PIEDMONT COLLEGE
SCHOOL OF
EDUCATION
Mastering the
art of teaching: Preparing proactive educators to improve the lives of all
children
I.
COURSE INFORMATION:
EDUC 702 Advanced Instructional
Media and Technology
Credit: 3 hours
Period : TBA
II. INSTRUCTOR INFORMATION:
Dr. Dave Hawkins office: 706-548-8505
Email
dhawkins@piedmont.edu
Office: Hancock
Building, Athens, GA
III. TIME AND PLACE
DEMOREST and ATHENS: TBA SEMESTER: TBA DATE: TBA
IV. TEXT AND SUPPLEMENTARY READINGS:
There is NO required text for this course.
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.
V. PIEDMONT MISSION:
Piedmont College Mission:
Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.
To accomplish this mission, the college offers a
number of major fields of study that are informed by the liberal arts,
including specialized professional programs and selected graduate
programs. Instructional opportunities
are also provided at distant locations to meet student needs.
School of Education Mission:
The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.” The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.
Specific ideals under-gird
our conceptual framework. We advocate
the democratic ideals of: equal rights and opportunities; individual freedom
and responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following
processes as a means of striving for our democratic ideals: engaging in
participatory decision-making; collaborating in teaching and learning;
collecting information from all constituencies; examining options and projecting consequences;
nurturing open discourse; providing for field experiences; assessing processes
as well as products; modeling democratic ideals in the classroom; forming
communities of learners; and constantly revising the curriculum to reflect new insights and
understandings. Further, we endorse the
development of a sense of personal integrity and of strong habits of mind
(e.g., reflectiveness, persistence, clarity, accuracy, and responsiveness to feedback).
Graduate MA and MAT Program Goals:
The goal of the Master of Arts (MA) and Master of Arts in Teaching (MAT) programs at Piedmont College is to provide the graduate candidate knowledge in the social and educational development of students. Through an individualized program of study based on the candidate’s undergraduate program, experience, and professional goals, the programs seek to:
¨ provide the candidate with the ability to communicate and teach
effectively using an interdisciplinary knowledge base and understanding of
multidimensional classrooms;
¨ use and facilitate critical
thinking skills;
¨ enhance candidates’ content
knowledge, integrating it with instructional technology;
¨ enable candidates to
interpret and assess educational research, and conduct their own
classroom-based research; and to
¨ provide experiences that
enable candidates to assume roles as scholarly practitioners and develop their
skills and abilities as professional teachers.
MAT Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience, and
professional goals, the MAT program seeks to:
¨ build the candidate’s
knowledge base and understanding of P-5 students’ characteristics, knowledge,
skills, experience, interest, approaches to learning, special needs, and
cultural heritage;
¨ prepare candidates who have
knowledge and understanding about multicultural and global issues and
perspectives as well as to plan and implement instruction based on these
perspectives;
¨ build the candidate’s
knowledge and understanding of content, pedagogy, record keeping and a wide
variety of diagnostic and assessment techniques and strategies;
¨ develop the candidate’s
understanding and use of educational technology including the use of computer
and other technologies in instruction, assessment, and productivity;
¨ build candidate’s ability to
create classroom environments that include: respect, rapport, a culture for
learning, effective management of classroom procedures, appropriate management
of student behavior, and efficient organization of physical space;
¨ inform candidates of
resources available for teachers and students to support and enhance student
learning;
¨ develop the candidate’s
repertoire of strategies for effective teaching;
¨ enable candidates to plan
and implement instruction based on acquired knowledge of subject matter,
students, and the community;
¨ provide candidates with
concrete field experiences across grades P-5 that help them link theory and
practice through observation and participation;
¨ develop the candidate’s
understanding and use of effective interactions with parents or guardians for
supporting students learning and well-being;
¨ develop the candidate’s
ability to use research, research methods, and knowledge about issues and
trends to conduct research on an educational topic of interest;
¨ help candidates grow and
develop professionally toward becoming proactive, scholarly, reflective
practitioners, and lifelong learners who improve the lives of children.
