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INST 4100: Integrating Technology into TeachingInstructional Technology

Dept of Career & Technology EducationCollege of Education

University of Central Missouri

Fall 2010(August 17 – December 5)

COURSE SYLLABUS

PROFESSOR: DR. ODIN JURKOWSKIE-mail: [email protected]/other: Meebo, Skype, AIM, Google Talk, Facebook, Twitter, etc.Telephone: (w): 660.543.8387 (h): 660.530.4310 – No calls later than 9pm pleaseOffice: Grinstead 120Office Hours: Mon, Wed, Fri, 10 - 12, and by appointment (Please call/email ahead of time.

Unless I’m in a meeting, I’m in my office or on campus most of the week.)

CLASS MEETING TIMESCourse is entirely online using Blackboard course management software. Course access is at: http://courses.ucmo.edu

COMMUNICATIONMy preferred mode of contact is via Blackboard discussions so that the entire class can read the question and the response. However, I understand the need for privacy and the individual nature of some questions. I do check email frequently so feel free to contact me. Other means of contact may include phone, instant message, Skype, office visits, etc. I will respond within 24 hours (excluding weekends), although in reality am usually much quicker than that. Unless I’m in meetings or at a conference I am almost always in my office and check email and Blackboard constantly. Just because the class is online does not mean that we don’t have to have contact outside of Blackboard. Feel free to come by my office at any time.

DESCRIPTION OF THE COURSEAdvanced preparation in how to integrate technology into teaching including the latest trends and pedagogical strategies. (3 credit hours)

PURPOSE OF THE COURSEThis course prepares students to effectively integrate technology into the classroom.

INST 4100 – Fall 2010 updated 08.06.2010 1

CONCEPTUAL FRAMEWORKBelief StatementThe Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.

MissionAs a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

COURSE ALLIGNMENTNational Educational Technology Standards (NETS•T) and Performance Indicators for Teachers

1. Facilitate and Inspire Student Learning and Creativity2. Design and Develop Digital-Age Learning Experiences and Assessments3. Model Digital-Age Work and Learning4. Promote and Model Digital citizenship and Responsibility5. Engage in Professional Growth and Leadership

OBJECTIVES OF THE COURSE Upon the completion of this course the student will be able to:

Find and use standard classroom technology Integrate use of technology into existing lessons Utilize existing educational resources Create new forms of resources for instruction Utilize web 2.0 and other tools for communication and collaboration in education Integrate technology into specific discipline and recognize how this can be accomplished

in other disciplines

STRUCTURE OF THE COURSE / STUDENT RESPONSIBILITIESTeaching method will require students to use the online classroom provided in Blackboard. The majority of interaction will take place over this medium. It is expected that students will log in a few times each week in order to stay informed and participate in class discussions. Furthermore, students are expected to check their student email regularly. Standard rules of conduct for netiquette are expected.

When posting on discussions, please keep to comments that are substantive. While an occasional “Nice job!” is always appreciated, please do not fill up the boards with multiple short posts that don’t move the discussion further along. Keep in mind the relationship between


quality and quantity of posts.

Last minute postings (for example, Sunday night just before they are due) are occasionally necessary, and conversations should be allowed to continue their natural course. However, keep in mind that these last minute postings may not add as much to a two-way conversation. Therefore, it is necessary for everyone’s learning experience that you log on a few times during the week to keep the discussion flowing. Points may be taken off for habitual reoccurrence of providing only last minute postings. Nevertheless, we will try and keep the class as flexible as possible.

Although the class is online, students with questions and problems have the opportunity to communicate with the teacher via Blackboard, email, phone, instant messaging, or in person. Office meetings can always be arranged to fit student schedules.

TECHNOLOGYStudents will need a web browser with Internet access, Microsoft Office or compatible, Adobe Reader, Flash, and occasionally other plug-ins when visiting web sites.

Assignments must be word processed, spell checked, and adhere to APA guidelines (double spaced, 12 pt font Times Roman or similar, 1” margins, citations in APA format). Documents shared with classmates should always be in a compatible format so that everyone in the class can view them: Microsoft Word (.doc, .docx, or .rtf), PowerPoint (.ppt or .pptx), html, or Acrobat (.pdf) as a last resort. If you do not have Microsoft Office consider OpenOffice as an alternative (openoffice.org).

TEACHING STYLEThis is not a lecture based class where students sit back, absorb information from the teacher, and then are tested on their knowledge of what they remembered. Rather, the teacher is a guide. Using a constructivist model and following a structure suited for adult learners in graduate level courses in an online environment, students will be required to build their own knowledge in collaboration with other students and stemmed from their own experiences. It is also expected that students will be seeking out information when needed from a variety of sources (professional journal literature, books, online resources, colleagues, classmates, personal experiences whether past or present, etc.) and will ask questions of the teacher and other students when necessary. The online classroom should be a friendly environment and everyone should be free to comment, ask questions, and answer questions.

