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Syllabus EDU 5315 200610

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Syllabus EDU 5315 200610 Powered By Docstoc
					Saint Joseph’s University
Graduate School of Education
Instructional Technology Specialist Program

Spring 2006

                                     Syllabus

EDU 5315 Technology Applications for the Classroom
Tuesdays, 4:30 – 7:10
January 17 – May 2, 2006
Barbelin 41

Instructor:   P. David Lees, Ed.D.
              Barbelin 34
              610-660-1773
              lees@sju.edu
              Office Hours, by Appointment

Course Description (from catalog):
Students will explore the role of technology in the classroom. A special emphasis will
be placed on the use of technology as a “mindtool” to create constructivist, higher-
order thinking learning environments. Students will demonstrate proficiency in a
wide range of technologies and apply the instructional systems design process to all
projects.

Additional Description
The focus of the course is not to teach one how to use computer software
applications. Participants will explore effective ways to integrate technology
applications as knowledge construction tools to enhance instructional practices and
to enable learners to represent what they have learned and know using different
representational formalisms. Working in collaborative groups to model the
constructivist classroom, participants will create a variety of lesson activities and
projects to implement in their own buildings and classrooms.

Course Objectives/learning Outcomes
      Develop advanced competency using basic classroom applications as tools to
      engage critical thinking, knowledge representation and reflection, including:
      word processing, spreadsheets, databases, presentation software, graphics
      and concept mapping applications, test and assessment generators
      Identify key concepts of constructivist teaching and project-based learning
      Design a number of lesson activities and projects which use technology as a
      “mindtool” to create constructivist learning environments
      Identify the research (pedagogy), standards (content and technology), and
      instructional strategies that promote and support the integration of software
      applications to enhance teaching and learning
      Prepare and maintain an artifacts portfolio and publish all activities and
      products to it.
      Identify the key concepts in planning, teaching, and evaluating the use of a
      variety of technology applications for the classroom
       Prepare convincing presentations of technology integration plans to a
       selected audience (faculty, administration, board)

Required Text:
Integrating Educational Technology into Teaching,4th ed., by M. D. Roblyer. ISBN 0-
13-119572-7


Assignments:
Classroom Participation (30 Points)
      Regular attendance for class meetings is expected. Since much of the course
      will entail the sharing of classroom lessons and implementation strategies,
      regular attendance and active participation are vital to the success of the
      group.

Software Presentation – Individual Activity (35 Points)
    Select a software product designed to meet a specific curriculum need (e.g.
      language arts, math, science, social studies, reading, ESL, test taking).
    Research that software product and obtain a demo copy if possible.
    Find a product review.
    Prepare a 10-15 minute presentation to share with the class on software
      product selected. Presentation may be either a PPT/HyperStudio/PowerBullet
      event or an actual demo of the software.
    Provide handout notes and a software spec sheet (format provided)
      including the product review for all class members.


Software Evaluation Instrument – Group Activity (15 Points)
      Develop or modify a software evaluation instrument (rubric) for teachers to
      use when selecting/purchasing software. Select target curriculum area and
      learners

Classroom Integration Activities – Individual Activity (40 Points)
       Design 2 original classroom activities for a specific curriculum area & 2
         web links (annotated) for each of the 8 categories of
         creativity/productivity software tools discussed. Publish to portfolio.
         o Microsoft Word
         o Microsoft Paint, Kid Pix
         o Microsoft Excel, Graph Club, Graph Master
         o Microsoft Access, FileMaker Pro
         o Microsoft PowerPoint, HyperStudio, PowerBullet
         o Inspiration/Kidspiration, Timeliner
         o Hot Potatoes
         o Internet

Classroom Technology Lesson – Group Activity (35 Points)
    Design and develop a classroom lesson/unit which integrates technology
      using a problem-based (inquiry) approach to teaching and learning. The
      design must include the planning, implementation, and evaluation of the
      lesson/unit. The lesson/unit should include at least 3 creative/productive and
      instructional software applications.
    Complete a Technology Lesson Plan template (format provided) for your
      lesson/unit.
      Present a 20-30 minute overview of your lesson to the group.

