Classroom Syllabus

ETC 586TECHNOLOGY INTEGRATION IN THE CLASSROOM

2 Credit Hours Effective: April, 2007

REQUIRED RESOURCES *City University of Seattle. (2004). Albright School of Education (ASOE) APA Style Guide.

Bellevue, WA: Author.

*ASOE APA style guide will be provided at each site.

Access to a personal computer and the Internet is required. All written assignments must be word-processed using Microsoft WORD.

Copyright 1992-2007 by City University of SeattleAll rights reserved

ETC 586TECHNOLOGY INTEGRATION IN THE CLASSROOM

This document provides an overview of the course foundation elements, assignments, schedules, and activities. For information about general City University of Seattle policies, please see the City University of Seattle catalog. If you have additional questions about the course, please contact your instructor.

Notification to Students with Disabilities If you are a student with a disability and you require an accommodation, please contact the Disability Resource Office at 1.800.426.5596 ext. 5228 as soon as possible.

Scholastic Honesty

Candidates are responsible for understanding City University of Seattle’s policy on Scholastic Honesty and are required to adhere to its standards in meeting all course requirements. Violations of the policy include, among other practices:

1. Cheating;2. Plagiarizing;3. Submitting substantially the same work for two different courses without prior

permission from the instructors;4. Collaborating on assignments without prior permission of the instructor;5. Submitting papers written wholly or partly by someone else;6. Helping someone else commit an act of scholastic dishonesty.

Common violations are copying from someone else’s test paper, using unauthorized books or notes during a test, and using previously published material without clear citations to identify the source. Cases of suspected scholastic dishonesty are referred to the University Scholastic Honesty Board, which can apply a variety of penalties ranging in severity, including assigning a zero grade for the course, suspension, and dismissal from the University. In cases of suspected violations, a paper may be submitted to an online service that checks the content of the paper against a database of source material. The submitted paper may be added to a permanent archive.

For more complete information, students should read the section on Scholastic Honesty (under the heading of Student Rights and Responsibilities) in the University catalog, available in print or online at http://my.cityu.edu. When in doubt about applications to a particular course or situation, students should ask the instructor for guidance.

COURSE DESCRIPTION This course provides an opportunity for candidates to apply concepts and skills learned here in other courses and in field experiences. It examines current issues and trends in educational technology as used in K-8 schools. Technology hardware and various types of educational software are explored with an emphasis on integrating technology across the K-8 curriculum. Candidates are encouraged to use collegial review of the Standards-Based Portfolio assignment identified in this syllabus.

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LEARNING GOALS The learning goals are aligned with the conceptual framework of the Master in Teaching Program which includes these components.

1. Preparation: Teachers in training need to know best practices and current trends;2. Practice: Field experiences are a critical component of teacher preparation;3. People: Diversity makes teaching and learning more powerful;4. Professionalism: Effective teachers are reflective professionals.

(Numbers in parentheses following each course goal indicate which component(s) of the conceptual framework is supported.)

Upon the successful completion of this course, candidates will be able to:

1. Review Essential Academic Learning Requirements (EALRs), Grade Level Expectations (GLEs), and National Educational Technology Standards (NETS) (1, 4);

2. Discuss the uses of multi-media technology to enhance students’ learning in the classroom (1, 3, 4);

3. Analyze current literature, research, and practice about the restructuring of schools for greater use of technology (1, 4);

4. Analyze current issues, trends, problems and solutions related to the integration of technology in the field of education, i.e., the use of technology to support learning in the classroom, computer ethics for staff and students, teacher training, evaluation of Internet and on-line sources (1, 2, 3, 4);

5. Evaluate various types of technology hardware and software used in K-8 classrooms (1, 4).

CORE CONCEPTS To achieve the goal of this course, candidates will need to master the following core concepts:

1. Essential Academic Learning Requirements (EALRs), Grade Level Expectations (GLEs), and National Educational Technology Standards (NETS);

2. Word processing educational applications;

3. Internet educational applications;

4. Slide show educational applications;

5. Web searches and criteria for selecting and evaluating appropriate Web sites for classroom use;

6. Constructivist learning environments;

7. Computer Assisted Instruction (CAI);

8. Computers as tools;

9. Computers as resources;

10. Information technology.

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RELATIONSHIP OF COURSE TO PROGRAM CURRICULUM In addition to the learning goals and core concepts listed above, this course includes instruction and activities related to the following State Board of Education approved standards:

