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EDUC110 & 510 SYLLABUS
21st
EDUC 110/510:
Century Teaching and Learning
Salem College - Spring Session, 2013
Instructor: Mrs. Ginger B. Haynes
Meeting Time: 5:40pm-8:20pm/T
Meeting Location: DCCC-Finch 124
Telephone: 721-2658 (Salem) 748-4000 Ext.34309 or 727-2083 (Day)
E-mail: ginger.haynes@salem.edu or gbhaynes@wsfcs.k12.nc.us or geeengersnaps@yahoo.com
Office Hours: Contact me to set up an appointment.
Course Description
This course overviews the kinds of distinct characteristics that distinguish 21st century learning including:
instructional technology applications and skills in authentic performance-based context (including the most
updated NETS standards); the Framework for 21st Century Learning and the updated NC Professional Teaching
Standards; professional organizations and professional development; academic reading and writing; and
electronic portfolio creation and use. (Blocked with EDUC 112.)
Course Goals
The overarching goal of this course is to foster preservice teachers’ understandings of 21st century teaching and
learning as expressed in the ISTE technology standards for teachers and for students and to consider the ways in
which these standards impact classroom practice. The NETS-T standards require that 21st century educators be
proficient as they:
Facilitate and Inspire Student Learning and Creativity
Design and Develop Digital-Age Learning Experiences and Assessment
Model Digital-Age Work and Learning
Promote and Model Digital Citizenship and Responsibility
Engage in Professional Growth and Leadership
Conceptual Framework
The philosophy of our Teacher Education program is grounded in the constructivist paradigm. We
believe that all learners construct their understanding of the world as they look for meaning and order in their
environments. Knowledge is developed through the interactions of internal and external factors. Experiences,
prior knowledge, cultural tools, interactions with others, and the learner's purpose shape learning. Learning
occurs at different rates and in response to differing stimuli according to a learner's existing cognitive structure,
individual needs, interests, experiences, internal states, and motivation.
The teacher's role is to facilitate learning among all her/his students by creating the appropriate
conditions in which learning is most likely to occur. Teachers create conditions of learning by setting
realistically high expectations for all students, by understanding that errors are a legitimate part of the learning
process, by celebrating approximations, by matching instruction to learners, by managing the classroom
effectively, and by using assessment to inform practice.
Professional educators value diversity among their students and colleagues, continue their
professional growth and development, and reflect upon their work as they seek to improve their practice.
Professionals seeking advanced licensure use, design, and conduct research within their classrooms and assume
leadership roles in their schools.
EDUC110 & 510 SYLLABUS
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RELATIONSHIP OF COURSE TO CONCEPTUAL FRAMEWORK
Learners’ understandings are shaped by their contexts-– highly personal inter-workings between prior
knowledge, current experiences, cultural tools, interpersonal interactions, and purposes set for learning. In the
twenty-first century, technology and technological tools inform learners’ contexts and serve as invaluable
instructional tools. Thus, teacher candidates must strive to be informed and proficient users of technology so as
to create optimal conditions of learning for the “digital natives” with whom they work. They must also be
informed research practitioners who know how to seek out, reference, and add to the body of professional
knowledge.
Course Materials
There are two required texts for this course.
 Hacker, D. & Sommers, N. (2013). A Pocket Style Manual Sixth Edition. Boston, MA: Bedford/St.
Martin’s.

Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks, CA:
Corwin.
One text listed under Resources in EDU.

Handouts and readings.
Additionally, all teacher candidates are required to purchase a Foliotek (online portfolio) account for the
duration of their programs. Because EDUC110/510 is the first course in professional studies blocks 1-2,
candidates will create and pay for a FT account as part of this class.
Required Technology
If you’re not comfortable with technology, get over it. The world of twenty-first century teaching demands
educators who are comfortable and confident technologists.
