Course Syllabus for
TEL 313: Educational Technology in the K-12 Curriculum
College of Teacher Education and Leadership
Arizona State University
Fall 2009
Semester hours:
Course Section:
3
Schedule Line Number:
# 86339
Class Meetings
Each Thursday
4:40 PM – 7:30 PM
Room
COOR L1-38
Instructor:
Dr. Michele Mosco
Email: Michele.Mosco@asu.edu
Office Phone: (623) 478-4626
Please leave a message as I may be teaching when you call.
Office Hours:
Thursdays, before/after class or by appointment
(just email me to work out a time)
Communications:
The most efficient way to communicate with me is through email.
Weekend responses to email should not be expected.
Completed work will be graded and returned to students within one week.
Major projects may necessitate a 2-week turnaround.
NOTE: A prerequisite for this course is an N3 Computer Literacy course and basic computer skills.
Included in this syllabus is a Technology Skills assessment (see Appendix A). If you do not possess
most of these skills, please consult with me right away.
Catalog Description
Applies and integrates educational technologies in all curricular areas; examines theoretical and practical
issues for diverse learners. Fee.
1
Course Format
The Arizona Board of Regents expects that University courses require students to commit
approximately 7.5 hours each week (combined seat time and online/homework time) for a 3 credit
hour class when taken over a full semester.
Some weeks may require more time when major projects or assignments are due, while others will require
less. However, the course assignments and activities have been designed so that over the course of the
semester the time spent on this course will meet the expected time commitment.
When assistance with technology tools is necessary, ASU/CTEL offers the following as support to
computer-using students:
• 1:1 Technology Studio: Each campus hosts a laptop help office for any brand of laptop. Free
assistance is available with on-campus wi-fi connectivity, virus problems, and other software and
hardware issues. At-home access: 602-543-TECH. Walk-in access for West (Sands 125), Downtown
(University Center, Information Commons), Tempe (Computing Commons, 140), and Poly
(Academic Center Building, Lower Level)
•
Student Computing: Each campus has a computer access area with most of the equipment and
software needed for this course. Staff is available for basic technical assistance but cannot provide
support related to the content of this course. Walk-in availability is at West (Technopolis in the
basement of Fletcher Library, Downtown (Information Commons in the lower level of the University
Center building), Tempe (Computing Commons building or Payne 122), and Poly (Computer Lab in
the Center building).
•
Lab for Education Students: On the West campus, the Intel Lab is located in CLCC 206; on the
Tempe campus, the Education Multimedia Lab is located in Payne 122 . These labs are available for
education student use on a varied schedule. When open the lab personnel are available to assist
students primarily with multimedia projects associated with coursework. The schedule is located at
http://education.asu.edu/about/computer_support.dot
•
Help Desk: The ASU Help Desk provides phone and online support to students 24 hours a day, 7
days a week. Students can request help with their own computer, report a problem with university
services, and track progress. Contact: 480-965-6500, helpdesk@asu.edu, or chat via
http://help.asu.edu
•
My ASU: Is a personal start page that combines ASU Interactive and resources to create an enhanced
personalized experience. Members of the ASU community to be able to find all of the resources they
need at https://webapp4.asu.edu/myasu/
2
Required Course Texts, Materials and Resources
1. ASU Blackboard Course shells at https://webapp4.asu.edu/myasu/ (All ASU students have
FREE access to this web resource)
2. The College of Teacher Education and Leadership’s Internet resource – TK20 at
https://asu.tk20.com/campustoolshighered/start.do (Requires a subscription fee, purchased via
credit card at the above link, or at the bookstore.)
3. IDEAL subscription, which can be obtained from https://www.ideal.azed.gov/ (All ASU
students have FREE access to this web resource after account is created). This subscription
will remain with you throughout your education and teaching career.
4. Microsoft Office Suite (especially Word and PowerPoint) - The Microsoft Office Suite is
installed on all student-access computers on campus. Office is also available for purchase
through the ASU bookstore.
PLEASE NOTE: Microsoft WORKS is not compatible with WORD, thus
documents created in Works cannot be read by campus computers.
