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Touro Univeristy -
California |
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EDU 741 Survey of Educational Technology |
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First Draft of Syllabus |
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Steve Gibbs |
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8/31/2008 |
Touro University – California
College of Education
EDU 741: Survey of Educational Technology
Course Description:
This class is designed to help teachers understand both the pedagogy
and the methodology involved in technology integration into the classroom. They
will learn theory and practical application of educational technology
Primary Course Resources: www.mrgibbs.com/tu | http://tubenicia.pbwiki.com
· To teach effectively for the 21st Century Student
· To know and draw from international, federal and state standards when developing educational content
· To apply what we learn to our own teaching and the teaching of willing peers
· To become scholars - practitioners - leaders
· To share all that we learn with each other and with the educational community at large
The Student will:
· Learn the unique situations and needs of 21st Century learners
· Unite CA Content Standards, ISTE and CA technology standards, CTE standards, and pedagogical theories to create lesson plans that include activities, prototypes, scaffolding materials, formative and summative assessment
· Show growing software competence and readiness to work in a lab presenting hands-on lessons
· Work on program-long activities such as masters project and course portfolio
· Engage in online discussions (Blackboard, Wiki, class email) and explore a variety of online Web2.0 resources
· Create a comprehensive, year-long paradigm for integrating technology into the classroom
· Assist peers through critiques, group activities, group projects, peer tutoring and teaching, and by sharing
· Propose and begin the creation of your masters project
· View two online case studies from various sources – Lucas glef.org, InTime, etc – and write review in Blackboard or on Wiki
· Develop a full tech-infused lesson plan linked to all standards and assessments
· Create and maintain first third of three-semester portfolio
· Outline Masters Project
· Present to the class individually or in groups one or more new-age Web 2.0 resources
· Maintain a personal blog – journal the chronicles of your growth and learning. Read and respond to blogs of your peers. Learn to use advance blog features like embedded video, hyperlinking, audio
· Participate in online discussions via Blackboard, Wiki, open-source Discussion Boards
· Begin your own classroom wiki that will grow and be a core focus of the third semester
· Create an online survey using Survey Monkey, Opinion Power, or other and take it to your classroom
· FREEDOM PROJECT: Students can suggest tech-infused projects they would like to develop and earn course credit – online photo albums, personal class wikis, whatever can help them with personal needs or fulfilling the needs of Masters Project
Introductions
Overview of the program, tour of class Touro website and educational portal resources
What is a 21st Century Student? (lecture, various PPTs, links)
http://ultibase.rmit.edu.au/Articles/sept02/lambert1.htm
How well are we equipped to meet their needs http://www.edtechprofile.com
All about ISTE – standards for everybody
Review of CA Content Standards, TPEs, Standard 9 and 16, CTE
Developing lesson plans that integrate tech and content standards
What are the obstacles and the solutions ahead?
Introduction to Touro Blackboard (if it’s ready)
Create your own blog
Discussion of project – develop a fully- realized tech-infused lesson plan that links to all standards, attends to needs of GATE, remedial, and ELD students, implement it in your classroom, share progress with class, modify as necessary (Templates, forms, Inspiration if we can get it, small-group collaboration, assist with specialized software)
Preparing to work at home – troubleshooting, file-folder management, file transfers, updates, OS and software compatibility issues (ppt, checklist, demo)
o Blog entry; read and respond to at least two other peer blogs, visiting different peer blogs each week
o Get logged onto Blackboard and post – if we can’t get it done in class
o Review online case studies and write a response on either Blackboard or Wiki
o Begin designing your tech lesson
o Update your home computer. Collect links. Install any freeware apps.
o Respond to Wiki discussion topic of the week
Technology in education, careers, society – impact, implications, complications (lecture, open discussion, digital resources)
Gardner’s Multiple Intelligences and Tech
Constructivism, behaviorism, cognitivism and tech
Project-based, service-based, problem-based learning and tech
Assistive technologies, Section 508, ELD solutions
Brief history of the computer, internet (ppt)
Using Blackboard (demo)
Using pbwiki (demo)
AUPs and Internet Safety (discussion, resources)
Copyright and fair use (discussion, PPT)
Cyberbullying (discussion, resources, PPT)
Work on Lesson-Plan Project
o Blog entry; read and respond to at least two other peer blogs, visiting different peer blogs each week
o Wiki entry: Respond to Wiki discussion topic of the week. Create your own wiki threads. Explore and experiment
o Blackboard q&a; check in to ask questions and see if you can help anyone
o Continue to develop your tech lesson – collect links, resources, scaffolding materials
o Research your new-age tech topic that will be presented to the class
Dealing with online submission in this class and with your students – file naming, transfer, folder mgt, online editing, online collaboration, peer-to-peer, student emails, parent contacts, etc.
Intro to online discussion boards
Intro to online survey and online quiz services
Work on projects. Share progress. Discuss modifications.
o Blog entry; read and respond to at least two other peer blogs, visiting different peer blogs each week
o Wiki entry: Respond to Wiki discussion topic of the week; create your own Wiki threads
o Work on your new-age tech presentation
o Work on project
o Blackboard q&a; check in to ask questions and see if you can help anyone
Multimedia – Working with scanners, cameras, movies, pictures, audio, microphones, webcams, CD & DVD ripping and burning, file conversions, codecs.
Learn basics of available multimedia & graphics apps: Photoshop, MovieMaker, Illustrator, MS Sound Recorder, Audacity, Codec Paks, various free online resources for editing, displaying photos, uploading movies, and on and on.
Open discussion of students’ tech-infused lesson plans and how they are working
HW:
o Blog entry; read and respond to at least two other peer blogs, visiting different peer blogs each week
o Wiki entry
o Blackboard q&a; check in to ask questions and see if you can help anyone
Students run the class, present on their new-age technology topics
o Blog entry; read and respond to at least two other peer blogs, visiting different peer blogs each week
o Wiki Entry
o Blackboard q&a; check in to ask questions and see if you can help anyone
o Work on tech unit project
o Conduct online survey with your students, compile results to share in class
o Keep your portfolio updated
Continue with student presentations that didn’t finish during fifth class
Share online survey results
Desktop publishing – creating scaffolding materials for classroom use. Creating desktop publishing activities for students. MS Publisher and InDesign
Spreadsheets: Excel in the classroom. A half-dozen activities for classroom management and student use
Open discussion on student tech-infused lesson plans and how they’re working
o Blog entry; read and respond to at least two other peer blogs, visiting different peer blogs each week
o Wiki entry
o Blackboard entry
o Prepare a PPT / other presentation of your tech infused lesson
The Internet in the K-12 Classroom
Visit all the Interactive sites possible – especially the ones listed at http://socrates.usfca.edu/redmond/ed600/
Allow workshop time for uncompleted projects and individual needs
o Blog entry; read and respond to at least two other peer blogs, visiting different peer blogs each week
o Wiki farewell entry
o Complete Semester 1 Phase of Digital Portfolio – that includes materials from the research strand
Students present a tour of their Digital Portfolio to date.
It will contain summary and final report on their classroom project
Students share FREEDOM PROJECT details and successes
Submit Digital Portfolio for final grading
Students share how the course went. Give teacher feedback. Fill out evaluation forms.
END