Click for Word Document Version
Course Custodian:
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Carla
Piper: piper@chapman.edu |
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Course Support – Teaching with Technology: http://www.chapman.edu/soe/faculty/piper/teachtech |
Catalog
Description:
This course provides an overview of current computer-based technologies used in a variety of educational settings within and across all curriculum content areas. Emphasis is on making significant changes in teaching and learning through technology by providing a match between instructional strategies and relevant technologies. Focus is on information and communication technologies as a means of gathering, processing, and communicating information. Critical issues include access, equity, privacy, safety, and ethical situations surrounding technology. Hardware and software applications will be evaluated as effective tools of instruction for a constructivist learning environment.
Prerequisites:
2.75 GPA or equivalent, senior standing as a Chapman student.
To assist candidates as they develop their ability to think like teachers and to help them prepare for the Teacher Performance Assessment (TPA) candidates will read, respond to and discuss teaching cases that address the use of technology in classroom instruction. Candidates will examine technological tools and integration strategies that help make subject matter comprehensible to students (TPE 1), assess student learning (TPE2-3), engage and support student learning (TPE4-5), and provide developmentally appropriate instruction for diverse learners (TPE6-7). Candidates will examine cases concerning instructional planning, selection of materials, differentiated instruction, classroom management, and effective social environments involving the use of technology to promote student learning (TPE9-11). Students will examine cases related to the professional, legal, and ethical obligations involved with technology and explore electronic resources that promote professional growth (TPE12-13).
Essential
Equipment and Facilities:
Classroom or lab must provide a computer for each student. Class size should not exceed 24 students or the number of networked computers available. A large whiteboard, bulletin boards, overhead projector, television, VCR, and an instructor computer with Microsoft Office and access to the Internet should be provided. Software must include Hyperstudio, Frontpage, and Microsoft Publisher. Additional equipment should include an LCD presentation system, full-page color scanner, digital to analog TV converter, and digital camera. Students and instructors need to have access to email.
Online
Version:
Students will be required to spend 45 hours of on-line
class time within the scheduled period in order to complete requirements for 3
semester units of credit. Pre-scheduled
online chat, threaded discussion, tests, and assignments will be completed
through the eCollege website. Students
should expect that an additional 90 hours of preparation beyond the 45 hours of
on-line class time will be required for successful completion of course
assignments.
Purposes of
the Course:
The major purposes of this course are as follows:
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to gain proficiency in the use of technology for productivity, communication, and research. |
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to examine instructional strategies that integrate technology into the educational experience and facilitate learning for ALL students. |
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to use software and related media to access and evaluate information, analyze and solve problems, collaborate and communicate ideas, and promote student learning. |
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to select, evaluate, and use relevant and effective technologies for learning and teaching aligned with state-adopted academic curriculum. |
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to develop in candidates an understanding of the legal and ethical aspects of teaching with technology. |
Course
Learning Objectives:
Through the class experiences, readings, assignments, and case studies, candidates will:
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Develop an awareness of the impact of computers on the individual, society and education. |
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Demonstrate knowledge of ethical and social issues related to technology, including issues of access, equity, privacy, the protection of children, and ownership of intellectual property. |
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Demonstrate competence in the use of on-line research resources and develop awareness of issues concerning authenticity, reliability, and bias of the data gathered. |
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Select criteria to evaluate technologies for relevance and effectiveness in teaching and learning in the diverse classroom. |
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Based on content to be taught, select appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment. |
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Demonstrate knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. |
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Analyze best practices and research findings on the use of technology, and design lessons based on state-adopted curriculum. |
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Apply knowledge of learning theory to design, plan, and deliver instruction utilizing technology. |
