This course explores instructional technology as a way of integrating the use of current technologies into the teaching-learning process. The course content reflects new trends and the evolution of major concepts related to instructional computing as well as the impact technology has in education, especially the classroom. This class is appropriate for classroom teachers, interested parents, school leadership and others from the school community interested in the establishment and enhancement of a technology-rich learning environment, recognizing that today’s digital youth have many technology tools in their own 24/7 environment that can add to the teaching- learning experience when properly integrated into the curriculum.
Course Overview, Goals and Objectives:
Course Overview: Specific topics may vary each term as new research informs the content as well as the development of new tools and software. In general terms the class includes topics that address the selection and use of various synchronous and asynchronous technology tools; these selections are made with reference to the curricular needs of learners as well as the pedagogical approaches of teachers. Synchronous and asynchronous technologies are examined in the context of computer-mediated communication techniques. This is a very practical course; the outcomes (assessments) are structured to encourage educators to explore topics and technology tools that support the teaching-learning process, particularly as it emerges in engaged learning. Educators are introduced to a range of applications of technology in an effort to expand their awareness of emerging technologies and their applications. Conceptual frameworks for understanding the instructional themes include the revised Bloom’s Taxonomy and Carroll’s Mastery Learning.
Each topic is structured to provide opportunities for educators to engage in reading, conversations and explorations of many kinds. There are no tests; the class is, instead, built around small competency measures, projects and activities. Collaboration is encouraged, including computer-mediated collaboration; teams work together on their projects to produce a larger orchestrated impact for their schools, if that is appropriate and useful to them. If such opportunities arise, discuss this with the professor, so that details for collaborative projects can be fully considered.
All of the learning activities (lectures, tutorials, assignments, activities, group work) are provided on the course’s content website. This website, coupled with the social bookmarking site serve as textbook, lecture, lab, and resource for the class – in essence the course content website is the ‘virtual classroom’ for the course. When they have time to devote to the class, students access the content website for lectures, readings, class activities, collaborative experiences and assignments. The class uses a blog, wiki and other social-media tools as vehicles for class activities as well as examples of how teachers might use these tools.
Course Goals and Specific Objectives: The class will:
Goal 1: Develop an awareness of how changes in technology are impacting education, including strategies, expectations, materials, and outcomes as well as understanding how these changes are impacting the youth served in today’s classrooms (digital youth).
o Describe what is meant by ‘digital youth’ and their learning characteristics
o Describe the implications for instruction that technological changes might produce as well as changes in the youth served.
o Distinguish between synchronous and asynchronous technological approaches for communication and collaboration.
o Demonstrate the appropriate selection and use of computer-mediated collaboration tools
o Identify sources for professional development through electronic means
o Demonstrate knowledge of future trends and emerging technologies and their impact on teaching and learning in a global setting.
Goal 2: Develop an understanding of what current trends and issues are in the integration of technology into instruction as it might be informed by current research. Specific Objectives:
o Describe and/or demonstrate examples of the use of different types of technology tools, including social media tools
o Review current, online research publications related to technology integration into classrooms including the use of asynchronous tools
o Identify one or more major application of emerging technology tools in a classroom setting as a result of current trends and issues in instructional technology
o Describe the pedagogical implications of mobile technologies in the hands of students
Goal 3: Create awareness of social media tools and other new software and tool sets that teachers and administrators might use to engage digital youth more actively in learning and, thereby, enhance the teaching-learning process.
o Demonstrate the ability to identify and evaluate grade and subject appropriate applications of new media, particularly social media tools.
o Demonstrate a working knowledge of current examples of technology, including Web 2.0 applications, cloud computing, social networking, and virtual schools.
o Demonstrate use of different types of technology tools, including blogs, wikis, podcasts, and social bookmarking systems in instructional situations and settings
o Illustrate the use of computer-mediated collaboration and communications tools in teaching and learning in classroom and school applications
Goal 4: Create an understanding of how technology can be used to address the multiple intelligences of students and cultural diversity.
o Illustrate and/or describe ways to use technology to provide students with multicultural and diversity experiences.
o Review and summarize current literature related to cultural diversity, multiple intelligences and technology integration into classrooms
Goal 5: Increase awareness of hardware and software difficulties that often arise when using technology with students and possible solutions to these situations in both a classroom as well as for homework and out-side-of-school studies.
o Conduct an analysis of examples of school policies and technical support policies for the integration of technologies in schools and classrooms
o Provide evidence of awareness of the ethics and copyright issues in the information age
Required Texts and Materials:
No Textbook is required but some materials must be purchased or downloaded for the free 30-day trial period prior to the specific assignment(s). These required software that must be downloaded and installed (ALL FREE or TRIAL VERSIONS) are shown below:
- Audacity - Audio Recording/Editing Software. You can use Garageband if you have an Apple computer.