Late Assignments:
      Any late assignment will incur a penalty of 5% per day until the assignment is
      turned in.

Grading Policy (as stated in the Graduate Program catalog)

       A =     144-155 distinguished, exceptional performance in all aspects of the course
       A- =    140-143 exceptional performance, but somewhat less than that rated as A
       B+ =    133-139 very good, meritorious work; exceptional performance in several aspects of the
                       course; notably above average expected of students
       B =     124-131 good; sound performance in all aspects of a course; completely fulfilling and
                       satisfying requirements of the course
       C =     108-123 passing; marginal work, acceptable, sound performance in some aspects of the
                       course, but below the level of expected competence in other areas
       F   =   <108    failure; not evidencing significant grasp of subject matter or techniques

Attendance and cell phone Policy
      Absences
      Due to the collaboration, the reflective nature of the course, and the
      interrelated and cumulative sequence of activities, students are required to be
      present at each class. Because some students of the class will have a
      professional obligation, such as a "Back to School Night" for parent
      conferences, two excused absences will not affect the student's course grade.
      If a class must be missed, prior to the absence the student must contact the
      professor for the details concerning a possible make-up assignment, and
      make arrangements to deliver to the professor any assignments due during
      that class. However, each ensuing absence for any reason will result in a
      grade reduction. For instance, a third missed class will lower the grade from
      an "A" to a "B". The fourth will lower the grade from a "B" to a "C". More than
      four missed classes will result in a failing grade for the course. If
      circumstances require extended absence, students may withdraw from the
      course within the guidelines identified in the Saint Joseph’s University
      graduate catalog.

       Tardiness
       Students are expected to arrive for class on time. A combination of three
       occasions involving tardy arrivals or leaving class early will be counted as one
       class absence.

       Cell phones
       Please do not bring cell phones and pagers into the classroom, or turn them off prior
       to entering the class, unless there is an emergency situation that may require your
       immediate attention.

Academic Honesty Policy
     Saint Joseph’s University has adopted and enforces an official academic honesty
     policy. Please review this policy in the Graduate Programs catalog
     (http://www.sju.edu/academics/catalogs/)
       An important aspect of this policy is plagiarism. This notion refers to the use of
       another's words or ideas without acknowledgement. It is the equivalent of theft.
       Some plagiarism is extreme and willful (i.e., buying or using the work of another).
       Other forms of plagiarism may arise from carelessness or ignorance (i.e., is using
       quotation marks or citations). Candidate must have direct contact with the student,
       parent/teacher to obtain required assessment data. Instructor will contact sources
       directly if there is a question as to whether assessment data was fabricated.
       Plagiarism of any kind is not acceptable and will not be tolerated.
       For more information on plagiarism and how to avoid it visit
       http://www.sju.edu/libraries/drexel/plagiarism/index.htm.


Accommodations
     If you have a documented disability (learning, physical, psychological) for
     which you are or may be requesting reasonable academic adjustments, you
     are encouraged to contact Services for Students with Disabilities, 113 Science
     Center, 610-660-1774 or 610-660-1620 as early as possible in the semester.