This course will utilize a variety of technology-assisted teaching and learning strategies. It is imperative that all
students be or be willing to become skilled users of technology (i.e. online course assists, web sites, email,
multi-media applications, and various technological applications, especially word processing). Because the
Microsoft Office suite is an accepted standard, you must use applications such as Word and PowerPoint or
convert other formats (such as Publisher) to PDF. No other Word processing application (such as Microsoft
Publisher or Word Perfect) will be accepted. Any work created using one of these programs must be converted
to PDF format before being submitted.
Students must have regular access to a computer equipped with the Microsoft Office suite and high-speed
Internet capabilities. A dial-up connection will not be adequate for this course. It is suggested that course
participants have two browsers available for use; along with Internet Explorer (Windows machines) or Safari
(Macs), Firefox is available as a free download for both operating platforms. Access to a digital camera and
computer microphone is strongly recommended.
Students are expected to check their Salem email account as well as the course web site at least once every day
for updates, materials, and other important communication.
Additionally, students are required to purchase a flash drive (also called a USB drive, a thumb drive, or a
memory stick). In general, it is suggested that students purchase the largest drive that they can afford as this
offers the most memory space. Floppy drives are antiques, and CD storage is unreliable; a good flash drive is
more than worth the investment.
EDUC110 & 510 SYLLABUS
3
Course Methods/Modes of Instruction
This course may use many strategies for teaching and learning including:
 readings from textbook(s), children’s literature, and professional articles
 file management strategies
 word processing and graphics
 Internet browsers, online course management, social networks and email
 video and audio recordings
 PowerPoint and/or other hypermedia
 reflective blogging and/or wiki writing
 synchronous and asynchronous small and large group discussions
 cooperative learning activities
 individual projects and presentations
 a risk-free environment in which questioning and reflection are foundational to teaching and learning
Responsibilities
Instructor Responsibilities
It is imperative for me, the instructor, to...
 be present, punctual, and prepared for each class.
 be a positive and enthusiastic role model.
 assess students’ work, provide feedback, and return work in a reasonable time.
 promote a collaborative and collegial classroom environment.
 consider students’ requests and feedback
 work with students as members of a shared learning community.
Student Responsibilities
It is imperative for you, the students, to...
 attend each class and arrive promptly.
 complete all readings and submit assignments on time.
 contact the instructor as soon as possible if there is a problem or concern.
 ask questions, discuss and debate, take risks, and challenge yourselves and others to think critically.
 provide honest (but respectful) feedback to your colleagues and participate in the decision-making of
the learning community.
 be able to write coherent, logical, and carefully-edited prose on a variety of topics...please ask the
instructor or the Salem College Writing Center for assistance if necessary!
 learn and utilize APA style. (This is the accepted standard for publication in the social sciences,
including education).
 recognize standard English and use standard English for all course-related emails, internet postings,
and written assignments
 become familiar with the professional educational resources, organizations, expectations, and
community of learners
**The Salem College standard is that a Salem College student can expect to spend on average 10-14 hours a
week in and out of class per course. The actual amount of time will likely vary depending upon a student’s
technology prowess and comfort level.
EDUC110 & 510 SYLLABUS
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General Information and Course Requirements
COMMUNICATION
Please use your Salem email for communicating with Salem professors and administration. Do NOT use the
message/email feature of EDU 2.0. Too many messages sent this way are not being received by the faculty.
ATTENDANCE
Attendance is a professional obligation, and it is vital to both an understanding of the foundational content of
this course and to guided practice of the skills within it. Actual class attendance is mandatory! Unless you have
a legitimate and verifiable reason to miss class, any absence will affect your grade. If you must miss a class,
you should model professionalism and phone or email the instructor PRIOR TO class. Then you should
compose an email to the instructor explaining the reason(s) for your absence. In order to exempt you from a
loss of points, this email must be sent to the instructor before the next class. However, I reserve the right to
lower a student’s final grade due to absences (for summer sessions that is 1 absence), regardless of the reason.
