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Marymount University

ED554 RESB3 Summer 2012 Knight

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COURSE SYLLABUS

Course Number

ED 554 RESB3Course Title

Computers & Technology in the Classroom

Fall Spring Summer

X

Year

2012

Name of Instructor Office and Extension

Steven Knight Google Voice 703.307.2982

Electronic Mail

[email protected]

Meeting Day and Time: May 18, June 1, 8, 15, 22, 29, July 13, 27, plus additional online hoursFridays, 6:00PM 10:00. Reston Room 5

Office Hours: By appointmentFinal: Integrated Lesson Unit Plan due July 31, 2012

ACADEMIC INTEGRITY

By accepting this syllabus, you pledge to uphold the principles of Academic Integrity expressed

by the Marymount University Community. You agree to observe these principles yourself and to

defend them against abuse by others.

SPECIAL NEEDS AND ACCOMMODATIONS

Please advise the instructor of any special problems or needs at the beginning of the semester. If

you seek accommodation based on disabilities, you should provide a Faculty Contact Sheet

obtained through Disability Support Services located in Gerard Hall, 703-284-1615.

STUDENT COPYRIGHT AUTHORIZATION

For the benefit of current and future students, work in this course may be used for educational

critique, demonstration, samples, presentations, and verification. Outside of these uses, work

shall not be sold, copied, broadcast, or distributed for profit without student consent. Items

submitted for this course also may be submitted to TurnItIn.com for analysis.

Sc hoo l of Educ at ion and Huma n Servic es

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WEATHER AND EMERGENCY INFORMATION LINE

703-526-6888 (Off-campus); Ext. 6888 (On-campus)

ATTENDANCE POLICY

Due to the intensive nature of this course; Students are expected to attend all sessions for six

hours each day, M F. Any absence for any reason will necessarily require a re-assessment of

your continued participation in the class. Your job, this semester, is to complete this course

successfully.

1. BROAD PURPOSE OF COURSEAn introductory, hands-on course designed to acquaint preservice teachers with the

integration of technology into an educational curriculum, including multimedia,

evaluation of educational software, and an introduction to telecommunication resources

such as the World Wide Web.

1.a. CRITICAL ASSIGNMENT

Marymount's Teacher Education Department has identified key or critical assignmentsfor your program as part of our formative assessment system. These critical assignments

are part of your normal course work and are first considered in the evaluation for your

course grade. These assignments are also scored by your professor in the following fiveareas: 1) Knowledge of Subject Matter; 2) Knowledge of Human Growth and

Development; 3) Adapting for Individual Needs; 4) Instructional Planning Skills; and 5)

Assessment of Student Learning. The scores from these five areas are not part of yourcourse grade, but are reported to the MUs Education Department and used for program

evaluation and formative assessment. You may inquire about the critical assignmentscores for this course or you may ask the department chair about the scores for all of your

critical assignment at any time. Additionally you are evaluated using the following

dispositional statements: establishes collaborative relationship w/instructor and peers,

appreciates diversity in and out of the MU classroom, demonstrates integrity, anddemonstrates self-control and exhibits a positive attitude. The critical assignment for this

course is: Technology-Integrated Unit Plan.

1.b. CONCEPTUAL FRAMEWORK

Marymount Universitys professional education programs are dedicated to our mission of

Preparing Educational Leaders for Diverse Learning Communities. The three strands

comprising the conceptual framework model include critical thinker, effectivepractitioner, and caring professional that synergistically interact with one another.

Knowledge of content, human growth and development, and pedagogy, along with

current research and learning theory, provide the foundation for our professionalprograms. All courses and experiences are designed to achieve this mission.

1.c There is no field experience requirement for this course.

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COURSE OBJECTIVES Upon successful completion of this course students will beexpected to:

a. Establish criteria for selecting educational hardware and software;b.

Describe appropriate applications of selected educational technologies, includingcomputers;

c. Demonstrate effective use of the computer as a productivity tool for teaching andlearning;

d. Apply selected multimedia tools;e. Evaluate hardware and educational computer hardware and software, including

programs designed to meet the needs of special populations;

f.

Describe research findings and theory bases which underpin the application ofelectronic technologies in schools;

g. Develop a lesson unit plan which appropriately integrates educational technology.h. Describe implications of education computing on such issues as equity, ethics,

privacy, viruses, and copyright infringements;

i. Describe the role advanced technologies currently play in education and willlikely play in the future;

j. Establish criteria for assessing the accuracy and reliability of online resources;k. Use electronic technologies to access and exchange information;l. Employ appropriate technologies to support the Virginia Standards of Learning

and other instructional objectives, in addition to the NETS standards.

2. TEACHING METHODThe integration (not merely addition) of technology into a classroom creates

opportunities for rich educational experiences that are inquiry-oriented, learner-centered,

and multisensory while accommodating varying learning styles. This foundation courseoffers a hands-on overview of effective teaching methods using digital technologies. We

shall explore uses of digital imagery, the internet, digital concept mapping, podcasting,

and digital storytelling in addition to other technologies as means of developingproductive instructional interactions. We will also pursue readings and discussions

intended to help each student develop his/her own informed ideas about technology use

in the classroom. Classes will include readings, tutorials, hands-on experience witheducational technology and discussions of reflections on our work.

