Towson University - College of Education
Department of Educational Technology and Literacy
Syllabus for ISTC 301/501: Integrating Instructional Technology
Fall 2014
Instructor: Dr. Douglas Elmendorf
E-mail: DElmendorf@towson.edu
Office Location/Hours: Available by appointment or before/after class.
Phone: 410-887-5940 (work-day) 410-698-3953 (cell- day/night)
Class Meeting Dates: Tuesday 7:00-9:40 pm
Building and Room: Hawkins Hall 209
Section: 103/623
Class #: 5595/4253
College Mission: Inspire, educate, and prepare educators as facilitators of active learning for diverse and inclusive
communities of learners in environments that are technologically advanced. Additional details about the College’s
Integrated Themes may be found at: http://wwwnew.towson.edu/coe/cf2006/index.asp
Course Description Materials, devices, techniques and settings are presented in an overview of the field of instructional
technology. Laboratory experiences are provided in the operation of instructional hardware.
Rationale: The purpose of the ISTC 301/501 course is to introduce pre-service teacher candidates to the various forms of
electronic and digital technology and to provide opportunities for engagement and reflection on the role these technology
tools can play in the teaching/learning processes in the classroom. The students become skilled in some of the many
digital tools used in today's schools. In addition, students will be exposed to basic learning theory and will be assisted in
determining appropriate applications of these theories and techniques in educational settings. This course is designed to
use the Towson University Conceptual Framework to meet the MSDE certification and accreditation requirements. This
course has been identified as a required course for many programs leading to initial certification to teach in the State of
Maryland. This course includes many projects that develop our candidates’ proficiencies with instructional technology and
are aligned with the Maryland Teacher Technology Standards. These standards are online at www.mttsonline.org. The
standards fully integrated within this class include standardsIV Assessment for Administration and Instruction,
V Integrating Technology into the Curriculum and Instruction, and
VII Professional Growth
Other MTT Standards are included in this course ISTC 301/501 Integrating Instructional Technology
The following is a guide to the Standards that ISTC 301/501 is designed to meet; the Codes associated with the Standards; and the
Assessment tools used to measure the candidates’ abilities to demonstrate mastery of these standards.
ISTE
International Society for Technology in Education-National Educational Technology Standards for Teachers
NETS-T
http://www.iste.org/AM/Template.cfm?Section=NETS
MTTS
Maryland Teacher Technology Standards http://www.mttsonline.org/
INTASC
Interstate New Teacher Assessment and Support Consortium
Common
Core State
Standards
(CCSS)
Towson Univ.
Conceptual
Framework
http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consortium_(InTASC).html
MSDE Common Core Curriculum Frameworks http://mdk12.org/instruction/commoncore/index.html
College of Education, Conceptual Framework [Mission, Vision-Integrated Themes and Standards].
http://wwwnew.towson.edu/coe/ncate/
Course Objectives, Standards and Assessment:
Course Objectives/Outcomes/Standards
1. learn how to use a variety of technology and media resources (ISTENETS*T IABC, IIBC; MTTS 5, 7)
2. gain experience in planning to integrate technology into the classroom
curriculum (ISTE-NETS*T II ABDE, III ABCD, IV ABC; MTTS
5,7;INTASC #1,3,4,5,6; MSDE-VSC.)
3. develop an educational technology portfolio that supports specific
academic content. (ISTE-NETS*T IIC; MTTS 1,2, 3, 4, 5, 6, 7;
INTASC#1,2,7; CCSS)
Assessment
Online portfolio; UDL Wiki; Blog; Internet Safety Wiki;
Practical Teaching Experience; Digital Storytelling; IWB
Project
TPACK Game; UDL Wiki; Technology Case Studies;
Practical Teaching Experience; Internet Safety Wiki;
IWB Project
Online portfolio showcasing at least 5 different tools
4. design a multimedia project to present curriculum information. (ISTENETS*T IIAB; MTTS 1, 2, 3, 4, 5, 6, 7; INTASC#1; MSDE-VSC.)
5. participate in meaningful communication within and outside of an
electronic learning community. (ISTE-NETS*T VABCD; MTTS 2, 3, 5, 7;
INTASC #9,10)
6. prepare to use technology independently throughout their education
and their careers. (ISTE-NETS*T VABCD; MTTS 1, 2, 3, 4, 5, 6, 7;
INTASC#9; MSDE-VSC.)