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Examine multiple intelligences and other learning theories that support the use of multimedia instructional tools for teaching diverse populations (including racial, ethnic, linguistic, gender, cultural, and socio-economic, and special needs). |
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Design, adapt, and use lessons that address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning. |
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Select software for its relevance, effectiveness, alignment with content standards, and value added to student learning. |
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Communicate and collaborate online using e-mail, discussion groups, chat, bulletin boards, list servers, audio/video conferencing. |
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Demonstrate competency in the operation and maintenance of computer systems, including peripheral hardware and software. |
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Demonstrate knowledge and skills in the use of technology for teacher productivity and management of records (e.g. word processing, database, spreadsheet, charts, tables, forms, gradebooks, and performance assessments). |
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Communicate through printed media and desktop publishing (incorporating charts, graphic design, graphic organizers, flow charts, lay-out, newsletters, signs, student reports, drawing, scanning, painting). |
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Author interactive multimedia and hypertext presentations for use in classroom instruction using text, graphics, sound, animation, video (web authoring, presentation programs, and hypertext authoring). |
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Create an electronic assessment portfolio providing evidence of meeting Teacher Performance Expectations (TPEs). |
| Utilize case studies to examine technology integration strategies in real-life classroom environments |
Major Study Units:
Unit One: On-Line Research, Copyright, And Internet Terminology
| Educational Research - ERIC, University Resources, Professional Journals, APA References |
| Boolean Searching And WWW Search Engines |
| Copyright And Fair Use |
| Critically Evaluating Internet Resources |
| Internet And WWW Terminology |
Unit Two: History Of The Computer, Computer Basics, Impact On Society And Education, And Technology Standards
| History Of The Computer |
| Computer Basics |
| Impact On Society |
| Impact On Education |
| Technology Standards For Students And Teachers |
Unit Three: Education Reform, Constructivism, No Child Left Behind, And Software Review
| Education Reform Categories - Application, Communication, Simulation, Tutorial |
| Constructivism |
| No Child Left Behind And Enhancing Education Through Technology |
| Academic Achievement And Digital Equity |
| Critical Evaluation Criteria For Appropriate Instructional Use In The Classroom |
| Align Software And Internet Resources With California Subject Matter Content Standards |
| Review Software Using California Instructional Technology Guidelines |
Unit Four: File Organization, Word Processing, And Teacher Productivity
| Files And Folders |
| Word Basics |
| Teacher Productivity |
| Parent And Student Communication |
| Technology And Assessment |
Unit Five: Literacy, Visual
Learning Techniques, And Desktop Publishing
| Enhancing Literacy Instruction With Technology |
| E-Mail And Internet Literacy Projects |
| Desktop Publishing |
| Scaffolding With Visual Learning Techniques - Graphic Organizers, Mind Maps, Flow Charts |
| Poetry |
| Newsletters For Parent Communication |
Unit Six: Assessment And Spreadsheets With Excel
| Data-Driven Decision Making |
| Assessment And Gradebooks |
| Excel – Mail Merge, Data, Graphics,
Calculations |
| Merge Excel With Word For Address Labels |
| Graphing Student Data |
| Spreadsheet Activities For Students |
Unit Seven: Multiple Intelligences And Multimedia Presentations With
Powerpoint
| Multiple Intelligences And Technology |
| Multimedia Components - Text, Graphics, Animation, Audio, And Video |
| Howard Gardner - Harvard Project Zero And Schools Based On Multiple Intelligences |
| Creating Presentations Using Powerpoint |
| Interactivity |
Unit Eight: Internet Lesson Planning And Acceptable Use Policies
| Essential Questions And Inquiry Learning
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| Bloom's Taxonomy |
| Web Activity Projects |
| Lesson Planning Aligned With California
Subject Matter Content Standards |
| Web Scavenger Hunts |
| Legal And Ethical Issues - Safety,
Privacy, CIPA |
| Acceptable Use Policies |
Unit Nine: Learning
Theories, Philosophy Of Technology In Education, Digital Equity, And Teacher
Performance Expectations
| Technology Standards For Students And
Teachers |
| Learning Theories And Research |
| Philosophy Of Technology In Education |
| Digital Equity |
| Assistive Technologies |
| Teacher Performance Expectations |
Unit Ten: Unit Ten:
Electronic Portfolios, Standards And Teacher Performance Expectations (TPE),
Technology Integration
| Electronic Portfolios |
| Teacher Performance Expectations (TPE) |
| Integrating Technology Into Teaching |
| Creating A Web Page Portfolio |
| Using A Web Authoring Program |
Instructional Strategies:
Instructional strategies for this course will include case method, lecture, discussion, small group work, and online communication. Instructors are to model integration of technology into instruction through a variety of strategies. Instructors will engage candidates in on-line threaded discussions, messaging, emailing attachments, and chat rooms through Blackboard.
