DINÉ COLLEGE
COURSE SYLLABUS
COURSE NUMBER
COURSE TITLE & (CREDITS)
SEMESTER
CLASS MEETING TIME(S)
EDU 261
Technology in Education (3 credits)
Spring 2015
Online via Blackboard. Class opens on January 16, 2015 and
closes on Friday, May 1, 2015
INSTRUCTOR
OFFICE LOCATION:
OFFICE PHONE NUMBER:
E-MAIL:
OFFICE HOURS:
BEST CONTACT METHOD:
Cynthia Benally
NHC 601C
928.724.6817
cynbenally@dinecollege.edu
Tuesdays and Thursdays from 11:30 am-2:00 pm and by
appointment
Email
PREREQUISITE (If any)
Eng 101; Nav 101 or 211
IT-HELP DESK
IT-help@dinecollege.edu
(928) 724-6644
COURSE DESCRIPTION
This course covers the philosophical, socio-cultural, historical, and legal foundations of formal
education, focused specifically on K-8 schools. Students are required to explore their beliefs and
values for informal and formal learning and teaching. Schooling, the roots of education, and how
politics influences schools are studied. Students will also research teaching careers. Comparisons
are made among educational K-8 systems with special attention to Navajo Nation schools.
REQUIRED TEXT
All readings are posted on Blackboard.
COURSE OUTCOMES
By the end of the course, teacher candidates will:
Nitsáhákees
• Describe how various technology applications can meet individual student needs.
Nahat’á
• Determine trustworthy technological resources based on appropriate criteria.
Iiná
• Create culturally appropriate materials using technological resources.
• Adapt existing lessons plans by using technological resources to be culturally
appropriate.
1
•
•
Select appropriate technology applications to enhance student learning.
Take responsibility for one’s own learning by completing assignment deadlines.
Siihasin
• Using rubrics, self-reflect on the quality of work prior to submission.
• Demonstrate professionalism.
ESSENTIAL QUESTION
In what ways are educators and students consumers and creators of technologies?
InTASC STANDARDS
This course introduces you to the following InTASC standards (upper-level courses in the
BAEE program probe the same standards in more breadth and depth):
Instructional Practice
#6: Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to monitor learner progress, and to guide the teacher’s and
learner’s decision making.
#8: Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their
connections, and to build skills to apply knowledge in meaningful ways.
Professional responsibility
#9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional
learning and uses evidence to continually evaluate his/her practice, particularly the effects of
his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
NES PROFESSIONAL KNOWLEDGE TEST COMPETENCIES
To gain provisional licensure from the state of Arizona, you must pass three NES tests:
• Elementary Education Subtest I (reading/language arts and social studies)
• Elementary Education Subtest II (math, science, the arts, health, and fitness)
• Assessment of Professional Knowledge: Elementary
This course introduces you to the following NES professional knowledge test competencies:
0002 Understand learning processes, factors that can affect student learning and
performance, and how to apply this knowledge to provide instructional environments
and experiences that promote all students’ learning and achievement.
• Identify strategies and technologies for facilitating learning for students with various
characteristics and needs in given instructional contexts.
0005 Understand principles and procedures of curricular and instructional planning and
how to use effective planning to design instruction that promote all students’ learning
and achievement.
• Apply knowledge of how to use appropriate criteria to evaluate instructional resources,
including technology resources, and how to select resources to meet various
instructional needs.
2
Apply knowledge of strategies for modifying curriculum and instruction based on
student characteristics and needs and for adapting lessons to ensure the success of all
students in learning, including students who are English language learners and students
with exceptionalities.
0006 Understand principles and practices associated with various instructional
approaches and how to apply these principles and practices to promote all students’
achievement of instructional goals.
• Demonstrate knowledge of the use of technology in instruction and strategies for
effectively integrating technology into specific instructional situations to support
student learning.
•
MODULES
The course consists of nine learning modules that align to the course-level outcomes above. All
ten modules focus on and iteratively circle back to the course’s essential question. They include:
• Module 1: Microsoft Word
• Module 2: Microsoft Excel
• Module 3: Safety
• Module 4: Presentation Tools (PowerPoint, Key Note, and Prezi)
• Module 5: Web 2.0 (Blogs, Wikis, Podcasts)
• Module 6: Digital Storytelling
• Module 7: GIS
• Module 8: Classroom Applications
• Module 9: Creating Technologies
ASSESSMENTS AND GRADING POLICY
There is a performance assessment and either a reading quiz or discussion forum post for each
module. A significant time commitment is required to complete the course activities and
assessments: about 10 hours per week. No late work will be accepted after the end date for
each module. If you complete a module prior to the due date, you may begin the next module.
Details about each of the course assessments, along with point values and rubrics, are as follows:
1. Reading quizzes. You are expected to read all of the assigned course readings in each
learning module. For each module there is a multiple-choice test with 10-25 items that
assess your comprehension of the assigned readings. You will take the quiz online. The
quizzes are open book. Each one is worth 50 points.
2. Discussion forum posts. Some of the modules require you to post to the discussion
forum. 30 points.
3. Discussion forum responses. You will need to post at least two responses to
participants’ work. In so doing, you are expected to adhere to widely accepted Netiquette
Rules. Each response is worth 10 points, 20 points maximum for that module.
4. Performance assessments. Each is worth 100 points. Detailed guidelines and rubrics are
spelled out below.
5. Final assignment. You will be working toward your final assignment beginning with
Module 7. The completed project is worth 100 points. The incremental assignments are
worth 20 points.
