Eastern Illinois University
Department of Early Childhood, Elementary, and Middle Level Education

EDU2022 Teaching and Learning with Technology in Classrooms  NCATE syllabus, Fall 07

 College of Education and Professional Studies THEME:
That all students through the opportunities offered  in EIU programs for professional preparation in teaching become

Educators who are creators of effective educational environments
able to integrate diverse students, strategies, societies, subjects, and technologies.

Course Description: EDU2022: This course is designed to prepare teachers to integrate technology into the curriculum based on the national and state educational technology standards.  This course will focus on the effective use of technology in teaching and learning.


Textbook
Shelly, G. & Cashman, T., et al. (2006). Teachers Discovering Computers: Integrating Technology in the Classroom. (4th ed.)
Boston, MA: Course Technology, Thomson Learning.

Fewell, P. & Gibbs, W. (2006). Microsoft Office for Teachers. (2nd ed.) Upper Saddle River, NJ: Merrill Prentice Hall

Resources

Course packet -- to be purchased at the MLK Union, Copy Express

personal LiveText account ( may purchase through EIU Bookstore)

Web site for the Shelly Cashman textbook at http://www.scsite.com/tdc4

Materials:  personal Flash drive

Instructor:  Judy Barford
email: jbarford@eiu.edu                                                                                                 Office: BB2205, mailbox BB 2214
homepage:  http://www.ux1.eiu.edu/~cfjab/                                                                 Office hours,  Fall, 2007
phone: 217-581-7885 home phone: 217-345-9653                                                    MW 9:30 - 10:30, TR 2:00 - 3:00

See the   ***Course Calendar ***   for topics, dates, tasks, and resources for the current semester.

Course Purpose:

Students majoring in education shall be offered opportunities to
1. practice and expand personal use of various kinds of hardware and software;
2. design curriculum for constructivist teaching and learning with technology in classrooms;
3. apply learning theory to evaluate quality technology-assisted learnng experiences;
4. make informed judgements about social and ethical issues involving technology;
5. develop strategies and commitment to keep abreast of developments in educational technology.

CEPS Rationale and Assumptions for all Classes:

Beginning teachers should be able to
1. Design instruction to develop and utilize the cognitive processes by which children learn.
2. Demonstsrate alternative methods of achieving similar learning outcomes.
3. Decide what will be learned and ways to achieve that learning.
4. Strive for positive development of students' intellectual, social, and moral skills and behaviors.
5. Demonstrate good communications skills.
6. Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of (computer) education.
7. Demonstrate knowledge and utilization of technological tools.

Course outcomes:

This course is designed to provide students with practical understanding of educational technology, computer use and applications, integration of technology in classroom curriculum, and use of the World Wide Web as an information respository and learning tool.  The course offers pre-service teachers experiences in evaluation of technology resources and in creation and assessment of classroom-created technology products at the grade levels of their certification.

Upon completing this course, students will be able to:
 
COURSE OBJECTIVES (Illinois Technology Standards) ISTE Standards for pre-service teachers ACTIVITIES ASSESSMENTS
Relate changes and trends in computer technology to educational environments, applying the terminology of the field.  (4) I. S/C Ch.1 through 8
four reading reports

criteria checklist
Plan and implement individual and collaborative projects that require application of skills, critical analysis of resources, and presentation of products for classroom administration and curriculum. (2, 3, 5, 7)
  • Web page with Netscape Composer, FTP, frequent additions and upgrades, 
  • Microsoft Office, Word, Excel, Adobe
  • Digital and scanned images
  • Instructional unit rationale and resources
  • KidPix or PPT
  • Inspiration
  • MovieMaker or PhotoStory
  • Sound files
 II, III, IV, V, VI Build and post a personal Web page of course projects 

Create relevant products in Word, Excel, Adobe, Audacity, Netscape Composer

Build a Curriculum Theme project including an evaluated Web-Quest/Web Inquiry Project
based on an Essential Question (Wiggins)
incl. Inspiration map & IL & ISTE standards

Develop and present a MovieMaker, PhotoStory, or PPT, or KidPix slide show 
utilizing several elements of the authoring program

Attend 2 workshops on pertinent applications
criteria checklist
 

criteria checklist
 

rubric
 

criteria checklist
one session school-based
participation TBA  

Official documentation:
handout / certificate
Develop computer literacy skills necessary to 
locate, evaluate, and use communication and information resources to support teaching and learning.  (6, 8)		 II, IV, V, VI Frequent, qualitative, and responsible use of course communication tools: 
email, personal Web page, LiveText, WebCT 
Conduct effective electronic searches
Apply rubrics to evaluate personal,  professional and school Web resources.



