KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COLLEGE OF EDUCATION
DEPARTMENT OF: Library Science and Instructional Technology
I.
Course Title: ITC 527 Integrating Instructional Technology into the K-12 Classroom 3
s.h.; 3 c.h.
II.
Course Description:
The goal of this course is to prepare educators to effectively integrate instructional technologies
into the K-12 curriculum. Students will construct a theoretical foundation and rationale for
integrating instructional technologies. Integration paradigms, instructional design constructs, and
research findings will be emphasized. Pre-requisites: ITC 514 and 525 or permission of the
instructor. Prerequisites: ITC 514 and 525 or permission of the Department
III.
Course Rationale:
Instructional Technology is increasingly used in the K-12 classroom. Without basic knowledge of
integration strategies, teachers have little chance of gaining full potential from their efforts. To
maximize student learning, educators need to utilize the latest research findings regarding
technology integration. In addition, instructional design paradigms, technology characteristics,
instructional strategies, and emerging technology need to be examined.
IV.
Course Objectives/Student Learning Outcomes:
A. Relationship to standards:
Course
Objectives
Upon
completion of
the course, the
student will be
able to:
Conceptual
Framework
PDE
SPA/AECT/NCATE
INTASC
ISTE
1. Identify
strategies for
utilizing
instructional
technology
within various
disciplines in a
K-12
curriculum and
with specific
populations.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Pennsylvania
Standards for
Instructional
Technology
Specialists I.
A,B,D; II C
Standards 1.2, 1.3; 2.1;
2.2, 2.3, 2.4; 3.1, 3.3; 4.2
INTASC
standards
2,3,4,5,6,7,9
ISTE-NETS
Technology
Standards for
Teachers I
A,B; II
A,B,C,D, E;
III A,B,C,D
2. Prepare and
execute lesson
plans
integrating a
variety of
instructional
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Pennsylvania
Standards for
Instructional
Technology
Specialists I.
A,B,D; II C
Standards 1.2, 1.3; 2.1;
2.2, 2.3, 2.4; 3.1, 3.3; 4.2
INTASC
standards
2,3,4,5,6,7,9
ISTE-NETS
Technology
Standards for
Teachers I
A,B; II
A,B,C,D, E;
III A,B,C,D
technologies.
4. Describe and
discuss
strategies that
integrate
instructional
technology to
facilitate
effective
learning.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Pennsylvania
Standards for
Instructional
Technology
Specialists I.
A,B,D; II C
Standards 1.2, 1.3; 2.1;
2.2, 2.3, 2.4; 3.1, 3.3; 4.2
INTASC
standards
2,3,4,5,6,7,9
ISTE-NETS
Technology
Standards for
Teachers I
A,B; II
A,B,C,D, E;
III A,B,C,D
5. Discuss the
historical
development of
instructional
technology
integration.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Pennsylvania
Standards for
Instructional
Technology
Specialists I.
A,B,D; II C
Standards 1.2, 1.3; 2.1;
2.2, 2.3, 2.4; 3.1, 3.3; 4.2
INTASC
standards
2,3,4,5,6,7,9
ISTE-NETS
Technology
Standards for
Teachers I
A,B; II
A,B,C,D, E;
III A,B,C,D
6. Identify key
research
findings
detailing the
integration of
basic media
and computerrelated
instructional
technologies.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Pennsylvania
Standards for
Instructional
Technology
Specialists I.
A,B,D; II C
Standards 1.2, 1.3; 2.1;
2.2, 2.3, 2.4; 3.1, 3.3; 4.2
INTASC
standards
2,3,4,5,6,7,9
ISTE-NETS
Technology
Standards for
Teachers I
A,B; II
A,B,C,D, E;
III A,B,C,D
8. Describe the
use of state
standards in the
integration
process.
Knowledge
Based Domains
C: Professional
Methodology
3. Technology
Integration;
Pennsylvania
Standards for
Instructional
Technology
Specialists I.
A,B,D; II C
Standards 1.2, 1.3; 2.1;
2.2, 2.3, 2.4; 3.1, 3.3; 4.2
INTASC
standards
2,3,4,5,6,7,9
ISTE-NETS
Technology
Standards for
Teachers I
A,B; II
A,B,C,D, E;
III A,B,C,D
B. Relationship to conceptual framework:
General Education
Communication
Interpersonal Skills
Critical Thinking
Content Specialization
Scholarly Inquiry
Reflective Wisdom
Integration of Discipline
The students demonstrate their ability to communicate
effectively through written projects and assignments, in
class discussion, and on-line discussions.
The students demonstrate their interpersonal skills
during class discussions and working on small group
projects.
The students discuss a variety of technology related
issues that are used by teachers in determining methods,
and strategies for teaching and learning.
This course introduces students to the trends and issues
specific to the topic of instructional technology
integration.
Students are required to prepare reflective pieces for
Professional Methodology
Cultural Awareness and Acceptance
Organization and Classroom Management
Technology Integration
each activity and project in the course. As well as reflect
on why a particular technology was chosen for an
assignment.
In this course, the students focus on the most effective
ways to integrate technologies into the instructional
process.
Information concerning the integration of multicultural
issues using technology is discussed in this course.
The use of technology as an organizational and course
management tool is discussed.
This course requires students focus, in depth, on the
issues related to classroom technology integration.
