EDCI 557: Integrating Technology in
the Curriculum
Spring 2003, Jan. 21nd, Jan. 23rd, and Jan. 27th 9:00 - 4:20,
Tuesdays 1:20-4:00 |
3 Credit Hours, Sec. 001 |
Instructor: Dr. Debra Sprague |
E-Mail: dspragu1@gmu.edu |
Office: Commerce
II, Rm. 110 |
Phone: 703-993-2069 |
Office Hours: By appointment |
Fax: 703-993-2722 |
Learning Outcomes | Educational
Standards | Readings
| Requirements
| Evaluation
| Course
Schedule
Course Description: This course studies the development
and implementation of curriculum and instruction in the elementary
classroom, program evaluation, and instructional and organizational
implications. Particular attention will be given to integrating
technology in the curriculum, the inclusion of special needs students,
and the inclusion of culturally diverse students.
Nature of Course Delivery: Students in this course will
participate in individual and group acitivites that focus on the
integration of technology by using computers in class. Students
will also participate in large group discussions led by the instructor
and in small group disscussions and activities with their classmates.
Learning Outcomes: At the
conclusion of this course, students will be able to::
- plan interdisciplinary learning experiences that allow elementary
students to integrate knowledge, skills, and methods of inquiry from
several subject matter
areas;
- identify and apply criteria for the evaluation of elementary
education physical environments, materials, and programs;
- identify how students differ in their approaches to learning and
create instructional opportunities that are adapted to diverse
learners;
- use formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, emotional, and physical
development of learners;
- apply the principles of classroom management;
- select appropriate materials, tools, and technologies to achieve
instructional goals with all learners.
Educational Standards: This course
addresses the following National and State Standards:
The Virginia
State Teacher Education Licensure Regulations for Elementary Education:
- The use of differentiated instruction and flexible groupings to
meet the needs of learners at different stages of development,
abilities, and achievement.
- The use of appropriate methods, including direct instruction, to
help learners develop knowledge and basic skills, sustain intellectual
curiosity, and problem solve.
- The ability to utilize effective classroom management skills
through methods that will build responsibility and self-discipline and
maintain a positive learning environment.
- A commitment to professional growth and development through
reflection, collaboration, and continuous learning.
- The ability to use computer technology as a tool for teaching,
learning, research, and communication.
The Virginia
State Technology Standards for Instructional Personnel:
- Instructional personnel shall be able to demonstrate effective
use of a computer system and utilize computer software.
- Instructional personnel shall be able to apply knowledge of terms
associated with educational computing and technology.
- Instructional personnel shall be able to apply computer
productivity tools for professional use.
- Instructional personnel shall be able to use electronic
technologies to access and exchange information.
- Instructional personnel shall be able to identify, locate,
evaluate, and use appropriate instructional hardware and software to
support Virginia's Standards of Learning and other instructional
objectives.
- Instructional personnel shall be able to use educational
technologies for data collection, information management, problem
solving, decision making, communication, and presentation within the
curriculum.
- Instructional personnel shall be able to plan and implement
lessons and strategies that integrate technology to meet the diverse
needs of learners in a variety of educational settings.
- Instructional personnel shall demonstrate knowledge of ethical
and legal issues relating to the use of technology.
International Society for
Technology in Education (ISTE) National Educational Technology Standards:
- TECHNOLOGY OPERATIONS AND CONCEPTS - Teachers demonstrate a sound
understanding of technology operations and concepts. Teachers:
- demonstrate introductory knowledge, skills, and understanding
of concepts related to technology (as described in the ISTE National Educational
Technology Standards for Students).
- demonstrate continual growth in technology knowledge and
skills to stay abreast of current and emerging technologies.
- PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES -
Teachers plan and design effective learning environments and
experiences supported by technology. Teachers:
- design developmentally appropriate learning opportunities
that apply technology-enhanced instructional strategies to support the
diverse needs of learners.
- apply current research on teaching and learning with
technology when planning learning environments and experiences.
- identify and locate technology resources and evaluate them
for accuracy and suitability.
- plan for the management of technology resources within the
context of learning activities.
- plan strategies to manage student learning in a
technology-enhanced environment.
- TEACHING, LEARNING, AND THE CURRICULUM - Teachers implement
curriculum plans, that include methods and strategies for applying
technology to maximize student learning. Teachers:
- facilitate technology-enhanced experiences that address
content standards and student technology standards.
- use technology to support learner-centered strategies that
address the diverse needs of students.
