Kennesaw State University
Bagwell College of Education
Department of Educational Leadership
Course Prefix/Number: ITEC 3000 Course Title: Teaching and Learning in the Digital Age
_________________________________________________________________
Instructors/Contact Information: (TBD)
Course Meetings:
3 hours per week, with out-of-class assignments requiring 50 hours of field-based experiences in K-12 Schools.
Required Texts:
Roblyer, M. & Doering, A. (2009). Integrating Technology into Teaching, (5th ed.), Upper Saddle River, NJ: Prentice
Hall.
Course Description:
This course will help pre-service teachers acquire the knowledge and skills needed to design
meaningful, engaging standards-based learning experiences for digital-age students. Primary
learning goals include understanding the needs of today’s K-12 learners; understanding the
characteristics of effective instruction; reviewing teaching practices and tools best suited to creating
high-quality learning environments; establishing classroom guidelines and personal, professional
codes of ethics for safe and responsible use of technology; exploring students’ at school and
beyond-school access to technology for the purposes of learning; and developing strategies to
provide equitable educational experiences for students and parents in school/home settings where
access may be lacking. This course will require at least 50 documented hours (3-4 hours per week)
of field-based experiences/assignments in K-12 schools.
Purpose and Rationale:
In an era when the needs of students are rapidly changing, schools are not providing digital-age
learners with the types of environments that parallel the connectivity and social interaction patterns
that they are accustomed to outside of school. This disparity threatens to further alienate youth and
encourage the already-growing student perceptions that schools are outdated and irrelevant to their
interests and goals. In a similar vein, current instructional practices and academic curricula are not
producing students who have the knowledge, skills, and dispositions needed for digital-age work
and citizenship. While students may be skilled in using technology to pursue their own social and
entertainment purposes outside of school, they are still unprepared to use technology to pursue postsecondary studies, daily work in various professional and technical fields, life-long learning, and
civic engagement. Students and teachers may also lack the skills to engage in safe and responsible
use of technology for work and learning. Research suggests that these disparities are more
pronounced and bear greater economic consequences for students in urban settings. Providing
students with instruction on how to engage in safe and responsible use is required by the Children’s
Internet Protection Act (CIPA) and comprises one of the major standards categories in both the
National Education Technology Standards for Students and for Teachers (NETS-S, NETS-T).
Standards Addressed:
PTEU OUTCOMES AND PROFICIENCIES FOR INITIAL PROGRAMS:
OUTCOMES & PROFICIENCIES
OUTCOME 1: Subject Matter Expert
1.1 Candidate possesses knowledge of discipline content, methods of inquiry, and
connections to other disciplines and applications to common life experiences.
1.2 Candidate knows and represents content accurately in multiple explanations,
technology integration, and the application of various instructional strategies.
1.3 Candidate uses content and pedagogical knowledge to assist students in the mastery
of subject matter knowledge.
OUTCOME 2: Facilitator of Learning
2.1 Candidate demonstrates knowledge of how learners develop, learn and think about
subject content, as well as successful strategies to motivate students to learn.
2.2 Candidate uses knowledge of the influences of society, culture, community, and
family on schools and learning to create and implement instruction that embodies
multiple cultures and a rich, diverse curriculum.
2.3 Candidate creates effective, well-managed and active learning environments that
reflect high expectations for student achievement.
2.4 Candidate designs and implements instruction that makes effective use of a variety of
methods, materials, and technologies to positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning and uses the
results to improve the quality of instruction that is differentiated to accommodate
students’ diversities.
OUTCOME 3: Collaborative Professional
3.1 Candidate reflects upon and improves professional performance based on
professional standards, feedback, best practices and effective communication.
3.2 Candidate builds collaborative and respectful relationships with colleagues,
supervisors, students, parents and community members.
3.3 Candidate displays professional and ethical behavior consistent with recognized
educational standards and codes of ethics.
KSD
NCATE STANDARD
K
Content
S
Pedagogical Content
S
Pedagogical Content
K
Pedagogical & Professional
K
Pedagogical & Professional
S
Pedagogical & Professional
S
Pedagogical & Professional
Student Learning
Pedagogical & Professional
Student Learning
S
D
Disposition
D
Disposition
D
Disposition
EDUCATION TECHNOLOGY STANDARDS FOR TEACHERS
(International Society for Technology in Education, 2008)
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a.
promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.
promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking,
planning, and creative processes.
d.
model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and
virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and
resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
Teachers:
a.
design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and
creativity.
b.
develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
2
c.
customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using
digital tools and resources.
d.
provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Teachers:
a.
demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.
collaborate with students, peers, parents, and community members using digital tools and resources to support student
success and innovation.
c.
communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media
and formats.
d.
model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning.
