Department of Special Services and Leadership Studies
College of Education
SSLS 838 Educational Technology Curriculum
Credit Hrs. 3
Instructor: Dr. Sue Stidham
Semester: Spring 2010
Office Location: Posted
Office Phone: 620 235-4024 (Home Office) 918 533-5524
Time: Online
E-mail: jstidham@pittstate.edu
Standard procedure for contact—through email or by telephone. Please
contact me. I do not want you needing help and not asking for it. I am here
to assist you at all times, day or evening, including weekends.
Course Description:
This course provides an in-depth examination of the organization, structure,
and content for Kansas and related curriculum standards, including national
standards for library media and technology. This course focuses on information
literacy, and the learning theories and curriculum designs that enable the
integration of the information problem-solving models across the curriculum.
Negotiating instructional partnerships with classroom teacher-colleagues is an
essential part of this process and is an area of emphasis.
Purpose: The purpose of this course is to ensure that library media specialists
and technology facilitators understand and can implement cross-disciplinary
learning, discovery-based learning, differentiated instruction, and literacy and
research skills.
You need to purchase this text:
Text: Wiles, Jon. 2009. Leading Curriculum Development. Thousand Oaks, CA:
Corwin P. ISBN: 9781412961419
Reading:
Students will be required to read a section of both texts as assigned by
instructor. Additional journal articles will be assigned.
Basic readings will be assigned and will be accessible online. Students will also
do research on specific problems using resources from their local school
districts.
Teaching Strategies:
Lecture, demonstration, hands-on experience, individual group discussion, class
group forum discussion, guest interviews, readings, cooperative learning.
Assessment Strategies:
A variety of assessments will be used: Checklists, Rubrics, Journaling, Portfolio,
etc.
Text: Students will read various chapters in the text and complete assignments
as assigned.
Reading and Journaling: Students will understand the principles of basic
ethical and legal tenets of intellectual freedom, confidentiality, intellectual
property, fair use and copyright regulations, and will demonstrate a knowledge
of who and how to contact for additional information.
Multi-media presentation: The students will be grouped to create a multimedia presentation to illustrate how media specialists/technology facilitators
collaborate to teach essential skills, effective communication skills,
information literacy and complex thinking skills. This presentation will serve as
an additional staff development component.
Group Interaction: The class will divide into groups to present a chapter from
the text in a multi-media format.
Curriculum Project: Students will design a curriculum project for students.
Policy Handbook: Each student will prepare one module for a policy handbook,
which is appropriate to curriculum. A selection policy & challenged material
plan will be included. This portion of the policy handbook will be directly
linked to a learning community’s mission statement, goals, objectives, policies
and procedures as relevant to curriculum.
Article Reviews: Students will research and submit one article relevant to
current curriculum trends. Students will also find one article that supports
diversity and equity in a library media setting or computer lab setting.
District Curriculum Plan: A detailed curriculum plan for the assigned program
will also be included in this module. The curriculum plan must build in the
necessary steps to advocate for a library media program.
Collaborative Curriculum Project: The library media specialist/technology
facilitator will build a collaborative curriculum project, which demonstrates an
understanding of good communication, consultation and problem solving skills.
Learning Styles Curriculum Assignment: The library media
specialist/technology facilitator will research the five groups of learners (preschool, elem., middle school, high school and adult) to demonstrate a
knowledge of learning styles and appropriate levels of developmental growth,
and how both of these shape instructional strategies.
Technology Curriculum Project: The library media specialist/technology
facilitator knows district, state and national standards and will link these with
the National Educational Technology Standards. The focus of this project will
additionally be on teaching essential skills, effective communication skills,
information literacy and complex thinking skills.
Diversity Curriculum Project: The library media specialist/technology
facilitator will build a diversity curriculum project that demonstrates the
importance of equity and diversity issues. A particular emphasis will be placed
on selecting suitable resources for individual abilities and interests.
Web-based Curriculum Project: By creating a curriculum project from a webbased approach, the library media specialist/technology facilitator will
demonstrate an understanding of evaluation, selection, and access to local,
regional, state, national, and international sources of information appropriate
to instructional needs.
Student/Staff/Community Curriculum PowerPoint: The library media
specialist/technology facilitator will create a staff development PowerPoint
that teaches students, community and staff how to choose and use the most
appropriate resources for their needs. A particular focus will be on establishing
rapport with students, staff, parents and community.
Outcomes: The literacy standards as delineated by the ALA will be the
foundation of this course. Students will evaluate both performance and
knowledge outcomes to ensure that all have been covered during this course. A
checklist will be used to evaluate and then the class will discuss relevant
findings.