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3. GRADING POLICYa. Technology Integrated Unit Plan (30%) Students will create a one week unit

which will use technology as part of the instruction. Students will need to refer to

state standards as a focus of the unit. Objectives for each lesson should be presentas well as an assessment tool that will be used to determine if learners met theobjectives in the lesson. In this project students will specifically outline how they

will use the technology they have selected to teach the subject matter. This lesson

plan will be accompanied with a narrative describing how this lesson integrates

inquiry and Universal Design for Learning.

b. Blogs (personal and class) (20%): Students will contribute weekly to a personal orclass blog on assigned writing topics.

c. Technology Integration Projects (50%): Students will explore a wide variety oftechnology integrations

Evaluation: Since this is a graduate course, high quality work is expected on allassignments and in class. Grades will be based on the completion of course requirements

and on the scope, quality, and creativity of the assignments.

Attendance and participation are compulsory. Additionally, students are assessed on the

quality and timeliness of assignments (late work will be penalized). Copyright law is tobe respected in all assignments. All assignments are due at the beginning of classes.

Letter grades will be assigned to conform to the Marymount University 2011- 2012

Graduate Catalog.

Rubrics for individual class requirements will be distributed

Assignment Description/Requirements

Technologically Integrated

Unit Plan Project (30%)

Due: July 31th

Develop a Unit Plan around a common theme that

incorporates technology in an integral way that addresses21st century skills discussed in class (innovation,

creativity, critical thinking, problem solving,

communication, and collaboration). You should not justplug technology into an existing unit plan. Rather the

focus should be on 21st century skills and how students are

using technology to address these. While the teacher mayuse technology to communicate concepts and ideas, the

focus of this unit should be on student use of technology to

meet stated objectives.

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Professional Blog (20%)

Due: July 31st

Demonstrate a level of familiarity with both technology

and sound design principles during the development of a

Professional Blog.

Front page will include weekly class reflectionsand/or assigned reading, detailing how what is

learned can be applied to your future classroom. Professional 'bio' web page about you, the author

of the site. Find a visual way of representing

yourself (wordle, avatar, video).

Include links to other resources and other bloggers.Class Website (10%)

Due: TBD

Create a Google Site to serve as the class eportfolio. Thesite should include;

Pages linking each product created A page (s) featuring your technology integrated

lesson plan

Group Podcast Project

(15%)

Due: June 29th

Demonstrate the effective use of the computer as a

productive tool for teaching and learning, working ingroups to create a >10 minute podcast (audio and video).

Digital Storytelling Project

(15%)

Due: July 13th

Demonstrate the effective use of one of the digital

storytelling tools showcased in class to create an

introduction of yourself, or a product that can support your

Technologically Integrated Unit Plan. The intended

audience would be your students.

Class Reflections &

Participation (10%)

After each class, write a reflection on your blog, on the

knowledge gained from reading, class activity, and/orclass discussion along with potential applications to future

work.

4. CLASS SCHEDULEThe course schedule and assignments are subject to change; revisions to the schedule

will be announced and posted on the course blog

(http://ed554reston12.wordpress.com/ )

Date Class Topics AssignmentsMay 18 Introduction to the Course

21st

Century Skills & 21st

Century

Classroom

Explore blogs

Course ReadingsBlog reflection

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Date Class Topics Assignments

Digital Immigrants v. Digital

Natives

Blogging

June 1st Personal Learning Networks

Social Network

Social Bookmarking

PLN work session

Course Readings

Blog reflection

Add an About page to Blog

June 8th Technology Enhanced Project

Based Learning

Google Tools

Google ReaderGoogle Site

Google work session

Course Readings

Blog reflections

June 15th Podcasting

Multimedia Enhanced Classrooms

Media Literacy

Visual Learning

Technologically Integrated Lesson

Plan work session

Course Readings

Blog reflectionsPost enhanced image to Gsite

Bring headsets/laptops

June 22th Digital Storytelling

Digital Citizenship

Copyright

Podcasting work session

Course Readings

Blog reflections

Finalize Storyboard/ScriptBring headsets/laptops

June 29th Introduction to Universal Design for

Learning


Plan work session

Digital Storytelling work session

Podcast Presentations

Course Readings

Blog reflections

Podcasts Due on Gsite

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Date Class Topics Assignments

July 13th

Inquiry-based learning and

Historical Thinking

Presentation Software

Presentation work session

Podcast Presentations


Plan work session

Course Readings

Blog reflections

Digital Story Due on Gsite

July 27

th

Technologically Integrated LessonPlan Due July 31

st posted on GSite

by midnight

Course Reflection Post

6. REQUIRED TEXTS

No text is required for this course; however, outside readings are required as assigned.

Required Equipment: USB Flash Drive or external hard drive Microphone or headset for

recording audio

7. REQUIRED OR SUGGESTED READINGS OR AUDIO-VISUAL MATERIALSNone

ed554 reston 2012

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