EVALUATION OF THE COURSEGrades will be figured using the standard scale: 100-90% = A 89-80% = B 79-70% =C 69-60%=D 59% and below=F

Instructor created rubrics will be used to evaluate subjective assignments. Feedback will usually be provided via Blackboard discussion boards, from the instructor and from other students.


Occasionally the instructor may need to email students for additional feedback. Up-to-date grades can be found through Blackboard within Tools | Check Grade. The instructor will grade assignments and post grades within one week. The student will always have the option to ask for additional feedback if desired.

Late work will be marked down one letter grade unless prior arrangements are made. Each week thereafter that the assignment is not turned in it will be reduced an additional letter grade. Assignments must be submitted early if you know you will be absent when something is due. It is to your benefit to submit assignments earlier in the week rather than at the last minute in case technical problems or other difficulties arise. Incomplete grades for the course will NOT be issued upon request. Note: if Blackboard is down and it prevents you from posting assignments, please post as soon as possible after the system is back up. Blackboard failures, while rare, are possible and you will not lose points if late for that reason.

Other technical problems beyond the control of the student such as power failures, Internet outages, natural disasters, and other situations are also taken into consideration. If possible, find alternatives. Regardless, always inform the instructor via whatever means are available as soon as possible, and keep the instructor informed at all times.

Students will have the option to revise and resubmit work if they are not satisfied with their assigned grade. While points can not be made up for late work, students who are persistent in learning should do well in this course.

ADAStudents with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (Voice and TTY) 660-543-4421.

ACADEMIC HONESTYHonesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the University Community. Please see the Central Student Handbook for the complete policy, student responsibilities, and procedures for enforcement http://www.ucmo.edu/x71440.xml

GET HELP @ YOUR LIBRARY!You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk.

MAILING LISTEach student is expected to subscribe to the listserv maintained by the department. Important information may be missed by students who are not subscribed.

For more information see http://www.ucmo.edu/cte/programs/edtech/listserv.cfm


http://www.ucmo.edu/cte/programs/edtech/listserv.cfm

http://library.ucmo.edu/

http://www.ucmo.edu/x71440.xml

FACEBOOKYou are also invited to join UCM Ed Tech on Facebook: http://www.facebook.com/group.php?gid=97976497159

TEXTBOOKS FOR THE COURSE

There is 1 required textbook for this course:

Roblyer, M. D., & Doering, A. H. (2009). Integrating educational technology into teaching (5th ed.). Upper Saddle River, NJ: Merrill. ISBN-13: 978-0136101376

There is 1 additional recommended textbook for this course:Needed throughout the program for formatting papers in all courses. Note: if you have access to this from a library or another source you may not need to purchase. Many websites provide basic formatting information. http://apastyle.apa.org

American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington: American Psychological Association. ISBN 978-1-4338056-1-5

Textbooks can be purchased from the University Store, in person or via a distance and then shipped to you (1.800.330.7698 or http://www.ucmbookstore.com).


http://apastyle.apa.org/

http://www.facebook.com/group.php?gid=97976497159

http://www.facebook.com/group.php?gid=97976497159

COURSE CALENDAR SUMMARY(See the Blackboard Assignments area for full details and the syllabus for assignment

descriptions)

Week Dates Module Major Assignments Due Roblyer Readings

1-2 Aug 17 – 29 1. Foundation, Background, Theory

Introduction due Aug 22 Ch 1 - 2

3-4 Aug 30 – Sept 12 (Sept 6: Labor Day)

2.Classroom Technology

Classroom Technology due Sept 12

5-6 Sept 13 – 26 3.Using Information Resources

Using Information due Sept 26

Ch 3 - 8

7-8 Sept 27 – Oct 10 4.Creating Information Resources

Creating Information due Oct 10

9-10 Oct 11 – 24 5.Communication Communication and Collaboration due Nov 7

Collaborate Group Project due Nov 7 (GR students only)

11-12 Oct 25 – Nov 7 6.Collaboration

13-14 Nov 8 – 21 7.Integrating Technology Across the Curriculum

Technology Integration due Nov 21

Ch 9 - 15

(Nov 22 – 28: Thanksgiving)

15 Nov 29 – Dec 5 Course Reflection due Dec 5


Course Projects (Total possible points = 1000 UG / 1200 GR)

Assignment and Point Summary

Assignment Points Possible Points Obtained

Online Activities and Participation 300

Introduction 100

Classroom Design 100

Using Information 100

Creating Information 100

Communication and Collaboration 100

Technology Integration Across the Curriculum 100

Course Reflection 100

UG Total 1000

Collaborative Group Project 200

GR Total 1200


Assignment Details

Online Activities and Participation (300 points)There will be online discussions and activities throughout the semester with some variations depending on the size of the class and specific activities. With each activity you are expected to respond to the initial questions as well as interact with classmates in a discussion. Grading is based on the frequency and regularity of logins (2-3 times per week is typical), on time completion of all discussion board activities, and the quality and depth of online discussions.