5. Reliable device or method to back up and transfer dataPreferred: USB drive (also known as Jump, Flash, or Pen drives).
6. Still and video camera-You will need to shoot video and/or still images for some
assignments. If you do not have access to a video camera, you can check one out for a 72hour period from the Teaching Resource Library (West campus, basement of CLCC), the
Multimedia Lab (Tempe, Payne 122), or at Poly from your instructor.
7. Web-based readings, accessible through Blackboard. No fee.
Recommended Course Texts, Materials and Resources
8. Laptop Computer (Recommended but not required): Campus-wide wireless Internet access is
available. Although a laptop computer is not a requirement, students should consider a laptop
computer not only for TEL 313, but for daily use in all their classes.
Tentative Course Calendar (see Appendix B)
3
Student Learning Objectives
Upon completion of TEL/ECT 313, preservice teachers should meet the following objectives, AZ
Professional Teacher Standards (APTS), and National Educational Technology Standards for Teachers
(NETS-T):
Course Objective
APTS Addressed
NETS-T Addressed
GOAL 1: Participate in Collaborative Work and Learning through Web-Based Digital Tools
1.1 Use technology to communicate
3c,
and collaborate.
1.2 Develop, contribute, and use web3a, 3b
based collaborative tools and
resources.
1.3 Develop digital media and publish
3a
it to the Web.
1.4 Apply digital etiquette, ethical
2.10
4a, 4c
reasoning, and legal guidelines to
technology use (including copyright)
in preK-12 classrooms.
GOAL 2: Design Digital-Age Learning Experiences
2a
2.1 Evaluate technology integration in
5c
learning environments for its ability to
promote student learning and
creativity.
1.4, 1.8, 1.9, 1.11,
2c
2.2 Integrate technology into
8.3
4b
curriculum using pedagogy that
addresses the diverse needs of all
learners.
2.3 Apply information literacy skills
3d,
(including searching and evaluating
sources for K-12 student use) to
electronic resources.
GOAL 3: Participate in Professional Development and Leadership
3.1 Participate in collaborative
5.4, 5.5
1a, 1d,
knowledge construction about the use
3b
of technology in education.
5a, 5b, 5c, 5d
3.2 Prepare and publish K-12 learning
1.1, 1.7, 1.10
1b,
experiences that use innovative
3.5
2a, 2b
technologies.
4
Course Projects, Assignments, and Assessments
Projects
Points
Possible
Technology Innovation MiniTeach – see Innovations Wiki in
Blackboard for details
10% (50 pts)
APTS Standards
Assessed
(see Appendix D)
1.1, 1.4, 1.7
3.4, 3.5, 3.6, 3.10, 3.11
5.5
6.5
*Digital Storytelling
20% (100 pts)
1.1, 1.7. 1.11
*Technology Integration Project
Plan (TIPP)
20% (100 pts)
1.1, 1.3, 1.7, 1.8
3.5, 3.6, 3.7, 3.8, 3.9,
3.10, 3.11, 3.12
8.3
Project benchmarks, homework,
check for comprehension quizzes,
participation and contributions
Comprehensive, end-of-semester
assessment
(approximately)
40% (200 pts)
TOTAL
100% (500)
**Extra Credit (optional)
4% (20)
NETS-T Assessed
(see Appendix E)
1a, 1b, 1d
2a, 2b
3a, 3b, 3c, 3d
4a
1a, 1d
3c
4a
3b, 3c, 3d
4a
10% (50 pts)
* These two assignments are “Signature Assignments.” The combined Signature Assignments throughout
your program will allow you to demonstrate obtainment of all APTS Standards as well as some
national standards (such as NETS-T for this course). Your program requires Signature
Assignments to be uploaded, submitted, and assessed in TK20.
** You can select one extra credit project (optional) for 4% of the total possible points. See the
possibilities listed in the Extra Credit button of Blackboard. Extra credit must be completed by
the last class meeting date. Additional extra credit project opportunities MAY be announced later
in the semester as opportunities arise.
NOTE: All assignments are expected to be submitted on time following the
submission guidelines for each assignment (given in Blackboard).