MA Program Goals
Through an individualized
program of study based on the candidate’s undergraduate program, experience,
and professional goals, the MA program seeks to:
¨ enable candidates to
critique their planning and teaching strategies so they can more effectively
plan instruction based on extended knowledge of subject matter, students, and
the community;
¨ broaden the candidates’
knowledge of developmentally appropriate content and resources needed for
teaching and interacting with their students;
¨ expand the candidate’s
repertoire of strategies for effective teaching and communication with parents;
¨ enhance and expand the
candidate’s knowledge and understanding about multicultural and global issues
and perspectives as well as ways to plan and implement instruction based on
these perspectives;
¨ expand the candidate’s
understanding and use of educational technology including the use of computer
and other technologies in instruction, assessment, and productivity;
¨ diversify field experiences
for candidates to strengthen their understanding of the link between theory and
practice;
¨ develop the candidate’s
ability to use research, research methods, and knowledge about issues and
trends to improve practice in schools and classrooms;
¨ develop the candidate’s
ability to assume roles as leaders and mentors in the profession;
¨ establish procedures that
candidates can use to continually keep up-to-date on changes in the field;
¨ help candidates become more
independent in their professional development as scholarly, reflective,
practitioners and lifelong learners who improve the lives of children;
¨ encourage candidates’
involvement in professional activities and endeavors; encourage candidates to
present at local, state, and national conferences.
VI.
COURSE DESCRIPTION AND
PURPOSE:
VI. Course Description & Purpose
The dynamic nature of technology
and attendant application to classroom instruction/management demands a similar
response from educators and those who prepare educators. This course will
provide the skills necessary for the continuation of learning, teaching, and
practicing the use of technology in the profession of knowledge broker. The
students who successfully complete the challenging requirements of EDUC 702
will exhibit an in-depth comprehension of those tools and appropriate
applications currently found in the k-12 instructional environment. The
specific purpose of Educ 702 is to satisfy the Program Goals as indicated
above. The specific description of Educ 702 is outlined in the Course Expected
Outcomes below.
VII. SCHOOL OF EDUCATION OUTCOMES
Core Candidate Learning Outcomes :
The following outcomes,
adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and
Support Consortium) and updated Fall 2003, are addressed in this course.
1.Learning Environment: The proactive teacher uses an understanding of individual and group motivation to create a caring,
democratic learning environment that encourages positive social interaction,
active engagement in learning, self regulation, and collaboration.
2. The proactive teacher fosters the ideals of a democratic classroom by treating
students fairly and justly, providing
intellectual challenge, and supporting students as they pursue knowledge and
understanding. CO 1, 2, 4
4.Diversity. By understanding that all learners are the products of their innate abilities, preferred learning styles, and cultural experiences, the democratic teacher modifies instruction and assessments to meet diverse needs of all students. CO 1, 2, 3,4
7.Communication and
Technology: The proactive
teacher uses knowledge of effective verbal, nonverbal, and media communication
techniques and technologies to foster active inquiry, collaboration, and supportive interaction in the classroom. CO1,2
8.Planning
Instruction: The scholarly, reflective, proactive teacher plans and manages
instruction based upon knowledge of content, pedagogy, students, the community,
and curriculum goals. 1,4
9.Reflection and
Professional Development: The scholarly
teacher is a reflective practitioner
who continually evaluates the effects of her/his choices and actions upon
others, institutes research aimed at improving instruction, attends to the
development of policies affecting education at the state and national levels,
and proactively seeks opportunities
for the continual development of a personal pedagogy. CO 1,2,3,4
10. Collaboration and
Relationships: The scholarly,
reflective, proactive teacher
communicates and collaborates
with other educators, parents/families, agencies, and the community through
democratic processes to support
student learning and well being. CO 3,4
Early Childhood Graduate Candidate Learning
Outcomes:
12) Informed Teachers: The scholarly,
reflective, proactive teacher is an informed professional. CO: 1, 2, 3, 4
13) Scholarly Work: The reflective,
proactive teacher actively engages in scholarly work. CO: 1, 2, 3, 4
14) Action Research: The scholarly,
reflective, proactive teacher participates in action research. CO: 1, 2, 3, 4
Secondary Education Masters-level Candidate
Learning Outcomes:
¨
For both Initial and
Advanced Certification Programs
15) Research: The teacher refines instructional practices informed by critical
consideration of relevant research and by the application of action research as