Post of annotated links lists for project themes and topics
Model principles of effective technology-based instruction for diverse populations.  (3) II, III, VI S/C Ch.8
observation of assistive tech in use/ workshop		 Report and reflections upon a visit to a setting utilizing assistive technology 
or workshop documents
Understand and apply concepts necessary for ethical decision making concerning the social and human issues related to computing, technology, and the technological society.  (2, 4) VI S/C Ch. 8 in-class instsructor presentation of technology ethics: job change, man vs. machine, essence of childhood, information overload, Internet addiction, ideology on the Web, AUP, filters, copyright and fairuse.
WebCT discussion/ selected ethics topic		 WebCT discussion criteria:
identification of problem, research, links, personal application, advocacy of position, threaded response to peer.

(refer to NETS standards for pre-service teachers)
(refer to Illinois Technology Standards for all teachers)

Teaching Model:

Information Processing Model (Joyce and Weil, 1980 and 1992) According to Joyce and Weil, this model includes organizing data, sensing problems, generating concepts and solutions as well as inquiry training. The model is concerned with social relationships and development of a confident integrated learner.

EDU2022 course purposes and topics (see course calendar) as well as the laboratory setting assume that students will make discoveries, teach each other, and share knowledge and skills to increase the quality and quantity of class learning, and to better meet the challenge of rapidly developing technology. The constructivist model as suggested in the Shelly-Cashman textbook will be utilized.



Consult the course calendar for the daily schedule of course topics and assignments.

 Course Assignments**   Points**
 
Participation,  timely contributions in class and online
   36
Lucas video notes    10
Purchase of course packet
    5
Reading reports or online S/C quizzes
(4 of 8 S/C chapters required):
Submission dates:  8/27, 9/10, 9/17, 9/24                        
 40
2 technology workshops w. handouts/ product file
  20
Midterm
  32
Projects posted to personal Web page   +
Index (mainpage) created  15
Project 1
Resume in Career Services format & PDF
  15
Project 2
Sites in Use/ resources page (min.15 entries w. captions) 		  15
Project 3
Technology in Schools paragraph w. links		  15
Project 4
Create a personal page using digital images
  **
Project 5
Essential Question and
Rationale for curriculum theme/ site evaluation		  20
Project 6
Inspiration concept map for theme		  15
Project 7
Excel and graph data pertaining to theme		  15
Project 9 -- 
WebQuest/ W.I.P. search & evaluation, links
 15
LiveText attachment and scan
   **
Photos (5) and sound files (5) added to site   10
Projects page redesign
     7
Creative project of your own choosing, posted if possible
MovieMaker, PhotoStory, PPT w. video & sound, LiveText
lesson plan, Turning Point,  digital video files, podcast
   15
Final Exam
   10
Course Total Points  310

**This syllabus and course requirements may change due to unforseen circumstances

** Expertise OPTION -- if you are a person with considerable technology experience and advanced computer skills please inform the instructor immediately so that challenging projects can be substituted for class requirements.

** All assignments must be submitted in order to obtain the course grade.
That is, students are not free to opt for a B by selecting out certain assignments.
All EDU2022 competencies in educational technology as stated in this syllabus must be demonstrated.

94% = A       86% = B      76% = C  

**Students with disabilities are encouraged to contact the Eastern Illinois University Office of Disability Services for assistance.

RESOURCES --

The reference list for EDU2022 presents special problems. Any computer resource on the printed page is static.  It may be outdated on its own publication date.  The books listed for EDU2022 have had a lasting impact on the field of technology and learning theory.
URL's, courtesy of Dr. Robert Fowler, College of Charleston, South Carolina, provide a dynamic resource list.  Entries are frequently evaluated and updated to provide the best electronic resources for educators.

Dr. Fowler's Educator's Hotlist.

The Shelly/Cashman textbook Web site:  http://www.scsite.com/tdc4
 


 
Teachers need technology.
Technology needs to be taught.
There is technique to technology.

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