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a.
advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for
copyright, intellectual property, and the appropriate documentation of sources.
b.
address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate
digital tools and resources.
c.
promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d.
develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures
using digital-age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their
school and professional community by promoting and demonstrating the effective use of digital tools and resources.
Teachers:
a.
participate in local and global learning communities to explore creative applications of technology to improve
student learning.
b.
exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making
and community building, and developing the leadership and technology skills of others.
c.
evaluate and reflect on current research and professional practice on a regular basis to make effective use of
existing and emerging digital tools and resources in support of student learning.
d.
contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and
community.
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COURSE GOALS AND OBJECTIVES
Course Goals
Teacher candidates will:
PTEU
Outcomes/
Proficiencies
for Initial
Program
NCATE
Standards
National
Education
Technology
Standards
for Teachers
(NETS-T)
1. Identify and explain the diverse
needs of digital-age learners,
especially students failing to
meet academic standards and/or
successfully complete high
school.
2. Identify, select and be able to
use research-based teaching
practices and instructional
resources/tools best suited to
meeting the diverse needs and
wants of digital-age learners and
to teaching concepts/standards in
individual content areas.
3. Design learning experiences for
students that use technology and
authentic, interdisciplinary,
inquiry-based, student-centered
teaching practices to motivate
students and to foster students’
higher-order thinking, creativity,
and academic achievement of
state and national learning
standards in the content areas.
Outcomes 2.1, 2.2
Pedagogical
&
Professional
Standards 1.ad
Outcomes 2.3, 2.4
Pedagogical
&
Professional
Student
Learning
Standards1.ad; 2.a-d
4. Design technology-rich, researchbased learning experiences that
address the content area learning
needs of English Language
Learners and Special Education
students.
Outcomes 2.2,
2.3, 2.4
Pedagogical
&
Professional
Student
Learning
Standard 2.c
5. Reflect on implementation of
technology in schools and
develop strategies for moving
toward technology uses that
focus on authentic,
interdisciplinary, inquiry-based,
student-centered learning
experiences in the classroom.
Outcomes 3.1
Assignments &
Activities
(Bold Denotes a Fieldbased Assignment)
Digital-age Learners
Readings
Digital-age Learners
Interview
Outcomes 2.3, 2.4
Pedagogical
&
Professional
Student
Learning
Standards1.ad; 2.a-d
Engaged Learning Project
Instructional Technology
Portfolio
Core-content area project
Chapters 3-15, Text and
Discussion Questions
In-class demonstrations
Engaged Learning Project
Engaged Learning Project
Chapter 9, Text and
Discussion Questions
Lecture/Demonstrations
Disposition
Standards1.ad; 2.a-d; 4.d;
5.c
Technology Integration
Analysis
In-class discussion of video
models
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COURSE GOALS AND OBJECTIVES (continued)
Course Goals
Teacher candidates will:
PTEU
Outcomes/
Proficiencies
for Initial
Program
NCATE
Standards
National
Education
Technology
Standards for
Teachers
(NETS-T)
6. Provide K-12 students with in
technology-rich learning
experiences, even when students
may lack beyond-school access
to computers and to technologybased content that is responsive
to their cultural backgrounds and
experiences.
7. Use research-based strategies,
including technology-based
solutions, to assess student
learning and differentiate
instruction to accommodate
students’ diversities.
8. Use information and
communication technologies to
engage parents and other
community members in
improving students’ academic
achievement in the content areas.
9. Promote and model safe, legal,
and ethical use of technology
when working and learning,
especially in highly social and
collaborative environments
enabled by information and
communication technologies.
Outcome 2.2, 3.3
Pedagogical
&
Professional;
Disposition
Standards1.a-d;
2 a-d;
Pedagogical
&
Professional
Student
Learning
Standard 4b
Disposition
Standards 3.b-c
10. Develop strategies to engage in
ongoing professional learning
about teaching, learning, and
instructional technology.