Late work is not accepted.
Rubrics for Signature Assignments (see Appendix C)
5
Grading Scale
Grades will be recorded in Blackboard. Please verify periodically for accuracy (BB > Tools > My
Grades).
This short tutorial will help you learn about this function of Blackboard:
http://help.asu.edu/node/939
Final grades will be calculated based on the following scale (number of points you received divided by
number of points possible):
93-100
90-92.9
88-89.9
83-87.9
80-82.9
78-79.9
70-77.9
60-69.9
0 -59.9
A
AB+
B
BC+
C
D
E
Note: CTEL requires anyone receiving a grade of D or E (failing) to retake the course.
Course/Instructor Evaluation
The course/instructor evaluation for this course will be conducted online 7-10 days before the last official
day of classes of each semester or summer session. Response(s) to the course/instructor are anonymous
and will not be returned to your instructor until after grades have been submitted. The use of a
course/instructor evaluation is an important process that allows our college to (1) help faculty improve
their instruction, (2) help administrators evaluate instructional quality, (3) ensure high standards of
teaching, and (4) ultimately improve instruction and student learning over time. Completion of the
evaluation is not required for you to pass this class and will not affect your grade, but your cooperation
and participation in this process is critical. About two weeks before the class finishes, watch for an e-mail
with "ASU Course/Instructor Evaluation" in the subject heading. The email will be sent to your official
ASU e-mail address, so make sure ASU has your current email address on file. You can check this online
at the following URL: http://www.asu.edu/epoupdate/.
University/College of Teacher Education and Leadership (CTEL) Policies
• Professional Behavior
It is expected that students exhibit professional behavior inside the classroom, during intern
placements, and working with other students outside of the class on assignments related to this
class in addition to behavior in the classroom on ASU’s campus. If at any time your behavior is
‘unprofessional’, the instructor may complete a Professional Improvement Plan (PIP) for the
student.
•
Attendance and Participation
Class Attendance: Points are issued for activities during class time in which you participate.
Being present at each class meeting is expected, and is especially important for hybrid courses
because there is less face-to-face time allotted. Students have the right to observe major religious
holidays as an excused absence. In the event of an absence, it is the student’s responsibility to
arrange for a classmate to take notes, get copies of handouts, and review class activities with a
classmate; do not contact your instructor requesting a synopsis of the class you missed. A history
of being absent, arriving late, or leaving early will result in a formal Professional Improvement
Plan Referral.
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Active Participation: It is not uncommon for students to attempt to “multitask” by working on
assignments for other classes, instant messaging, responding to email, and updating social
networking websites such as MySpace. These are all growing distractions that can interfere with
the conduct of class. A growing body of research shows that “multitasking” is wishful thinking.
Learning requires concentration and engagement. When students “multitask” not only do they
shortchange themselves, but also their peers by creating a distraction and by not contributing to
the task at hand. See http://www.time.com/time/magazine/article/0,9171,1174696,00.html for
justification in how this kind of multitasking is a distraction to your learning, and can be
considered as unprofessional behavior.
•
Assignment Submissions; Late and Missing Work
Deadlines: All projects and homework assignments are expected to be submitted on the due date,
at the beginning of class (unless otherwise indicated), and in the prescribed format and manner.
Exceptions that warrant delay may be arranged by communicating your extenuating circumstance
to your instructor prior to the due date.
Absences: If an absence is necessary, all reasonable effort should be made to turn in assignments
on the day of the absence via an emailed attachment to the instructor, preferably before class
time. When a paper-based submission is requested and you cannot make it to class, you may send
it via an email attachment or you may send the assignment with a classmate as long as it is
received prior to the beginning of class.
Digital Submissions: Most assignments will be submitted electronically. Digital documents that
are not in the specified format (software available on campus computers), cannot be opened by
your instructor or peers. These assignments will be rejected and issued ZERO points until
resubmitted. Resubmission will be expected by the beginning of the next class session. Your final
grade will be reduced by 10% of the possible points for this delay.