1. Makes learning meaningful, demonstrating a positive impact on students based on Washington State Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs);

2. Uses a variety of assessment practices to improve instruction;

3. Incorporates democratic principles of classroom management to create a student-focused learning environment;

4. Uses challenging curriculum based on student needs;

5. Demonstrates cultural sensitivity with K-8 students;

6. Integrates developmentally appropriate technology into instruction and assessment in the classroom;

7. Collaborates with families and community as partners in the educational process by creating activities that encourage active involvement of parent or guardian or community members in the classroom;

8. Evaluates teaching effectiveness through feedback and reflection on:

Content knowledge;

Pedagogical skill;

Essential dispositions;

9. Uses professional standards and district criteria to plan professional growth;

10. Remains current in subject areas and theoretical practices;

11. Advocates for the needs of diverse learners who:

Are of diverse ethnicity and culture;

Are of low socio-economic status;

Are disabled, have different levels of academic talent or ability or have special needs;

Have transitional bi-lingual instructional needs;

Have migrant status;

12. Participates in school improvement efforts using collaborative decision making.

ENTRY PREREQUISITES

Admittance to the Master in Teaching Program or prior approval of the MIT Director or Senior Faculty is required.

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RECOMMENDED SUPPLEMENTARY RESOURCES

As a City University of Seattle student, you have access to library resources regardless of where and how you are taking this class. To access the resources that are necessary to complete your coursework and assignments, visit the library menu in the My.CityU portal at http://my.cityu.edu. 

A good place to begin your research is through the program or course resource sections that provide links to relevant journals, books, and Web sites.  Search the library's online catalog to locate books and videos, and place requests to have items mailed to you (services vary by location).  Search the online databases for journal, magazine, and newspaper articles. Articles that are not available full text in the library's collection can be requested from other libraries and delivered to you electronically.

For additional help, submit your question via the Ask a Librarian e-mail service available through the portal or call 800.526.4269 (U.S. or Canada) or 425.709.3444.

PRINT RESOURCES

The following texts are available through the City University of Seattle Library online catalog and may also be useful for additional information.

Britton, E., Long-Cotty, B. D., & Levenson, T. (2005). Bringing technology education into K-8 classrooms: A guide to curricular resources about the designed world. Thousand Oaks, CA: Corwin Press.

Coppola, E. M. (2004). Powering up: Learning to teach well with technology. New York: Teachers College Press.

Gordon, D. T. (2003). Better teaching and learning in the digital classroom. Cambridge, MA: Harvard Education Press.

Jay, M. E., & Jay, H. (2003). Teaching with computers: Strategies that work in grades K-6. New York: Neal-Schuman Publishers.

O’Neil, H. F., & Perez, R. W. (2003). Technology applications in education: A learning view. Mahwah, NJ: L. Erlbaum Publishers.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Williams, B. (2004). We’re getting wired, we’re going mobile, what’s next?: Fresh ideas for educational technology planning. Eugene, OR: International Society for Technology in Education.

The serial publications listed below are examples of acceptable sources for doing academic research and are available in full text through City University of Seattle online databases.

Technology & ChildrenTechnology & Learning Technology Teacher

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ELECTRONIC RESOURCES

The following Internet resources may be of use to you in this course. Please be aware that Web addresses may change from time to time. Consult your instructor if you have questions about electronic resources.

ALA Great Websites for Kids http://www.ala.org/gwstemplate.cfm?section=greatwebsites&template=/cfapps/gws/default.cfm

Educator’s Reference Deskhttp://www.eduref.org

ERIC Home Pagehttp://www.eric.ed.gov

Department of Educationhttp://www.ed.gov

Gateway to Educational Materialhttp://www.thegateway.org

International Society for Technology in Educationhttp://www.iste.org

Links Learninghttp://www.linkslearning.org/Home/_index.html

TechLearninghttp://www.techlearning.com

Technology-in-Education Laboratoryhttp://www.tielab.org

The New Curriculumhttp://www.newcurriculum.com

Washington Office of Superintendent of Instructionhttp://www.k12.wa.us

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OVERVIEW OF COURSE ACTIVITIES AND GRADING The grade you earn for the course will be derived using City University of Seattle’s decimal grading system, based on the following:

Assignments

Attendance and Participation 15%Technology Integration Plan 30%Parent Newsletter 25%PowerPoint Presentation 25%Endorsement Competencies Self-Assessments 5%

TOTAL 100%

Please see the current City University of Seattle catalog or consult your instructor for guidance in determining the decimal grade.