Outcome 3.3
Outcome 2.5
Outcome 3.2
Assignments &
Activities
Digital Equity Survey
and Interviews
Engaged Learning
Project
Assessment Assignment
Engaged Learning
Project
Engaged Learning
Project
Parent Communication
Assignment
Outcome 3.1, 3.3
Disposition
Standards 4.a-d
Safe, Ethical, and Legal
Use Assignment
Chapter 8, text
Disposition
Standards 5.a-d
Other assigned Readings
on Web 2.0, Internet
Safety, and respect for
copyright and intellectual
property
Professional Learning
Assignment
Course Expectations
Professionalism: A professionalism component is included in the evaluation of the Urban Education Field Experience.
It is expected that future teachers will conduct themselves with the professionalism required of practicing teachers.
Please note that meeting expectations for teachers is usually what others consider to be exceeding expectations. Urban
Education teacher candidates are entering a profession of extremely high standards and they are expected to live up to
that standard daily. Keep in mind that the way that you interact with peers, faculty, the KSU Team, and the
collaborating teacher has proved to be indicative of how you will interact with your future students, colleagues, and
administrators.
Professional behavior will be monitored in this course. Your collaborating teacher will submit a Professionalism Form
at the mid-term and at the end of your field experience. At the end of the field experience, you, your collaborating
teacher, and your KSU supervisor will evaluate your professionalism on the CPI. Should concerns arise regarding an
individual teacher candidate, the instructors of this course will communicate these concerns to the teacher candidate and
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to the program coordinator in your education department with the purpose of drawing attention to deficiencies so that
they may be remedied before further field placements.
IF, AT ANY TIME, AN URBAN EDUCATION INSTRUCTOR, SUPERVISOR, COLLABORATING
TEACHER, OR SCHOOL PRINCIPAL QUESTIONS A TEACHER CANDIDATE’S PROFESSIONAL
CONDUCT, APPROPRIATE ACTION WILL BE TAKEN. SUCH ACTION MAY INCLUDE THE
DEVELOPMENT OF A PLAN FOR THE TEACHER CANDIDATE TO COMPLETE BY THE END OF THE
SEMESTER OR THE REMOVAL OF THE TEACHER CANDIDATE FROM THE URBAN EDUCATION
FIELD EXPERIENCE. A TEACHER CANDIDATE MUST DEMONSTRATE ACCEPTABLE PROFESSIONAL
BEHAVIOR AND HAVE A SUCCESSFUL FIELD EXPERIENCE TO RECEIVE A PASSING GRADE IN
TOSS.
Course Requirements and Assignments: Announcements, important dates and assignments will be available
electronically on Georgia View. It is the candidate’s responsibility to check Georgia View daily.
Academic Honesty: Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs http://www.kennesaw.edu/judiciary/code.conduct.shtml. Section
II of the Student Code of Conduct addresses the University’s policy on academic honesty, including provisions
regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents
of alleged academic misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a grade adjustment, or a
formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one semester suspension
requirement.
Attendance:
Professional conduct requires that the teacher candidate show respect for others. This includes coming to class on
time, staying for the entire class period, communicating with instructors, and collaborating with colleagues during
and outside of class. You are expected to attend every weekly seminar. Upon your third absence, you can expect to
receive no better than a "C” for the class. A fourth absence may result in an "F." In the event of an absence, the
teacher candidate is responsible for all materials, assignments, and announcements presented in class. If you must
miss class, please contact the instructor by phone or email the day of the absence so that it may be excused. Work
due on the day of an unexcused absence will not be accepted.
Late work:
All late work will be assessed a one letter grade deduction for each day late. For example, if an assignment due on
Friday would have received an "A" and it is turned in on the following Monday, it would receive a "B". The same
assignment turned in on Tuesday would receive a "C". If the original assignment would have received a “B,” it would
receive a “C” if turned in one day late.
Laptop Policy: The use of laptops and/or PDA's in class for note-taking and other class activities is allowed and
welcomed. However, when using such devices, students must be doing the work of the class, and nothing else. If a
student is found to be using a laptop or PDA for purposes other than class work, he or she will no longer be allowed to
use either device in the class. This policy will be strictly enforced.
Conceptual Framework
Collaborative Development of Expertise in Teaching and Learning: The Kennesaw State University teacher
education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students.
Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation
requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding
that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and
renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop their
professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of
expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the
concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
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Use of Technology: Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for
Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media,
especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities,
local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and use
presentation software.
