu/Documents/vcaf/200-019 StudentAcademic Ethics.pdf
Confidentiality
Under no circumstances will students disclose individual student or teachers’ names during whole
class discussions. Please remember to respect the confidentiality of all participants, schools, and/or
organizations.
Authorship
All students should strive to create a research project that will result in a publishable manuscript (e.g.,
journal article, monograph) or a professional presentation at a local or state conference. At the end of
the semester, I will approach students that have projects that have the potential to be disseminated to
the larger professional community. While optional, these students will be encouraged to work
collaboratively with me (and other departmental faculty who may have contributed to your project) to
submit their manuscript to a professional journal or submit data for presentation at a professional
conference. APA 2010 guidelines will always be followed related to authorship and submission of
projects, in other words, authorship is determined by mutual agreement and level of contribution.
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Requesting an Incomplete
An incomplete will be given under these circumstances only: (a) your assignment grade average to
date is 82% or higher and (b) personal situations clearly beyond your control prevent you from
completing the required work by the end of the semester.
If the instructor judges the situation does not meet these criteria, you will be given the grade you earn
and not an incomplete. If you are granted an incomplete, the course work must be completed within
12 months. Please keep in mind that the final grade (earned either by completing the course
requirements or by retaking the course) does not result in deletion of the incomplete grade symbol
from the transcript.
Grading Scale
The instructor adheres to the following table when assigning letter grades for the course:
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A is within 93% to 100%
A- is within 90% to 92%
B+ is within 88% to 89%
B is within 83% to 87%
B- is within 80% to 82%
C is within 73% to 79%
Due Dates/Late Policy
ALL ASSIGNMENTS ARE DUE BY SATURDAY AT 11:59PM. Specific assignment due dates
are listed on the Blackboard website and in the course schedule. Assignments received later than the
due date will receive an automatic 10% reduction in grade for every day in which the assignment is
late.
Assignments (Graded Activities)
Total Points: 320 points (CURR 4170/Undergraduate)
370 points (CURR 5170/Graduate)
1. Weekly Learning Checks
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Total Points: 120 (10 points each, total 12 learning checks)
Please refer to each class module in Blackboard for weekly learning check descriptions
o Each week’s module/learning activity/learning check will be available on Mondays at
12:00am and learning checks will be due by Saturdays at 11:59pm.
o The instructor will provide individualized instruction based upon student learning
check responses.
2. Technology Resource Portfolio
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Total Points: 50
Full assignment description available in Blackboard
Additional information and examples will be provided throughout the semester
3. Technology Training Assignment
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Total Points: 50
Full assignment description available in Blackboard
Additional information and examples will be provided throughout the semester
4a. Technology Integration Assignment
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Total Points: 100
Full assignment description available in Blackboard
Additional information and examples will be provided throughout the semester
4b. Technology Integration Reflection Paper (GRADUATE STUDENTS ONLY)
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Total Points: 50 points
Full assignment description available in Blackboard
Additional information and examples will be provided throughout the semester
Course Schedule
Class/
Week
Class 1:
Week of
Aug. 25th
Class 2:
Week of
Sept. 1st
Class 3:
Week of
Sept. 8th
Topic(s) of Focus
Readings
Educational Technology in
Chapter 1
Context: The Big Picture –
Provides a “Big Picture” overview
of technology resources in use in
today's education and reviews the
current environment for
technology use.
Theory into Practice: Foundations Chapter 2
for Effective Technology
Integration – Describes the
learning theories that shape
various approaches to technology
integration, introduces the
Technology Integration Planning
(TIP) Model, and reviews essential
conditions for effective technology
use.
Instructional Software for 21st
Chapter 3
Century Teaching – Describes and
gives practice in using each of the
Assignment(s) Due by
Saturdays at 11:59pm
Learning Check 1
Learning Check 2
Learning Check 3
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functions of instructional software:
drill and practice, tutorial,
simulation, instructional game, and
problem solving.
Class 4:
Technology Tools for 21st
Chapter 4
Sept. 15th Century Teaching: The Basic Suite
– Describes and gives hands-on
practice in and classroom
integration strategies for the "basic
three" software tools: word
processing, spreadsheets, and
presentation programs.
Class 5:
Technology Tools for 21st
Scholarly Article 1
Week of
Century Teaching: The Basic
Sept.
Suite, Continued
22nd
Class 6:
Technology Tools for 21st
Chapter 5
Week of
Century Teaching: Beyond the
Sept. 29th Basics – Describes and gives
hands-on practice in classroom
integration strategies for the other
software tools.
