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Supporting Learning with Technology, ECE/Elem/MS
Education 537, Fall, 2006
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| Dr. Mark D. Bailey |
Office: 308 Carnegie |
| Office Hours: Wed. 12-2, drop in, or by apt |
Office phone: 352- x2773 |
| Email address: baileym@pacificu.edu |
Home phone: 359-5646 |
| Class Meetings: Fri. 10:30 – 12:30 Carnegie 311 |
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Required Readings:
As an essential element of this course, students are required to become members in the International Society for Technology in Education: ISTE (Join). Readings will be taken from current Leading and Learning issues as well as the online archives. Some resources will also be on reserve in the Pacific University Library. There will be no text for this course.
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Educational Philosophy:
I cannot simply teach you what you need to know about the use of computers and other technologies to assist children’s learning. In order for you to effectively learn this material you must be willing to be an active participant in the learning process; constructing an understanding of this material that is personally relevant and meaningful. Therefore I see my role more as that of a facilitator and a co-learner than as a lecturer. What I will do is provide you with a variety of resources and suggestions about projects that can assist you in learning. Your job will be to engage in these projects, utilize these resources, ask questions, and help me to know what you do and do not understand. This means you will have to spend a considerable amount of time using a computer either at home or in a lab to work on course materials. There are a number of your peers who are serving as lab assistants that can provide support for your efforts. I have set aside time for office hours so that I can help.. You may also drop in unannounced any time I am in the office. Furthermore, I have included my email address in order to encourage your questions and comments, and my home phone number in case you encounter pressing questions or problems. The bottom line is that the amount you learn in this course will be directly proportional to your level of interest and involvement.
Course Description:
This set of learning experiences is designed to introduce you to some of the applications of technology in education, as well to familiarize you with issues associated with their use. The focus of the course will be on why, when and how to use technology to support students’ thinking and learning. Consisting of a series of readings, presentations, lab work, small group work, projects and independent exploration, this course is also intended to give you concrete experience applying technology to your teaching and lesson design. Successful completion of this course will indicate that you have met and exceeded any technology standards required for authorization and licensure in Oregon.
Course Outcomes
As a result of participating in this course, prospective teachers will be able to:
• demonstrate the ability to critically assess why, when, and how to use technology to support the learning and thinking process.
• demonstrate knowledge of equity, ethical, legal, and human issues of computing and technology use as they relate to society and model appropriate behaviors.
• display an increased understanding of the variety of instructional programs available for classroom use, as well as appropriate methods for their utilization.
• apply current instructional principles, research, and appropriate assessment practices to the use of computers and related technologies.
• explore, evaluate, and use computer/technology-based materials , including applications, teacher utilities, educational software and associated documentation.
• demonstrate knowledge of uses of computers for problem-solving, data collection, information management, communications, presentations, and decision making.
• increase their ability to formally evaluate instructional software.
• critically evaluate and utilize online sources or information.
• use Macintosh and Windows-based computers, digital cameras, scanners, and other related technologies to support the instructional process.
• demonstrate increased skill in the use of hypermedia applications, electronic searches, multimedia, WWW construction, telecommunications, and other recent innovations in educational technology to support instruction.
• identify resources for staying current in applications of computing and related technologies in education.
• demonstrate professionalism in a commitment to trying new software and hardware, develop strategies for learning to use new technological tools, and show patience and persistence in the learning process.
• demonstrate progress on meeting the NETS standards as a necessary but not sufficient indicator of technological competence.
In the spirit of student-centered learning, we will begin the course by discussing goals you have for this course and how we can all design this class to help you meet them.
Course Requirements
This course will utilize a number of requirements: class attendance, readings and contribution to class discussions; independent and peer scaffolded software explorations and class presentations; a number of technology projects; as well as classroom observations in your placements. However, the key requirements are 1) a demonstration of significant growth in the ability to understand about technology and to use it to support powerful pedagogical practices; and 2) significant progress in meeting the NETS standards for teachers.
Attendance. You are expected to attend each class and it is important that you do so. There will be many explorations and demonstrations of software use in the lab, and it is a time to work and learn with your peers. There will be open time each class period for you to explore software and hardware and for you to work on your own projects.
Reading Assignments. It is important that you come prepared to contribute to discussions, and to use designated software. Therefore you are expected to utilize whatever resources you need to be prepared for class. This may include reading textbook chapters on reserve at the library, Leading and Learning articles and other online resources before each class period. This will give you time to formulate questions and ideas that you may have about the readings and allow you to more fully participate during that class period.
Software and Hardware Growth. As part of your ongoing professional development, you will be expected to continue to improve your ability to use at least 4 different types of software: multi & hypermedia; graphical and/or video editing; internet browsers & web page construction applications; and project construction software. Demonstration of this improvement will take place in small group presentations, microteaching and project construction, and the design of lesson plans. By the end of the year it is expected that you will be able to demonstrate functional cross-platform literacy using Macs and PCs.
Observations - Throughout the semester you will be asked to make specific observations or gather specific data about technology use in your placements. This information may be discussed during class so come prepared. The length of your observations and notes may vary depending on the nature of the observations or the level of your participation.
Independent Computer Work - It is expected that you will spend between 4-6 hours per week working on not only the readings, but also on the different applications of technology. You can do this work in the computer lab (open to you 24 hours a day except for classes), or if you have the necessary tools you are welcome to do this work at home. While we will spend time each week learning to develop projects using specific types of applications, much of the learning work will need to be done by you outside of class. There are lab assistants who can serve as an important resource when you need assistance with specific hardware or software issues.