Diversity Statement: A variety of material and instructional strategies will be employed to meet the needs of different
learning styles of diverse learners in class. Students will gain knowledge, skills, and understanding to provide effective
instruction in multicultural classrooms. Kennesaw State University provides program accessibility and
accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans
with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work.
In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and arrange an individual assistance plan. In some cases, certification of disability is required.
Assignments:
1.
DIGITAL AGE LEARNERS READING: Individual assignment. Read article/report(s) on the learning needs of
21st Century Learners as assigned by the instructor and post a one-page summary of content of your article. Keep
the following questions in mind as you read/write: What is the main message of the readings? What do 21 st
Century learners want and need to know? How do 21st Century students learn best? From a perspective of a future
educational leader, how will these articles help you build a rationale for the use of technology in education? What
cautions are raised about technology use in education? What will you take away from these articles and what do
you want us to know about the articles? 25 points
2.
UNDERSTANDING DIGITAL AGE LEARNERS: Individual Assignment. [Field-based Assignment.] Work
with your cooperating teacher and students in your class to understand the following: What digital-age students
want/need from learning experiences; What technology is available to students beyond school; How their parents
use technology; How students use technology for school work outside of school; How students use technology for
entertainment and personal use outside of school. Sample questions will be provided in class. In discussing what
you have learned with others, individual students should not be identified. This is not research. It is for your own
understanding and learning. Information will not be published or shared with others outside of the local
school/KSU classroom. 25 points
3. TECHNOLOGY-SUPPORTED ENGAGED LEARNING PROJECT: Individual project. [Field-based
Component to Assignment.] Work with cooperating teacher to identify content standards to be taught during
student teaching. Develop and present an extended student learning experience that meets the following criteria.
Receive and implement feedback from instructor and cooperating teacher. Learning experiences designed in other
courses can be used if significant revisions are needed to meet criteria. To use a learning experience designed in
another course, schedule a consultation with the instructor.
Criteria:
-Involves students for 10 or more hours of classroom instruction
-Models appropriate and innovative uses of technology to support Engaged Learning Indicators, especially
indicators dealing with collaboration, student roles, teacher roles, and authenticity.
- Meets criteria for LoTi Level 4a or above, which requires higher levels of Bloom’s taxonomy
-Linked to Georgia Performance Standards in content area in which you teach and other content areas that may also
be appropriate
-Linked to Georgia Technology Integration Standards
-Linked to ISTE NETS-Students (2007)
-Includes web- or multimedia-based product that would be needed to support the implementation of the learning
experience with students in classrooms (blog, webquest, web page, sample movie, etc.) Template, samples, and
rubrics provided. 50 points Draft/200 points final project
4. VIDEO ASSIGNMENT: Individual assignment. Locate a video of K-12 technology-supported instruction in your
content area from an online video source and provide a 2-3 page summary/analysis of the video. Pick the BEST
example you can find based on the engaged learning criteria and the level of technology implementation scale
(LoTi) provided for you in class. 50 points
Suggested Web sites to locate the video include:
Intel Foundation, http://www97.intel.com/education/
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George Lucas Foundation, http://www.edutopia.org/ (highly recommended)
Apple Learning Exchange, http://www.apple.com/education/community/ali.html
Teacher Tube, http://www.teachertube.com/
Provide the following information in your analysis:
a. Title and URL of Video
b. Grade level and Content Area: For what grade levels is this lesson appropriate? What content is being
addressed? What are students learning?
c. Summary of Classroom Learning Experiences: What are students and teachers doing in this video? (i.e.
taking a virtual trip across the country, etc.) What roles do students assume?
d. Analysis of Engaged Learning Indicators: Which indicators of EL are strong and why? Which indicators of
EL could be strengthened in this project? How might this be accomplished? Is the project truly “authentic?”
How could it be more authentic?
e. Analysis of Academic Rigor and Higher Order Thinking: Is the project academically rigorous? Are
standards being addressed? Is the project promoting higher order thinking? Where does student thinking fall
on Bloom’s taxonomy and why? How could the project be more rigorous and/or targeted toward standards?
f. Analysis of Student Motivation Potential: On a scale of 1-10 how motivated/excited do you think the
students be to participate in this learning experience?
g. Analysis of Technology Use: Is technology use critical to the project? Could the project be completed
without technology? What would be lost? Does it model effective use of technology? Would it inspire
others to use technology? How else might technology be used to enhance the learning experience?
h. Analysis of LoTi Level: What is the LoTi level and why?
i. Analysis of Potential as a professional learning model for teachers/administrators?: Why would you use this
as a model of best practice? Do you have any reservations about using it as a model? If so, explain.