Suggested Texts:
(Optional Choices)
Lever-Duffy, J., McDonald, J.B., & Mizell, A.P. (2003). Teaching and Learning with Technology. Boston: Allyn & Bacon. (ISBN 0-321-05405-9)
Grabe, M. & Grabe, C. (2001). Integrating Technology for Meaningful Learning. Third Edition. Houghton & Mifflin Company. Boston & New York. (Fourth Edition (2004) (ISBN 0–618–30580-7).
Suggested Case Studies:
Online Case Studies: InTime – Integrating New Technologies into the World of Teaching. Retrieved July, 2003: http://www.intime.uni.edu/
Goor, M.B., Santos, K.E., (2002). To Think Like a Teacher: Cases for Special
Education Intern and Novice Teachers, Computers
for Game. (p. 113). Boston: Allyn
& Bacon. (ISBN 0-205-28497-3) (Text used in EDUU511)
Methods of Evaluation for Determining Grades:
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Suggested Assignments |
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1. Software Review (Critical Evaluation for
Effectiveness with Instruction) |
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2. On-line Research Article Reviews (ERIC and APA) |
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3. Lesson Planning with Technology Integration |
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4. Philosophy of Technology in Education Paper (Based on Research and Learning Theory) |
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5. Internet Communications, Email, Attachments, and Threaded Discussions |
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6. Powerpoint Presentation |
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7. Printed
Collection of Teacher Productivity Documents (Graphic Organizers, Rubrics,
Examples of Desktop Publishing) |
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8. Web Page Scavenger Hunt Lesson Plan and Rubric (or Webquests, Big 6 Research Skills) |
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9. Electronic
Portfolio Web - Teacher Performance
Expectations, and Technology Standards |
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10. Terminology Quizzes – Internet and Networking, Computer Basics, History of Computers |
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11. Case Study Analysis |
Grades:
Graduate students are expected to maintain a 3.0 (B) average, however A and B grades must be earned in the course through meeting the criteria for such grades as outlined by the instructor. Students who earn a C+ or below in the course will be required to repeat the course in order to receive credit.
Attendance and Other Class Policies:
Class attendance policies are determined by each instructor and shall be included on the course outline distributed during the first week of each class. The university recommends as a minimal policy that students who are absent 20% of the course should be failed.
On-line Attendance Policy:
Class participation will be required through online discussion. Online students will be required to attend at least three virtual chat sessions, as well as participate in threaded discussions. Chat session times, topics, and assignment deadlines will be posted at the beginning of the course. You will be expected to log in to the course regularly, complete the required reading, participate in online discussions, and complete all assignments. You will be required to take exams and quizzes. Specific times will be posted for real-time virtual chat. In addition, the course professor will be available for e-mail questions and discussion during a 3-hour period weekly. The instructor will respond to any questions within 72 hours.
Online Class Discussion:
Weekly online discussion is required for this course. You must participate in threaded discussion and e-mail as a part of each unit of study. Questions will be posted for each unit. Your responses should relate not only to the question, but also to the comments of your classmates and instructor and the topics of your assigned readings. These responses should clearly demonstrate that you have read the required articles, thoroughly examined recommended websites, and participated fully in course assignments and exercises. Your discussion should be relevant to the topic and should move the discussion forward. You should not simply agree or disagree with what has already been stated. Interact with your classmates constructively and respectfully, allowing for everyone to participate. Follow the rules of netiquette. The quality of your discussion is more important than the frequency or length of your responses.
Netiquette for Online Course:
| Be polite and respectful of one another. |
| Avoid personal attacks. Keep dialogue friendly and supportive, even when you disagree or wish to present a controversial idea or response. |
| Be careful with the use of humor and sarcasm. Emotion is difficult to sense through text. |
| Be helpful and share your expertise. Foster community communication and collaboration. |
| Contribute constructively and completely to each discussion. Avoid short repetitive “I agree” responses and don’t make everyone else do the work. |
| Consider carefully what you write. Re-read all e-mail and discussion before sending or posting. Remember that e-mail is considered a permanent record that may be forwarded to others. |
| Be brief and succinct. Don’t use up other people’s time or bandwidth. |
| Use descriptive subject headings for each e-mail message. |
| Respect privacy. Don’t forward a personal message without permission. |
| Cite references. Include web addresses, authors, names of articles, etc. |
| Keep responses professional and educational. Do not advertise or send chain letters. |
| Do not send large attachments unless you have been requested to do so or have permission from all parties. |
University-Level Expository Writing Standards:
The ability to express one’s ideas effectively is a hallmark of a quality higher education. Writing is, therefore, one of the central activities at Chapman University through which students accumulate, communicate and demonstrate learning.