Student Resources
   1. Writing Center. Located at Bellarmine 129, this center offers writing tutoring
      at several locations, including the dorms and the Learning Resource Center. It
      is usually open Monday and Wednesdays 4pm-8pm and Tuesdays and
      Thursdays from 11:30am until 8pm. On Sunday nights, Writing Center tutors
      are available in the library from 5pm until 8pm. You can drop by and make an
      appointment or you can call (610) 660 1341. You can also drop by the Center
      without any appointment. If you do not have scheduled appointments, they
      will work with you on a first-come, first-serve basis. For more information
      visit the Writing Center website at http://www.sju.edu/writing-center.
   2. Learning Resource Center (tutorial services, study skills, study skills
      workshops, English as a Second Language tutoring, etc.). LRC@sju.edu. This
      center also offers on-line learning resources such as computer assisted
      learning, study strategies, and On-Line Writing Lab (OWL). The last one offers
      a 24-hour response to students’ paper drafts. For more information call (610)
      660-1775/1778 or visit their website at: http://www.sju.edu/LEARNING
   3. Office of Multicultural Life. This office seeks to enhance the self-image pf
      students from culturally underrepresented backgrounds by providing support
      and presenting activities and programs that enable these students to become
      culturally as well as academically rooted in the Saint Joseph's University. For
      more information call Shoshanna Edwards-Alexander at (610) 660-1140 or
      visit its website at http://www.sju.edu/student_life/multicultural_life/
   4. Drexel library. (http://www.sju.edu/libraries/drexel/, 610-660-1900). Open
      Monday – Thursday 8:30am-Midnight, Friday 8:30-9:00pm, Saturday
      10:00am-6:00pm, and Sunday noon-Midnight.

Tentative Schedule of Activities:


I. Week 1 – 1/17/06
       A. Introductions
       B. Review Syllabus
       C. Posting Web Pages – Creating your Personal Portfolio
II. Week 2 – 1/24/06
       A. Readings
             1. Chapter 1 – Educational Technology in Context: The
                Big Picture
             2. Chapter 2 – Foundations of Effective Technology
                Integration Models: Theory and Practice
III. Week 3 – 1/31/06
       A. Readings
             1. Chapter 3 – Teaching with Instructional Software
       B. Due
             1. Software Evaluation Instrument
IV. Week 4 – 2/7/06
       A. Readings
             1. Chapter 4 – pp 120 – 126 Word Processing
             2. Chapter 5 – Graphics Tools
V. Week 5 – 2/14/06
     A. Readings
             1. Chapter 4 – pp 129 – 148 – Spreadsheets and Databases
       B. Due
             1. Personal Portfolio: Word Processing and Paint & Draw
                classroom activities. (TIP Model reflection)
VI. Week 6 – 2/21/06 (PETE & C Conference) – Open Lab


VII.   Week 7 – 2/28/06
       A. Readings
             1. Chapter 5 – Graphic Organizing & Mapping Software
                (pp 151-156, 169-172, 179-180)
       B. Due
             1. Personal Portfolio: Spreadsheet & Database classroom
                activities. (TIP Model reflection)
VIII. Week 8 – 3/7/06
       A. Readings
             1. Chapter 5 – Test Generation & Assessment Software
                (pp151-156, 169-172, 179-180)
       B. Due
             1. Software Presentation (2 Students)
             2. Personal Portfolio: Graphic Organizer classroom
                activities. (TIP Model reflection)
IX. Week 9 – 3/21/06
       A. Readings
             1. Chapter 6 - Teaching with Multimedia and
                Hypermedia Tools
       B. Due
             1. Software Presentation (2 Students)
             2. Personal Portfolio: Quiz/Activity classroom activity.
                (TIP Model reflection)
X. Week 10 - 3/28/06
       A. Readings
             1. Chapter 7 – Introducing the Internet and other Distance
                Learning Tools
       B. Due
             1. Software Presentation (2 Students)
             2. Personal Portfolio: Presentation/multimedia classroom
                activities. (TIP Model reflection)
XI. Week 11 – 4/4/06
       A. Readings
             1. Chapter 8 – Integrating the Internet into the Curriculum
       B. Due
             1. Software Presentation (2 Students)
XII.   Week 12 – 4/11/06
       A. Readings
             1. Technology Integration – Chapters 9 & 10
XIII. Week 13 – 4/18/06
       A. Readings
             1. Technology Integration – Chapters 11 & 12
XIV. Week 14 – 4/25/06
       A. Technology Integration Presentations

				
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