5.
6.
TECHNOLOGY INTEGRATION ANALYSIS: Individual assignment. [Field-based Assignment.]
Observe at least four learning experiences of students and/or teachers using technology for learning in your
assigned school. These learning experiences can be in the same classroom or other classrooms. Try to find the
“best” examples that you can. Provide a one-paragraph description of each learning experience (template
provided). Then, write a brief analysis of the example, answering at least the following questions:
(25 points)
a. Analysis of Engaged Learning Indicators: Which indicators of EL are strong and why? Which indicators
of EL could be strengthened in this project? How might this be accomplished? Is the project truly
“authentic?” How could it be more authentic?
b. Analysis of Academic Rigor and Higher Order Thinking: Is the project academically rigorous? Are
standards being addressed? Is the project promoting higher order thinking? Where does student thinking
fall on Bloom’s taxonomy and why? How could the project be more rigorous and/or targeted toward
standards?
c. Analysis of Student Motivation Potential: On a scale of 1-10 how motivated/excited do you think the
students be to participate in this learning experience?
d. Analysis of Technology Use: Is technology use critical to the project? Could the project be completed
without technology? What would be lost? Does it model effective use of technology? Would it inspire
others to use technology? How else might technology be used to enhance the learning experience?
e. Analysis of LoTi Level: What is the LoTi level and why?
f. Analysis of Potential as a professional learning model for teachers/administrators: Why would you use
this as a model of best practice? Do you have any reservations about using it as a model? If so, explain.
g. Suggestions for future improvement: How could this learning experience be strengthened to exemplify
technology-supported, standards-based Engaged Learning?
h. Plan for facilitating improvement: What might be done to help the teacher make these changes? (Suggest
specific strategies for supporting the teacher, consider what resources would be necessary, how these
resources could be provided, and how much these resources would cost.)
(50 Points)
INSTRUCTIONAL TECHNOLOGY PORTFOLIO: Individual assignment. Field-based Components to
Assignments.]
PART ONE: Instruction in the Content Areas. During the course of the semester, each student will complete
the following assignments exhibiting their ability to use technology to teach K-12 students the Georgia
Performance Standards (GPS). All submissions must be linked to specific GPS standards in the content area(s) in
which certification is being pursued. Students will consult with cooperating teacher to complete projects that can be
used in class and receive feedback from cooperating teachers:
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b.
c.
d.
e.
f.
g.
h.
i.
j.
Locate, submit, tag, and annotate three high-quality web sites that could be used with students in a K12 classroom to promote engaged learning and higher LoTi levels. (10 points)
An excel spreadsheet representing the analysis of student data (mock data and instruction provided in
class) (10 points)
A presentation that can be used to teach standards-based content in class (10 points)
A whiteboard “flip chart” that can be standards-based content class (using Smart or Promethean
software) (20 points)
A student response system activity (10 points)
An audio podcast that can be used in class (20 points)
A two-minute original movie to illustrate a concept or introduce a learning experience (20 points)
A blog or wiki that can be used in the classroom (10 points)
Completing a concept map for use in schools (10 points)
(Total 100 points)
PART TWO: Assessment and Professional Learning. [Field-based Assignment.] During the course of the
semester, each student will complete the following assignments exhibiting their ability to use technology for
professional activities related to instruction.
a. Professional Learning Assignment: Individual Assignment. [Field-based Component to Assignment.]
Complete the following:
i. Write a brief description of how your cooperating teacher uses technology to sustain his/her
professional learning. Make note of favorite Web sites he/she uses for professional learning.
ii. Find at least two other professional learning sites for teachers that your teacher did not
mention
iii. Setting up and populating social bookmarking account and add at least five teacher
professional learning sites. Share with the class.
iv. Set up an RSS aggregator or “reader” for professional learning )
b.
PARENT COMMUNICATION ASSIGNMENT: Individual Assignment. [Field-based
Assignment.] Interview your cooperating teacher and other teachers, if needed, about how they
communicate with parents. Ask them for examples of parent communications and what to do/not do.
Ask them how technology plays a role in parent communication. Write a one-page description of
what you learned about parent communication and the role of technology in parent communication.
Reflect on what you learned and how you will communicate with parents in your classroom. Specify
how you want to use technology to strengthen parent involvement. (10 points)
c.