Digital Backups: Students frequently ask for an extension when their computer or storage device
crashes and they lose an assignment. A backup storage device is a requirement for this course; it
is expected that you dutifully back up your digital work. You will not be granted an exception for
late work in a situation where a document or machine crashes.
Please practice safe storage by backing up your documents : )
Writing Expectations: All assignments and written communications in this class (including email
and discussion board postings), are expected to be word-processed and conform to Universitylevel writing standards. Your writing should be professional, clear, and when appropriate or
required, include proper citations of expert knowledge and media in American Psychological
Association (APA) format. Errors in spelling and/or grammar are expected to be rare. Colloquial,
informal (texting-style) writing is not appropriate for formal or informal communications. When
grading or reviewing student work that does not meet these standards, your instructor will return
the work for revision. The revised assignment will be issued ZERO points until resubmitted.
Revisions will be due at the beginning of the next class session. Once re-graded, 10% of the total
points possible will be deducted from your score. If more than one assignment is rejected for
writing issues, a Personal Improvement Referral may be submitted to your department chair. At
their discretion a Personal Improvement Plan may be issued.
7
The course BlackBoard shell contains a tutoring button with web-based resources to help you
with your writing skills in areas such as APA, grammar, second language issues, etc.
Additionally, the Learning Enhancement Center on campus offers one-on-one support for
students. This center is in the basement of the library. Appointments are recommended.
•
FERPA and Privacy Regulations
The Family Educational Rights and Privacy Act (FERPA) and ASU policies are designed to
protect student privacy. The following is a brief overview of the main ways your private
information will be treated in this class:
• Your name and ASU email address are available in BlackBoard to all other enrolled members
of the class. Your name and TK20 email address are available to all ASU CTEL students and
faculty members with TK20 memberships. Your name may be used as a folder and/or
document name on a network server used in conjunction with the class. These services are
integral to this course; there is no way to use them anonymously.
• Your instructor will not discuss your grades in the presence of anyone else even if you give
verbal permission to do so. It takes WRITTEN authorization from you for an instructor to
share any of your private information.
• Your instructor may request written authorization from you to facilitate communications and
the sharing of information. You are free to accept or reject these requests for authorization.
If you do not understand any of these policies, ask your instructor or consult ASU privacy
policies at http://www.asu.edu/aad/manuals/acd/acd121.html
•
Academic Integrity/Plagiarism
The ASU Student Handbook contains the following information: “The highest standards of
academic integrity are expected of all students. The failure of any student to meet these standards
may result in suspension or expulsion from the university and/or other sanctions as specified in
the academic integrity policies of the individual academic unit. Violations of academic integrity
include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such
activities. The university and unit academic integrity policies are available from the Office of the
Executive Vice President and Provost of the University and from the deans of the individual
academic units.”
The rest of the code, which consists of several pages, is available at the following URL.
http://www.asu.edu/studentaffairs/studentlife/judicial/academic_integrity.htm
•
Disability Accommodations for Students
Students who feel they may need a disability accommodation(s) in class must provide
documentation from the Disability Resource Center (Downtown campus UCB 160, Polytechnic
campus Sutton Hall 240, Tempe campus Matthews Center, or West campus UCB 130) to the
class instructor verifying the need for an accommodation and the type of accommodation that is
appropriate. Students who wish accommodations for a disability should contact DRC as early as
possible (i.e. before the beginning of the semester) to assure appropriate accommodations can be
provided. It is the student’s responsibility to make the first contact with the DRC.
•
Religious Accommodations for Students
Students who need to be absent from class due to the observance of a religious holiday or
participate in required religious functions must notify the faculty member in writing as far in
advance of the holiday/obligation as possible. Students will need to identify the specific holiday
or obligatory function to the faculty member. Students will not be penalized for missing class
8
due to religious obligations/holiday observance. The student should contact the class instructor to
make arrangements for making up tests/assignments within a reasonable time.
•
Military Personnel Statement
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch
and is unable to complete classes because of military activation may request complete or partial
administrative unrestricted withdrawals or incompletes depending on the timing of the activation.
For information, please see http://www.asu.edu/aad/manuals/usi/usi201-18.html.
