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

EDU2022/002 Teaching and Learning with Technology in Classrooms  NCATE syllabus,  spring 2008

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

EDU2022 is a professional education course not aplicable for computer science or programming.

Course Prerequisite: Passing score on the CEPS technology proficiency.

Textbook
Shelly, G. & Cashman, T., et al. (2005). 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

Supplemental Materials

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

Meeting times, EDU2022/002: TR, 8:00 - 9:15, Buzzard Hall, Rm. 1430
Instructor:  Judy Barford
email: jbarford@eiu.edu                                                                                                 Office: BB2205, mailbox BB 2214
homepage:  http://www.ux1.eiu.edu/~cfjab/                                                                 Office hours,  Spring,  2008
phone: 217-581-7885 home phone: 217-345-9653                                                    MW 10:00 - 11:00, 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 will
1. practice and expand personal use of various kinds of hardware and software;
2. use technology in the design of curriculum for constructivist teaching and learning;
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 explore new and emerging educational technologies

Outcomes specific to EDU2022:
Students will be able to
1. Review research studies of effects of the impact of technology on learning.
2. Describe the development of computer technology and implicatins of this history for instruction
3. Evaluate ethical, legal, and social equity issues pertaining to the impact of technology
4. Apply terminology of the field, including Web 2.0.
5. Use, explore, and apply tellecommunications opportunities: html editors as appropriate for teaching professionals, course management systems, videoconferencing, webcasts.
6. Use and apply word processing, database, presentation, and spreadsheet programs relating to teacher administration and the curriculum of elementary and middle schools.
7. Describe multimedia learning options
8. Review and apply criteria to evaluate and select blogs, wikis, Web sites, educational software
9. Practice strategies for continuous updating of computer literacy for teachers and students
10. Design and produce appropriate technology supported instruction
11. Practice ergonomics and proper care of computers and peripherals
12. Design and maintain a personal professionally appropriate Web site.

Outcome summary for EDU2022/002: Students will be provided  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.

Dispositions:
Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, and the attitudes and ability to provide varied teaching practices evidenced in a supportive and encouraging atmosphere for learning.   CEPS Committee on Dispositions, Fall, 2007

EDU2022 course purposes , outcomes, and topics, 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, as outlines in the assumptions below.

Course Assumptions:
1.Continuous upgrading and practice of personal technology skills and perfecting of assignments outside of class
2. Continuous critical thinking, problem solving, and decision making (NETS 4)  regarding personal and professional applications of technology
3. Timely completion of assignments
4. Perfect attendance
5. Significant communication with class members and professor electronically and in class. (NETS 2)
6. Diligent use of  textbooks and course packet if applicable
7. Knowledge of and responsibility for the contents of this syllabus.

Learning Model: Information Processing
This model emhasizes ways of enhancing students' initiatives and drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and developing concepts and language for conveying them.  Joyce, B., Weil, M. (1996). Models of teaching. (5th ed.). Boston: Allyn and Bacon.

Standards Alignment:
Course requirements and demonstrated competencies are aligned with the following standards:
   Illinois Professional Teaching Standards (IPTS)  http://www.isbe.state.il.us/profprep/PDFs/ipts.pdf
    Language Arts Standards for all Illinois Teachers ( LASIT) http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf
    Technology Standards for all Illinois Teachers (TSIT) http://www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdf
    International Society for Technology Education (ISTE)/ National Educational Technology Standards  http://cnets.iste.org/teachers/t_profile-pro.html
 
SPA Standards Alignment (Special Professional Association Standards)
    ACEI (Association for Childhood Education International) program standards for elementary teacher  preparation
     http://www.acei.org/Synopsis.htm            and               http://www.acei.org/ncateindex.htm
    NAEYC (National Association for the Education of Young Children) NAEYC  http://www.naeyc.org/accreditation/next_era.asp

COURSE OBJECTIVES as met for EDU2022/002  (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,
four week journal:
www.techtalk4teachers.blogspot.com
 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
  • Digital and scanned images, Adobe, Paint
  • Instructional unit rationale and resources
  • KidPix or PPT
  • Inspiration
  • MovieMaker or PhotoStory or PowerPoint (Producer)
  • 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  technology 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
   30
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:  1/17.1/24, 2/7, 2/14                        
 40
2 technology workshops  (3 hours total)
w. handouts signed & written summary
  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
 10
LiveText attachment and scan
   **
Photos (5) added to site     5
Projects page redesign
     7
Group creative project, posted : 
MovieMaker, PhotoStory, PPT w. video & sound,
Turning Point,  SmartBoard lesson,  MSAccess
digital video, podcast
   15
Final Exam
   15
Course Total Points  299

Grading Scale for all sections EDU2022:
A = 100-92%     /B = 91-84%     /C = 83-75%    /D = 74-65%     F = below

** 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.

Site for assistance with APA questions:  http://www.bellevue.edu/resources/faq_apa.asp#28

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

**Students with disabilities are encouraged to contact the Eastern Illinois University Office of Disability Services at 217-581-6583 for assistance.


BOOKS:

Bissell, J., Manring, A., & Rowland, V. (2001). CyberEducator: The Internet and World Wide Web for K-12 and Teacher Education (2nd ed.). New York, NY: McGraw-Hill.

Brewer, T. (2003). Technology Integration in the 21st Century classroom. Eugene, OR: Visions  Technology in Education.

Dice, M. L., & Goldenhersh, B. L. (2002). How to Create a Professional Electronic Portfolio. Dubuque, IA: Kendall Hunt.

Howell, J. H., & Dunnivant, S. W. (2000). Technology for Teachers: Mastering New Media and Portfolio Development. New York, NY: McGraw-Hill.

McKenzie, J. (1999). How Teachers Learn Technology Best. Bellingham, WA: FNO Press.

McKenzie, W. (2002). Multiple Intelligences and Instructional Technology: A Manual for Every Mind. Eugene, OR:  International Society for Technology in Education.

Provenzo, E. F., Jr. (1999). The Internet and the World Wide Web for Preservice Teachers. Needham Heights, MA: Allyn & Bacon.

Richardson, W. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin Press

Roblyer, M. D. (2006). Integrating Educational Technology into Teaching (4th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. (Original work published 1997)

Schrock, K. (1995, June 1). Kathy Schrock's Guide for Educators. Retrieved Jan. 3, 2008,

from http://school.discoveryeducation.com/schrockguide/.

Sharp, V. (2002). Computer Education for Teachers: Integrating Technology into Classroom Teaching (4th ed.). New York, NY: McGraw-Hill.

Standley, M. & Ormiston, M. (2003). Digital Storytelling with PowerPoint. Eugene, OR: Visions Technology in Education.

Tapscott, D. (1999). Growing Up Digital: The Rise of the Net Generation, New York,

NY: McGraw-Hill.

Tiene, D., & Ingram, A. (2001). Exploring Current Issues in Educational Technology. New York, NY: McGraw-Hill.

Worchester, T. (2003). 50 Quick & Easy Computer Activities. Eugene, OR: Visions Technology  in Education

Willard, N.E. (2002). Computer Ethics, Etiquette, and Safety for the 21st-Century Student. Eugene, OR: International Society for Technology in Education

Websites:

The Horizon Report (2007 edition) http://www.nmc.org/pdf/2007_Horizon_Report.pdf

EDUCAUSE http://www.educause.edu

ISTE http://www.iste.org

Thinkfinity http://www.thinkfinity.com

Kathy Schrock’s Guide for Educators http://school.discoveryeducation.com/schrockguide/

WebQuest.org  http://webquest.org

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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