SAFE, ETHICAL, AND LEGAL USES OF TECHNOLOGY ASSIGNMENT: Individual
Assignment. [Field-based Assignment] Read assigned readings on Internet Safety, the Children’s
Internet Protection Act, Copyright, and Intellectual Property. Interview your cooperating teacher and
other teachers, if needed, about the district’s policy on teacher and student use of Web 2.0
technologies (blogs, wikis, social networking), copyright, and acceptable use. Ask specifically about
what rules he/she follows to keep students safe when using interactive technologies. Also, ask your
teacher how he/she uses social networking for personal and professional use and how she maintains a
professional relationship with students. Using what you learned, construct a one-two page newsletter
for students and parents on your classroom policies on safe, ethical, and legal uses of technology
(must align with district policies), and post one-three paragraphs about how you will manage your
personal existing and future social networking sites so as not to conflict with your role as a teacher.
(10 points)
d.
ASSESSMENT AND DIFFERENTIATION ASSIGNMENT: Individual Assignment. [Fieldbased Assignment] Read assigned readings on technology-supported formative/summative
assessment and differentiation. Interview your cooperating teacher and other teachers, if needed,
about how they use technology to support assessment of student learning in the content areas and how
they use assessment data to differentiate instruction. Also determine how they differentiate to address
students individual interests, goals, and cultural/linguistic backgrounds. Write a one-page description
of what you learned about parent communication and the role of technology in
assessment/differentiation. Reflect on what you learned and how you will assess and differentiate.
Specify how technology will assist you. (10 points)
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11. CORE CONTENT AREA PROJECT: Individual or Group Assignment, no more than three per group. [Fieldbased Component to Assignment.] Complete a 10-minute presentation on the following. Make a web page or a
brochure or a handout for Section A (below) that can be shared with others:
a. What technologies are available for supporting standards-based learning in the specific content area/grade
level in which you will student teach? How will you use them? What could be done with them to support
meaningful, engaging, authentic learning for digital-age learners? What other technologies are not
available that might be promising for the school/district to consider for future instruction in the
grade/content area where you will teach? Choose the appropriate chapter of Roblyer (9-15) to serve as a
guide for your research, but also explore beyond this chapter (75 points)
12. ASSIGNED READINGS/DISCUSSION QUESTIONS/ONLINE & CLASS DISCUSSIONS/
PARTICIPATION/FIELD LOGS: Students are expected to complete all assigned readings, complete discussion
questions, and participate in classroom and online discussions as assigned by instructor. Students to come prepared
to contribute meaningfully to class discussions and activities. Quizzes may be given to ensure readings are
completed and course content is understood and synthesized. Instructor will award up to 10 points for each class
for participation. If absent, participation points will not be awarded. Estimated points for discussion questions,
online discussions, and quizzes, 100 points. Field experiences are outlined in the course schedule and logs
documenting these experiences must be completed each week to pass course. (260 points)
Grading:
90% - 100%
80% - 89%
70% - 79%
Course Schedule:
Class Assignments
Digital-age Learner Readings
1
Exemplary
Very Good
Satisfactory
Intro to Course
2
Roblyer, Integrating Technology into Teaching
and Learning, read Chapter 2, “Foundations of
Effective Technology Integration Models:
Theory and Practice,” pp. 33-49.
In-class video Models of Practice
Indicators of Effective Instruction
Review of Statewide Study of Technology Use
Video Analysis Assignment Due
Roblyer, Chapter 8: Integrating the Internet into
Instruction
Hands-On Practice: Creating Movies
Roblyer, Chapter 3 Instructional Software
Technology Integration Assignment (TIA) Due
Hands-On Practice: Creating Concept Maps and
Graphic Organizers
1.
3
2.
4
3.
5
Roblyer, Chapter 4: Basic Software Tools
Technology Portfolio Assignment A Due: Three
Online Projects
Parent Communication Project Due
Hands-On Practice: Using Spreadsheets
4.