•
Harassment Prohibited
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national
origin, disability, sexual orientation, Vietnam era veteran status and other protected veteran
status. Violations of this policy may result in disciplinary action, including termination of
employees or expulsion of students. Contact Student Life (Downtown campus 522 N. Central
Ave., Post Office Room 247, 480-496-4111; Polytechnic campus Administration building suite
102, 480-727-1060; Tempe campus Student Services Building room 263, 480-965-6547; or the
West campus UCB 301, 602-543-8152) if you feel another student is harassing you based on any
of the factors above; contact EO/AA (480-965-5057) if you feel an ASU employee is harassing
you based on any of the factors above.
•
Grade Appeals
The professional responsibility for assigning grades is vested in the instructor of the course, and
requires the careful application of professional judgment. A student wishing to appeal a grade
must first meet with the instructor who assigned the grade to try to resolve the dispute. The
process for grade appeals is set forth in the undergraduate and graduate catalogs, which are
available at http://www.asu.edu/catalog
•
Cell Phone Policy
Life happens. If you are expecting an urgent call, please put your cell phone on vibrate. Quietly
excuse yourself for any emergency call, but please don’t let technology have a negative influence
on your classtime commitments.
•
Lap Top Use Policy
Most facilities on campus, and some outside areas have wireless connectivity. I encourage you to
become an efficient and savvy technology teacher by becoming efficient with technology as a
student. Bring your laptop, and if you need help with “going mobile” just ask.
•
Electronic Communication
Acceptable use of university computers, internet and electronic communications can be found in
the Student Code of Conduct (http://www.asu.edu/aad/manuals/usi/usi104-01.html ) and in the
University’s Computer, Internet, and Electronic Communications Policy
(http://www.asu.edu/aad/manuals/acd/acd125.html).
Discussion boards and email communications are an important instructional tool in this course.
Here are some of the most important rules for this class regarding the use of discussion boards
and email:
1.
Don’t say anything in the discussion that you would not say in a face-to-face classroom
situation. Use your professional judgment.
9
2.
3.
4.
5.
6.
7.
Contributions to discussion board should be for “the good of the group”; email your
instructor directly with questions or issues that only apply to you.
Be polite. Choose your words carefully. Do not use derogatory or sarcastic statements.
Contribute constructive comments and suggestions.
“Flaming” – expressing anger, often rudely – has no place in a classroom situation, either in
the discussion area or in private email. Students receiving any sort of inappropriate email
from other students should forward a copy to the instructor.
Don’t use all capital letters. This is considered to be “shouting,” and is therefore rude.
Likewise, don’t use all lower case letters. In other words, use professional writing, not “IM”
writing.
The Q&A discussion board located in our Blackboard shell is meant for questions and
answers that would benefit you as well as your classmates. Please post “good for the group”
questions there. Questions of a personal nature should be emailed directly to the instructor.
10
Appendix A
Prerequisite Skills for Entry into TEL 313
The following is a list of technology skills that are prerequisites in TEL 313. Please self-evaluate the skills you
currently possess.
Student understands memory and storage:
Hard drive (its function, the available storage capacity, etc.)
RAM (what it is)
Student understands basics of operating systems (Vista vs. WinXP) :
Can use menu bars and pull-down windows
Can identify and use icons for files, programs, folders, and disks
Can open, close, and resize a window using a mouse
Can toggle between multiple programs
Can minimize and maximize programs, files, and folders
Can use keyboard shortcuts to open, save, and print documents
Can open the control panel to change and apply settings, as appropriate
Student understands general file management techniques:
Can back up files to another disk
Can create a folder and organize files
Can copy a file to another location
Can delete a file or folder
Can save to a peripheral location (e.g. USB, CD, etc.)