Portfolio in Progress: Students will add digital assignments to the portfolio in
progress, which will model ethical and responsible behavior with regard to use
of information. The portfolio will also demonstrate expertise with the
technologies for information creation, storage, retrieval, organization,
communication and use.
Assessment:
Grading Scale:
A--------------------------90-100%
B--------------------------80-89%
C--------------------------70-79%
D--------------------------60-69%
F--------------------------Below 60%
Class Policies: The PSU policy on academic dishonesty is printed in the
University Catalog. Students are expected to submit their own work. Disrespect
will not be tolerated. Any student absences beyond two will be a cause for
concern, discussion and subsequent action. For online courses, an absence is
constituted by not submitting work at the assigned time.
Incomplete Policy: Incompletes will be processed as late assignments, but as a
cumulative late assignment, which means that points can be deducted. If an
incomplete is not finalized by the end of a one-year period, the "I" will
automatically change to a grade of "F" as per PSU's existing policy.
Application of Course Grades to Graduate Degrees
Only grades of A, B, and C are acceptable on a degree program. A cumulative
grade point average of (3.0000) is required for grades earned in:
1. All graduate coursework at the 700, 800 or 900 level;
2. Senior-graduate coursework (500 or 600 level) applied to a graduate
degree.
A maximum of six hours of C or pass work may be applied to a student's degree
program. If the student receives any grade of C, the advisor and the dean will
review status in the Graduate School. An extension of no more than six hours
credit may be made to the approved degree program in order to achieve the
minimum 3.0000 and offset C grade credit.
Bibliography
ALA. Information Power: Building Partnerships for Learning. (1998.) Chicago:
ALA.
Eisenberg, Michael B. and Robert E. Berkowitz. (1998). Teaching Information &
Technology Skills : The Big6 in Elementary Schools. Worthington, IO:
Linworth Press.
Kansas, Missouri & Oklahoma ALA Standards for K-12 will be core. Matrix will be
provided.
Pittsburg State University Graduate Knowledge Base
*This indicator has been identified as representing a disposition.
Professionalism: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which reflect a commitment to a dependable and professional demeanor.
 Acts with integrity and fairness in an ethical manner*
 Demonstrates commitment to life-long learning
 Participates in ongoing professional development
 Demonstrates professional behavior*
 Sets priorities through self-motivation and self-direction
 Maintains confidentiality at all levels*
Communication: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which promote effective communication.
 Utilizes multiple collaborative strategies necessary in developing
effective learning opportunities for all
 Demonstrates a high level of proficiency in oral and written
communication skills
 Adapts to a variety of unique cultural and ethnic communication
styles*
 Practices effective interpersonal skills that enhance communication*
Leadership: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which exhibit leadership competencies.
 Demonstrates the ability to make decisions based upon data and input
from stakeholders
 Adheres to ethical and professional standards
 Transforms ideas into action through effective team building
 Utilizes a variety of problem-solving strategies and possesses strong
critical thinking abilities
 Prioritizes tasks and manages time efficiently
Instruction and Assessment: The educator will demonstrate specific attitudes, values,
beliefs and behaviors which reflect advocating, nurturing and sustaining best
practices and multiple assessments.
 Possesses pedagogical knowledge relevant to specific disciplines
 Provides for instructional variation and integration with other
disciplines
 Establishes goals and expectations that lead to effective learning
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Inspires all learners to develop self confidence and competence*
Demonstrates specialized preparation in specific area of study
Differentiates instruction appropriately for specific needs of learners*
Expects all candidates will achieve full potential and attain individual
success*
Evaluates candidate knowledge and performance by using multiple
methods of assessment
Utilizes assessment outcomes to develop instruction that meets the
needs of all candidates*
Adheres to ethical and unbiased assessment practices*
Diversity: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which provide equitable learning opportunities for all.
 Demonstrates sensitivity to community and cultural norms*
 Values candidates and encourages them to value self and others*
 Promotes a bias free learning environment*
 Believes in and encourages the success of all learners*
 Appreciates individual variation and shows respect for the diverse
talents of all learners*
 Responds appropriately to larger political, social, economic and
cultural issues through global awareness*
Technology: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which enhance the integration of technology within the educational
environment.
 Maximizes learning by using technology
 Enhances the educational environment through technology
 Implements various instructional technology strategies
 Tailors appropriate technology strategies to a specific content area
Research: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which implements effective research within the educational environment.
 Uses existing educational research to inform and guide practice
 Maintains ethical standards in both conducting and applying
educational research*
 Identifies and solves problems by making decisions based upon
accepted theory and research