The University of Tennessee at Martin
Department of Educational Studies
COURSE SYLLABUS
Summer, 2016
Professor:
Office:
Hours:
Email:
Dr. Michael Spaulding
Gooch 205G
Online (see Blackboard for details)
mspaulding@utm.edu
I.
Course Title and Number: EDST 750 / IDT 750 - Teaching with Technology
II.
Semester Credit Hours: 3
III.
Catalog Description: This course provides a research-based overview of the use of a
variety of media and technology tools as an integrated part of the teaching and learning
process. Emphasis is on current technology-related issues in schools and the use of technology
to promote learner-centered classroom environments.
IV.
Rationale: The purpose of the course is to provide a research-based overview of the use
of a variety of media and technology tools as an integrated part of the teaching and learning
process.
V.
Teacher Education Model
The UTM Teacher Education Model is designed to develop teachers who facilitate
learning by engaging in methods and strategies that can transform students from
passive recipients of information to active participants in their own intellectual growth.
The faculty is committed to providing teacher candidates with a variety of experiences
to increase knowledge, skills, and dispositions in working with students of culturally
diverse backgrounds, exceptionalities, and varying learning styles. The faculty also view
technology as an integral component of the teacher education program and believe
candidates should know how to enhance learning through the use of a wide variety of
materials including human and technological resources. Therefore embedded and
intertwined among the components of the conceptual framework are the commitments
to diverse learners and the use of technology and assessment as pedagogical tools to
enhance student learning. The UTM Teacher Education Program is based on a
conceptual framework that has been derived from current research and best practice.
The following three key components represent a compilation of expectations an
“Educator as a Facilitator of Learning” is expected to develop:
Knowledge, Skills, and Application
Reflective Practice
Professional and Ethical Behavior
VI.
Performance-based Outcomes
The standards used for this course are the InTASC Standards, Teacher Professional
Education Licensure Standards, and ISTE Standards for Teachers.
A. InTASC Standards
Learner Development & Learning Differences – Standard #1: The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning
experiences. Standard #2: The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Learning Environments - Standard #3: The teacher works with others to create environments that support individual and
collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Content Knowledge - Standard #4: The teacher understands the central concepts, tools of inquiry, and structures of the
discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
Application of Content - Standard #5: The teacher understands how to connect concepts and use differing perspectives to
engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global
issues.
Assessment - Standard #6: 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.
Planning for Instruction - Standard #7: The teacher plans instruction that supports every student in meeting rigorous
learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as
knowledge of learners and the community context.
Instructional Strategies - Standard #8: 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 Learning and Ethical Practice - Standard #9: 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.
Leadership and Collaboration - Standard #10: The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.
B. Teacher Professional Education Licensure Standards
Standard 1: Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and
structures of the discipline(s) they teach and can create learning experiences that develop student competence in the
subject matter.
Standard 2: Student Learning and Development. Candidates understand how students learn and develop and provide
learning opportunities that support student intellectual, social and personal development.
Standard 3: Diverse Learners. Candidates understand how students differ in their approaches to learning and create
instructional opportunities that are adapted to diverse learners.
Standard 4: Teaching Strategies. Candidates understand and use a variety of
instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.
Standard 5: Learning Environment. Candidates use an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement in learning and selfmotivation.
Standard 6: Communication. Candidates use knowledge of effective verbal, nonverbal and media communication
techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
Standard 7: Planning. Candidates plan instruction based upon knowledge of subject matter, students, the community,
and curriculum goals.
Standard 8: Assessment and Evaluation. Candidates know, understand and use formal and informal assessment
strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.
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Standard 9: Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their
choices and actions on others (students, parents and other professionals in the learning community) and who actively
seek out opportunities to grow professionally.
Standard 10: Colleagues, Parents, and Community. Candidates foster relationships with school colleagues, parents and
agencies in the larger community to support students’ learning and well-being.
Standard 11: Technology.
11.a. Candidates use technology and technology based resources to facilitate developmentally appropriate
student learning.
11.b. Candidates use technology to enhance their professional growth and productivity.
11.c. Candidates effectively use and manage all technology available to them and explore uses of emerging
resources. They promote the equitable, ethical and legal use of technology resources.