an ongoing aspect of practice. CO: 1,
2, 3, 4
16) Democratic Classroom: The teacher guides
students toward involvement in activities that provide skills and dispositions
to fulfill the roles of a citizen engaged in pursuing the ideals of
democracy. CO: 1, 2, 3, 4
17) Philosophical
Orientation:
The teacher studies initiatives, patterns, trends and policies for their
philosophical underpinnings as part of a continuing assessment of the efficacy
of those underpinnings. CO: 4
18) Integrity: The teacher pursues her/his professional practices with a strong
sense of mission beyond keeping a job, and with a keen sense of ethical
integrity. CO: 1, 2, 3, 4
¨
For Advanced Certification
Programs
21) Professional Discourse: The teacher participates
actively in the professional discourses related to the field of
certification--at the school and in regional and national venues. CO: 3
22) Proactive Involvement: The teacher takes advantage of opportunities to
influence the school toward curricula, instructional practices, policies and
professional climate which result in students acquiring more durable knowledge
and skills and in-depth understanding, as well as positive dispositions toward
learning. CO: 1, 2, 3, 4
Dispositions for All
Candidates:
In addition to the common
core learning outcomes, all candidates are expected to be familiar with the
dispositions expected of professionals.
Their work with students, families, and communities reflects the
following dispositions as defined by the School of Education faculty:
Scholarly: Inquiring; creative; seeks solutions; thinks critically about
theory and method; keeps current in discipline (conferences, journals,
classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth reflection, done frequently and
honestly; considers many possibilities for problem solutions; stays open to
constructive criticism.
Proactive: Anticipates problems in management; anticipates problems and
difficulties in instruction; addresses pertinent issues of school and community
to support student learning; encourages students’ critical thinking, problem
solving, and creativity; plans for important student learning; fosters
visionary thinking and action; promotes mindful leadership to improve schools.
Democratic: Facilitator; views others as capable to deal with problems and
able to make decisions; promotes equitable treatment for all students; has high
expectations for all students; seeks best interest of students they serve;
open-minded; able to view other perspectives; accommodates individual
differences; culturally sensitive in areas of communications, learning,
assessment, and cultural norms; collaborates well with others; works for the
good of the community.
Responsible: Patience, professional temperament; aims to be the best he/she can be; good work ethic; punctual; recognizes when their own dispositions may need to be adjusted and are able to develop plans to do so.
VII. Course Outcomes
As teachers, each must first be a
learner. Preservice teachers must deepen their own understanding of the
technology content, approaches, and applications they will teach their
students. By experiencing the processes of learning, they are better prepared
to help students become active, engaged technology problem solvers. As
learners, preservice teachers must be challenged at their own level of
competence. They need to participate fully in the generation of compelling
questions and conduct investigations that allow them to make meaning out of
technology activities. As pre-service teachers practice active self-reflection,
as they analyze their experience of just-completed technology activities, they
begin to construct an understanding of how knowledge develops and the
circumstances that stimulate or inhibit it.
Expected Outcomes: (followed by
appropriate CCLOs above)
Upon
completion of the course, the student will be able to:
a.
use a problem-solving approach to investigate
technology content in the learning environment (3,5,15,18)
b. communicate
technology concepts and terminology clearly, including written, verbal, and
visual forms (1,12,13,17)
c.
distinguish different levels of technological reasoning
and use conjectures and arguments to validate technological thinking (1,3,12)
d. illustrate
technology connections between conceptual and procedural knowledge, between
different technology topics, and between technology and other curriculum areas
(2,5,12,13)
e.
demonstrate a knowledge of the physical mediums,
topologies, attendant equipment, and logistics of networking (8,11,12,17,18)
f.
use the World Wide Web as a learning, teaching, and
research tool (1,2,3,5,7,9,11)
g. create
a personal and professional web site with pages, links, and instructional aids
(1-5,7,9)
h. show
an advanced level of educational uses for commercial applications such as
wordprocessing, electronic spreadsheets, presentation packages, and data base
management tools (5,11)
i.
use advanced technology for the production of
multimedia projects(2,3,13)
j.
analyze data including mean, median, mode, range,
correlation coefficient, and standard deviation by technology supported means
(7,8,11)
k.
demonstrate knowledge and skill in the use of various
technology devices such as scanners, digitaland video cameras, Òwhite boardsÕ,
projections systems, CD ROM, and zip drives (1,2,5,12,16)
l.