3
You will earn a course grade by compiling points-per-assignment. Each of the assignments is
worth a certain number of points as indicated above. You will receive no points for late
assignments. Grades will be calculated by dividing points earned by total possible points, which
creates a percentage, which translates into a traditional letter grade as follows:
• 100-90% = A
• 89-80% = B
• 79-70% = C
• 69-60% = D
• 59% or less = F
ACADEMIC INTEGRITY
Candidates are responsible for the integrity of their academic work. Examples of academic
dishonesty include, but are not limited to, obtaining unauthorized assistance in any academic
work; cheating on a test; plagiarism; quoting without proper credit; modifying any examination,
paper, record, report or project without the instructor’s approval for obtaining additional credit or
an improved grade; and representing the work of others as one’s own. Some of the penalties that
may be imposed include: warning (written or oral); reducing the grade for the assignment, test,
or project; reducing the grade for the course; assigning a failing grade for the course; dismissing
the candidate from the course and issuing a grade of “W”; academic probation or
COURSE SCHEDULE
Module Topics
1
Microsoft Office (Word)
2
Microsoft Office (Excel)
3
Safety
4
5
Presentations (PowerPoint, Key
Note, Prezi)
Web 2.0 (Blogs, Wikis, Podcasts)
6
Digital Storytelling
7
GIS
8
Classroom applications
9
Creating technologies
Assignment
Create culturally
appropriate instructional
material/poster
Create a grade book
List additional Excel uses
Create list of internet
safety basics/rules
Create a 10 slide
presentation
Create a communication
venue
Create a digital story
Assessment
Quiz
Discussion Board
Discussion Board
Quiz
Discussion Board
Quiz
Discussion Board
VoiceThread
Quiz
Complete student
assignment
• Critique online teacher Quiz
resources
• Modify existing lesson
plan
Build a robot
Discussion Board
4
Module 1
Microsoft Office (Word)
January 19 – February 1
Outcome
Use Microsoft Word to create a culturally relevant educational resource.
Input
• View PowerPoint presentation, CreateYourFirstWord2013Document
• View online video, Using Microsoft Word 2010: A complete tutorial of most aspects of
the application
• Read Toward a Theory of Culturally Relevant Pedagogy by Ladson-Billings
Output
• Create an culturally responsive educational resource
• Post on the discussion board a summary of the resource including its purpose, intended
use, grade level, and subject area.
• Post a response to TWO summary posts
• Reading Quiz
Module 2
Microsoft Office (Excel)
February 2 - 8
Outcome
Use Microsoft Excel to create grade book
Input
• View PowerPoint presentation, CreateYourFirstExcel2013Workbook
• View online videos
Output
• Create an Excel grade book
• Discussion board: Post FIVE additional ways you will use Excel in your future
classroom.
• Post a response to TWO Excel posts
Module 3
Safety
February 9 - 15
Outcome
Create a list of Internet safety rules
Input
5
•
•
Read Chang’s Internet Safety Survey: Who Will Protect the Children?
Read other readings found in the Module 4 folder
Output
• Quiz on readings
• Identify 10 rules for technology use. For each rule, explain why you chose to include in
the list.
Module 4
Presentations (PowerPoint, Key Note, Prezi)
February 16 – March 1
Outcome
Create a presentation for an audience.
Input
• View PowerPoint presentation, CreateYourFirstPowerPoint2013Presntation
• View online video, Using Microsoft Word 2010: A complete tutorial of most aspects of
the application
• View videos on PowerPoint, Keynote and Prezi
• Read your colleagues’ posts on the VoiceThread
Output
• Create an ten slide presentation on a social studies subject of your choice – post slides on
VoiceThread
• Respond to your colleagues’ presentations
• Post on the discussion board which presentation application you preferred and why.
• Post a response to TWO summary posts
Module 5
Web 2.0 (Blogs, Wikis, Podcasts)
March 2 – March 15
Outcome
Understand the potential for Web 2.0.
Input
• Read webpages about blog and blogging
• Read about wikis
• Read about podcasts and podcasting
Output
• Begin an educational blog
o Post blog address in discussion board
o Visit classmates’ blogs and respond in their comments section.
6
•
•
Create a podcast
o Post podcast in blog.
Contribute to Navajo Wiki – extra credit
o Take screenshot of your contribution and submit on Blackboard
Module 6
Digital Storytelling
March 16 – March 22
Outcome
Create a digital counter-story.
Input
• Read and view resources.
• Read your colleagues’ posts on the discussion board
Output
• Post on the discussion board how (topics) digital storytelling can be used in your
classrooms.
• Post a response to TWO summary posts
• Following the writing process to create a digital story about your journey to becoming a
teacher.
o Write a proposal – Due March 22, 2015
o Research story
o Write Script – Due April 5, 2015
o Plan storyboard – Due April 19, 2015
o Gather images
o Publish on VoiceThread – Due May 6, 2015
Module 7
GIS
March 23 – 29
Outcome
An introduction to GIS instruction.
Input
• View video
• Read select reading
• Read web resources
Output
• Quiz
• Complete GIS Module
7
Module 8
Classroom applications
March 30 - April 19
Outcome
Identify and critique teacher online resources. Modify an existing lesson plan.
Input
• View teacher resource pages
o Lesson plan sites
o Content pages
Output
• Quiz
• Critique 10 online resources
• Modify an existing lesson plan to be culturally relevant
Module 9
Creating technologies
April 20 - May 1
Outcome
Understand that teachers and students can be creators of technologies by identifying innovations
created by teachers and/or students.
Input
• Read web pages.
• Research technologies created by students.
Output
• Identify at least 5 student or teacher created technologies.
• Post on discussion board.
• Respond to two posts.
Final
Counter-Story Digital Story
Due May 6
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