KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
I. Proposed Information
Course Prefix and Number: ITEC 3000
Course Title: Teaching and Learning in the Digital Age
Credit Hours (format should be # - # - #): 3 - 3 - 3
Prerequisites: none
(Prerequisites are courses or requirements that non-negotiable and must be successfully completed by any
student before enrolling in the course or program under consideration. Corequisites are courses that can be
taken before or in the same semester as the course under consideration. Courses at the upper-division level
will require lower-division competencies or prerequisites.)
Course Description for the Catalog:
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.
II. Justification for Course
A. Explain assessment findings which led to course development.
School districts are now required by Title II, Part D of the Elementary and Secondary Education Act to
report student technology literacy achievement. Reports from most literacy assessments in our partner
school districts show student technology literacy is lacking. To ensure that all students are technologically
literate, there is a need for teachers that can embed technology skills into core content areas.
The Children's Internet Protection Act requires that schools educate students on Internet safety.
Therefore, teachers must teach students how to engage in safe, ethical, and legal uses of technology.
Course was recommended at the request of elementary, middle and high school task forces comprised of practicing
teachers, school-district administrators, and KSU education faculty. The course was recommended in response to the
following needs: (1) to train KSU student teachers to integrate technology into instruction in ways that meet the
needs of digital-age students; (2) to improve the instructional technology practices of local schools via collaboration
with cooperating teachers; and (3) to keep KSU faculty informed about the availability of instructional technology in
local schools and how it is being used to implement instruction in the content areas. (Fall 2009, Spring 2010)
2002 and 2006 Statewide studies of Instructional Technology practices in public schools (GA DOE) suggest that
instructional use in schools is often teacher-centered and focused on lower-order cognitive skills.
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B. Explain for Prerequisites:
1. What is the substance of content in each prerequisite that commands its inclusion as a
prerequisite to the proposed course?
N/A
2. What is the desired sequence of prerequisites?
N/A
3. What is the rationale for requiring the above sequence of prerequisites?
N/A
4. How often are the required prerequisites offered?
N/A
C. Give any other justification for the course.
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 post-secondary 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)
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
In junior or senior year of undergraduate teaching program.
B. What efforts have been made to ensure that this course does not duplicate the content of
other college courses with similar titles, purposes, or content?
Consultation with graduate faculty teaching in Educational Leadership and Instructional Technology programs
where other technology courses are offered to make sure there is no duplication issues.
C. Where will the course be located in the program (elective, required in Area F, required or
elective for the major)? Indicate and justify its placement in the curriculum.
This course is not required for any program. It is being developed as a substitution for courses for students in the
Urban Education concentration.
D. How often will this course be offered?
This course will be taught three times per year in the Urban Education Concentration.
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the Course
The purpose of this course is to assist pre-service teachers acquire the knowledge and skills needed to design
meaningful, engaging standards-based learning experiences for digital-age students. Students will learn technology
skills in the context of research-based instructional practices. This course has equal componenets of technological
and pedagogical skills and also addresses content area knowledge. Students will not only learn technology skills,
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Form updated Spring 2006.
but apply it to teaching in their respective content areas. 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 beyondschool 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
2. Objectives of the Course
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, inquirybased, 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.
4.
Design technology-rich, research-based learning experiences that address the content area learning needs of
English Language Learners and Special Education students.
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.
6.
Provide K-12 students with in technology-rich learning experiences, even when students may lack beyondschool access to computers and to technology-based 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.
10.
Develop strategies to engage in ongoing professional learning about teaching, learning, and instructional
technology.
(See syllabus for alignment to PTEU Outcomes/Proficiencies; NCATE Unit Standards, and National Education
Technology Standards for Teachers (NETS-T).
3. Course Content
1. Understanding learning needs and preferences of digital-age learners
2. Assessing the theoretical and pedagogical foundations of various technology tools and learning to choose
technological resources appropriate to learning goals.