Diagnose workstation malfunction (5,12,16)
m. install,
repair, and upgrade hardware components and peripherals (1,2,8,11)
n. locate,
read, and comprehend instructional technology professional journals,
periodicals, articles, and manuals (7,8,11,17,18)
o. create
a Òbest practicesÓ plan for infusion of technology across the k-12 curriculum
and model appropriate electronic instructional support (1,2,6,10,16)
p. produce
a professional ÒPortfolioÓ including exemplary personal productivity in the
applications including word processing, electronic spreadsheet, data base
management, presentation package, web page creation, and electronic
communications (11,12,16,17)
q. produce
an instructional web page related to individual level and content area (1-5,10)
IX. IX. Course Policies & Procedures
X. Class Attendance & Participation
Attendance/Participation:
Attendance,
timeliness, and participation are required and part of your grade.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 allotted number of excused
absences is as follows:
·
Day classes meeting three times a week for entire
semester: 6 absences
·
Day classes meeting two times a week for entire
semester: 4 absences
·
All eight-week classes: 1 absence
·
Evening classes meeting for entire semester:3 absences
Only
those absences due to emergencies will be excused.Work missed due to an excused
absence may be made up.It is the studentÕs responsibility to inform the
professor in writing how he or she plans to make up the work.Any student who
misses more than the allowable number of classes will be asked to drop the
course or will receive an F at the end of the semester.Please contact the
professor prior to absence when possible.
Student
prepares for class by reading the text and/or other assigned readings and that
each student actively participates in discussions and activities conducted
during class.
XI. Academic Honesty
Written Work:
Use
APA style (4th ed.).All papers for the course are to be typed using size 12
print and one of the following fonts: Bookman, Times New Roman, or
Geneva.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.Each paper should have a cover sheet with your
name, course number and name, assignment, and date clearly typed on the front.
Academic Integrity:
By
accepting admission to Piedmont College, each student 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 properly referenced
using APA (including information from the internet).Double dipping (to be
explained in class) is not permitted.
c. Special Considerations:
XII. Course Outline and Student Expectations
a.
Schedule & Topic Outline
Unit 1
· Review of Syllabus
·
Skills Survey
·
Needs Assessment
·
An in-depth research of the Internet and WWW from
the EducatorÕs Perspective
·
Electronic Communication
Unit 2
·
Mail Merge- Word Processor
·
Production of Newsletters, Multi-folds, Brochures-
Word Processor
·
Table Creation and Manipulation ø Word Processor
·
HTML File Creation ø Word Processor
·
APA Style Production- Word Processor
·
Alien File Import/Export- Word Processor
·
Guest Speaker ø Electronic Journalist
·
Reflection on the infusion of Word Processing
applications into classroom instruction and management
Unit 3
·
Web Site (page) Creation
·
Graphs and Charts ø Electronic Spreadsheet
·
Data Extraction and Manipulation-Electronic
Spreadsheet
·
Interdisciplinary Applications of Electronic
Spreadsheet
·
Amortization Tablesand/or other
Business/Math/Science Exercises-
Electronic Spreadsheet
·
Data Base Administration- Electronic Spreadsheet
·
Export/Import to/from Alien Files/Applications-
Electronic Spreadsheet
·
Statistics for the k-12 teacher/administrator ø
Electronic Spreadsheet
·
Guest Speaker ø Education Statistician
·
Reflection on the infusion of Electronic Spreadsheet
applications into classroom instruction and management
Unit 4
·
Introduction to Network planning, physical mediums,
topologies, and equipment
·
Slide Show Presentations ø Presentation Package
·
Graphs and Charts ø Presentation Package
·
Presentation Outlines and other View Options-
Presentation Package
·
Audio, Video, and Animation Routines- Presentation
Package
·
Guest Speaker ø Web Site Administrator
·
Reflection on the infusion of Presentation Package
applications to classroom instruction and management
Unit 5
·
Design, Purchase, and Installation of a School
Building LAN
·
Disassembly, Repair, and Assembly of a CPU
·
Installation of a Computer System Peripheral (e.g.