TARDINESS
Good classroom etiquette requires participants to arrive at class by (or before) the scheduled time. Arriving late
to class impacts not only you, but other learners and the instructor as well. If you arrive late to class, you are
expected to enter with as little disruption as possible. You must also compose an email to the instructor
explaining the reason for your tardiness. This email must be sent to the instructor before the next class.
However, I reserve the right to lower a student’s final grade due to excessive tardiness (2 or more), regardless of
the reason.
LATE/ MISSING WORK
In the “real world,” inservice teachers are expected to meet deadlines as required. This course models
professional realities. Textbook and other readings must be completed when scheduled, and all work must be
submitted by assigned due dates. Late work will not be accepted without penalty unless there is a case of
illness, accident, death or an emergency that falls within the attendance policy above. Remember that any such
absence must be documented and verified. Should such circumstances arise, notify the instructor as soon as
possible. This policy applies to written work, presentations, tests, quizzes, and participation and will be strictly
enforced. I reserve the right to refuse to accept work that is significantly late. Work that is submitted late
will result in points lost for each day late.
HONOR CODE
Salem College has a long history of adherence to honorable codes of conduct. Students have the responsibility
to know and to observe the Salem College Honor Code. It will be assumed that student work and performance
to be free from academic dishonesty. Violations of the Honor Code will be taken before the Salem College
Honor Code Committee, and sanctions may be levied. It goes without saying that students will receive no credit
for work that is not their own.
This course exemplifies a collegial learning community, so all members are expected to demonstrate intellectual
respect for self and for others. Students are expected to report cases of academic dishonesty to the instructor.
COURSE ACCOMMODATIONS
In accordance with the Americans With Disabilities Act (ADA), Salem College seeks to provide reasonable
accommodations for individuals with documented disabilities. A student who is eligible for accommodations
should seek assistance through the Office of the Dean of Undergraduate Studies.
EDUC110 & 510 SYLLABUS
5
EVALUATION / GRADING
It is important for students to understand that, although completing all work is both useful and necessary,
completion alone does not qualify an individual for an A. In order to merit a grade of A, work should
demonstrate excellence. Work that is good merits a grade of B; work that is adequate merits a grade of C.
As we will discuss throughout this course, deep understanding is often best displayed in ways that are difficult
to assess quantitatively. In order to reduce subjectivity and to make expectations more transparent, points
correlated to detailed rubrics will be utilized whenever possible. Final grades will be based upon the points an
individual has accumulated as a result of assignments, presentations, course participation, activities and the final
project. A percentage will be determined for each student based upon the number of points earned compared to
the total possible points in the course. Percentages correlate to letter grades in the following manner. It is
important to note that completion
Graduate Grading Scale:
95-100 A
93-94 A91-92 B+
87-90 B
85-86 B83-84 C+
80-82 C
78-79 C77 and below F
Undergraduate Grading Scale:
95-100 A
93-94 A91-92 B+
87-90 B
85-86 B83-84 C+
80-82 C
78-79 C76-77 D+
72-75 D
70-71 D69 and below F
EDUC110 & 510 SYLLABUS
6
COURSE REQUIREMENTS
The Basics
Developing a secure grasp of technology content and an increasing confidence and comfort level about trying
new things is more important than specific technology objectives or teaching methodology. To this end, risktaking, experimentation, and philosophies for twenty-first century teaching and learning will be emphasized
equally with traditional technology applications in the activities and assignments for this course.
Fair warning: I believe that the best teaching is spontaneous, so it is quite possible (probable even) that the
course outline will be modified, that I may add something extra, or that I might delete a thing or two now and
again. Flexibility and being able to “wing it” are key qualities of teaching...