Unless otherwise indicated by the instructor, all writing in Chapman University classes from postings on electronic bulletin boards and Power Point presentations, to personal essays, to formal research papers will be evaluated on the minimal essentials of Standard American English grammar, word choice, spelling and punctuation, and on the integrity, creativity, reasonableness and accuracy of the information’s content. Academic expository writing differs from other forms in that it usually:
| Has a topic that is narrow enough in scope to explore in some depth in the space allotted; |
| Focuses its presentation by means of a clear statement of purpose (thesis statement, hypothesis or instructor posed question) and logically organized sub-topic paragraphs or sections; |
| Utilizes a sentence style that is appropriate for its intended audience; |
| Employs arguments that demonstrate principles of sound critical thinking’ |
| Substantiates abstractions, judgments and assertions with specific illustration, facts and evidence; |
| Draws upon research whenever necessary and properly acknowledges the work of others. |
Any material not original to the student must be cited in a recognized documentation format (such as APA [American Psychological Association], ASA, MLA or the University of Chicago) appropriate to the particular academic discipline. For a quick reference to documentation standards for various fields you may refer to: http://www.chapman.edu/library/reference/. Use of information or material from outside sources without proper citation is considered plagiarism and can be grounds for disciplinary action. See the explanation of Academic Integrity below. All written work should be word processed or typed unless otherwise specified, and carefully proofread.
Academic Integrity:
As a learning community of scholars, Chapman University
emphasizes the ethical responsibility of all its members to seek knowledge
honestly and in good faith. Students
are responsible for doing their own work, and academic dishonesty of any kind
will not be tolerated. “Violations of
academic integrity include, but are not limited to, cheating, plagiarism, or
misrepresentation of information in oral or written form. Such violations will be dealt with severely
by the instructor, the dean/center director, and the standards committee. Plagiarism means presenting someone else’s
idea or writing as if it were your own.
If you use someone else’s idea or writing, be sure the source is clearly
documents.” Other guidelines for
acceptable student behavior are specified in the Chapman University College
2002-2003 Catalog.
Americans With Disabilities Act Statement:
Any personal learning accommodations that may be needed by a student covered by the “Americans with Disabilities Act” must be made known to the instructor as soon as possible. This is the student’s responsibility. Information about services, academic modifications and documentation requirements can be obtained from the director of the Center for Academic Success at the Orange Campus at 714-997-6828 or from the director of a Chapman regional campus.
Quick Access to the On-Line Chapman Library Resources:
http://www.chapman.edu/library/
Bibliography:
Acceptable Use Polices Online Resources
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Virginia Department of Education: http://www.pen.k12.va.us/go/VDOE/Technology/AUP/home.shtml |
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Guidelines for Acceptable Use Policy - http://www.cde.ca.gov/edtech/ntpg/Appendix_E/main.html |
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The Internet Advocate: http://www.monroe.lib.in.us/~lchampel/netadv3.html |
American Psychological Association (APA) Online Resources
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Electronic Reference Formats - http://www.apastyle.org/elecmedia.html |
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University of Wisconsin - http://www.uwsp.edu/psych/apa4b.htm |
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Walden University - http://www.waldenu.edu/acad-rsrcs/writing-center/index.html |
American Library Association Internet Use Policies - http://www.ala.org/alaorg/oif/internetusepolicies.html
Barrett, H. (1999). Strategic questions: What to consider when planning for electronic portfolios. Retrieved July, 2003: http://transition.alaska.edu/www/portfolios/LLTOct98.html
Bennett, D. & Hawkins, J. (1993). Alternative assessment and technology. ERIC Digest. Retrieved from the World Wide Web: http://www.ed.gov/databases/ERIC_Digests/ed365312.html
Burns, P., Roe, B. & Ross, E. (1999). Technology for literacy learning: A primer. Houghton Mifflin Company, Boston, MA.