C. Teacher Candidate Diversity Proficiencies
The Teacher Candidate will:
1. Identify and address his/her own biases. (RP)
2. Consider diversity when planning and implementing instruction. (RP)
3. Consider diversity when wording questions and responses. (RP)
4. Be completely comfortable with classroom discussion on diversity topics. (PEB)
ETHNICITY
5. Consider ethnicity when designing instruction. (RP)
6. Explicitly include a variety of ethnic groups in the curriculum. (KSA)
7. Interact with students, parents, and colleagues of varied ethnicities in an equitable manner. (PEB)
RACE (Caucasian, African American, Asian or Pacific Islander, Native American, and other)
8. Value racial diversity as an integral component of educational systems. (RP)
9. Understand how the culture of race affects learning. (KSA)
10. Interact with students, parents, and colleagues of all races in an equitable manner. (PEB)
SOCIOECONOMIC STATUS
11. Consider socioeconomic status when designing instruction. (RP)
12. Understand the underlying assumptions of students from wealthy, middle class, and generational poverty
groups. (KSA)
13. Understand the unique needs of children of poverty. (KSA)
14. During field experiences, demonstrate a knowledge of how poverty affects student learning (PEB)
GENDER
15. Consider gender when designing instruction. (RP)
16. Understand gender related issues relating to teacher questioning strategies. (KSA)
17. Integrate a knowledge of gender related issues into classroom management. (PEB)
LANGUAGE
18. Value linguistic diversity as an integral component of educational systems. (RP)
19. Understand the unique needs of linguistically diverse learners. (KSA)
20. Adapt instruction to the needs of linguistically diverse learners. (PEB)
EXCEPTIONALITIES (Intellectual, communicative, sensory, behavioral, physical, multiple, autism, other health impaired)
21. Consider these exceptionalities when designing instruction. (RP)
22. Understand strategies to address differentiated instruction and make accommodations in the classroom. (KSA)
23. Understand classroom management strategies which may be appropriate for a variety of exceptional students.
(KSA)
24. Recognize the need for appropriate accommodations during field experiences. (PEB)
RELIGION
25. Increase personal tolerance for religious diversity. (RP)
26. Consider religious diversity when designing instruction. (RP)
27. Understand legal issues regarding the expression of religion in the public schools. (KSA)
28. Interact with students, parents, and colleagues of all religions in an equitable manner. (PEB)
SEXUAL ORIENTATION
29. Increase personal tolerance for persons of all sexual orientations. (RP)
30. Understand issues related to sexual orientation that may affect learning (KSA)
31. Interact with gay or lesbian students, parents, and colleagues in an equitable manner. (PEB)
GEOGRAPHICAL AREA
32. Consider geographical diversity when designing instruction. (RP)
33. Understand variations in regional speech and attitudes. (KSA)
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34. Interact with students, parents, and colleagues from both rural and urban settings in an equitable manner.
(PEB)
D. Course Objectives - Outcomes
Upon completion of this course, the student should have sufficient knowledge, skills,
and dispositions to satisfy the purposes of this course.
Exploring 21st Century Learning – ISTE NETS-T 3, 4, 5- InTASC 3(g, h, m) and 5(k)
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Identify key components of a framework for 21st century learning.
Discuss the status of the technology and media I today’s PK-12 schools.
Describe the roles of technology and media in learning.
Explain the roles of the typical 21st century teacher and the typical learner.
Discuss the framework for 21st century learning literacies.
Identify 21st century learning environments.
Explain the role of standards.
Describe the key concerns regarding copyright law for educational uses.
Designing and Assessing 21st Century Learning – NETS-T 2, 4, and 5 InTASC 5(c), 5(k), 5(l), and 6(i)
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Describe the similarities and differences in learning theories.
List eight principles of effective instruction for 21st century learners.
Describe the similarities and differences in the principles of effective technology and media utilization.
Describe the similarities and differences between the types of effective learning assessment.
Integrating Technology and Media into Instruction – NETS-T 2, 4, and 5 and InTASC (7k)
 State three primary types of information used to analyze learners and describe the role of the information in the
systematic planning process for learning.
 Demonstrate how to go from national standards to learning objectives that include the audience, behavior, conditions,
and degree of mastery.
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Outline the procedures for selecting, modifying, and designing instructional strategies and resources.
Create examples of the five basic steps in utilizing resources (e.g., technology, media, and materials).
