PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.

 

 

COURSE SYLLABUS B - EDUC 601 - Media and Technology for Educators

 

 

INSTRUCTOR INFORMATION: TBA – See Individual Syllabus from Professors/Adjuncts

 

TIME AND PLACE: TBA – See Individual Syllabus from Professors/Adjuncts

 

COURSE INFORMATION:

Prerequisites/Co requisites: No prerequisites required.       

Credit:   3 hours                                                

Period:  ________ TBA              

 

I.          TEXT AND SUPPLEMENTARY READINGS (In addition to information provided on School of Education Syllabus A – I).

No required textbook assigned. Supplemental readings will be required as needed throughout the course. These readings will include research, professional documents, and personal reading. Also, copying some materials to share with the class may be required.

 

II.        PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &

            GRADUATE MAT AND MA PROGRAM GOALS (See School of Education Syllabus A – II)

 

III.       COURSE DESCRIPTION AND PURPOSE:

EDUC 601. Instructional Media and Technology. The Instructional Media and Technology course is designed to familiarize participants with technologies that are impacting, will impact, and could potentially impact education. Applications and effective use of instructional media in technology, including integration throughout the curriculum, use of multimedia technology, computer-assisted instruction and practices, computers and cooperative learning, computer simulations and problem solving, and the use of computers as a management tool will be explored. Participants will develop a unit of instruction incorporating technology to be used in the classroom. The goals of this course are to introduce instructional strategies and tools required by other courses throughout teacher candidatesÕ program of study at Piedmont College and for eventual use in their classrooms. As technology is a growing reality and daily occurrence in todayÕs classrooms, professional educators must be able to feel confident using computers and other technologies found in classrooms, and are able to integrate them in support of curriculum goals, classroom instruction, and classroom management. As graduate students and educational professionals, educators will use technology for research, organization, analysis, and presentation of information. The role of computers and the Internet as instructional tools will be emphasized in this class. Participants will deepen their understanding of the Georgia Performance Standards, and/or the ISTE National Educational Technology for Students through technology content, approaches, and applications that they will use to teach their own students. By experiencing the processes of technology learning, they will be better prepared to help students become active, engaged technology problem solvers.

                       

IV.       SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

            (Candidate Learning Outcomes by Program and Dispositions for All Candidates)

 

 

V.         COURSE OUTCOMES:

Upon successful completion of this course, the candidate will be able to:

1.     Learn to use the basic functions and features of the Microsoft Windows Operating System including startup, desktop use and management, working with a variety of storage drives, printers, and other accessories. (CCLO: 2)

2.     Produce a variety of text and graphic documents that take advantage of the editing and formatting features in various software applications, such as Microsoft Word 2007. (CCLO: 2)

3.     Develop presentations using available presentation software. (CCLO: 2, 7)

4.     Develop spreadsheets that include formulas, graphs, alpha and numeric data, statistical analyses, data extraction, etc. (CCLO: 2)

5.     Setup and use various email systems to effectively communicate with colleagues, students, and parents. (CCLO: 7, 10)

6.     Plan, design, create, and publish a web site in support of specific instructional goals. (CCLO: 2, 7, 10)

7.     Use browser software to locate and manipulate informational and instructional resources from the World Wide Web to engage in continuous professional development and lifelong learning. (CCLO: 2, 9)

8.     Review, evaluate, classify, organize, purchase, and install instructional and productivity applications relevant to instructional responsibilities

9.     Identify instructional goals in the classroom, school or school system that can be satisfied with instructional and Internet technology

10.   Be familiar with instructional resources available via the Internet, as well as other pertinent technologies, and plan for the incorporation of selected resources into the learning process

11.   Review and reflect on a variety of print and electronic resources related to technology in general and instructional technology in particular as applied to student learning and empowerment.