California Online Resources:
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California Department of Education - http://www.cde.ca.gov/ |
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California Content Standards – http://www.cde.ca.gov/standards |
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California Challenge Standards – http://www.cde.ca.gov/challenge |
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California Content Standards - S.C.O.R.E - http://www.score.k12.ca.us |
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Educational Technology - http://www.cde.ca.gov/edtech/ |
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California Technology Assistance Project - http://ctap.k12.ca.us/ |
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CTAP Training Guides for Level I and Level II - http://www.fcoe.k12.ca.us/techprof/ |
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CTAP Self Assessment - http://ctap2.iassessment.org/ |
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California Course Models – Searchable Standards – CTAP - http://www.history.ctaponline.org/ |
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California Learning Resource Network – CLRN - http://www.clrn.org/home/ |
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California Master Plan (2003) - http://www.cde.ca.gov/ctl/recommendedmasterplanjan03.pdf |
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California Technology Planning Site - http://www.cde.ca.gov/ctl/edtechplan/ |
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California STAR Test Data - http://star.cde.ca.gov/star2002/default.htm |
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Dataquest - http://data1.cde.ca.gov/dataquest/ |
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Assistive Devices for Special Education Students - http://www.cde.ca.gov/spbranch/sed/astvtech.htm |
Chou, L., McClintock, R., Moretti, F., Nix, D.H. (1993). Technology and Education: New Wine in New Bottles. New York: New Lab for Teaching and Learning. Retrieved July, 2003: http://www.ilt.columbia.edu/publications/papers/newwine1.html
Child Internet Protection Act Resources:
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Federal Communications Commission - http://www.fcc.gov/cgb/consumerfacts/cipa.html |
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CIPA - American Library Association - http://www.ala.org/cipa/ |
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Frequently Asked Questions on CIPA from Schools and Libraries Universal Service: http://www.sl.universalservice.org/reference/CIPAfaq.asp |
The Computer Ethics Institute: http://www.brook.edu/its/cei/cei_hp.htm
Education Resources Information Center (ERIC):
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AskERIC: http://ericir.syr.edu |
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ERIC Digests: http://www.ericfacility.net/ericdigests/index/ |
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ERIC Full Text Library: http://ericae.net/ftlib.htm |
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ACCESS ERIC: http://www.eric.ed.gov |
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ERIC Clearinghouse on Information Technology: http://www.ericit.org/ |
Edutopia Online: The George Lucas Educational Foundation: Innovative Classrooms, Skillful Educators, Involved Communities - http://glef.org/index.html
Edutopia: Digital Success Stories for Learning in a Digital Age (Book and CD). George Lucas Foundation - http://glef.org/products.html
Goldman, S. R., Williams, S. W., Sherwood, R.D., Hasselbring, T.S. and the Cognition and Technology Group at Vanderbilt (1999). Technology for teaching and learning with understanding: A primer. Houghton Mifflin Company. Boston. MA.
Gordon, D.T. ((2000) The digital classroom: How technology is changing the way we teach and learn. Cambridge, MA: Harvard Education Letters.
Grabe, M. & Grabe, C. (1998) Learning with internet tools: A primer. Houghton Mifflin Company. Boston. MA.