- apply technology to develop students' higher order skills and
creativity.
- manage student learning activities in a technology-enhanced
environment.
- PRODUCTIVITY AND PROFESSIONAL PRACTICE - Teachers use technology
to enhance their productivity and professional practice.
Teachers:
- use technology resources to engage in ongoing professional
development and lifelong learning.
- continually evaluate and reflect on professional practice to
make informed decisions regarding the use of technology in support of
student learning.
- use computer-based technologies including telecommunications
to access information and enhance personal and professional
productivity.
- apply technology to increase productivity.
- use technology to communicate and collaborate with peers,
parents, and the larger community in order to nurture student learning.
- SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES - Teachers understand
the social, ethical, legal, and human issues surrounding the use of
technology in PK-12 schools and apply those principles in practice.
Teachers:
- model and teach legal and ethical practice related to
technology use.
- apply technology resources to enable and empower learners
with diverse backgrounds, characteristics, and abilities.
- identify and use technology resources that affirm diversity.
- promote safe and healthy use of technology resources.
- facilitate equitable access to technology resources for all
students.
Readings and Materials:
- Norton and Sprague (2001): Technology for Teaching,
Needham Heights, MA: Allyn and Bacon
- Male (2003): Technology for Inclusion: Meeting the
Special Needs of all Students, 4th Edition, Boston, MA: Pearson
Education Group, Inc.
- Tomlinson (2001): How to Differentiate Instruction in
Mixed-Ability Classrooms, 2nd Edition, Alexandria, VA:
Association for Supervision and Curriculum Development
Course Requirements:
- Unit Lesson Plan and Reflection (50 points): Interns
will design and teach a unit lesson plan (preparation for at least one
week) which uses technology as part of the instruction. Interns
will specifically outline how they will use the technology they have
selected to teach the subject matter. The Unit should be
interdisciplinary and cover multiple content areas, including the fine
arts. Interns will also indicate how they will adapt the lesson
for students with special needs. Work Sampling will be
included. Interns will submit the unit plan (electronicly) prior
to teaching the lesson in order to obtain feedback from the instructor.
- Unit Lesson Plan - 25 points
- Work Sampling - 25 points
- In-class Video Project (15 points): In small
groups, interns will plan and shoot a commercial video advertising the
arts. I-Movie will be used to edit the video.
- Video Exhibits Discussions (20 points):
Interns will examine several video case studies/exhibits. These
exhibits were developed by the National
Board for Professional Teaching Standards and feature National
Board Certified Teachers. Interns will reflect on the lesson
presented and will discuss the exhibits on Blackboard.
- Differentiation for Special
Needs (15 points): Interns will identify one Special Need
student within their classroom and will follow that student for one
day. If there are no Special Needs students in the intern's
classroom, another student in the school may be used. Interns
will identify the ways in which instruction is differentiated for this
student. Intern is encouarged to speak to the Special Education
teacher to learn more about differentiation of instruction for Special
Needs students. Intern will write a paper describing the child
(do not use real name) and ways in which the instruction was
differentiated. Intern should also include what he/she learned
about differentiation based on this experience and course readings and
discussions.
Evaluation:
Since this is a graduate level course, high quality work is expected
on all assignments and in class. Points for all graded
assignments will be based on the scope, quality, and creativity of the
assignments. All assignments are due at the beginning of class.
Late assignments will not be accepted without making arrangements with
the instructor.
Points will be assigned to all graded assignments using a rubric
process. Both class participants and the course instructor will
be involved in assessment of graded assignments. Prior to the due
date for any assignment, the class will participate in the development
of an assessment rubric. This rubric will result from a
discussion of applicable course objectives and an elaboration of
qualities and components associated with excellence in completion of
the assignment.
In general, oral and written assignments and projects will be
evaluated using an A, A-, B+, B, C or F. The
following criteria will be used in the form of a grading criteria sheet
or a rubric:
Is the required information presented?
Is the content of the submission accurate?
Does the paper cover the issues discussed in class and in the readings?
Are the ideas presented in a thoughtful, integrated manner?
Does the project show creativity and original thought?
