Course Syllabus for EDU 356A Technology in the Classroom (Sterling College)

Class meetings will be on Monday evenings 7 p.m. - 9 p.m.

COURSE DESCRIPTION

This course will explore the wide range of instructional applications of computer technology in K-12 classrooms. Students will learn to integrate and model good and innovative uses of current educational technology, facilitated by using the computer as an administrative tool, by using technology as an information delivery medium to enhance communication as a source of information, and as a student productivity tool. Current technology issues and ISTE National Education Technology Standards for Teachers () and students (NETS-S) will also be addressed. Prerequisite: A basic understanding of computer operations and software applications. (Fall/Spring)

PERFORMANCE OUTCOMES

  • Students will be able to use technology to enhance instruction, productivity and professional development.
  • Students will develop an interdisciplinary unit where technology is used to enhance the learning environment for all students.

COURSE OBJECTIVES and connection to KSDE PROFESSIONAL ED STANDARDS

  • Upon successful completion of the course, students will be able to:
  • use technology to assist in communicating effectively with students, parents and colleagues (S8)
  • discuss issues/concerns (sociological, ethical, economic, etc) related to technology use in the classroom (S12)
  • explain the role different kinds of technologies play in society and how the integration of technology changes the classroom environment as well as the roles of the teacher and students (S12)
  • use a variety of technological tools (word processing, spreadsheet, presentation software, internet, instructional software, Inspiration, digital cameras, DVDs, etc.) to prepare and deliver instruction (S4, S12)
  • plan lessons where student learning is enhanced through the integration of technology (S4, S12)
  • be familiar with appropriate assessment strategies needed with technology integration (S8)
  • integrate technology into classroom lessons to meet ISTE standards (S9)
  • use and adapt lessons integrating technology to meet the needs of diverse learners (S7)
  • plan for integrated lessons utilizing technology (S11)
  • understand and use appropriate technology to enhance professional development and productivity (S12)

GRADING POLICY

See the "Grading Scale" page for grade scale and classifications. Any grade below 73% will demonstrate failure to achieve objectives (a grade lower than a C in any of the professional education courses will result in the candidate being required to retake that course).


Course Grade Calculation:

  • Attendance 15%
  • Class Participation 15%
  • Integration Projects 25%
  • Collaboration Activities 25%
  • Final Project 20%

ACADEMIC INTEGRITY:

Sterling College faculty and students form an academic community committed to the Biblical principles of justice and honesty and to the core values of faith, calling, learning, integrity, service and community. With this in mind, the policy in the current Academic Catalog will be followed for this class.

CLASSROOM BEHAVIOR POLICIES:

Students are expected to conduct themselves in a professional manner. In other words, conduct yourself as you want the students to conduct themselves within your classroom. Be sure to ask questions when clarification is needed. I will assume each student understands if I am not asked for clarification or to provide further assistance with a project.

ATTENDANCE POLICIES:

Absences will affect your grade. We will be doing in-class projects that are difficult to make up. I will be posting all class session agendas, notes, and projects on this wiki (teachinginnovations.wikispaces.com). Therefore, there should be NO excuse to not being able to find what we covered. As a professional courtesy, I request you email me prior to the start of class If you are to be absent due to an emergency, school activity, or family incident. Habitual tardiness or absences are not acceptable. If I am not contacted regarding the reason for class absence a "0" will be given for that session's class participation grade.

LATE WORK:

Turn in assignments by the due date. Late work may not be accepted. Candidates with habitually late work may be put on probation within the education department. Assignment responsibilities are further explained on the Grading Scale page of this wiki. To be fair and consistent for all students, all assignments will have a due date provided. You may want to work ahead to ensure that all work will be turned in on or before the due dates.

SPECIFIC EXPECTATIONS:

  • Readings: There will consist of blog posts and scholarly writings that relate to specific educational themes.
  • Class Projects: Students are required to use the skills and knowledge learned during this course to create projects specific to their intended grade level or subject area. These projects will be posted to their blog posts.
  • Digital Portfolio: A simulated job application discussing the different technologies learned about throughout the semester will be required as part of your final exam. Specific details will be provided.

NOTE: All reading assignment discussions will be conducted on the Edmodo site. Blogging will all be posted on Kidblog. When participating in a discussion or providing blog post responses, each student must post their own reflection and respond to another student's post. Upon completing both steps, a student will receive full credit for completing that reading project. Do not be suprised if questions about reflections and comments are asked upon completion of original postings.


ELECTRONIC COMMUNICATION

I can be reached using one of the following methods:
  • email dmantz@sterling.edu
  • online via TnC356 Edmodo group
  • Skype & Twitter as @dmantz7
  • Google+ as DeanMantz
  • Class text group via Remind101: (407) 378-2227 message @TnC356

COURSE OUTLINE/DAILY SCHEDULE

See attached schedule
Google Calendar of course curriculum and weekly agendas are available from the teachinginnovations.wikispaces.com website.

ADDITIONAL INFORMATION

All classes starting week two will be conducted at Sterling High School in the American History/Government classroom. Students will enter through the District Office doors at 308 East Washington (South side of building). One you have entered through the double doors turn right once in the hall way. The classroom will be the second door on the right hand side of the hallway. Students are encouraged to bring their own laptops. If they do not have one of their own a laptop will be provided for use during class.

STATEMENT OF NONDISCRIMINATION

Sterling College does not discriminate on the basis of race, color, national origin, sex, disability or age. The policy in the current Academic Catalog will be followed for this class.