- Camtasia Studio – Screencasting Software
Your Own Computer: We would like to think that all of you, as teachers, have your own tool set: namely, your own computer, printer, and other devices as well as consistent Internet access.
►If you are using someone else’s machine or your school’s equipment, make
sure you know how to download and install software on it.
►If you decide to do your work at school on school equipment, be sure to work with your course coordinator, who will notify the IT coordinator for your school that you will be doing your classroom on the school’s computer. This is necessary as some schools do not allow teachers to download and install software on school equipment, and this class will require that you do that. The IT people can be of great assistance to you in this.
This class does not teach basic equipment use; learn how to use your equipment BEFORE you begin the class. The class focuses on applications in teaching and learning. It is up to the student to know how to use his/her own computer for basic purposes.
Headset Microphone (boom microphone) – Each student needs to have his/her own microphone headset such as the one shown below or at least access to such a headset. These headsets will be used to create materials (podcasts) and participate in VoIP activities online. This MUST be a Headset Microphone, not the internal microphone on the computer. Most schools have these for use by students and teachers, so if you do not have your own, you might be able to use the one from the school. However, in truth, as professional educators, you should have your OWN such headset for your own use at home and in preparation of materials for your classroom.
MP3 Player1 - This is not required, but if you or one of your own children has an Mp3 player, you may want to borrow it. You can download some of the lectures and other materials as Mp3 files to the Mp3 Player. That means you can listen to them as you sit at a soccer match, as you ride the bus home, or some other time. Doing it this way would mean that you do not have to sit in front of your computer for those long lectures; you can relax in your favorite chair or anywhere! We recommend you track down one of these inexpensive devices and use it in this class for these audio lectures. Be sure you know how to use your MP3 player.
- Load ITunes if you have an iPod; if you have another brand of MP3 player, load on the appropriate software to transfer files back and forth from the computer to the MP3 player.
- Know how to download files from the Internet to your MP3 player
Again, this is not required; it just seems to help when it comes time to sit and listen to long audio files; you may want to sit and relax as you listen, away from the computer.
Recommended Readings (Optional):
These are professional resources that are appropriate for inclusion in your faculty resource library at your school. Aside from the APA Manual, these are probably not included in other courses in the program. Hopefully each student will review these resources at some point by at least reading an online review. It is not required that these be purchased by the student. The professors wish to draw student attention to these as possible professional development resources for review before and after the course.
1 The term “mp3” is used to mean the audio file for Mac (mp4) or PC (mp3).
American Psychological Association. (2009). Publication manual (6th Ed.).
Washington, DC: Author (You probably already own this as part of your graduate work; however, you can also find the information online at the delicious.com account for this class. We recommend the online version of the OWL (online writing lab) at Purdue University, which is also marked in your course reader for this course). You can view this multimedia tutorial on using OWL.
These books are great for your professional library at school:
Richardson, W. (2006) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
Solomon, G. & Schrum, L. (2007) Web 2.0: New tools, new schools.
International Society in Technology in Education, www.iste.org.
Winograd, M. & Hais, M. (2011) Millennial Momentum. Rutgers University, August 2011.
There is a bibliography at the end of this syllabus; it contains the reading sources used by the professors to develop the course.
Before Beginning the Class:
1. Get your computer ready for the class:
- DeFrag the computer so it runs at its most efficient rate.
- Make sure your anti-virus is up to date.
2. Make sure you have an email signature file on the email account you are using for this class. The signature file should at least have: “Your Name” and the name of your
Grading Criteria for Class Products:
Each project/product in the class has its own rubric, provided to the group in advance of the activity. The rubrics are all included on the course content site.
Final Grading Rubric:
A (93-100)% A- (90-92)% B+ (87-89)% B (83-86)% B- (80-82)% C -Below 80% D – Below 70% F – Below 60%
Each teacher is expected to reflect the behavior of a true scholar, meaning the willingness to accept responsibility for his/her own learning, share that learning in a meaningful way and demonstrate the highest standards of professional behavior. We want you to help each other, show each other your products and act as peer reviewers for each other. This is very important. However, it is also important that you do your own work, even if you seek guidance and support from others. This is YOUR course, your excuse to learn something really important to you and your students, now and into the future. Yes, you can certainly cheat by having others do your work, but you risk unpleasant consequences if this is found to be true, but more importantly, you risk losing a great opportunity to enhance your own professional skills. We, as teachers, are expected to be life-long learners. In this class, that is expected as the norm as well.
Buffalo has strict standards on plagiarism, so please be aware of those requirements and standards, which exist in your materials from Buffalo. Your school probably already has its own policies on plagiarism so review those as well. Most cases of plagiarism seem to result from a lack of awareness of what constitutes plagiarism. Do not fall victim to this error, in this class or any other. Review those things, especially if you are just beginning your graduate studies. This class features the use of product-based assessments rather than examinations, with few if any written products in the traditional sense of a written product. Therefore plagiarism is not as much of an issue. In this class you are making your own technology applications, each of which is unique to you and your classroom.