V.
Assessment:
A. Assessment will be based on a subset of the following:
1. Core Assignment
(see attached)
2. Assignments
3. Quizzes, tests, exams
4. Projects (individual and small group)
5. Grading Policies
VI.
Course Outline:
A. Foundations
1. Historical Review of Integration
2. Planning and Preparation for Integration
a. specific content areas
c. specific grade level
b. multicultural and Special Education
3. Learning Theories and Integration Models
4. Integration Research:
a. Descriptive
b. Analytical
c. Experimental
d. Meta-analytical Studies
4. Instructional Design Strategies Related to Integration
a. Self-Directed Learning
b. Psychological perspectives
1. constructivism
2. cognitivism
3. behaviorism
4. social – psychology
5. brain-based
6. other
5. Use of State Standards in the Integration process
B. Specific Integration Strategies (such as)
1.
Web Quests
2.
Debriefing and reflection activities
3.
Role Playing
4.
Writing a Reaction Paper
5.
Conducting a Debate
6.
Comparing and Contrasting Elements
7.
Developing a Concept Map
8.
Producing Charts and Graphs
9.
Producing a Simulation
10..
Conducting Small Group Discussions
11..
Evaluating Web sites
12.
Producing a Culminating Class Project Using a Variety of Media
13.
Developing a Mediated Lesson Plan
C.. Technology Support Tools
1.
Data Collection
2.
Graphics Tools
3.
Planning and Organizing Tools
4.
Research and Reference
5.
Tools to Support Specific Content Areas
D. Emerging Technologies for Integration i.e. smart boards
E. Integration Models
1.
Language Arts
2.
Science/Mathematics
3..
Social Science
4.
Music/Art
5.
Exceptional Students
6.
Multicultural Students
F. Evaluating Integration Strategies
1.
Technology Utilization
2.
Teaching Strategies
3.
Learning Outcomes
4.
Higher order thinking skills
5.
State Standard Use
G. Recent Developments and Trends
1.
New Computers and Software Systems
2.
Video Developments
3.
Audio Developments
4.
Artificial Intelligence
5.
Internet Developments
H. Current technologies
I. Emerging technologies
VII.
Instructional Resource:
Baylor, Amy, Cognitive strategies for training with technology, TechTrends, 44, 5, September,
2000, pp.13- 15.
Bitter, G. Legacy, J. Using Technology in the Clasroom. Brief Edition Pearson New Jersey 2006
Boettcher, Judith, Computer literacy spiral: what do students need to know?, Syllabus, 14,3,
October, 2000, pp. 42-45.
Cavanaugh, Cathy Clips from the Classroom Learning with Technology Pearson New Jersey
2006
Egan, Elaine, Bridge Building, Learning and Leading with Technology, 28, 3, November, 2000,
pp.22 27.
Forcier, Richard Descy, D. The Computer as an Educational Tool Productivity and Problem
Solving 2nd edition Prentice Hall New Jersey 2005
Foshay, Rob, and Bergeron, Corrie, Web-based education: a reality check, TechTrends, 44, 5,
September, 2000, pp. 16 19.
Geisert, P. Futrell M Teachers, Computers, and Curriculum Microcomputers in the
Classroom Person New Jersey 2003
Hirschbuhl, J. Computers in Education 12th edition Contemporary McGraw Hill Iowa 2007
Jonassen, D. Computers as Mindtools for Schools Engaging Critical Thinking 2nd edition
Prentice Halll New Jersey 2002
Lever-Duffy, J. McDonald, J. Mizell, A. Teaching and Learning with Technology Allyn Bacon
Boston 2005
Lockard, J. Abrams, P Computers for Twenty-first Century Educators Pearson New Jersey
2004
McNally, Lynn, and Etchison, Cindy, Streamlining classroom management, Learning and
Leading with Technology, 28, 2, October, 2000, pp. 6-9,12.
Mills, S. Using the Internet for Active Teaching and Learning Pearson New Jersey 2006
Moriison, G. Lowther D. Integrating Computer Technology into the Classroom 3rd edition
Pearson New Jersey 2004
Newby, T. Stepcih, D. Lehman, J. Russell, J Educational Technology for Teaching and
Learning 3rd edition Pearson New Jersey 2006
O’Bannon, B. Puckett, K. Preparing to Use Technology A Practical Guide to Curriculum
Integration Person Boston 2007
Provenzo, E. The Internet and Online Research for Teachers 3rd edition Pearson New York
2005
Reissman, Rose, and Gil, Elizabeth, Technology takes on fairy tales and folktales, Learning and
Leading with Technology, 27,5, February, 2000.pp.18-21.
Sandholtz, Judith Haymore. Teaching with technology: creating student-centered classrooms.
New York: Teachers College Press, 1997.
Smaldino, S. Russell, J. Heinich R. Molenda M Instructional Technology and Media for
Learning 4th edition Pearson New Jersey 2005
Thorsen, C. TechTactics Instructional Models for Educational Computing Allyn Bacon New
York 2003
Waxer, B. Baum, M. Internet Surf and Turf Revealed The Essential Guide to Copyright, Fair
Use, and Finding Media Thomson Boston 2006
Zisow, Marcie, Teaching style and technology, TechTrends, 44,4, May, 2000, pp.36-38.