3. Building skills Web 2.0 tools, instructional software, interactive white boards, student response systems, and
multimedia authoring systems to enhance standards-based instruction in the core content areas.
4. Understanding current levels of technology implementation in schools
5. Exploring content-specific technologies to support instruction in the core academic areas
6. Designing and implementing technology in student-centered, standards-based K-12 learning experiences in the
content areas.
7. Using technology to support ongoing professional development
8. Using technology for assessment and differentiation of instruction
9. Using technology to encourage parent and community involvement in students' education
10. Understanding the concept of digital equity and developing strategies to dimish inequities for partents and
student with little or no access to technologies for learning.
(see attached syllabus for assignments and course schedule)
F. What instructional methodologies will be incorporated into the course to stimulate group
process, writing skills, multiculturalism, and educational outcomes?
The course embeds skill acquisition in a culminating, authentic performance of designing curriculum, thus
modeling best practices in teaching and learning. Students will work in groups to provide peer-response
to one another as they design learning experience for K-12 students.
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Form updated Spring 2006.
The course will embed field-based assignments in local schools, where students will explore issues
related to availablity of appropriate digital content and beyond-school access to technology for culturally
and linguistically diverse students and parents. Assignments are collaboratively constructed by practicing
teachers in K-12 schools and university faculty teaching this course.
The course contains reflective and academic writing assignments throughout the course. Peer and
instructor feedback will support students in the writing process.
G. Outline the plan for continuous course assessment. What are the department, school, college,
or professional standards which will be used for the assessment? How will it be determined
that the course is current, meeting the educational needs of students and responsive to
educational standards? How often will the course assessment be done by the department?
Assesment will include end-of-course evaluations which will be reviewed by instructors, program coordinators, and
department chairs each time the course is taught. Information from these evaluations will be used to revise course
content as needed.
The course is built on PTEU Outcomes/Proficiencies; NCATE Unit Standards, and National Education Technology
Standards for Teachers (NETS-T).
H. REQUIRED SYLLABUS CONTENTS (See Faculty Handbook on page 3.10 for details about KSU
syllabi.)
1) Course Prefix Number and Title
SEE ATTACHED
2) Instructor:
Office:
Telephone:
3) Learning Objectives
4) Text(s)
5) Course Requirements/Assignments
6) Evaluation and Grading
7) Weekly Schedule of Topics
8) Academic Honesty Statement
9) Attendance Policy
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course?
N/A
B. Explain what items will cause additional cost to the department/school/college.
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Form updated Spring 2006.
Personnel
N/A
Computer Technology
N/A
Library resources
N/A
Equipment
N/A
Space
N/A
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Form updated Spring 2006.
V. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the
President. The form is required for all new courses.
DISCIPLINE:
ITEC
COURSE NUMBER:
3000
COURSE TITLE FOR LABEL:
(Note: Limit 30 spaces)
Digital Age Teaching
CLASS-LAB-CREDIT HOURS:
3-3-3
Approval, Effective Semester:
Fall 2010
Grades Allowed (Regular or S/U):
Regular
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are required as prerequisites: NA
APPROVED:
________________________________________________________________________________
Vice President for Academic Affairs or Designee
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Form updated Spring 2006.
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
Course Prefix and Number:
Responsible Department:
Proposed Effective Date:
Signature Page
Submitted by:
Name
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Approved
Date
Department Curriculum Committee
Date
General Education Council*
Date
Professional Teacher Education Unit Program Area*
Date
Department Chair
Date
Not Approved
Not Approved
College/School Curriculum Committee AND/OR Teacher
Education Council*
Date
Approved
Approved
Approved
Not Approved
College/School Dean
Date
Undergraduate Policies and Curriculum Committee
Date
Dean of University College
Date
Not Approved
Not Approved
*For curriculum proposals involving General Education courses, there should be collaboration by the
Department Curriculum Committee and the General Education Council. For Teacher Preparation
proposals, there should be collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the
College/School Curriculum Committee.
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Form updated Spring 2006.