Describe and justify methods for eliciting student participation when using technology and media during instruction.
Compare and contrast the techniques for evaluating student achievement, strategies, and resources, and for making
data-based revisions.
Designing 21st Century Learning Environments – NETS-T 1,2,3, and 5 InTASC 4(g)
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Describe 10 learning strategies in the classroom.
Differentiate between types of learning contexts.
Discuss how to support learning with technology and media.
Describe the value of integrating free and inexpensive materials into instruction.
Engaging Learners with Digital Devices – NETS-T 1, 2, and 3 and InTASC 4(g)
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Describe strategies for and examples of integrating digital devices into the curriculum.
Describe five types of software that might be used in the classroom.
Discuss the advantages and limitations of using technology in learning.
Discuss the differences among a single-device classroom, a multiple-device classroom, technology carts, and
technology laboratories in terms of setups and uses.
 Describe an appropriate instructional situation for using technology to support student learning (include setting, topic,
audience, objectives, content, and rational for using this media format).
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Learning with Web 2.0 and Social Media – NETS-T 1, 3, and 4 – InTASC 3(m) and 9(d)
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Define cyber-learning and provide an example of a classroom application.
Identify three Web 2.0 and social media resources and describe an example of how they might assist learning.
Explain why social networking issues are important for the classroom.
Identify two social-ethical issues and why they are important in working with students.
Achieving Learning at a Distance – NETS-T 1, 2, and 3 – InTASC 3(m) and 9(d)
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Define distance learning.
State a rationale for the use of distance learning at the elementary, middle, and secondary education levels.
Explain how audio and video can facilitate distance learning.
Describe the characteristics of local area networks (LANs), wide area networks (WANs), intranets, and wireless
networks.
 Discuss five Internet netiquette guidelines for users.
 Select an example of a copyright concern and explain why it is an important issue.
Enhancing Learning with Audio and Video – NETS-T 2 – InTASC 8 (g, n, o q, r)
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Compare and contrast audio and video literacy.
Describe how audio enhances learning when listening sills are improved.
Explain how audio use in the classroom can involve teachers and students.
Select an audio resource and describe the advantages of integrating it into a lesson.
Explain how video can enhance students’ cognitive, affective, psychomotor, and interpersonal learning.
List and describe how four types of educational video support student learning.
Explain how students benefit from producing video to demonstrate knowledge and skills.
Enhancing Learning with Text and Visuals – NETS-T 2 and 3; InTASC 8 (g, n, o q, r)
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Compare and contrast text and visual literacy.
Select a text resource and describe the advantages of integrating it into a lesson.
Describe variables that affect how a learner interprets or decodes a visual.
Provide an example visual for each of the seven purposes of visuals, and explain how the visual fulfills the intended
purpose.
 List and describe how the six categories of visuals support student learning.
Preparing for Tomorrow's Challenges – NETS-T 5; InTASC 3(g, h), 9(f, d), and 10 (e, g, n)
 Describe how the ASSURE model supports 21st century learning as described in the National Education Technology
Plan.
 Discuss the characteristics of a 21st century teacher who is technologically competent, is information literate, and
maintains professional growth engagement.
 Compare components of a 21st century environment with regard to being a global classroom, connecting schools and
homes, and offering online education.
 Describe the types of technology grants available for 21st century learning and briefly describe the basic components
included when writing a grant proposal.
VII.
Class Policies
Make-up Policy: All assignments are due at 8:00 a.m. on the due date. No credit will be given for
late work. There is no guarantee that any late work will be accepted; however, if there are
emergency circumstances, students should email details about the situation to the instructor
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and request alternate arrangements before the assignment is due. Not all such requests will be
granted, but will be considered. Please note that no extension of the deadline for the WebQuest
project can be granted. There are no extra credit opportunities for this course.
A grade of "incomplete" rarely given. Please consult the current university catalog for details.
Accessing your grades. Students can access their grades either through WebGrade or
Blackboard. Your instructor will notify you as to which system will be used by your section.
Students using WebGrade can access their grades online with an assigned password and
username. This information will be provided to you by email from the instructor. This username
and password is ONLY for the online grade book system.
Students are expected to check grades frequently and notify the instructor immediately by email
if there is a question. Any changes to a grade must be made within 48 hours of the submission
deadline for that assignment. After that time, no changes will be made in the grade book.