Some teachers ask us if it is cheating to have someone in the class talk over an idea or review a product. No, that is peer review. If you have your eighth grade daughter make your products for this class, yes that is cheating – on so many levels it is cheating! Do not cheat yourself. This is YOUR class. Do the work. Use the rubrics to look at your own product and those of your colleagues. Then you can spot your own errors or theirs; share that responsibility.
And if you do the work but somehow miss the mark and do poorly when you turn in the work, we will work with you to learn that skill by redoing the product. We use Carroll’s Mastery Learning Model in our instructional work, thus focusing on assessment outcomes (what you learn) rather than the amount of time it took to do that. Granted we have to work within the structural time fames of the university, but we can return work for changes and improvements, which we do.
The course is organized into topics. Each topic will have its own lectures, tutorial modules, readings, learning activities and assignments. All of these will be posted on the website. Some weeks there will be one topic and for other weeks there may be two topics.
Each assignment includes instructions for how to turn it in electronically. Methodologies to be used include postings on the Internet (blog, wiki, social bookmark site) and other activities. There are rubrics for each assignment. There are no tests; everything is based on the teacher’s ability to apply the strategies and to produce products or narratives related to applications.
Students are urged to see this class as an opportunity to engage in reading, discussion, experimentation and evaluation of new technology tools related to teaching and instruction. Teachers are busy professionals. The class is intended to help teachers explore their own interests in learning to use technology. Teachers are encouraged to use this course as an excuse to learn those new things in order to provide timely and appropriate instruction for today’s digital youth.
BIBLIOGRAPHY FOR SYLLABUS DEVELOPMENT
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York: Longman.
Association of American Colleges and Universities. (2006). Learning & technology, Peer Review, 8(4), p 1.
Bloom, Benjamin S. & David R. Krathwohl. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York , Longmans
Carber, S. (Ed.) (2011). Internationalizing Schools. Melton, Woodbridge: UK. John Catt LTD.
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
Cochran, D. & Conklin, J. (2007). New Bloom: Transforming learning. Learning & Leading
with Technology, v34 n5, p22-25, Feb 2007.
Dede. C. (n.d.). Six challenges for educational technology. Retrieved 20 September 2011 from http://www.virtual.gmu.edu/pdf/ASCD.pdf)
Domingo, M., Sánchez, J., & Sancho, J. (2014). Researching on and with young people: Collaborating and educating. Comunicar, 21(42), 157-164.
Domingo, M., Sánchez, J., & Sancho, J. (2014). Researching on and with young people: Collaborating and educating. Comunicar, 21(42), 157-164.
Gilbert. E. (2009). Elizabeth Gilbert on nurturing creativity. Retrieved 01 October 2011 from http://www.ted.com/talks/elizabeth_gilbert_on_genius.html
Hernández, N., González, M., & Muñoz, P. (2014). Planning collaborative learning in virtual
environments. Comunicar, 21(42), 25-32
Joyce, B, Weil, M., & Calhoun, E. (2004). Models of Teaching. Boston: Pearson.
Krathwohl, D. R. (2002). A revision of bloom's taxonomy: An overview. Theory into Practice,
41 (4), 212-218.
Lehrer, J. (2007). Proust was a Neuroscientist. Boston: Houghton-Mifflin Company.
Lucas, G. (n.d.). A word from George Lucas: Edutopia’s Role in Education. Retrieved 10
October 2011 from http://www.edutopia.org/word-from-george-lucas-edutopias-role-in- education
Nasstrom, G. & Henriksson, W. (2008). Alignment of Standards and Assessment: A Theoretical and Empirical Study of Methods of Alignment. Electronic Journal of Research in Educational Psychology, v6 n3, p667-690, Dec 2008.
Robinson, K. (2006). Ken Robinson says schools kill creativity. Retrieved 02 October 2011 from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
Steele, G. & Thurmond, K. (2009). Academic advising in a virtual university. New Directions for Higher Education, n146, p85-95, Sum 2009.
Winograd, M. & Hais, M. (2011) Millennial Momentum. Rutgers University, August 2011. Wineburg, S. & Schneider, J. (2009-2010) Was Bloom’s Taxonomy pointed in the wrong direction? Phi Delta Kappan, v91 n4, p56-61 Dec 2009-Jan 2010
Wong, K. & Day, J. (2009) A comparative study of problem-based and lecture-based learning in junior secondary school science. Research in Science Education, v39 n5, p625-
642, Nov 2009
Yglesias, M. (2012, January 23). E- textbooks should be free textbooks. Slate.com. Retrieved from http://www.slate.com/articles/business/moneybox/2012/01/apple_s_e_textbooks_should_be_free_tex tbooks_.html
Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. NAESP & Corwin Press.
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