Class 7:
Hypermedia Tools for 21st
Chapter 6
Week of
Century Teaching – Describes and
Oct. 6th
gives hands-on practice in
resources that combine and link
media to support learning.
Class 8:
Hypermedia Tools for 21st
Scholarly Article 2
Week of
Century Teaching, Continued
Oct. 13th
Class 9:
Hypermedia Tools for 21st
Scholarly Article 3
Week of
Century Teaching, Continued
Oct. 20th
Class 10: Distance Teaching and Learning
Chapter 7
Week of
and the Role of the Internet in
Oct. 27th Education – Provides an overview
of distance education and explores
instructional strategies that
contribute to effective online
learning.
Class 11: Distance Teaching and Learning
Scholarly Article 4
Week of
and the Role of the Internet,
Nov. 3rd Continued
Class 12: Developing and Using Web-Based Chapter 8
Week of
Learning Activities – Focuses on
Nov. 10th web-based activities and gives
examples in applying them to
various instructional situations. It
Learning Check 4
Learning Check 5
Learning Check 6
Learning Check 7
Learning Check 8
Learning Check 9
Learning Check 10
Learning Check 11
Learning Check 12
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Class 13:
Week of
Nov. 17th
No Class:
Week of
Nov. 24th
Class 14:
Week of
Dec. 1st
Class 15:
Week of
Dec. 8th
Class 16:
Week of
Dec. 15th
explores how to develop effective
web-based lessons to support
teaching and learning.
Developing and Using Web-based
Learning Activities, Continued
Scholarly Article 5
Technology Training
Assignment
Thanksgiving Break (No Class)
No Readings
No Assignment
Integrating Technology Across the
Curriculum
Chapters 9-15 (Select
the chapter(s) that are
most relevant to your
professional/teaching
area of interest)
No Readings
Technology Resource
Portfolio
No Readings
Technology Integration
Assignment (ALL
STUDENTS) and
Technology Integration
Reflection Paper
(GRADUATE
STUDENTS ONLY)
Integrating Technology Across the
Curriculum, Continued
Course Wrap-Up
No Assignment
Alignment of Course Objectives, Standards, and Conceptual
Framework
Course Objective
Objective 1: Identify the
knowledge and skills
teachers need to apply
technology effectively in
their classrooms.
Objective 2: Explore the
broad range of 21st century
hardware, software, and
multimedia/ hypermedia
tools.
Assignment, Activity,
or Required
Reading(s)
Technology Resource
Portfolio
Technology Integration
Assignment
Technology Integration
Reflection Paper
Technology Resource
Portfolio
Technology Training
Assignment
CEC
Standards
CO PBSCT
Standards
GC4S7
CC7K4
CC7S9
CC8S3
7.1
7.2
7.3
7.4
7.5
GC4S7
CC7K4
CC7S9
CC8S3
7.1
7.2
CO
Generalist
Standards
9.06(7)(b)(i)
9.06(7)(b)(ii)
9.06(7)(c)
9.06(7)(d)
9.06(7)(e)
9.06(7)(b)(i)
9.06(7)(b)(ii)
9.06(7)(e)
NCATE
Standards
7.1
7.2
7.3
7.4
7.5
7.1
7.2
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Objective 3: Discuss the
technology resources and
strategies that are
universally designed and
accessible for a broad
range of students.
Technology Integration
Assignment
Technology Integration
Reflection Paper
GC4S7
CC7K4
CC7S9
GC7S4
CC8S3
GC5K1
7.1
7.2
9.06(7)(b)(i)
9.06(7)(b)(ii)
9.06(7)(d)
9.06(7)(e)
7.1
7.2
Objective 4: Demonstrate
proficiency in using
technology not only as a
teaching tool, but also as a
practical method of
professional
communication with
students, families, and
colleagues.
Technology Training
Assignment
Technology Integration
Assignment
Technology Integration
Reflection Paper
CC7K4
CC8S7
7.3
9.06(7)(c)
7.3
Objective 5: Investigate
how technology resources
and strategies are being
used in each core content
area.
Technology Integration
Assignment
Technology Integration
Reflection Paper
GC4S7
CC7K4
CC7S9
CC8S3
7.1
7.2
7.4
7.5
9.06(7)(b)(i)
9.06(7)(b)(ii)
9.06(7)(d)
9.06(7)(e)
7.1
7.2
7.4
7.5
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