Tuesday, June 26, 2012

Teaching and Learning with Technology Syllabus

Course Rationale: SEDU 183 Tech for Teaching and Learning
To ensure a quality teacher, this course offers students an in-depth exploration of various desktop and web based learning/teaching technologies that students will and can use in their own learning and requires them to consider the implications of technology in their future classrooms. Moreover, this is the first education course that focuses on teaching and technology integrations. This course aims to provide students with a model for student centered learning while working to create and promote personal learning networks and professional learning communities. 

Course Description: This course is an educational technologies course for pre-service teachers. Based on the International Society in Technology Education (ISTE) standards, students will explore the theoretical and practical applications of diverse desktop and web based technologies and use blogging to share and demonstrate student learning and discovery. This course is approved for General Education:  Computer Competency.

Course Objectives: The Participants Will . . .
1.    through selected readings  and activities develop an understanding of the teaching/learning process in relation to the emergence of the "information age.”
2.    reflect on the scope and scale municipalities and localities face when facing integration decision, implications and issues.
3.    actively participate in a personal learning network and a professional learning community.
4.    create technology enhanced learning experiences while developing technology skills reflective of the best practices and applications which assist the learner in achieving pre-selected behavioral objectives.
5.    compare and contrast the effectiveness of various technology types and how they impact the teaching/learning process. 
6.    demonstrate ability to analyze and utilize web 2.0 technologies for the enhancement of content delivery, assessment, and ubiquitous communications.
7.    demonstrate operational competencies with selected hardware which is currently used in the instructional process.
8.    demonstrate ability to utilize prepared software on the personal computer.
9.    demonstrate literacy in terminology related to educational technology, computer hardware, and computer literacy.

Instructional Methods and Topics: Participants will . . .  Discuss topics in large and small groups, work independently and collaboratively to achieve learning goals, and demonstrate learning through participant artifacts shared through blog posts, and in formal and informal presentations.  Participants will participate in a completely paperless classroom. 
This course explores the following questions:
·         Is technology vital in today’s classroom?
·         Are you ready for today’s technology?
·         How is learning changing in the face of technology?
·         What type of teacher will you be?
·         What role does technology play in learning and teaching today and tomorrow?
·         How can innovations, including technology, be sustained in schools?

Course Policies
·    Attendance will be completed each class meeting in accordance to Edinboro University Policy. Roll will be taken each class and excessive unexcused absences (any absences beyond three class hours) will be considered in determining final grades, one letter grade for each class hour missed past the limit is the general guideline. In an emergency, or for an illness requiring an extended absence, notify the Student Support Office (732-5555, Ext. 234) so that all of your instructors can be notified of the reason and duration of your absence by email.

·    Assessment and Evaluation in this course will primarily come from group evaluations and project based assessments. All projects and group activities will have a rubric. There are 3 levels of assessment each increasing with the degree of difficulty, time, and labor requirements of the assignment. Level 1: 10 – 20 points (Reading checks, Exit slips, Show What you Know Activities); Level 2: 50 points (Extended Responses, Informal Presentations, Quizzes); Level 3: 100 – 150 points (Formal Writings, Group Projects, Formal Blog Reviews, Final Exam)

·    Assignments: This course is a paperless class. Most assignments will be posted on your blog by the assigned date. I will comment accordingly and any corrections warranted must be made. Other formal submissions like papers are to be turned in digitally and graded digitally. All work will be submitted in the appropriate MLA style and in the appropriate dropbox before the start of class. If a participant misses a submission deadline, you must email the assignment or email of the updated post and explain why the assignment is late. When an assignment is late it is not eligible for resubmission. Please use the subject line: LATEWORK (then identify the assignment title, course, and Section Number), Penalties for late work are at the discretion of the instructor. Penalties range from a 2% to a 25% depending on tardiness and frequency. If late work seems habitual, the instructor will address the issue and make the appropriate referrals. All assignments must have Participant’s name, course name and section number in the top right hand corner.

·    Blogging and Your Blog You will create and maintain a web blog throughout this course. Every assignment, artifact, and reflection will be posted and/or situated on your blog. When you blog, please understand this is a professional iteration of your academic ethos. Be honest, reflective, and appropriate. A successful blog is dynamic, timely, and interesting. Your blog will be formally evaluated four times throughout the semester.

·    Mastery Learning is the idea that virtually all students, provided suitable provisions can be made in the time allowed for learning and provided that the quality of instruction be held at a high level (Gagne). Students can resubmit work until the ability level demonstrates a mastery.  You are able to resubmit any and all assignments only if the original assignment meets the following requirements for resubmission: you have met with Mr. Smith to clarify expectations and understandings, the original assignment was submitted on time, and the original assignment meets the minimum expectations and requirements. You have 1 week to resubmit the work. If the assignment was a group activity and your group decides it does not want to resubmit, you may complete an alternate assignment of equal expectations and objectives.

·    Student Centered Learning is a key to the success of this classroom. My intention is to place the tools, objectives, and the problem in front of you and allow you the autonomy to seek your own understanding. I believe that Knowledge is constructed by students and that the [teacher] is a facilitator of learning rather than a presenter of information. (Rogers). Here are the characteristics of my classroom (Lea et al): 
1.     The reliance on active rather than passive learning.
2.     An emphasis on deep learning and understanding.
3.     Increased responsibility and accountability on the part of the student.
4.     An increased sense of autonomy in the learner
5.     Interdependence between teacher and learner.
6.     Mutual respect within the learner/teacher relationship.
7.     A reflexive approach to the teaching and learning process on the part of the teacher and learner.

