(EDT 627) Technology Integration for Secondry Teachers
Syllabus of Record
Course Description: Focusing on issues related to integrating educational technology into
secondary curricula, this course provides extensive experiences using the Internet and other
resources for subject matter teaching and learning. Students will investigate exemplary uses of
technology in teaching and learning in educational settings; learn how to develop and teach
online courses; and support subject area learning with available technology. Course Credits: 3
Course Prerequisite(s): none
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and Learning
in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide our
commitment to democratic education. We value these ideals in our preparation of candidates,
our development of faculty, and our relationships with the larger community we serve.
Course Objectives:
At the end of the course students will be able to:
1.
2.
3.
4.
Identify and develop curricular resources that support technology integration into
subject areas in support of classroom instruction
Consider and articulate the pedagogical benefits of using computers or the Internet in
the K-12 classroom in support of students’ higher order thinking and diverse student
populations
Develop curricular materials that integrate local, state or national standards and
benchmarks, promote safe and healthy use of technology and support equitable access
for all students
Develop online courses materials focused on a specific 6-12 subject area
Course Topics:
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Exploring ideas for classroom computer use for instruction [Computer lab] (2 weeks)
Evaluating the impact of computers in education [Lecture] (1 week)
Finding curricular standards for technology use [Computer lab] (1 week)
Learning theory, instructional design and technology integration [Lecture]: (2 weeks)
o Supporting higher order thinking skills
o Technology and student-centered instruction
Thematic views of technology integration [Lecture]: (5 weeks)
o Inquiry & Research
o Communication & Collaboration
o Presentation & Publication
o Individualized Instruction
o Visualization and Modeling
Online instructional design methods and strategies [Computer Lab] (2 weeks)
Assessment & evaluation of online instruction [Lecture] (1 week)
Titles and authors of possible textbooks: none, use course pack instead.
Methods of Evaluation:

Resource summaries allow students to identify computer and Internet-based
resources that support student learning in their specific domain of interest, support
student differences, and match curricular standards and benchmarks.

Online instructional materials for a particular class or workshop that incorporate
common elements and address subject area and technology standards. Online
experiences might include teacher-led, hybrid, or teacher-facilitated.

Curricular integration projects represent perhaps the most important element of a
successful class experience because they allow each student an opportunity to explore in
depth an educational technology integration topic of interest to them in the context of
their classroom practice. [Common assessment]

Final presentations provide students with a chance to share what they have learned
from the class with other students and the instructor.
Explanation of how grades will be determined:
Participation in class activities
Completion of three (3) reflective journals
Resource summaries
Online curricular materials
Curricular integration project + presentation
20-30
10-15
15-15
15-20
20-30
%
%
%
%
%
If capstone or general education course: Not applicable.
National standards – NETS-T
II.PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES
Teachers plan and design effective learning environments and experiences supported by technology.
Teachers:
A. design developmentally appropriate learning opportunities that apply technology-enhanced
instructional strategies to support the diverse needs of learners.
B. apply current research on teaching and learning with technology when planning learning
environments and experiences.
C. identify and locate technology resources and evaluate them for accuracy and suitability.
D. plan for the management of technology resources within the context of learning activities.
E. plan strategies to manage student learning in a technology-enhanced environment.
VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in
PK–12 schools and apply that understanding in practice. Teachers:
E. facilitate equitable access to technology resources for all students.
State of Michigan High School Graduation Requirements (from Michigan MERIT Curriculum):
By 2011, all Michigan H.S. students must have at least 3-credits of “online experience” prior to
graduation
Every Michigan student will have meaningful technology-enabled learning opportunities based on
research and best practice that include virtual learning experiences.
Types of online experiences - Teacher-led, Blended (or hybrid), or Teacher-facilitated.
Agt/08-04-08