12.   Design developmentally appropriate learning opportunities that apply technology-enhanced instructional and assessment strategies to support the diverse needs of learners and plan strategies to manage student learning in a technology-enhanced environment

13.   Identify instructional standards (i.e. Georgia GPS and/or ISTE) and plan for the incorporation of selected technology into instruction to facilitate learning for all students including diverse studentsÕ special needs in self-esteem, attitudes, and the inclusion of the exceptional child

14.   Be familiar with instructional software and media strategies using Internet-based communication and collaboration applications such as Web logs, wikis, and podcasts

15.   Be familiar with the operation of common classroom technology including video cameras, desktop and laptop computers, SMART Boards, DVD players and VCRs, digital cameras, and other instructional support devices that may emerge as learning support tools

16.   Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities

17.   Use technology assisted peer-tutoring strategies to provide appropriate learning environments addressing the diverse classroom as well as special needs in self esteem, attitudes, and the exceptional child

18.   Develop strategies for the management of technology rich environments including safe and healthy use of technology and with an understanding of the ethical and legal issues

19.   Design a unit of interdisciplinary study to post to candidateÕs online professional portfolio. The unit will include the goals, objectives, activities, resources, technologies, and assessments that engage large and/or small groups and demonstrate the candidateÕs awareness of dispositions expected of professional teachers

 

VI.       COURSE POLICIES & PROCEDURES: (In addition to information provided on School of Education Syllabus A – VI).

 

1. Class Attendance & Participation

See Syllabus A for general information on the attendance policy for the School of Education. It is very important that you are present for all classes of EDUC 601. Even more than most courses, much of the instruction supplied in this course only exists in the face-to- face instruction provided in class, and it will be difficult, if not impossible, to make up such work. Attendance, timeliness, and participation are required and part of this course. The School of Education policy states that more than the allotted number of excused absences for any reason will result in failure of the course. The School of Education policy on the number of excused absences for this course is three (3) for a 16-week course and two (2) for an eight-week course. It is your responsibility to contact the professor prior to absence. Additionally, tardiness or leaving class early will be considered a partial absence (each 30 minutes equals ¼ of an absence) reflected in your grade.

 

Work missed due to an excused absence may be made up. It is your responsibility to inform the professor in writing how you plan to make up the work and get permission prior to completing a make-up assignment. Any work due on a day you are absent must still be handed in on that day (electronically, if necessary). Additionally, you are responsible for any work assigned on a day you are absent, and any missed information will be found on the WebCT site.

 

Any candidate who misses the designated number of absences will be asked to drop the course or will receive an F at the end of the semester. However, if make-up work is approved by the professor and satisfactorily completed in a timely manner, a passing grade is still possible. Also, understand that just reading a classmateÕs notes cannot easily duplicate many of the experiences of the course. All absences for participation in recognized school events (e.g., athletics, drama, field trips) will count against the announced absence policy. According to the School of Education policy, the course professor, following a written appeal by the student, must approve any extenuating circumstances or exceptions to this policy.

 

Incompletes and Withdrawals: A candidate may receive an incomplete (I) for reasons such as illness or other extenuating circumstances upon approval of the course instructor and the dean. An incomplete is not granted just to extend time to complete work that should have been done in a timely manner. Refer to the Piedmont College catalog for additional information regarding withdrawals.

 

If the candidateÕs illness is extended, causing more than two class absences, the candidate may need to request in writing a medical withdrawal. If the Registrar approves the request, a candidate may receive a ÒWÓ for the course. Refer to the Piedmont College catalog for additional information regarding withdrawals.

Class Participation: Active participation means:

á       Prepare for classes by reading the text and/or other assigned readings;

á       Attend all classes for duration of allotted class time;

á       Take active part and contribute significantly during class discussions and activities;

á       Submit all assignments on time.

 

2. Class Readings and Written Work

 

Assigned readings will be the focus for discussions, writings, and group activities. Please read all assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate/could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

 

Any papers for the course are to be typed using a 12-point serifed font (e.g., Times New Roman, Garamond, Caslon, Century Schoolbook. etc.). Papers should be double-spaced, error-free, and grammatically correct (including punctuation, spelling, capitalization, etc.). Make good use of writing references such as dictionaries, writing handbooks, and computer spelling and grammar checks.

           Quality is important! Assignments submitted should reflect your professionalism and college level work. Your writings and reflections will be assessed according to the depth, breadth, clarity, and accuracy they convey. Be sure to keep a duplicate copy of the electronic file of all submitted work for your own records.