Scanner, Printer, Digital Camera, Zip Drive, CDROM)
·
Installation of a Substantial Instructional Software
Application
·
Guest Speaker ø Network Administrator
·
Reflection on the necessity for and level of
technical expertise of the k-12 classroom teacher/school administrator
Unit 6
·
Continuing Individual web page design and
implementation
·
Operation of available classroom technologies
including video and audio equipment, scanner, zip drive, CDROM, server backup
devices, and digital cameras
·
Introduction to Data Base Management
·
Creation, Editing, Manipulation, and Production of
Data Tables, Queries, and Reports ø Data Base Management Application
·
Import/Export of Alien Files- Data Base Management
Application
·
Guest Speaker ø Data Base Administrator
·
Reflection on the infusion of Data Base Management
applications to classroom instruction and management
Assessments will be traditional written examination under
conditions of the Piedmont College Honor Code as specified in the student
handbook, weekly assignments, final project
presentation, class participation, web site, and course portfolio. (described
as Evaluation Criteria)
Assignments will be completed
within one week of official posting.Posting of assignments (as well as all
other pertinent class information) will be by official class web site (http://cyrus.piedmont.edu/users/dhawkins/702educ.htm)
and/or verbally during class time.Assignments will be graded on thoroughness
(30%), appropriate application of technology (50%), and professional appearance
(20%).Assignments should become part of the required course portfolio.
none.
e. Instructional Methods
The
instructor will model the appropriate applications, methods, strategies, and
operations. Students will practice these skills and demonstrate the ability to
apply in the learning environment of schools.
Relevant Web Sites:
Piedmont College’s Web Page: www.piedmont.edu
§
Library:
http://library.piedmont.edu
§
Galileo:
http://www.galileo.usg.edu/
§
Bookstore:
http://www.piedmont.bkstr.com/
§
Georgia
Professional Standards Commission: www.gapsc.com
§
Georgia
Department of Education: http://www.doe.k12.ga.us/
§
QCC
objectives/GPS: http://www.glc.k12.ga.us
US Department of Education: http://www.ed.gov/
Education World: http://www.education-world.com/
Internet Public Library: http://www.ipl.org/
Education Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software
Institute: http://www.edsoft.com/
Praxis Information:
All students seeking initial certification in the state of Georgia must pass Praxis I in order to be admitted to student teaching. Students may exempt this requirement by providing either SAT, ACT, GRE, CBEST, CLAST, or FTCE scores which meet the following criteria:
SAT: minimum required score – 1000 (w/ no minimum verbal score or math score required) The composite score is obtained by adding the verbal and the math scores. Candidates must take both the verbal and the math sections of the test.
ACT: minimum score – 43 (w/ no minimum English score or math score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the English and the math sections of the test.
GRE: 1030 minimum score (w/ no minimum verbal score or quantitative score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the verbal and quantitative sections of the test.
CBEST: Passing Scores indicated on score report – Used in California and Oregon
http://www.ctc.ca.gov/profserv/examinfo/cbest.html
CLAST: Passing Scores indicated on report – Used in Florida
http://www.firn.edu/doe/sas/clast/clstpscr.htm
FTCE: General Knowledge – Passing Scores indicated on score report – Used in Florida
http://www.cefe.usf.edu/TestDescGK.aspx
Teacher candidates who are seeking initial certification must also pass Praxis II in the appropriate
content area in order to be recommended for certification. Candidates who are currently certified
and are adding a new field must also pass the appropriate content exam. Information on Praxis I &
II may be found at www.ets.org/teachingandlearning/index.html
XII. ASSESSMENT AND EVALUATION