Grabes’ Integrating Technology Textbook Online Resource Sites
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Harris, J. (1998) Wetware: Why use activity structures? http://virtual-architecture.wm.edu/
The History of Computing. Virginia Polytechnic Institution and State University - http://ei.cs.vt.edu/~history/
Hunter, W.J. Applying Cases to Teaching Educational Technology. Retrieved July, 2003: http://www.ucalgary.ca/~hunter/sudz.html
International Society for Technology in Education (ISTE) - http://www.iste.org
The International Technology Education Association (ITEA) - http://www.iteawww.org/
Lane, C. (2000) Distance Learning Resource Network (DLRN). Technology resource guide. Retrieved July, 2003: http://www.dlrn.org/library/dl/guide.html
Library of Congress: http://lcweb.loc.gov
Lever-Duffy Companion Website for Teaching and Learning with Technology Textbook - http://wps.ablongman.com/ab_leverduffy_teachtech_1
Means, B. (1994) Technology and Education Reform. San Francisco: Jossey-Bass Publishers
Microsoft On-line
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Tutorials - http://www.microsoft.com/education/?ID=Tutorials |
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Office XP - http://www.microsoft.com/education/?ID=OfficeXPTutorial |
National Education Technology Standards (NETS)
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NETS for Teachers - http://cnets.iste.org/teachers/t_stands.html |
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NETS for Students - http://cnets.iste.org/students/s_stands.html |
National Center for Education Statistics - http://nces.ed.gov/
Online Journals
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Ed Week - http://www.edweek.org/ |
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Electronic Text Center - http://etext.lib.virginia.edu/ |
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IT Journal Online - http://etext.virginia.edu/journals/itjournal/ |
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Journal Of Computer-Mediated Communication - http://www.ascusc.org/jcmc/ |
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Journal of Technology Education - http://scholar.lib.vt.edu/ejournals/JTE/ |
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Kappan Articles On-line - http://www.pdkintl.org/kappan/karticle.htm |
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Learning and Leading with Technology, ISTE – http://www.iste.org/LL/30/8/index.cfm |
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Library in the Sky - http://www.nwrel.org/sky/ |
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Technology Source - http://horizon.unc.edu/TS/ |
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The Technology Teacher - http://www.iteawww.org/F1.html |
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T.H.E. Journal.com - http://www.thejournal.com/ |
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Triangle Journals - http://www.triangle.co.uk/ |
Piper, C. (2000) Electronic Portfolios in Teacher Education - http://www.chapman.edu/soe/faculty/piper/aera.htm
Project Based Learning with Multimedia - http://pblmm.k12.ca.us/
McClintock, R. (2000). Cities, Youth, and Technology: Toward a Pedagogy of Autonomy. Institute for Learning Technologies, Teachers College, Columbia University. Retrieved July, 2003: http://www.ilt.columbia.edu/publications/cities/cyt.html
McClintock, R. (1999). The Educators Manifesto: Renewing the Progressive Bond with Posterity through the Social Construction of Digital Learning Communities. Institute for Learning Technologies (ILTweb). Teachers College, Columbia University. Retrieved July, 2003: http://www.ilt.columbia.edu/Publications/manifesto/index.html
National Council for Accreditation of Teacher Education (NCATE) Task Force. (1997). Technology and the New Professional Teacher: Preparing for the 21st Century Classroom. Retrieved: http://www.ncate.org/accred/projects/tech/tech-21.htm
Reiser, R.A.,
& Dempsey, J.V. (2002). Trends and Issues in Instructional Design and
Technology. New Jersey: Merrill Prentice Hall.
Shelly, G.B., Cashman, T.J., Vermont, M.E., & Walker, T.J. (1999). Discovering computers. Cambridge, MA: Course Technology ITP
Solomon, G., Allen,
N.J., & Resta, P. (2003). Toward
Digital Equity: Bridging the Divide in Education. Boston: Allyn & Bacon.
Strommen. E.F. Constructivism, technology, and the future of classroom learning. Children’s Television Workshop. Retrieved July, 2003: http://www.ilt.columbia.edu/ilt/papers/construct.html
The Technology Source: Case Studies - http://ts.mivu.org/default.asp?show=section&id=6
Terminology
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Education World Internet Glossary: http://www.education-world.com/help/glossary.shtml |
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Tek-Mom Resources for Students - http://www.tekmom.com/students/ |
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Tech Encyclopedia - http://www.techweb.com/encyclopedia/ |
Thorsen, C.
(2003). TechTactics: Instructional Models for Educational Computing. Boston:
Allyn & Bacon.
Tomei, L.A.
(2002). The Technology Façade: Overcoming Barriers to Effective Instructional
Technology. Boston: Allyn & Bacon.
Topscott, D. (1999). Growing up digital. McGraw-Hill. - http://www.growingupdigital.com
U.S. Copyright Law - http://www.loc.gov/copyright
U.S. Department of Education Online Resources - http://www.ed.gov
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No Child Left Behind http://www.nochildleftbehind.gov/ |
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The Gateway - U. S. Department of Education – http://www.thegateway.org |
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U.S. Department of Education. Consumer Guide. (1996). Using the internet: World wide web pages featuring education. Archive retrieved July, 2003: http://www.ed.gov/pubs/OR/ConsumerGuides/webpage.html |
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U.S. Department of Education (1993). Using Technology to Support Education Reform. Archived retrieved July, 2003: http://www.ed.gov/pubs/EdReformStudies/TechReforms/ |