7. connect their classroom experiences with situations and experiences
in the outside world. (ISTE-NETS*T VIABCDE; MTTS 2,5; INTASC #2,9;
CCSS)
Digital Storytelling; UDL Wiki; Practical Teaching
Experience
blogs, wikis; Web 2.0 tools
TPACK Game; UDL Wiki; Technology Case Studies;
Practical Teaching Experience; Internet Safety Wiki; Blog
Practical teaching experience; Technology Case Studies
Other related key themes:
To address barriers that research has shown inhibits students from utilizing technology appropriately in their classrooms.
To give students an opportunity to think about technology and the context it will be used in at the same time.
Textbook: No required text for the class. All course readings and resources are located in Blackboard.
E-mail account: All email will be sent via your Towson account. Check it often or have messages automatically
forwarded. When emailing instructor, include a clear subject line and sign your name.
Assignments: All assignments will be submitted electronically via Blackboard and are due by midnight of the date due
unless otherwise noted. As a last resort if Blackboard isn’t available, you can email them as an attachment. All
assignments should be in Microsoft Office formats. If you have to use another program, save it as a PDF or RTF file
before submitting. You are required to have a way to save your electronic work. You may use your Towson WebDisk
space, online file saving/sharing solution (e.g. www.dropbox.com) or a flash drive. Inaccessible files, lost files, etc. are no
excuse for not completing an assignment or handing it in late. Be sure to back up your work. Assignments submitted
after the due date will be accepted at the discretion of the instructor.
Attendance: Please read your student manual concerning attendance and absences in the current graduate
catalog. Students are expected to be on time for all classes: class attendance is mandatory. This counts towards your
attendance/participation grade. Students are expected to notify the instructor before any absence. Absence for
religious holidays or medical reasons will be excused. A written memo should be submitted. It is your responsibility to
make up missed work.
Classroom computer use and electronic devices: Please turn cell phones off or to vibrate. During class sessions,
please refrain from utilizing the computer for non-class related activities. You are expected to adhere to the University
Guidelines for Responsible Computing. The guidelines are posted on the OTS web site:
http://www.towson.edu/adminfinance/ots/aboutots/otspolicies/responsible.asp
Documented Disabilities: Students with documented disabilities are encouraged to share this information with the
instructor as soon as the semester begins. Every effort will be made for appropriate accommodation.
Academic (dis)honesty and plagiarism: Towson University's policy on academic (dis)honesty can be found in the most
recent Towson University Undergraduate Catalog. Cases of cheating or plagiarism on assignments or examinations will
result in a score of zero for the particular work, the possibility of failure for the course, and/or dismissal from the
University. APA Style (6th ed.) should be used to cite all sources.
Grading Scale
Points
100-94
90-93
Grade
A
A-
Points
87-89
84-86
80-83
Grade
B+
B
B-
Points
77-79
70-76
Grade
C+
C
Points
66-69
60-65
Grade
D+
D
Points
59-
Grade
F
Distribution of Points: (Note: Assignment details posted on Blackboard.)
Class Participation and Attendance
5%
A component of this course is your participation including attendance. Thoughtful participation and preparation of
readings/assignment is also important. Some class periods will include read-present-react activities (ex. Technology
Standards, Technology Case Studies) that we will complete during class that will be included as part of this grade.
Technology Integration Individual Projects
25%
 Social Bookmarking– Individually, you will create a social bookmarking site (ex. Diigo, Pinterest) where you will
bookmark and tag useful websites for teaching and learning.
 Web 2.0 Screencast– Individually, students will locate a useful Web 2.0 tool and create a screencast to show the
class how to use this tool in teaching and learning that will be posted to a wiki.
 Classroom Management VoiceThread – Individually, students will create an audio response on a class VoiceThread
containing ideas related to managing different scenarios of technology access in schools.
 Copyright Popplet - In this online module, you will read several articles and watch videos that explain