All work for the course is to be in on time, or handed in on an agreed upon future date. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification. Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

 

3.     Academic Integrity

By accepting admission to Piedmont College, each candidate makes a commitment to understand, support, and abide by the "Academic Integrity Policy" without compromise or exception. This class will be conducted in strict observance of the policy. Refer to your Piedmont College Student Handbook for details.

 

All work submitted must be your original work created in and for this course. It should be referenced properly using APA 5th (including information from the Internet). Double dipping, using a journal article or creating a paper or project for one class and then turning it in, as an assignment in another class, is not permitted. Ask if you are not sure! The professor will instruct candidates on what constitutes plagiarism and the consequences imposed upon students found plagiarizing.

 

4.     Special Considerations    (See School of Education Syllabus A – VI)

 

5.     Cell Phone & Email Usage

Be attentive and respectful of peers and the professor during the discussions, dialogue, and presentations;

a.      Please set cell phones on mute or vibrate, or if you are expecting an emergency call please inform the professor at the beginning of the class period. Please donÕt text message during class instruction.

b.     DO NOT use the computers for emailing, chatting, or other inappropriate behavior during class time unless it is a part of class assignments.

 

VII.   INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, & FIELD EXPERIENCES:

            1. Instructional Methods: See School of Education Syllabus A – VII.

 

2. Description of Assignments:

Technology assignments will be the focus for discussions, writings, and group activities. There may be assigned readings that you should read before coming to class in order to facilitate quality discussions. Think about how the readings and assignments relate or could relate to your classroom teaching experiences.

 

            Reading and Class Participation

Class participants may be required to read online and library materials to support the expected outcomes of this class. Class participants will be expected to contribute to class discussions in a manner that demonstrates their striving to demonstrate the dispositions expected of professionals. Organization and budgeting time wisely are important skills to use in this course as is true of any course. Please make your assignments a priority and produce a quality work reflective of the professional you are becoming! Try to make all assignments relevant to your unit. Try to make the assignments you share, ones you can use in your unit. You should have an active voice in class discussions and complete discussion board assignments as a thoughtful educator. Students will be expected to participate on a minimal bi-weekly basis to the instructorÕs blog or on WebCT, per assignment. CO = All

 

Wiki

Students will do specific work on the Piedmont College Instructional Design & Technology wiki site, depending on specific instructor assignments. The wiki site can be visited at http://www.piedmont.edu/idt/wiki CO = 1, 7, 9, 10, 13

 

Productivity Tools/Microsoft Office Assignment

The productivity tools assignment involves learning Microsoft Office 2007 (Word 2007, Excel 2007, and PowerPoint 2007) and using them to create documents that will prove useful to you as a classroom teacher. This will include documents such as newsletters, grade sheets,

brochures, calendars, certificates, etc. CO = 2, 3, 4, 5

 

Web Quest

Class participants will create a WebQuest for use in a classroom. The WebQuest will include state standards in content areas, good design, and the components listed on the evaluation rubric. The WebQuest is an alternative form of lesson planning, and will integrate technology as defined by the Georgia Performance Standards for use in your classroom. CO = 1, 2, 3, 4, 6, 7, 8–10, 11,12, 18

 

Mind Mapping Software Assignment

Class participants will learn to use and integrate Inspiration Mind Mapping software into their classroom lessons. Each participant will use Inspiration, or Kidspiration, to develop graphic organizers showing design, learning strategies, and assessments that reach diverse student audiences. CO = 2, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18

 

Professional Web Portfolio/TeacherÕs Web Page

Class participants will create an individual portfolio showing a section on themselves and all related course productions and assignments. A presentation of the individual portfolio will be presented to the class both in class and online via a web browser. Creating a Teacher Web Page may be substituted for the eportfolio assignment, depending on specific instructor specifications. CO = 1-3, 7, 9, 10, 13.

 

Interactive Whiteboard Assignment (IAW)

Class participants will learn to use and integrate IAW hardware into their classroom instruction. Each participant will develop activities using the SmartTech Smart Board and Notebook Software. CO = 3,6,8,9,11,12,14,18.

 

Final Project

Class participants will create and present a related technology integration topic that would synthesize concepts and skills learned through the above projects. See course syllabus and/or WebCT for more specific details. CO = All

 

3.     Field Experiences (Initial and Advanced Certification Tracks):

Different county and city school systems require that specific field experience procedures and forms be used for placement of candidates in their schools. Also, certain field experience placement forms may be required by your college professor. Make sure you are using the appropriate placement request form(s) for the field experiences in this course.