EXPLANATION OF ASSIGNMENTS AND GRADING

ATTENDANCE AND PARTICIPATION

Candidates are required to attend and participate in class. By attending, candidates will gain knowledge and skills from the instructor, interact with other candidates in class activities, and apply information from the textbooks and supplemental resources. Through active participation in class discussions and assignments, candidates will acquire the knowledge and strategies essential for working with K-8 students. Candidates cannot earn attendance points or receive credit for in-class participation for unexcused absences. Candidates are encouraged to participate in collegial review, giving feedback on content and format to colleagues on designated written assignments.

Grading Criteria for Attendance and Participation

Promptness and attendance at each class 30%Participation during class activities 30%Leadership and group support 40%

TOTAL 100%

TECHNOLOGY INTEGRATION PLAN*The purpose of this assignment is for candidates to consider and plan for the various ways that students might use technology in the classroom. This is an opportunity for candidates to enrich a unit of study with the integration of technology.

Candidates will select a unit plan from a core subject area for which they will write a technology integration plan. This may be a unit that they have developed as part of another class or obtained from some other source. For that unit, candidates will identify an area where technology will be integrated. This might be integrating technology with mathematics using online skill practice or games or integrating technology with social studies or science through a WebQuest activity.

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Using that unit as a base, candidates will:

Review the Essential Academic Learning Requirements (EALRs), Grade Level Expectations (GLEs), and National Educational Technology Standards (NETS) for skills that align with the grade level of the unit plan. Outline those skills and processes students should know and be able to use, as well as those that they should acquire, at that grade level.

Identify appropriate Web sites that will be used in the unit and write a short summary of each. Based on class discussion, use criteria for selecting and evaluating appropriate and quality Web sites when selecting Web sites for classroom use.

Identify appropriate Web sites that parents could use at home with their child. Based on class discussion, use criteria for selecting and evaluating appropriate and quality Web sites when selecting Web sites for home use. These Web sites will be included in the Parent Newsletter and the PowerPoint presentation.

Identify software that students will use in the unit and the instruction that may be required.

Describe the product that students will create to demonstrate their learning and how it will be assessed.

Summarize the process that students will use to complete the work. Outline a technology management plan in two scenarios: In the classroom that has four

computer workstations and in a lab environment. How will students move to/from the computers? How much time will be required to complete the project? How will they get help when they need it? How will they assess their own work and progress? How/where will they turn in their product and or demonstrate their learning? How would they report scores if working on a mathematics skills builder? What sort or record keeping will be required? How is this management plan developmentally appropriate for students?

Candidates are encouraged to use collegial review for this assignment prior to submission to the instructor using the following guidelines:

Candidates may have this Standards-Based Portfolio assignment reviewed by one or more colleagues.

The review may be via hard copy or online. The review should promote master level quality in content and convention. The reviewers should be acknowledged.

Grading Criteria for Technology Integration Plan

Successful identification of EALRs, GLEs and NETS 20%Use of criteria to determine appropriate, quality Web sites for classroom

and home use 20%

Appropriate identification of software and required instruction 15%In depth product description 10%In depth process summary 10%Pedagogically appropriate management plan for the technology

integration plan that takes into account developmental needs of students

25%

TOTAL 100%

*This assignment will become a piece of evidence in the candidate’s Standards-Based Portfolio.

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PARENT NEWSLETTER

Candidates will create a single page parent newsletter*. The newsletter will include the following:

An attractive banner and appropriate layout. A description of the unit of study in which the students are engaged. Information for parents and guardians on the technology based lessons that

students will be using, Web sites, links and any additional requirements, and help they might provide at home.

