|
Technological Learning Environments,
Multiple Subjects Authorization
Education 607, Fall, 2019
|
|
|
|
| Dr. Mark D. Bailey |
Office: 136 Berglund |
| Office Hours: Friday. 10-12:00, drop in, or by apt |
Office phone: 352- x1442 |
| Email address: baileym@pacificu.edu |
Home phone: |
| Class Meetings: Wed. 10:00 – 11:50 Berglund Lab |
|
|
|
College of Education Mission:
The mission of the Pacific University College of Education is to be a community of thoughtful and responsive leaders who
- inspire professionals to value and serve individuals within their unique personal, family, and community context;
- construct and disseminate new understandings through teaching and scholarship;
- advance critical evaluation of theory and practice;
- advocate for justice through outreach and service in reciprocal partnership with underserved communities; and
- cultivate learning in and through our inclusive and diverse communities.
In this course our community of learners will critically examine the notion that technology can provide better student-centered learning opportunities for culturally diverse students. Discussions will include considering the implications of the “digital divide” in our world and our response to it as educators.
|
|
|
|
|
|
COURSE DIGITAL RESOURCES
Readings:
There will not be a required text for this course:
Readings will be consist of carefully selected articles linked through our Google Drive Page.
Educational Philosophy:
I cannot simply teach you what you need to know about the use of computers and a range of 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 exploration and learning process; constructing an understanding of these wide-ranging materials 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 range of technological tools either at home or in a lab to work on course materials. 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 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. Many of these tools represent the cutting edge of pedagogical implementation, and I encourage you to throw yourself into this work.
Course Description:
This set of project-based 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. Through readings, presentations, lab work, small group work, projects and independent exploration, this course also provides 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:
1. Demonstrate the ability to critically assess why, when, and how to use technology to support the learning and thinking process.
2. Demonstrate knowledge of equity, ethical, legal, and human issues of computing and technology use as they relate to society, and model appropriate behaviors.
3. Display an increased understanding of the variety of instructional programs available for classroom use, as well as appropriate methods for their utilization.
4. Apply current instructional principles, research, and appropriate assessment practices to the use of computers and related technologies.
5. Demonstrate increased sensitivity and skill with the use of adaptive technologies to support their students' learning.
6. Explore, evaluate, and use computer/technology-based materials, including applications, teacher utilities, educational software, and associated documentation.
7. Demonstrate knowledge of uses of computers for problem-solving, data collection, information management, communications, presentations, and decision making.
8. Increase their ability to formally evaluate instructional software.
9. Critically evaluate and utilize online sources or information.
10. Use a variety of computing platforms, Web-based tools, iPads, iPods, and other related technologies to support the instructional process.
11. Demonstrate increased skill in the use of hypermedia applications, electronic searches, multimedia, WWW construction, telecommunications, blogs, wikis, and other recent innovations in educational technology to support instruction.
12. Identify resources for staying current in applications of computing and related technologies in education.
13. 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.
14. Use technology to support the learning of students with disabilities.
15. Demonstrate progress on meeting the ISTE Standards, for teachers (below) as a necessary but not sufficient indicator of technological competence.
As a result of actively engaging in this course, candidates will demonstrate their ability to use technology in their classroom and professional practice to:
1. Facilitate and inspire student learning and creativity.
2. Design and develop digital-age learning experiences and assessments.
3. Model digital-age work and learning.
4. Promote and model digital citizenship and responsibility.
5. Engage in professional growth and leadership.
In the spirit of student-centered learning, we will begin the course by discussing goals that you have for this course and how we can all design this class to help you meet them.
Course Requirements
This is a project-based learning course that will utilize a number of requirements: class attendance, readings and contribution to class discussions; independent and peer scaffolded software and hardware 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 ISTE standards for Educators, 3) learning how to learn about, evaluate and implement emergent technologies.