 

VIII.     RESOURCES:

1. Bibliography: (See School of Education Syllabus A – VIII)

 

2.    Relevant Web Sites:                                   

                  

                   In addition to Syllabus A.

 

                   Instructional Design and Technology at Piedmont (www.piedmont.edu/idt)

                   Piedmont IDT Wiki (www.piedmont.edu/idt/wiki)

                   International Society for Technology in Education (ISTE) (www.iste.org)

International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) (www.iste.org/cnets)

                   Association for Educational Communications and Technology (www.aect.org)

                   Georgia Performance Standards (www.georgiastandards.org)

                   San Diego State University WebQuest Site (www.webquest.org)

 

3.     GACE Information:                                     (See School of Education Syllabus A – VIII-3)

4.   Admission to Teacher Education:      (See School of Education Syllabus A – VIII-4)

5. Application for Certification:                        (See School of Education Syllabus A – VIII-5)

 

 

IX.       COURSE ASSESSMENT AND EVALUATION:

Assignment values will vary by section, make sure and check your course syllabus for this information provided by your instructor.

 

COURSE ASSIGNMENTS

PERCENT

Reading and Class Participation

10%

Projects

1.     Wiki Site

2.     Productivity Tools/ Microsoft: Word, Excel, PowerPoint

3.     WebQuest

4.     Mind Mapping: Inspiration Software

5.     Interactive Whiteboard: Smart Board and Notebook Software

50%

Professional ePortfolio/TeacherÕs Web Page

20%

Final Project (Point value for Final Project may be integrated into Projects)

20%

 

Grading Scale:

A = 100–90  B= 89–80     C = 79–70    D = 69–60    F = 59 and below

Besides a standard points/percentage scale, grading will be determined using the following scale:

 

Grade of A

1. Completes assignment conscientiously and thoroughly, going well beyond basic requirements. The objective(s) outlined in the task description are fully addressed.

2. Discussion demonstrates a thorough understanding of the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are exemplified at a scholarly level.

3. Descriptions and reflections are well thought out with great depth, breadth, clarity, and accuracy.

4. Written communication is error free grammatically with very minimal proofreading and correction required. Written and oral communication is presented in a very professional manner.

 

Grade of B

Completes assignment very well, going beyond basic requirements. The objective(s) outlined on the task description are effectively addressed.

2. Discussion demonstrates an adequate understanding of the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are exhibited at a scholarly level.

3. Descriptions and reflections are good with moderate depth, breadth, clarity, and accuracy.

4. Written communication is close to error free grammatically; it may require minimal proofreading and correction. Written and oral communication is presented in a professional manner.

 

Grade of C

1. Completes assignment but indicative of weak preparation, meeting basic requirements of the objective(s) outlined in the task description.

2. Discussion displays a vague understanding of the concepts, principles, and generalizations specific to the task with some conflicting and/or confusing statements. Originality of thought and creativity are limited.

3. Descriptions and reflections are satisfactory with little depth, breadth, clarity, and/or accuracy.

4. Written communication requires a fair amount of proofreading because of repeated errors and correction of grammatical mistakes. Written and oral communication is presented in a minimally professional manner.

 

Grade of D

1. Does not complete assignment, little attention given to basic requirements. The objective(s) outlined in the task description are not met.

2. Discussion displays severe misconceptions about the concepts, principles, and generalizations specific to the task. Originality of thought and creativity are lacking.

3. Descriptions and reflections are weak, lacking depth, breadth, clarity, and accuracy.

4. Written communication contains repeated errors and omits important details. Work does not show proofreading or correction of grammatical mistakes. Written and oral communication lacks professional presentation.

 

Note: If a candidate receives a grade below a C on an assignment, he or she may resubmit the work and receive up to 10 points added to the original grade. The number of points added will depend on the quality of the resubmitted work. Additionally, the work must be resubmitted by the next class meeting.

Incomplete grades are only given in the event of illness or other extenuating circumstances. Approval for an incomplete must be given by the instructor and the dean of the appropriate school.