Schedule of Class Topics
Students are asked to turn off all cell phones and
beepers before the start of class.
|
Date
|
In Class Topics
|
Out of Class Assignments
|
1/21
Wednesday
|
Review of Syllabus
Introduction to Course Concepts: Interdisciplinary, Integration
of Technology
Mac Tricks
Video: How to Make a Video
Storyboard Techniques
Designing Your Own Video
|
Read Tomlinson, Forward, Introduction, Ch. 1
Read Norton and Sprague, Preface and Ch. 1
Work on Storyboard for Video
|
1/23
Friday
|
Discuss readings
Introduction to Blackboard
Introduction to the Digital Edge
Project. Compare and contrast Plentiful Penguins and Postcards to Learning
Webcast:
Creating a Video
Editing Techniques with I-Movie
Lights, Camera, Action: Shooting your own video
|
Read Male, Preface, Ch. 1
Read Tomlinson, Ch 2 and 3
Post an introduction in Blackboard
Work on shooting video
|
1/27
Tuesday
|
Discuss readings
Work on editing videos
|
Read Male, Ch. 2
Read Norton and Sprague, Ch.5
Read Tomlinson, Ch 4 and 5
Explore Surfing
the Solar System Exhibit, watch all videos.
Answer the question on Blackboard.
|
2/3
Tuesday
|
Discuss readings
Video Film Festival
A Class Mystery
Creating a database
Solving the mystery
|
Read Male, Ch. 3 and 6
Read Norton and Sprague, Ch. 9
Read Tomlinson, Ch 8 and 9
Observe Special Needs student and write paper
|
2/10
|
Discuss readings
M&M's Activity
Learning to use a Spreadsheet
Differentiation
for Special Needs Paper Due
|
Read Male Ch 4 and 5
Read Tomlinson, Ch 10 and 11
Explore Quilting and Geometry-Patterns for Living,
watch all videos.
Answer the question on Blackboard.
Work on Unit Plan
|
2/17
|
NO CLASS
Work on Unit Plan and Digital Edge Video Exhibit
|
Read Norton and Sprague, Ch. 7
Read Male, Ch 12
Read Tomlinson, Ch 12
and 13
Finish Unit Plan
Send Unit Plan to Dr. Sprague via e-mail
or place in Digital Drop Box
in Blackboard by 2/24
|
2/24
|
Extended Class Meeting
instead of Literacy
Discuss readings
Webcast on Assistive Technology
Use of Simulations
Toy Store, Ice Cream Truck
Technology Unit
Plan Due
|
Read Tomlinson, Ch 14
Read Norton and Sprague, Ch. 7
Explore
Baby Signs for Pre-K Children Exhibit,
watch all videos.
Answer the question on Blackboard.
|
3/2
|
Discuss readings
NO TECHNOLOGY CLASS - Extended Literacy
|
Read Male, Ch. 7 and 11
Read Tomlinson, Ch 6 and 7
|
3/9
|
No Class - Spring Break
|
Read Male, Ch. 8 and 9
Read Tomlinson, A Final Thought and
Appendix
Explore Properties, Properties Exhibit, watch
all videos.
Answer question on Blackboard.
|
3/16
|
Introduction to WebQuests - What are
they really? |
Revise and post Unit Plan in Blackboard.
Read: Norton and Sprague, Ch. 3
and 8
Work on Work Samples
|
4/27
|
Discuss readings
Introduction to Hypertext and Hypermedia
ButtonTalk
- write your own story
|
Read Male, Ch 13 and 14
Read: Norton and Sprague, Ch. 4
Work on Work Samples
|
5/4
|
Discuss readings
Creating a Website
Work Samples Due |
Read Norton and Sprague, Ch. 10
Read Male, Ch. 10
|
5/11
|
Virtual Reality - ScienceSpace |
|
Honor Code:
To promote a stronger sense of mutual responsibility, respect, trust,
and fairness among all members of George Mason University and with the
desire for greater academic and personal achievement, we, the members
of
George Mason University, have set forth the following code of honor.
Any
individual who is caught in the act of cheating, attempting to cheat,
plagiarizing,
or stealing will be brought forth before a council of their peers. In
the
event that the individual is found guilty, he or she will be punished
accordingly.
For further information, please refer to the University Catalog or
Website
at www.gmu.edu.
Americans with Disabilities Act
This syllabus is subject to change based on the needs of the class.
The Americans with Disabilities Act (ADA) prohibits discrimination
against
individuals with disabilities in the series, programs, or activities of
all State and local Governments. Under ADA a disability is defined as a
physical or mental impairment that substantially limits a major life
activity
such as: learning, working, walking, speaking, hearing, breathing,
and/or
taking care of oneself. If a student has disability and needs course
adaptations
or accommodations because of that disability, it must be established
with
the faculty, in writing, at the beginning of the semester so
arrangements
can be made. Please contact the Disability
Resource Center for required documentation (703-993-2474).