DISABILITY ACCOMMODATIONS

Any student with a disability who may need classroom accommodations in this course should contact the Academic Support Office, located in Mabee Library (campus ext. 463). The office serves students with a wide range of documented physical and learning disabilities.

COURSE OUTLINE/DAILY SCHEDULE

February 3rd
  • Course overview, Discuss semester final project, identify teaching interests and prior experience with technology.
  • Students will also complete registration process for Edmodo, Remind101 and Kidblog.
  • Upon completion of content interest survey, students will develop schedule of projects addressing course objectives and outcomes.
Outside class work:
  • Visit course wiki and review materials within the TnC356 PLN LiveBinder located on the PLNs & Social Media page. Be sure to watch video introduction of Twitter via the binder’s Overview tab.
  • Students are to create an account completing their profile with details stating they are pre-service teachers looking to major in… (identify major). It is highly recommended each student provide a photo/avatar rather than the default egg.

February 10th (At Sterling High)
Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
  • Students will participate in a video conference call with Wesley Fryer (@wfryer) our book author and Kristy Vincent (@BigPurpleHat) educator Texas. Students will learn about making global connections and virtual mentors to provide guidance personally and professionally.
Outside class work:
  • Students will access Edmodo and view tutorial videos in preparation of instructional engagement activities on the 17th. Students will identify teachers involved in Twitter to follow and communicate with as mentors for future projects. Discussions will be conducted as well regarding “Digital Citizenship” and one’s Digital Footprint.
  • Edmodo discussion regarding the topic: “Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.”

February 17th (At Sterling High)
Model Digital Age Work and Learning.
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
  • InfuseLearning activity to assess classroom instruction video from Edmodo
  • Explore a variety of education evaluation rubrics including H.E.A.T, AZ & FL, and NETS framework.
  • Evaluate 4 different classroom scenarios using each rubric and submit via Google Form
  • Discuss each scenario as a group
Outside class work:
  • Watch video tutorial on creating a Google form/survey and self-grading quiz
  • Use Google Doc to create list of possible questions & share w/Mr. Mantz

February 24th (At Sterling High)
Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
There will be discussion questions & video to review via Edmodo.
* Complete the Internet Safety and Digital Citizenship quiz in Edmodo.

March 3rd (At Sterling High)
Design and Develop Digital Age Learning Experiences and Assessments.
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
* Break into groups based on type of form/survey or quiz
* Create quiz and share w/classmates. Complete partner’s survey via email link.
* Visit rubistar4teachers.org to create evaluation of peer’s blog
Outside class work:
* Write blog post providing insight to methods for using forms, surveys, self-grading quizzes within one’s own classroom. Be sure to embed own project into blog post.
* Share blog post URL via Twitter asking for educators to submit responses.
* Watch videos shared in Edmodo providing examples of the following video styles: PSA, curriculum material, paper slide, digital storytelling.
* Review video creation and digital storytelling rubrics.

March 10th Spring Break

March 17th (At Sterling High)
Facilitate and Inspire Student Learning and Creativity.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
* Discuss sample videos reviewed and rubric evaluations
* Identify type of video to create
* Storyboard/script video
Outside class work:
* Complete storyboard/script & share w/Mr. Mantz
* Collect videos, props, or pictures needed for project.
* Watch screencast tutorial on tool of choice to create project.

March 24th (At Sterling High)
Facilitate and Inspire Student Learning and Creativity.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
* Film, edit, finalize video
Outside class work:
* Upload project to Google account
* Write blog post about project, use of video in classroom, and embed project.

March 31st (At Sterling High)
Facilitate and Inspire Student Learning and Creativity.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
* Video conference with Jeff Bradberry (@Teachercast)
* Review podcasts by former TnC356 students
* Explore iTunes for existing podcasts from areas of interest
Outside class work:
* Create script for Podcast using Google Docs share w/Mr. Mantz
* Review podcast tool options and determine one for creating project.

April 7th (At Sterling High)
Facilitate and Inspire Student Learning and Creativity.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
* Students will review scripts and record/produce podcasts
* Podcasts should be uploaded to Google Apps account
Outside class work:
* Compose blog post introducing your embed podcast, how these can be used in your classroom along with any recommendations found during iTunes search.
* Complete brainstorm sheet in Google Docs in preparation for Infographics project.
* Watch screencasts of Infographic tool options and select one for class project.

April 14th (At Sterling High)
Facilitate and Inspire Student Learning and Creativity.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
* Research topic choice for Infographic
* Create Infographic using tool selection (Make sure to have signed in to tool & saved)
Outside class work:
* Embed Infographic project into blog post talking about how one can integrate into course material.
* Touch on strengths and weakness of the tool selected to create Infographic project.

April 21st No Class (Monday after Easter)

April 28th (At Sterling High)
Model Digital Age Work and Learning.
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
* Explore iPads and how they can be used in the classroom
* Review app recommendations and identify 3 options for classroom
* Video
Outside class work:

May 5th (At Sterling High)
Model Digital Age Work and Learning.
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
* Video conference with a school administrator regarding what they are looking for in teachers and how ePortfolios provide a step up on candidates.
* Review variety of ePortfolio examples and brainstorm components needed to be provided.
* Develop semester final project rubric as a class.

May 12th

* Semester Final is to be posted NO LATER than 11pm CDT. If posted after deadline a score of “0” will be awarded.