copyright, AUPs and CIPA. Then, you will complete a Popplet.com site related to copyright and fair use.
Digital Story - Create a digital video that demonstrates an example of an effective use of technology within a TPACK
and UDL framework. Post your work to YouTube or TeacherTube and put the link in the Assignments section of
Blackboard.
Technology Integration Group Projects
20%
A significant portion of this course is based on your participation in learning teams. This includes on-task, on-time,
thoughtful contributions and interaction with your peers throughout the course.


TPACK/Loti – Instructor gives the pedagogy, content, and technology. Students work in their learning teams to
brainstorm a lesson idea that effectively incorporates all three elements. Work is shared via the team wiki.
Standards (NETS-S) Presentation - Read the “Know the NETS” column your learning team has been assigned and
decide which NETS-S are covered in the scenario presented. Be prepared to share your reasoning for choosing the
standards you did (and did not) with your learning team when we meet in class.


Internet Safety Wiki – Students and parents need to be knowledgeable about online safety. In this project, learning
teams will create a wiki about internet safety that could be used with parents and students to teach these important
concepts in K-12 schools.
Interactive White Board Project – Learning Theory– Instructor will assign learning teams a learning theory.
Students will research the theory and then use the IWB to present a 5-10 minute interactive presentation that explains
the theory background and how it relates to integrating technology.
Blogging Assignment and Reflection
10%
Reflection is a critical component of teacher professional development and growth. Students will use a class blog page to
reflect on course-related ideas and thoughts. In addition to writing on your own blog, you should also make two
comments to peers’ blogs that enrich the discussion for the blog post your learning team is assigned to facilitate. Blogs
must employ creative tools for expression and may not be limited to a text/typed response. Suggested tools for each
blog are included with the blog prompt online. At least three different means of expression must be used throughout the
blog assignment.
Practical Teaching Assignment
25%
Learning teams will select their own pedagogy, content, and technology they will use and will create a lesson plan that
seamlessly integrates all three areas. The team will submit the lesson plan and then will “teach” a key component of the
lesson (20-30 minutes) to the class.
Electronic Portfolio
10%
Each student will create an electronic, professional portfolio to compile a selection of course projects, assignments,
reflections, etc. that showcase mastery of the course objectives, the teacher technology standards and the InTASC
principles. This portfolio may be used as a basis for the portfolio required as part of graduation requirements.
ISTC 301/501: Integrating Instructional Technology
Spring 2015 Schedule of classes and assignments. Subject to change.
Note: Complete assignment details will be given in class and/or posted on Blackboard.
Class
Week 1
1/28
Week 2
2/4
Class Topics
 Discuss blog post Why “I Don’t Do
Technology” Isn’t Acceptable:
http://www.connectedprincipals.com/archives
/3964
 Define Educational Technology –
Assignments section of Blackboard
 Determine Learning Teams
 Technology Tools Exploration: Google
Docs, Wordle, Tagxedo,
Dropbox/SkyDrive/Google Drive
 THIS IS AN ONLINE CLASS. WE WILL
NOT MEET FACE-to-FACE. The online
assignment, which needs to be completed on
a computer (not a phone), can be found at
this link http://elmendorfistc301501.wikispaces.com/,
which is also in Blackboard under
“Assignments.” This assignment is due by
the start of next class (2/11 - 7pm).
Homework
 No homework
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Week 3
2/11
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Look at Vokis
Discuss Prensky article
Identify teams
Technology Tools: QR codes, Diigo,
Delicious, Pinterest
Discussion of Standards (NETS-S)
Technology Standards Assignment – Work in
teams
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Week 4
2/18
Week 5
2/25
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Week 6
3/4
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NETS-S presentations
Discuss TPACK
TPACK Game
Technology Tools: Blogs, wikis, websites,
and clickers
TPACK lesson planning
Discuss LoTi article
LoTi Voting
Digital Portfolio Overview
Interactive Whiteboards for Teaching and
Learning
IWB Learning Theorists Project Work Time
Technology Tools: IWB (Smart and
Promethean) and clickers
Web 2.0 Tool Screencast Project description
IWB Project work time
Technology Tools: Text to Speech tools
(Kurzweil/Firefly), Speech to Text tools,
Screencast-o-Matic, Voicethread
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Blog #1: - Technobiography & Course Goals
Readings:
Prensky, M. (2001). Digital natives, digital
immigrants. On the Horizon, 9(5), 1-6.
Retrieved from
http://www.marcprensky.com/writing/Prensky%
20%20Digital%20Natives,%20Digital%20Immigra
nts%20-%20Part1.pdf
TPACK Overview Video http://vimeo.com/33920270
Readings: Moersch, C. (2010). LoTi turns up
the heat! Learning and Leading with
Technology, 37(5), 20-23. Retrieved from
http://proxytu.researchport.umd.edu/login?ins=tu&url=http:
//search.ebscohost.com.proxytu.researchport.umd.edu/login.aspx?direct=tru
e&db=ehh&AN=47839446&site=ehost-live
(You will need to be on campus or know your
Towson ID# to access this article.)
Standards collaboration with team in Team
wiki to prepare for next week’s
presentation.
Blog #2: Philosophy of Education
Social Bookmarking Project: Create a NEW
social bookmarking site on Delicious, Diigo,
Pinterest, etc. and post link to your blog page.
Add to it throughout semester.
TPACK Game Project due Week 5 (midnight –
see Blackboard)
Readings: IWB Resources in Bb
Explore UDL on CAST website http://www.cast.org/udl/
IWB Learning Theorists Project due Week 9
Richardson, W. (2006). Blogs, wikis, podcasts,
and other powerful web tools for classrooms.
Thousand Oaks, CA: Corwin Press. Chapter 1
pp. 1-15. Available from:
http://tinyurl.com/37mwq8a
McHugh, J. (2005). Connecting to the 21st
century student. Edutopia. Retrieved from
http://www.edutopia.org/ikid-digital-learner
BLOG 3
Week 7
3/11
Week 8
3/18
Week 9
3/25
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Week 10
4/1
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Week 11
4/8
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MEET IN COOK LIBRARY ROOM 512 –
Working with Librarian, Sarah Gilchrist
SPRING BREAK