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 will include reading designated 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: podcasting and blogging; graphical and/or video editing; internet browsers & web page construction applications; and tablet or portable computing technologies. 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 as well as other portable computing platforms.
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 selected 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 when occupied for classes), or if you have the necessary tools you are welcome to do this work at another location. 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.
A. Specific Technology Project Assignments (suggested completion dates)
1) Develop a professional website ( rubric) that will serve as a portfolio for much of your work for the rest of the year. Oct. 3
2) Design a Webquest on the Social Studies topic of your choice. Oct. 10
3) Complete a Project TEAM video. Nov. 21
4) Research, design and produce a video Podcast to post on the University website. Dec. 5.
5) The final assignment will be a project of your choosing. You are required to do an interesting, useful, authentic project that will support your learning and/or the development of innovative tools.
You may select from one of the projects on this list of options:
- Assist with innovative projects Mark has ongoing (NAEYC documentation)
- Develop and teach the use of programming tools or makers materials
- Develop SMART Board tools and prepare lessons for classroom use and sharing
- Explore and formally evaluate new and innovative iPad, iPod, or other tablet, applications and uses
- Help students develop and publish a Digital Learning Story
- Any other idea you may have that is approved
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:
Your grade in the course will be based on a final assessment on your work throughout the fall term. 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 for this course no later than October 3rd.
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.
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 24th you will submit a mid semester personal evaluation indicating how you are progressing in meeting course goals. On or before Friday. December 14th, as part of your final presentation in all 3 methods courses we will be working on together, you will submit a final evaluation of your progress including reflections on the student and professor feedback you have received on your assignments and projects. As part of your final evaluation, you will submit a digital portfolio of your work that 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 24th you will submit a mid semester personal evaluation indicating how you are progressing in meeting course goals. On December 14th, as part of your final presentation in all 3 methods courses we will be working on together, you will submit an evaluation of your progress including reflections on the student and professor feedback you have received on your assignments and projects. Along with the final evaluation you will submit a 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. WebQuest (20 points)
3. Project TEAM (20 points)
4. Podcast (20 points)
5. Choose an Additional Project (20 points)
6. Reflection on meeting the NETS-T standards
| |
Tentative Class Schedule -
|
| Date |
Topic |
| Sept. 4 |
Intro – Students, Learning, & Technology OEA, Yelland
|
| 11 |
Creating a Web Site (GoogleSites, Weebly, Wix, or Your Choice)
|
| 18 |
Evaluating Websites & designing WebQuests
|
| 25 |
Documenting & Creating with Video (iMovie) |
| Oct 2 |
Podcasting and Digital Learning Stories |
| 9 |
No Class - Attend Inservice or visit a digitally enhanced classroom |
| 16 |
Optional Topic 1: Coding? |
| 23 |
Tablet Apps Exploration - Mid Term Assessment Due
|
| 30 |
Weblogs and Social Media for Learning and Teaching |
| Nov 6 |
EdTPA video requirements |
| 13 |
Reflecting on and with technology (digital portfolios) |
| 20 |
Optional Topic 2, TBD |
| 27 |
No Class - Thanksgiving Holiday |
| Dec.4 |
Web 2.0 and Communities of Learning (Online learning tools) |
| 11 |
Student final project Presentations (extra long class?) Final Assessment Due on 14th
|
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.
Course Outcomes
As a result of participating in this course, prospective teachers will be able to:
| COURSE GOALS |
InTASC Standards |
1. Demonstrate the ability to critically assess why, when, and how to use technology to support the learning and thinking process.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
|
2. Demonstrate knowledge of equity, ethical, legal, and human issues of computing and technology use as they relate to society, and model appropriate behaviors.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
|
3. Display an increased understanding of the variety of instructional programs available for classroom use, as well as appropriate methods for their utilization.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
4. Apply current instructional principles, research, and appropriate assessment practices to the use of computers and related technologies.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
5. Demonstrate increased sensitivity and skill with the use of adaptive technologies to support their students' learning.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
6. Explore, evaluate, and use computer/technology-based materials, including applications, teacher utilities, educational software, and associated documentation.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
7. Demonstrate knowledge of uses of computers for problem-solving, data collection, information management, communications, presentations, and decision making.