An invitation to a family open house that is both in English and one other language (Spanish, Russian, or other).

Demonstration of the skills candidates will acquire during the course including: capturing and integrating graphics, page layout, WordArt, Callouts, and text boxes.

Grading Criteria for Parent Newsletter

Appropriate header and layout 10%In depth description of unit 15%Clear parent and guardian information 20%Parent night invitation in two languages 10%Inclusion of required elements: graphics, page layout, WordArt, Callouts and text boxes

35%

Grammar, spelling, and APA format 10%

TOTAL 100%

* This assignment may be used to fulfill one of the parent communication requirements of ETC 504: Classroom Management.

POWERPOINT PRESENTATION

Candidates will prepare and present a Parent Night PowerPoint presentation. The presentation will consist of two parts: 1) It will introduce the teacher and provide an overview of their class and 2) It will introduce the unit of study and the technology integration plan. Part One should contain the teacher’s name, room number, his or her academic background and strengths, the classroom discipline or management policy and contact information. Part Two should introduce the unit of study, the applicable EALRs, GLEs, and NETS Standards, and the plan for utilizing technology. The presentation should be no longer than five minutes.

Grading Criteria for PowerPoint Presentation

In depth inclusion of two parts of the presentation 35%Clear layout and presentation 35%Dynamic classroom Presentation 20%Grammar, spelling, and APA format 10%

TOTAL 100%

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ENDORSEMENT COMPETENCIES SELF-ASSESSMENTS

Candidates will assess themselves regarding their knowledge (K) and skills (S) related to the Office of Superintendent of Public Instruction (OSPI) endorsement competencies identified in the attached appendix (Appendix A). Candidates will assess themselves prior to the start of the course and again at the end of the course with a reflection on how the course endorsement competencies will be used during the current or next internship.

Grading Criteria for Endorsement Competencies Self-Assessment

Pre-Assessment 50%Post-Assessment 50%

TOTAL 100%

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RECOMMENDED COURSE SCHEDULE The schedule for course activities and assignments is below. If you find you are unable to complete the assignments as scheduled, contact the candidate’s instructor. The sequence and number of sessions may change at the discretion of the instructor and/or program coordinator to meet the unique needs of the class.

SESSION TOPICS AND ASSIGNMENTS READINGS

1DUE: Pre-Course Endorsement Competencies Self-Assessment

Course Introduction and OverviewLandscape of Technology Today and ISTE/NETS Standards for Students and TeachersOverview of the Technology Integration PlanSkill Development, MS Word: Hyperlinking, Image Capture and Manipulation, Tabs, Word Art, Autoshapes, Text and Callout boxes

Endorsement Competencies: Appendix A

2 Classroom Management for Technology Integration and the integration plan.Web Searching and Web Site ReviewOverview of Parent Night PresentationSkill Development, MS PowerPoint: Page design and layout, Creating a basic slide show, transitions and navigationTechnology Ethics and Acceptable Use PoliciesScanners, Visual Presenters, and Audio Enhancement as time allows

DUE: Parent Newsletter

Appendix B

3 DUE: PowerPoint PresentationsDUE: Technology Integration PlanDUE: Post-Course Endorsement Competencies Self-Assessment

Endorsement Competencies:Appendix A

Note: There are no readings since there is no required textbook. This course is a technology lab course where candidates work on computers to review use of programs.

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APPENDIX AELEMENTARY EDUCATION

OSPI ENDORSEMENT COMPETENCIESETC 586

Candidates will make two copies of this page. Prior to the start of this course, and again at the completion of the course, candidates will rate themselves on knowledge and skills (endorsement competencies) listed below. Candidates will submit these to the instructor who will then give them to the program coordinator for program assessment.

Please check one: Pre-Course Assessment Post-Course Assessment

Please circle the appropriate rating. 1—Strongly Disagree 2—Disagree 3—Agree 4—Strongly Agree

3.0 Common Core: InstructionCommunication to foster learning.

K3.7 Teacher candidates know and understand effective verbal, nonverbal, and media communication techniques 1 2 3 4

After post-course assessment, reflect on how you will use these endorsement competencies in the current or next internship: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Candidate Name:_____________________________________Date:_______________________Site:____________________________________________________Cohort:__________________

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