VIII.
Learning activities/assignments
Click on the links below to see detailed assignment descriptions. Please note that there
are no "extra credit" opportunities for this class. All of this information is provided in
Blackboard.
A. Examinations


mid-term examination (20%)
final examination (20%)
B. Class Assignments (See Course Schedule for specific information about due dates):
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chapter quizzes and activities (20%)
WebQuest (25%)
critiques of research articles (15%)
IX.
Dates for class topics and due dates for assignments
See course schedule.
X.
Assessment
Students will be evaluated on the assignments described herein. See section VIII above.
Grading:
94-100%
=
A
85-93%
=
B
70-84%
=
C
60-69%
=
D
6
Below 60%
=
F
“Any student eligible for and requesting academic accommodations due to a disability is
requested to provide a letter of accommodation from PACE or Student Success Center within
the first two weeks of the semester."
XI.
Texts
A. LiveText - All students are required to purchase a LiveText subscription in order to
participate in the Teacher Education Program. You only need to purchase ONE
subscription during your tenure in teacher education program. LiveText
subscriptions are valid for 5 years. The university bookstore has the correct version
information. If you order directly from LiveText, you need to purchase the LiveText
Field Experience Membership (edition: 2012, ISBN 9780979663567).
B. Required Text: Smaldino, S. E., Lowther, D. L., Russell, J. W., & Mims, C. (2015).
Instructional technology and media for learning with video-enhanced Pearson e-text
(11th Ed.). Boston: Pearson. [ISBN-10: 0133831655 • ISBN-13: 9780133831658]
XII.
Other Resources are provided in Blackboard
XIII.
Prerequisites
Admission to Teacher Education
XIV.
Faculty Frequently Teaching Course: Dr. Glenda Rakes
XV.
Program in which the course is required: M.Ed.
XVI.
Academic Honesty
All assignment submissions are expected to be the original work of the student.
Submitted papers and e-mail from your ID to your instructor are equivalent to your
signature — i.e., your word of honor. Plagiarism is a serious offense, both for the
student who submits plagiarized work and for any student who might assist another
student in the submission of plagiarized work. It is UTM policy that all student work may
be analyzed electronically for violations of the University's academic integrity policy and
may also be included in a database for the purpose of testing for plagiarized content.
Instructors for this course employ various techniques to perform digital comparisons of
student work to information located on the Internet and to previous students' work.
Instructors in TEP courses may use SafeAssign in Blackboard. Please submit your
assignments for review as directed. Assignment will be checked by SafeAssign for
plagiarism/intellectual property issues. You will have the opportunity to correct these
issues before the final version of your paper is submitted.
The unauthorized acquisition and/or distribution of test bank questions and/or similar
instructional materials that accompany this textbook is considered cheating and will be
treated and reported to university authorities as such.
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Purposeful misrepresentation of submissions to your instructor or submission of
someone else's work (including copies of information/files retrieved from the Internet,
instructor resources from the text Web site, or another student's past submission) as
your own will be considered academic dishonesty and will be treated according to
university and college policies regarding academic dishonesty. Students who allow other
students to use their work are also guilty of academic dishonesty. The first offense will
immediately result in a grade of F for this course. The incident will immediately be
reported to the Dean of the College of Education and Behavioral Sciences and to the
Student Conduct Officer. Additional penalties will be determined by these university
administrators.
XVII.
Inclement Weather Policy http://www.utm.edu/departments/conduct/_pdfs/stuhandbook0809.pdf
The University of Tennessee at Martin will remain open except in the most severe weather conditions. The Chancellor
may officially close or suspend selected activities of the university because of extreme weather conditions. When a
decision to close is reached, campus and local radio and TV stations will be notified so that appropriate announcements
may be made. If the university is officially closed, certain essential activities such as food services, physical plant, police,
and telephone services will continue to operate. Some facilities such as the library and Boling University Center will, if
possible, continue to function as a service to students and faculty. Students will be responsible for any academic work
they miss due to absences caused by severe weather conditions. It is the individual student’s responsibility to take the
initiative to make up any missed class work, and it is the instructor’s responsibility to provide a reasonable opportunity
for students to complete assignments or examinations missed due to such actions.
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