·    Technology usage in the classroom and outside of the classroom is encouraged. Please bring your phones to class; participants will use these in coursework, and bring your own laptops and tablets. Be sure they are vetted through the technology office. You are also responsible for maintaining all of your login information. I don’t now want to waste time in class on these issues. Solve them yourself through the technology office on campus. Please keep in mind when in the classroom, there will be times when direct instruction or whole group discussions will necessitate your complete attention and not require technology. I ask that you keep in mind this general rule while in class: All technologies during class time are used for educational purposes and not for entertainment. Participants are asked to be respectful of this policy. Abuse will be dealt with individually.  Students changing control panel settings or deliberately erasing a resident file will be denied further use of the computers and assigned a seat away from the computers.  The computer keeps a record of when actions are taken.

·    Professionalism in and outside of the class is expected. Participants are expected to be trustworthy, respectful, responsible, fair, caring, and good. Dishonesty, cheating, plagiarism will be processed in full accordance with the policies of the Elementary Education Department and Edinboro University of Pennsylvania.

Course Expectations:
The Instructor expects Participants will . . .
·         actively participate in the blogosphere and the personal learning network.
·         be punctual, present, prepared, and actively engaged in every course meeting.
·         ask questions to ensure clarification and understanding.
·         communicate in advance with the instructor prior to class if you will be absent and follow up with the instructor and D2L
·         communicate with the instructor in advance of course meeting times if you are seeking clarity on an assignment.
·         submit all assignments in the required format and meet all assignment deadlines.
·         reflect on class activities and assignment according to Curriculum Framework belief statements.
·         behave appropriately and respectfully.
·         be honest and honorable in all aspects of your participation and production in and outside of this course.

The Participants should expect the Instructor will . . .
·         actively participate in the blogosphere and the personal learning network.
·         be punctual, present, prepared, and actively engaged in every course meeting.
·         question all participants.
·         provide several modalities for communication and counseling for every participant.
·         design lessons and assignments that are grounded in the beliefs statements of the Curriculum Framework and that meet and challenge the needs of each participant.
·         provide constructive and timely feedback and evaluation.
·         respect all participants.
·         protect the learning environment by dealing fairly and swiftly with errant issues within the class.
·         be honest and honorable

Equivocation and Philosophy
I opened this document with objectives first to set the stage for the things you will do and learn. What is missing is the equivocation. Yes, you will at times seem lost. Yes, you will work hard and find it difficult working with others. Yes, you will struggle. But know that you started this journey because something or someone ignited a passion for learning within you. If you approach this experience with humility and grace, but more importantly, as a learner, the hard work and the struggles will have been purposeful and the experience so much richer. I believe that as much as you can learn from me, I can learn from you. In our class and in your education always be a risk taker, have fun, and ask questions.

Course Schedule
The following schedule is subject to change at the discretion of the instructor according to time constraints, resource availability, and student needs. Please refer to this as a guide.

Activities and Topics
Intro to Class and Blogging; What is a PLN? Introduction of text
Setting up Blog (Level 1 10 points); Blog Lesson 1 (Level 1 25 points); Post “The Power of Networked Learning”
C, D, E, G, H, I, J
Chapter 1
Blogging continued/Lesson Planning
Post “Understanding the Power of PLN’s
C, D, E, G, H, I, J

Desktop Publishing: Doc, Exl, PPt
Lesson Artifact; Reflection Post;

C, D, E, G, H, I, J
Chapter 2
Web 2.0 - tools and gadgets; Tool Discovery Project
Blog Eval (Level 3 100 points);
C, D, E, G, H, I, J

Digital Imaging; Tool Discovery Presentations
Lesson Artifact; Reflection Post
C, D, E, G, H, I, J

Open Source Resources
Article Response Post
C, D, E, G, H, I, J

Podcasting; Tool Discovery Presentations
Post “Becoming a Networked Learner” Reflection Post
C, D, E, G, H, I, J
Chapter 3
Podcast Project Artifact; Lesson Artifact and Post
C, D, E, G, H, I, J

Video Blogging/VideoPSA;
Tool Discovery Presentations
Post “Implementing a Networked Classroom”
Individual Vid/Blog; Blog Eval (Level 3 100 points)
C, D, E, G, H, I, J

Video PSA/Presentations
PSA Project Artifact
C, D, E, G, H, I, J
Chapter 4
Hardware: Tablets, laptops, Scanners, Whiteboards
Tool Discovery Presentations

C, D, E, G, H, I, J

Google Docs Project
Post “Becoming a Networked School”
C, D, E, G, H, I, J

Your 21st Century Classroom Project
Blog Eval (Level 3 100 points)
C, D, E, G, H, I, J
Chapter 5
Post “Ensuring Success of Learning Network Adoption”
C, D, E, G, H, I, J
Epilogue Post
C, D, E, G, H, I, J

Present to Group
Final Exam/Group Rubric
C, D, E, G, H, I, J

Statements A, B, are embedded in Mr. Smith’s daily lessons and practice as he models and utilizes his teaching practices and skills to deliver and create a student centered classroom. Due to the nature of this course, students will be giving back to an online community by voicing their understanding on their blogs and sharing this with the community at large as a resource.

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