Can save to a specific folder or place on the hard drive
Can save to a remote location or network
Student understands computer etiquette:
Respects the privacy of other students’ files and data
Understands copyright laws
Student understands basic email operations:
Can send and receive email (through Blackboard and ASU gmail)
Can send email with an attachment
Student can navigate the Internet with the use of a browser (such as Explorer or
Netscape):
Can enter a URL
Can follow links
Can move forward and back between pages, use tabs
Can organize bookmarks
Student can use a word processing program in the following ways:
Can delete, cut, copy, and paste text
Can format the font size and style
Can change the margins and spacing of a word processed document
Can distinguish between the “save” and “save as” features
Can use the spell checking feature to proof a document
Can enter and modify page numbers
Can import and size a graphic
Can insert page breaks
11
Can use headers and footers
Can use the find and replace commands
Can add footnotes
Can create tables
Can create and execute a mail merge
Student can use a spreadsheet in the following ways:
Can enter text and numbers into cells
Can edit information in cells
Can build a formula in a cell
Can insert or delete rows and columns
Can change the width of columns
Can format a cell, column, or row
Can move blocks of information
Can display or hide the grid
Can sort data in ascending or descending order
Can set a print range
Can design a spreadsheet
Can produce a basic graph
Student can use PowerPoint to create a basic presentation:
Can make new slides
Can add text to slides
Can add a graphic to slides
Can apply slide transitions
Can create external and internal hyperlinks
Can animate elements on a slide
Student can use GoogleTools to collaborate on projects:
Can create a GoogleDoc and share with others
Can contribute to an existing GoogleDoc
Can create and add events to a Google Calendar
Student can use Blackboard as a course management tool:
Can add a thread to a discussion forum
Can monitor their progress through the grade book tool
Can submit assignments
Score:
‰ I checked 48 boxes or more. (You should be well prepared to use the technology that forms the basis
of TEL 313.)
‰ I checked 40-47 boxes. (You are generally well prepared to use the technology required in TEL 313.
However, you should allow time in your schedule this semester to seek additional help from sources
such as online tutorials.)
‰ I checked fewer than 40 boxes. (You should allot additional time to complete all assignments as your
learning curve with technology tools may be steep. See me if you would like suggestions on how to
remedy this.)
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Appendix B
Projects and Due Dates
The following dates are subject to modifications based on student needs.
Keeping organized is an important job responsibility for all teachers. Keep a personal calendar of
deadlines and due dates, and bring it to class daily, as updates and changes may take place.
Please refer to Blackboard (CURRENT EVENT) for more
detailed descriptions of the activities and homework.
UNIT 1: Course Resources and Technology Systems Readiness
DATE
TOPIC/ACTIVITY
RELATED READINGS
Week 1
Aug 27, 2009
The gist of this course: Teaching with Technology
BB orientation
Syllabus
Complete forms
Innovations Mini Teach Questionnaire
Orientation to campus technology support (Sneaker
tour)
Related Readings:
- How to bring our schools out of
the 20th century
- ISTE NETS-T and NETS-S
Standards (Appendix in
syllabus)
- Partnership for 21st Century
Skills
- The multitasking generation
- Thirteen steps to better
instructional visuals for
electronic presentation
SNEAKER Tour due
UNIT 2: Technology and Ethical Issues
DATE
TOPIC/ACTIVITY
RELATED READINGS
Week 2
Sept 3, 2009
Introduce Innovations Mini Teach
Innovations Mini Teach: Assign Groups, Topics &
Dates; Group Meetings
Copyright, Fair Use
Establish tech memberships (IDEAL, TK20)
Begin to determine topic for Digital Storytelling
project
Innovations Group Presentation
Ethical use of Technology: APA, e-cheating, equity
Digital Storytelling project distributed
TK20 orientation
Ethical Issues Assessment
Innovations Mini Teach: Group Partnership
Contracts due
Related Readings:
- Copyright and Fair Use
Tutorial (linked as a BB button)
- Have you googled your teacher
lately?
- E-cheating: combating a 21st
century challenge
Related Readings:
- The digital divide and K-12
student computer use
- How to rethink the digital
divide
Week 3
Sept 10, 2009
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UNIT 3: Digital Storytelling
DATE
TOPIC/ACTIVITY
RELATED READINGS
Week 4
Sept 17, 2009
Innovations Group Presentation
Introduce Digital Video project
Background research
Week 5
Sept 24, 2009
Innovations Group Presentation
Bring your video camera, if you have one!
