Educ 271: Teaching and Learning with Technology (Syllabus)

Instructor
Leah A. Nillas
Phone
556-3437
Office
CLA 114
E-mail
lnillas@iwu.edu
Office Hours
TTh 12:30-3:00
Class
TTh 10:50-12:05 Buck 202, CLA 100 (Spring 2010)


Course Description
Educational technologies and their applications in K-12 classrooms, including instruction, assessment, and research. Attention to technological skills, trends, and curricular, pedagogical and ethical issues involved in the use of technology in schools. Prerequisites: Educ 225 or permission of instructor. May be taken concurrently with other Educational Studies courses. Offered annually.

This course addresses specific technologies and how to integrate them in the K-12 classroom. Integrating technology into the curriculum requires both technological skill and knowledge of curricular and pedagogical issues entailed in the process. Thus, in addition to developing specific technological skills, students will explore different ways of using technology in instruction, assessment, research, and professional development. We will examine current technological trends, pedagogical issues, and scholarly research addressing the integration of technology in teaching and learning. Note: This course is project intensive.

Required Books (choose the one for your major)
itselem.jpg
Elementary Majors

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Science Majors

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English Majors

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Math Majors


Materials/Accounts
Headsetwith good quality microphone
Flash drive (at least 700 MB)

IWU server space (log in using your myiwu account)
1. Download WinSCP (Windows) or FUGU (Mac).
2. Once installed, open WinSCP or FUGU.
3. Type in host name: sun.iwu.edu and log in using your myiwu account.
4. Create a folder for E271.
5. Transfer, copy, or save file from your desktop to your server space.
6. Open the file to make sure you copied the latest version.

Google Account (Blog, GoogleApps)
1. Create a Google account..
2. Use this account in posting blogs, creating website and using other Google Apps.

SmartNotebook Software
1. Download the full version of the software in your personal computer.
2. Activation Code will be shared in class.

Websites
Course Wiki - for course syllabus, calendar, course content
Course Moodle - for online course project submission, survey
Google Sites - for creating website and wiki


Course Packet: (keep a printed or electronic copy of the ILS )
Illinois Learning Standards (http://www.isbe.net/ils/Default.htm)
Illinois Core Technology Standards (http://www.isbe.net/profprep/macstandardrules.htm)
Sample K-12 Curriculum (see Unit 5: http://www.unit5.org/curriculum/)

Professional Organizations (visit website as teaching resource)
International Society for Technology in Education (ISTE) http://www.iste.org/
Journals: Journal of Research on Technology in Education, Learning & Leading with Technology, Journal of Computing in Teacher Education
National Council of Teachers of English (NCTE) http://www.ncte.org/
Journals: Language Arts, School Talk, Voices from the Middle, English Journal, Classroom Notes Plus, College English, Teaching English in the Two-Year College, Research in the Teaching of English, College Composition and Communication, English Education, English Leadership Quarterly, Talking Points
National Council of Teachers of Mathematics (NCTM) http://nctm.org/
Journals: Teaching Children Mathematics, Mathematics Teaching in the Middle School, Mathematics Teacher, Online Journal for School Mathematics, Journal for Research in Mathematics Education
American Council on the Teaching of Foreign Languages (ACTFL) http://www.actfl.org/
Journals: Foreign Language Annals, The Language Educator
The American Association of Teachers of Spanish and Portuguese (AATSP) http://www.aatsp.org/
Journal: Hispania
National Council for the Social Studies (NCSS) http://www.ncss.org/
Journals: Social Education, Social Studies and the Young Learner, Middle Level Learning, Theory and Research in Social Education
National Science Teachers Association (NSTA) http://nsta.org/
Journals: Science & Children, Science Scope, The Science Teacher, Journal of College Science Teaching
National Art Education Association (NAEA) http://www.naea-reston.org/
Journal: Art Education
Child Life Council (CFC) http://www.childlife.org/
Bulletin: Child Life Focus

Course Goals
1. To use specific technology (software, hardware, WWW, Internet, multimedia, etc.) for teaching and learning;
2. To explore the potential of technology in learning, teaching, assessment and research;
3. To address pedagogical issues involved in integrating technology into teaching and learning; and
4. To become acquainted with research, publications, resources and current trends in K-12 teaching and teaching with technology.

Evaluation
You are expected to fulfill your responsibilities with the best performance possible to achieve your desired grade for this course. You are graded based on the following grading scale. Each project and/or requirement will be graded based on quality and completion of specific requirements as stated in each project rubric. Details and rubrics will be discussed in class. Ask questions (in class or via email) to clarify course requirements and how they will be assessed.


Grading Scale
A
96-100
C+
76-79
A-
92-95
C
72-75
B+
88-91
C-
68-71
B
84-87
D
64-67
B-
80-83
F
60-63

Course Calendar
Check our course wiki site for the course calendar. Any changes in the course calendar will be presented in class.

Teacher Education Program (TEP) Social Justice Dispositions
The class activities, course projects and readings aim to prepare you to understand and face the challenges of teaching with technology to students from diverse backgrounds. In completing these course requirements you are addressing the three dispositions of the Educational Studies Teacher Education Program’s Conceptual Framework. These dispositions are described below.

1. Reflection.
It is important that you understand yourself as a learner in a technological environment. In similar situations you will find your students to be experiencing similar things when it comes to the use of technology in learning. It is important to pay attention to social, ethical and human issues related to teaching and learning with technology. You will be assigned to read and/or reflect on some of these issues. For the entire semester, you will keep a blog of your learning experiences and responses to assigned prompts or readings. As future teachers, you are challenged to reexamine you own assumptions about integration of technology in teaching and learning. You need to scholarly reflect on your views and pedagogical issues as a member of a community of learners. You are expected to understand these issues and implement ethical practices related to the use of technology in teaching and learning.

2. Resourcefulness.
You will engage in inquiry as you explore different technologies that you can use in teaching your content area. You will read book chapters on topics, issues and trends in technology integration. You will create projects that are inquiry based such as webquests, search for instructional materials such as podcast/video, digital images and read literature on technology integration. Your blog entries will provide evidence of your learning experiences as well as your disposition towards the different technologies we will use in class. Similarly your entries will document your responses to issues related to technology integration. Your experiences doing a collaborative project using wiki will enable you to experience how to learn and collaborate in an online environment. Completing a professional development course online is one opportunity for you to experience the different opportunities available in online learning. The ultimate goal of this course is to empower you to be competent as you integrate technology in your teaching as well as your own learning experiences. Hopefully your achieved competence will enable you to help your students be successful learners.

3. Responsiveness.
We will discuss technology issues, trends and standards to better understand the teaching and learning contexts that we are in. As we discuss these topics, bear in mind the importance of understanding our students and the contexts that surround them. In your assistive technology project, you will modify lessons integrating technology to accommodate the special needs of students. Our goal is to teach ALL students regardless of their social, political, economic and cultural backgrounds. It is important that you know how to address contextual issues to ensure you are providing ALL students the opportunity to learn using technology.