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.
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.
Week
|
PLN
|
Activities and Topics
|
Assessments
|
CF
|
1
|
Introduction
|
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
|
2
|
Chapter 1
|
Blogging
continued/Lesson Planning
|
Post
“Understanding the Power of PLN’s
|
C, D, E, G, H,
I, J
|
3
|
Desktop
Publishing: Doc, Exl, PPt
|
Lesson Artifact;
Reflection Post;
|
C, D, E, G, H,
I, J
|
|
4
|
Chapter 2
|
Web 2.0 -
tools and gadgets; Tool Discovery Project
|
Blog Eval
(Level 3 100 points);
|
C, D, E, G, H,
I, J
|
5
|
Digital
Imaging; Tool Discovery Presentations
|
Lesson
Artifact; Reflection Post
|
C, D, E, G, H,
I, J
|
|
6
|
Open Source
Resources
|
Article
Response Post
|
C, D, E, G, H,
I, J
|
|
7
|
Podcasting;
Tool Discovery Presentations
|
Post “Becoming
a Networked Learner” Reflection Post
|
C, D, E, G, H,
I, J
|
|
8
|
Chapter 3
|
Podcasting
|
Podcast
Project Artifact; Lesson Artifact and Post
|
C, D, E, G, H,
I, J
|
9
|
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
|
|
10
|
Video PSA/Presentations
|
PSA Project
Artifact
|
C, D, E, G, H,
I, J
|
|
11
|
Chapter 4
|
Hardware:
Tablets, laptops, Scanners, Whiteboards
Tool Discovery
Presentations
|
C, D, E, G, H,
I, J
|
|
12
|
Google Docs
Project
|
Post “Becoming
a Networked School”
|
C, D, E, G, H,
I, J
|
|
13
|
Your 21st
Century Classroom Project
|
Blog Eval
(Level 3 100 points)
|
C, D, E, G, H,
I, J
|
|
14
|
Chapter 5
|
Workshop
|
Post “Ensuring
Success of Learning Network Adoption”
|
C, D, E, G, H,
I, J
|
15
|
Epilogue
|
Workshop
|
Epilogue Post
|
C, D, E, G, H,
I, J
|
Exam
|
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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