Tests and Quizzes
Tests and quizzes may be administered at the instructor’s discretion throughout the course. The purpose of
these is to help both the learner and instructor to assess progress and to determine any areas for which reteaching or enrichment are necessary. Tests and quizzes also keep learners accountable and committed to
learning. There won’t be “pop” tests or quizzes; you will always be able to prepare. However, since the
majority of the course is qualitative rather than quantitative, a greater emphasis will be placed on performance
assessments.
Performance Assessments
Ideas about constructivist teaching and learning are not only foundational to the Department of Teacher
Education and Graduate Studies at Salem College, they are also at the very heart of my personal pedagogy. I
truly believe that learners construct understanding in a very personalized and context-bound way. Assignments
and tasks need to be relevant to the subject areas, authentic to learners’ purposes, and differentiated for an
enormous diversity of backgrounds, abilities, and learning styles. Traditional or highly-stylized assignments
don’t demonstrate this kind of meaning-making, but performance assessments do.
In this course, expect assignments to be explained using broad brushstrokes. You will be given a task and a set
of performance indicators that your final product of learning must demonstrate. The rubric to be used for final
evaluation will also be provided to you at the start of a task so that you are well aware of final expectations.
Beyond these parameters, it’s up to you. Interpret the assignment, make your own meaning, and create a
product that reflects your understanding.
Assignments
The following is a list of some of the performance assessments you may expect throughout the semester. More
details, explanations of process, questions and answers, and the evaluation rubric will be distributed as each
assignment is finalized. All items carry the same weight.
o
personal contextual profile
o
classroom case study
o
professional organization brochure
o
professional article review (EDUC 510)
o
professional article annotation (EDUC 110)
o
TAS (Teachers as Scholars) Project (in-depth content project)
o
flow charts / storyboard/ digital photo essay OR virtual field trip
o
pedagogical script and podcast (EDUC 510 only)
o
reflective writing
o
online discussions and debates
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EDUC110 & 510 SYLLABUS
GENERAL COURSE CALENDAR
The instructor reserves the right to adjust the schedule as needed. All assignments should be posted to
edu20.org by 5:00pm of the due date.
Weekly TOPIC, Date
in-class
reflective/ performance task
review syllabus, website, and texts…
generate one and one and post to
forum on edu2.0 by 2/14/2013
Week 1
INTRODUCTIONS
2/5/2013
introductions
syllabus overview
edu2.0 how-to
Week 2
edu2.0/ class Q & A
21ST CENTURY
SHARED and
PERSONAL
CONTEXT
“The (Post)Modern
World”
2/12/2013
Week 3
21ST CENTURY
THEORIES
2/19/2013
search strings,
copyright, fair use,
and “harvesting”
explore edu2.0 space and customize
HOME page
reading for next
class
READ
IMMEDIATELY:
2 articles by Marc
Prensky
(available on
edu2.0 behind the
resources tab)
DEBATE- AFTER YOU READ
PRENSKY (see column to the right) go Prensky Ch. 1
into the debate section of edu2.0 (behind
the assignments tab) and vote your
agreement (or not) with Prensky’s ideas.
Add support to your vote with a short
narrative. Read and challenge
classmates’ ideas. Due by 2/15/2013
Prensky Ch. 2 &
Work on POST-MODERN ME
3
presentation due to be posted to edu2.0
assignments by and presented in-class
purchase Foliotek
on 2/19/2013.
at home
(credit card
required)
You MUST have a
FT account by
week 5
Search YouTube, TeacherTube, Vimeo,
etc. to locate one video you think
captures or speaks to the realties of 21st
century teaching and learning. Find the
embed code and use it to embed the
video in your reply to the class
discussion in the assignments section.
Add a paragraph reflection about the
video, why you selected it, and your
emerging ideas about 21st century
teaching and learning.
REPLY- to at least three classmates’
postings. Due by 2/18/2013.
DISCUSSION- Read the Salem College Prensky Ch. 10
CONSTRUCTIVISM Conceptual Framework. How is it
indicative of constructivist theory? How
Post Modern Me
might it be translated for the 21st
presentations
century? Compose a reflection and post
it to the forum on edu2.0. REPLY to at
least three classmates’ postings. Due by
2/23/2013.