Be prepared to present IWB presentations
on 3/25 after returning from Spring Break
Electronic Portfolio Tutorials/Work Time
IWB Learning Theorists Project
Presentations
iPads/tablets
Technology Tools: Concept Mapping Tools
Web 2.0 Screencast and Blog 4 due today
THIS IS AN ON-LINE CLASS. WE WILL
NOT MEET FACE-TO-FACE. The online
assignment for this class is the Copyright
Popplet (see Blackboard). There is also
homework due for next week (Blog 5)
Practical Teaching Experience Worktime
Classroom Management with Technology
Voicethread Activity
Introduce Internet Safety Project
Technology Tools Webspiration/Kidspiration/Inspiration/Bubbl.u
s/Prezi


Web 2.0 Screencast Project due next week
Blog #4: Checking-in

Blog 5

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Blog #6: Evaluating Tech Tools
Voicethread project due next week
Readings:
Banaszewski, T. (2002). Digital storytelling
finds its place in the classroom. Retrieved
from
http://www.infotoday.com/MMSchools/jan02/b
anaszewski.htm
University of Houston, (2010). The
educational uses of digital storytelling.
Retrieved from
http://digitalstorytelling.coe.uh.edu/
Internet Safety Project due next week
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Week 12
4/15
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Week 13
4/22
Week 14
4/29
Week 15
5/6
Week 16
5/13
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Work on digital stories, lessons, and
portfolios
Technology Tools: Windows Movie Maker,
Wallwisher, animoto
Digital Story Discussion
Portfolio Worktime
Internet Safety Project Due
ONLINE CLASS – (See Blackboard)
Universal Design for Learning Module 1:
http://udlonline.cast.org/page/module1/l3/
Classroom Management Voicethread due
Practical Teaching Experience Lesson
Demonstrations
NO FACE-TO-FACE MEETING
Catch-up day if needed
BLOG #7 is the online assignment
Individual appointments this week, if needed.
Digital story due
Sharing Digital Stories
Electronic Portfolio Sharing

Work online in groups on practical teaching
experiences
Classroom Management Voicethread due
next week

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Social bookmarking site due next week
Digital Story due next week
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