(EDT 619) Curricular Integration of Ed Technology
Syllabus of Record
Catalog Description: Focusing on issues related to integrating educational technology into
existing curricula, this course provides extensive experiences using the Internet and other
resources for subject matter teaching and learning. Students will investigate learning theory
and exemplary uses of technology in teaching and learning in educational settings.
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.
Unit and Program Standards:
Unit Standards: National Council for the Accreditation of Teacher Education (NCATE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)
Course Standards and Assessments:
National Board of Professional Teaching Standards (NBPTS)
Proposition #2: Teachers Know the Subjects They Teach and How to Teach Those Subjects
to Students
Teachers Appreciate How Knowledge in Their Subjects is Created, Organized and Linked
to Other Disciplines
Teachers Command Specialized Knowledge of How to Convey a Subject to Students
Teachers Generate Multiple Paths to Knowledge
Common Assessment: Curricular Integration Project (CIP)]

Program Standards: International Society for Technology in Education (ISTE)
National Educational Technology Standards for Teachers (NETS-T)
ISTE National Educational Technology Standards for Teachers (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 technologyenhanced 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.
Satisfied by the classroom technology inventory, resource summary and curricular
integration project in this class.
Common course assessments
Classroom technology inventories encourage students to examine the technological
resources currently available to them as they work to integrate technology into their
professional lives. Students will summarize the computing and other technologies available
in their classroom and their school, paying special attention to common elements.
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. Resource summaries build towards a
curricular integration project and help students identify technology-based materials and
activities that can be used in their professional setting.
Curricular integration projects (CIP) 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. Possible projects include unit & lesson plans that integrate technology
and curricular standards (NETS-S), encourage higher order thinking skills, use available
technology (lab or classroom-based) to extend and expand instruction, and also
demonstrate adaptation of instruction for students with diverse needs or abilities. Grant
proposals must incorporate a rationale for specific uses of technology along with attention
to content standards and support for student diversity. WebQuests must include all the
typical components plus map activities onto technology and curriculum standards, support
higher order thinking skills, use available technology to extend and expand instruction, and
demonstrate adaptation for students with diverse needs and abilities.
Major Topics:





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]: (1 week)
Thematic views of technology integration [Lecture]: (5 weeks)
o
Inquiry & Research
o
Communication & Collaboration
o
Presentation & Publication
o
Individualized Instruction
o
Visualization and Modeling



Funding for educational technology [Lecture] (1 week)
Standards for teachers for educational technology (2 weeks)
Technology supporting professional development [Lecture] (1 week)
Knowledge Base:
No textbook, online full-text DBMS articles in bibliography

Instructional Methods, Texts, Policies, Course Assessments, Grading System
(course specifics, e.g., format, delivery, texts as required or optional, university
deadlines, special accommodation procedures, attendance requirements, academic
honesty, assignments and assessments, grading, etc.)

Course Calendar (Meeting dates, specific topics, readings, tests, assignments, due
dates, etc.)
Integrated Themes
Diversity - commitment to candidates’ understanding of diverse populations—race,
ethnicity, socioeconomic class, gender, religion, sexuality, language, and varying abilities
Technology - commitment to candidates using technology in instruction or other practice
Performance Assessment - assessment of candidate performance, not just candidate
knowledge
Intellectual Vitality - commitment to promoting scholarship, research and intellectual
vitality
Expertise - commitment to valuing and developing candidate expertise and understanding
of theory, research, and/or practice
Equity - commitment to valuing and furthering equity for individuals and for the larger
society
Liberal Education - commitment to valuing and developing the characteristics of liberally
educated candidates, e.g., critical thinking and ethical judgment
Social Responsibility - commitment to helping candidates understand that educational
policies and practices can foster or impede democratic principles