|
4. Content Knowledge
5. Application of Content
6. Assessment
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
8. Increase their ability to formally evaluate instructional software.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
9. Critically evaluate and utilize online sources or information.
|
4. Content Knowledge
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
10. Use a variety of computing platforms, Web-based tools, iPads, iPods, and other related technologies to support the instructional process.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
7. Planning for Instruction
9. Prof. Learning & Ethical Practice
|
11. Demonstrate increased skill in the use of hypermedia applications, electronic searches, multimedia, WWW construction, telecommunications, blogs, wikis, and other recent innovations in educational technology to support instruction.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
|
12. Identify resources for staying current in applications of computing and related technologies in education.
|
4. Content Knowledge
5. Application of Content
6. Assessment
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
13. 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.
|
4. Content Knowledge
5. Application of Content
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
14. Use technology to support the learning of students with disabilities.
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
15. Demonstrate progress on meeting the ISTE standards for teachers (below) as a necessary but not sufficient indicator of technological competence. New 2017 Standards
|
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Prof. Learning & Ethical Practice
10. Leadership & Collaboration
|
Special Needs:
It is our intent to fully include persons with special needs in this course. Please let us know if you need any special accommodations in the curriculum, instruction, or assessment to enable you to participate fully. We will make every effort to maintain the confidentiality of any information you share with us.
University and College of Education Policies
Be aware of the Pacific University Code of Academic Conduct and the College of Education policies for professional behavior and the competent and ethical performance of educators. In this course students are expected to demonstrate behavior consistent with the Professional and Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog.
Students With Disabilities
In general, the University will work with students to improve conditions that may hinder their learning. The university requires appropriate documentation of a disability in order to enable students to meet academic standards. It is the responsibility of each student to inform the Director of Learning Support Services of his or her disability. Students are encouraged to work with faculty proactively in developing strategies for accommodation. This policy is described at Pacific University Professional Programs Course Catalog.
Incompletes
Instructors may issue a grade of incomplete only when the major portion of a course has been completed satisfactorily, but health or other emergency reasons prevent the student from finishing all the requirements in the course. The instructor and the student should agree upon a deadline by which all work will be completed, with the following guidelines:
1. Incompletes given for Fall and or Winter II terms must be completed by the following April 15.
2. Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded by an "I". This grade is determined by including a failing grade for the missing assignment(s) in the calculation of the final grade. If the agreed upon course work is not completed in the period allotted and an extension has not been granted, the grade issued will be permanent. The contingency grade will be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific University Professional Programs Course Catalog.
Grade Changes
Once a grade is submitted to the Registrar it shall not be changed except in the case of recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University Professional Programs Course Catalog.
Safe Environment Policy
Pacific University's Rights and Responsibilities policy seeks to maintain conditions favorable to learning. Students have the right to pursue an education free from discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students have the responsibility to conduct themselves, both individually and in groups, in a manner which promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail in Pacific University Professional Programs Course Catalog.
Academic Integrity
Honesty and integrity are expected of all students in class preparation, examinations, assignments, practicums and other academic work. Misconduct includes, but is not limited to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized access or manipulation of laboratory or clinic equipment or computer programs; alteration of grade books, clinical records, files or computer grades; misuse of research data in reporting results; use of personal relationships to gain grades or favors or other attempts to obtain grades or credit through fraudulent means; unprofessional conduct related to student care; threats to University personnel and conduct inconsistent with academic integrity. The complete policy, definitions and appeal procedures are described Pacific University Professional Programs Course Catalog.
Recommended Texts to Use as Resources
Donohue, C. Ed. (2015) Technology and Digital Media in the Early Years: Tools for Teaching and Learning 1st Edition. Amazon
|
|