6
Intro to Blogs, Wikis, and Social Networking
(readings as assigned by Instructor)
Understanding Digital Age Learner Assignment
Due
Hands-On Practice: Creating Blogs and Wikis
A
B
C
60% - 69%
Below 60%
Less than satisfactory
Not passing
D
F
Required Field Activities/Hours
-First meeting with cooperating teacher
-Discuss Syllabus;
-Classroom Observation
-Description of School Technology
(3 hours)
Discuss EL Project; Share EL video; do one observation for Tech
Integration Assignment (TIA)
(3 hours)
-Discuss EL project with cooperating teacher; ---Do two more
observations for TIA; Share video analysis assignment with teacher
(4 hours)
-Discuss TIA with teacher
-Provide update on EL
-Discuss technology portfolio assignments that could be used in class
-Observe teachers communicating with parents either face-to-face or
virtually
-Investigate available technology tools for parent-school
communication and their feasibility of use
(3 hours)
-Discuss Portfolio Assignment A and Digital Age Learner
Assignment with teacher.
-Locate district inventory of software and subscriptions.
-Identify “instructional software” on the inventory
-Interview three teachers to determine whether they use these
available tools or not, and, if so, How.
(3 hours)
-Locate District Acceptable Use and Web 2.0 policy
-Discuss with students how they use social networking and cell
phones inside/outside of school
-Discuss Social Networking with teachers. Investigate teachers’ use
of social networking in/outside of school and personal/classroom
policies on safe, ethical and legal uses
-Observe students using Web 2.0 for learning or personal purposes at
school.
(3 hours)
10
5.
7
Roblyer, Chapter 5: Teaching with Software
Tools Beyond the Basics.
Technology Portfolio Assignments B and C Due:
Excel Spreadsheet; Presentation
6.
8
7.
9
Roblyer, Chapter 6: Teaching with Mulitmedia
and Hypermedia
Technology Portfolio Assignment H & I Due:
Blog/Wiki and Concept Map
Hands On Practice: Using Interactive White
Boards and Student Response Systems
Roblyer, Chapter 7: Distance Learning
Technology Portfolio Assignment F Due: Podcast
Hands On Practice: Using Interactive White
Boards and Student Response Systems
8.
10
9.
11
10.
12
Assessment and Differentiation Assignment Due
DRAFT EL project Due
11.
13
Professional Learning Assignment Due
(Readings from Roblyer, Chapters 9-15
Technology in the Content Areas, as appropriate
for Elementary, MS, HS)
12.
14
Technology Portfolio Assignment D & E Due:
White Board and SRS
(Readings from Roblyer, Chapters 9-15
Technology in the Content Areas, as appropriate
for Elementary, MS, HS)
13.
15
Content Area Project Due
14.
16
Final EL Projects Due
Technology Portfolio Assignment G Due: Movie
Roblyer, Chapter 10, Technology and English
Language Learners
Roblyer, Chapter 13, Technology and Special
Education Web 2.0 Legal, Ethical, and Safe Use
Assignment Due
-Share Excel project with teacher and get feedback
-Observe use of “basic software tools and presentations” in
classrooms.
-Assist in implementing a lesson with spreadsheets and/or
presentation software.
(3 hours)
-Observe students and teachers using multimedia and hypermedia in
schools.
-Observe learning experiences that COULD benefits from multimedia
and hypermedia technologies and reflect on how.
-Discuss Draft of EL project with teacher
(3 hours)
-Observe how face-to-face teachers make content available to
students outside of school
-Help teacher prepare a product to share with students outside of
school
-Research the districts’ virtual learning program and review their
Web site.
-Review the Web site of the GA Virtual School (State-funded)
-Interview your teacher and some students on what they think of
online learning
-If possible, observe students engaged in online, distance learning
(3 hours)
Prepare for/Assist and/or Implement technology-supported learning
experience in the classroom
(3 hours)
-Observe how teachers, administrators, and students are using
technology to assess and differentiate instruction, especially for RTI
levels 1, 2, and 3.
Prepare for/Assist and/or Implement technology-supported learning
experience in the classroom
(3 hours)
-Observe how educators use technology to support their own
professional learning
-Locate Web Sites that educators use
- Prepare for/Assist and/or Implement technology-supported learning
experience in the classroom
(3 hours)
-Observe how teachers and students use Interactive White Boards
(IWB) and Student Response Systems (SRS).
-Prepare for/Assist and/or Implement technology-supported learning
experience in the classroom—preferably IWB and SRS.
(3 hours)
-Discuss how three practicing professionals (non-educators) with
degrees related to your content area use technology in the workplace.
-Share with teacher
-Prepare for/Assist and/or Implement technology-supported learning
experience in the classroom.
(3 hours)
-Prepare for/Assist and/or Implement technology-supported learning
experience in the classroom
(4 hours)
-Prepare for/Assist and/or Implement technology-supported learning
experience in the classroom
(4 hours)
11
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