EDUC110 & 510 SYLLABUS
Week 4
21ST CENTURY
ACCOUNTABILITY
2/26/2013
STANDARDS- NC
Professional
Teaching Standards:
NETS-T; NETS-S;
Common Core;
NCSCOS
Accountability- to
self, to others, to the
profession
Week 5
21ST CENTURY
CONTENT
3/5/2013
licensure re-visited/
content emphasis
”Those who can…”
Browse the standards to identify one
topic appropriate for in-depth
research. Create a “guiding” or
“essential” question for the topic you
choose.
Bloom’s Taxonomy PowerPoint
Week 6
21ST CENTURY
PROFESSIONAL
DEVELOPMENT
DEBATE- Browse the Partnership for
21st Century Learning and the Common
Core websites. Vote + or – regarding
your opinion as to whether or not NC
should support either or both of these
national accountability measures. Read
and challenge classmates’ ideas. Due
3/5/2013.
Conducting effective
research
TAS (Teachers As Scholars) Project
due to be posted to edu2.0 by
Wednesday, 5/1/2013.
8
Prensky Ch. 4
Prensky Ch. 5
A Pocket style
APA Manual
Use APA manual
for correct
formatting,
citations, and
reference style.
Various books,
web pages and
articles for TAS
3/12/2013
Week 7
21ST CENTURY
LEADERSHIP
locating and using
professional literature
and research
3/19/2013
Week 8
3/26/2013
Thursday
SPRING BREAK
professional article annotation
(EDUC110) OR professional article
critique (EDUC510) due to be posted to
edu2.0 by 4/6/2013.
Prensky Ch. 6 &
7
Various books,
web pages and
articles for TAS
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EDUC110 & 510 SYLLABUS
Week 9
21ST CENTURY
GLOBAL
CLASSROOMS
Select/read
appropriate peerreviewed article from
publication of
professional
organization
Various web
professional article annotation
(EDUC110) OR professional article
pages/ online
critique (EDUC510) due to be posted to articles
edu2.0 by 4/6/2013.
4/2/2013
Week 10
21ST CENTURY
LOCAL
CLASSROOMS
US school and
schooling
classroom case
studies
seek and confirm school site for
classroom observations
Prensky Ch. 8 &
9
4/9/2013
Week 11
21st CENTURY
OBSERVATIONS
4/16/2013
school visit/
classroom
observation
photo essay how-to’s
and examples
Week 12
21ST CENTURY
HOTS
lateral literacies and
hypermedia
21ST CENTURY
PEDAGOGY
(EDUC510 ONLY)
4/30/2013
Week 14
21ST
CENTURY
COLLABORATION
5/7/2013
work with group on storyboard/ digital
photo essay or VFT
work with group on storyboard due
5/7/2013 and work on TAS
post story board/digital photo essay or
VFT due by 5/14/2013 to edu2.0 and/or
add to your personal files on Foliotek
4/23/2013
Week 13
classroom case studies due to be posted
to edu2.0 assignment site by 4/27/2013
compose/record personal pedagogy (510
developing a personal only)
pedagogy for 21st
century teaching and personal pedagogy script due by
learning
5/4/2013 and podcast due by
5/11/2013 (510 only) due to be posted
to edu2.0 AND Foliotek
Group Work and
Collaboration
Use various social networking devices
(email, chat, document sharing, etc. to
enhance your progress and product)
work on finishing touches for photo
essay due 5/14/2013
Prensky
Conclusion
10
EDUC110 & 510 SYLLABUS
Presentations
Week 15
21ST CENTURY
PRESENTATIONS
storyboard/photo
essay presentations
Final thoughts
Due: On-line Course Evaluation
5/14/2013
NOTE: Text chapters are not always read in order!