A. Specific Technology Project Assignments
1) Develop a professional website that will serve as a repository for much of your work for the rest of the year. Sept. 29
2) Design a Webquest on the Social Studies topic of your choice. Oct. 20
3) Work with your group to design and publish a brochure for Learning Communities.
4) Complete a Project TEAM video. Nov. 17
5) Select one more project from the list of options.
- HyperMedia Presentation
- Photoediting
- Documentary Movie
- Help develop a Digital Learning Story
- Online Community
- Any other approved option
B. Digital Portfolio – Throughout the semester it is expected that you will be collecting your work and developing a digital portfolio of your best work. A link to this portfolio will be submitted via email along with your final evaluation.
Technology Projects. Software assignments & lesson plans will be evaluated on 4 criteria:
1. Ability to foster student thinking and learning. This is the critical element of software application, you will be evaluated on your ability to challenge students to use a range of thinking skills, and to design technology use to support these efforts. Powerful pedagogical practices should be your ultimate goal.
2. Creativity. It is expected that your projects and lessons will go beyond the perfunctory use of technology and will demonstrate a level of creativity in the manner in which you design and utilize technology.
3. Planning and Designing. It is expected that your assignments will demonstrate continued professional development in the ability to carefully plan and design learning environments and experiences.
4. Clarity of expression. It is expected that papers and projects will be well designed and written following the guidelines for appropriate stylistic elements, as well as content and grammar.
All projects should be considered a work in progress.
Course Assessment:
Throughout the course, assessments will be based on rubrics that we will develop. A basic guideline for evaluation is as follows.
A score of 5 will be given when the work is thorough, fosters high-level student learning and creativity, and demonstrates a clear and comprehensive understanding of the uses and strengths of the tool or technique.
A score of 3 will be given when the work is adequate, fosters student learning and creativity, and demonstrates a functional understanding of the uses and strengths of the tool or technique.
A score of 1 will be given when the work is inadequate, fosters very little student learning and creativity, and demonstrates a misunderstanding of the uses and strengths of the tool or technique.
There will be two different assessment options from which you are welcome to choose this semester. Option 1 is a more holistic approach and involves ongoing self-assessment, Option 2 is a more concrete approach and involves finite point totals for specific assignments. You are required to email me your assessment option selection no later than Sept. 30th.
Option 1.
Throughout the course, assessment will be based on a rubric developed for that specific assignment. Each submitted assignment will be accompanied with a brief self-assessment based on that rubric. A basic guideline for assessments can be found above.
On October 20th each student will submit a midsemester personal evaluation indicating how they are progressing in meeting course goals. On Friday. December 15th, each student will submit a final evaluation of their progress including reflections on the student and professor feedback they have received on their assignments and projects. As part of your final evaluation, you will submit a digital portfolio of your work contains is evidence of the progress you have made relative to the NETS-T standards. Your final evaluation should include a final grade for yourself. Where in most cases this will be the final grade you will receive, I reserve the right to submit an alternative final grade if I believe there is a lack of veridical connection between the work completed and your self-evaluation.
Option 2.
Throughout the course all assessments will be based on rubrics developed for that specific assignment. Scores will be totaled at the end of the semester to determine semester grade. On October 20th each student will submit a midsemester personal evaluation indicating how they are progressing in meeting course goals. On Friday December 15th, you will submit an evaluation of your progress including reflections on the student and professor feedback you have received on their assignments and projects. Along with the final evaluation you will submit your digital portfolio of your work that contains evidence of the progress you have made relative to the NETS-T standards.
Required Assignments:
1. Web site (20 points)
2. Project TEAM (20 points)
3. WebQuest (20 points)
4. Optional Assignments (Choose 1)
- HyperMedia Presentation (20 points)
- Photoediting (20 points)
- Documentary Movie (20 points)
- Digital Learning Story (20 points)
- Online Community (20 points)
- Any other approved option (20 points)
5. Reflection on meeting the NETS-T standards (20 points)
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Tentative Class Schedule
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| Date |
Topic |
| Sept. 8 |
Intro – Students, Thinking, & Technology
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| 15 |
Creating a Web Site (NVu, Composer, GoLive)
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| 22 |
Open lab for website work (instead attend conference Sat. Sept. 23rd)
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| 29 |
Evaluating websites & designing WebQuests
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| Oct. 6 |
Documenting & Creating with Video (iMovie) |
| 13 |
Inservice Day, NO CLASS Open Lab |
| 20 |
Creating with Graphic software |
| 27 |
Desktop Publishing – (Word and Publisher) |
| Nov. 3 |
Developing Hypermedia projects (HyperStudio & PPT) |
| 10 |
Building the intellectual/technology Toolbox |
| 17 |
Lessons and learning (Inspiration, Kidspiration) |
| 25 |
Thanksgiving Break NO CLASS |
| Dec. 1 |
Reflecting on and with technology (digital portfolios) |
| 8 |
Communities of Learning (Online learning tools) |
| 16 |
Student final project Presentations (extra long class?) Final Evaluation Due
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Note: The dates for the class topics, readings and assignments (in bold) are approximate and it is highly probable that they may change as the course progresses.
Special Needs.
I wish to fully include persons with special needs in this course. Please let me know if you need any special accommodations in the curriculum, instruction, or assessments of this course to enable you to participate fully. I will try to maintain confidentiality of the information you share with me.
Recommended Texts to Use as Resources
Roblyer, M. D. & Edwards, J. (2000). Integrating Educational Technology into Teaching. Merrill: Upper Saddle River, NJ.
Jonassen, D., Peck, K., and Wilson, B. (2000). Learning With Technology: A Constructivist Perspective. Merrill: Upper Saddle, NJ
Haugland, S & Wright, J. (1999). Young Children and Technology. Allyn and Bacon: Boston, MA.
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