Interviews
Storyboarding
Innovations Group Presentation
If you have a laptop, bring it.
Editing workshop
Related Readings:
- Constructing Digital Stories
- How to Use Digital Storytelling
in Your Classroom
Related Readings:
- How to produce video
interviews
Week 6
Oct 1, 2009
Week 7
Oct 8, 2009
Innovations Group Presentation
If you have a laptop, bring it.
Advanced editing workshop
Week 8
Oct 15, 2009
Innovations Group Presentation
If you have a laptop, bring it.
Conducting final save
Week 9
Oct 22, 2009
Innovations Group Presentation
Digital Video “Parade”
Related Readings:
- Understanding digital images
- 10 tips for filming
- Beyond words: The
craftsmanship of digital
products
Readings:
- Storytelling webinar
(Bernajean Porter)
Readings:
- Digital Storytelling finds its
way in the classroom
Digital Video due
Digital Video Reflection due
UNIT 4: Technology & Teaching
DATE
TOPIC/ACTIVITY
RELATED READINGS
Week 10
Oct 29, 2009
Innovations Group Presentation
TIPP: initiate TK20 plan
TIPP: initiate SAG in Google Sites
Week 11
Nov 5, 2009
Innovations Group Presentation
Real Classroom Experience-Observation
Essential Questions
Related Readings:
- Changing Classroom Practice
to Include the Project Approach
- Connecting the digital dots
Related Readings:
- That was then, this is now
- Range of use: Technology in
learning
14
Week 12
Nov 12, 2009
Innovations Group Presentation
Learning goals first, then technological enhancements
Collaborative pedagogy, social networking tools
Related Readings:
- Technological pedagogical
content knowledge
- Constructing learning: Using
technology to support teaching
for understanding
Week 13
Nov 19, 2009
Innovations Group Presentation
TIPP: Added Value URL
Week 14
Dec 3, 2009
Innovations Group Presentation
Related Readings:
- I Read it on the Computer, it
Must Be True;
- Evaluating Information Found
on the Internet; and
- What's Not on the Web
Related Readings:
- Constructivism in the
classroom: If I teach this way,
am I doing my job?
TIPP project due
Reading Day – Wednesday, December 9, 2009…NO CLASSES UNIVERSITY-WIDE.
This is a day to study for your final exams.
Comprehensive Assessment
FINALS
DAY
(not sure on
exact
date/time yet)
TIPP Reflection due
All TK20 submissions due
15
Appendix C
Rubrics for Signature Assignments
DIGITAL VIDEO PROJECT
The purpose of this project is for you to learn to create digital video, and plan for the creation of digital stories for your future students.
When you are finished you will have a model video for your future students and you will be able to teach how to create video because you
have learned the steps necessary to do this. Indeed you will have experienced project-based learning.
Begin by locating a resident who can give a primary source account of an event or a place. Then focus the interview questions on that one
event. We have found that the best Arizona Living History Stories delve deeply into the topic and focus on one or two events. For example,
rather than documenting the history of Wickenburg, focus on the Wickenburg silver miner’s experiences. Or tell the story of the 1935 fire
that burned one/half of the town through the eyes of several elderly residents who witnessed the fire and have pictures of it. Also, earlier
historic events, persons, or places may be more interesting than recent ones. However, it must go back prior to 1975 and the dates of the
story events should be clearly explained. Finally good stories often compare the old to the new, but focus mainly on the historic part.
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Technology Integration Planning Project (TIPP)
The Technology Integration Project is a plan you will create for a specific grade (recommended 3-8) to mainly address one Arizona
Academic Content Standard (for science or social studies). The plan must also integrate one ‘added value’ Internet site that students use,
and one or more other technology tool(s) that the teacher and/or the students use.
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Appendix D
These are the standards the Arizona Department of Education
will hold you accountable for when they grant you a teaching certificate.
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Appendix E
These are the National Technology Standards teachers should meet.
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Appendix F
These are the National Technology Standards you will be responsible for making sure your students meet.
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