Three attendance / participation grades will be provided, covering the first third of the semester (100 points), second third of the semester (100 points), and final third of the semester (100 points), for a total of 300 points at semester end. This will allow students to adjust their involvement as the semester progresses if need be. (Standards: 5.3)

TargetA

AcceptableB

DevelopingC

Unacceptable

D/F

Score

Quantity of discussion posts

Posts multiple new threads and replies to other messages throughout week

Posts two or three messages per week

Posts a single message per week

Does not post weekly on the discussions

/25

Quality of discussion posts

Ties together readings, concepts, experiences, and other posts, contributing to an in depth discussion

Posts touch on readings and experience

Posts occasionally touch on readings

Short and uninformative posts that do not add to the discussion

/25

Blackboard logins

Logs in 3 or more times per week

Logs in 2 times per week

Logs in 1 time per week

Logs in less than once per week

/25

Clarity Posts are clear, well written, and easy to follow

Posts are readable and can be understood

Posts are often readable and have mistakes

Difficult to understand what the point of the messages are, poorly written

/25

Total /100


Introduction (100 points):This first assignment has two purposes: First, to get to know each other a little better and build relationships, and second, to ensure basic technology skills for navigating Blackboard and working with technology. While in today’s world this may seem simple it is nevertheless important and ensures a good start to the semester. It is also nice to start the semester off with a success.

Requirements:Utilize Module 1 Discussion Board: Introductions in Blackboard. Tell us about yourself and respond to each other with follow up questions. Be sure to have this two way conversation beyond just posting your own. Include in your introduction your comfort level with technology, what you typically use in classes as well as in your personal life, and where you would like to grow.

From the left main menu in Blackboard you will click on: Discussion Board to get to the discussions

Please include some type of media so that we can see and/or hear you. This could be uploading an image or another file, or pointing us towards a website with your image or video or audio.

TargetA

AcceptableB

DevelopingC

Unacceptable

D/F

Score

Introduction Provides a good overview of who you are making us fell like we know you well

Tells us about you

Basic information

Little to no information about you

/25

Writing Well written, proper grammar, good spelling

Only a couple mistakes

Several mistakes

A multitude of mistakes that make it difficult to follow

/25

Multimedia Video provided Picture and audio provided

Picture or audio only

No kind of multimedia included

/25

Interaction Responds to at least two classmates, and replies to questions they pose to you

Responds to at least one classmate, and replies to questions asked

Replies to questions asked about you

Does not interact with class

/25

Late (if applicable)

Number of weeks late: _____ -10/wk

Total /100


Classroom Technology (100 points):For this assignment I want you to think about the availability and options of hardware and software in a classroom environment. By now you have all probably had some type of classroom observation, and some of you may currently be classroom teachers. However, you may not have focused your time and attention on technology use. Furthermore, depending on your locations you may not have had direct experience with certain technologies.

Assignment: Visit a classroom of your choice. You may do this individually or together in groups. This could be at any level, k-20. Talk with a teacher, look at the hardware and software available, and describe everything you see. Then discuss what you would do differently, providing suggestions for improvement, with general commentary on what you observed.

Requirements: 4 page paper in APA format (do not count title page in paper length). Sections: Classroom/school/teacher overview Description of technology in use Your impression of the environment What you would do differently

TargetA

AcceptableB

DevelopingC

UnacceptableD/F

Score

Classroom overview

Through overview of classroom, school, and teacher involved

Quick summary Concise and brief

Missing or inaccurate

/20

Technology in use

Through overview of technology available for use in that classroom

Overview of technology available for use

Brief overview of technology available for use

Poor description of technology available

/20

Impression of environment

Positive and negative reactions

Reactions to environment provided

Simple reactions provided

Little to no reactions

/20

What you would do differently

Detailed suggestions including arrangement of existing tech and new tech

Suggestions including arrangement of existing tech and new tech

Few suggestions including arrangement of existing tech and new tech

Poor or no suggestions

/20

Format Clear and concise writing and formatting following perfect APA

Readable with only two or three errors

Unstructured with several errors

Unstructured with multiple errors and difficult to follow

/20

Late (if Number of weeks late: _____ -10/wk


applicable)Total /100

Using Information (100 points):Why reinvent the wheel? Much of what we do in education involves using and sharing what others have created. We can repurpose and repackage and reuse existing information and lessons. In this assignment you will find an electronic resource, a piece of content in which you would want to use in a lesson. In a 4 page APA formatted paper provide:

A description of this electronic content (shared if possible) The process you went about to find this information How it would be incorporated into an existing lesson Why it would enhance the lesson How the lesson will be enhanced to incorporate higher levels of learning

TargetA

AcceptableB

DevelopingC

Unacceptable

D/F

Score

Content choice

Excellent choice of content

Appropriate choice of content

Good choice of content

Poor choice of content

/20

Integration of content into lesson

Targeted and concise integration of technology

Integration of Technology

Limited integration of technology

No technology integration

/20

Higher level learning

Indicates higher level learning of students

Attempts to utilize higher level learning

Does not indicate higher level learning


/20

Requirements

Four or more pages in length

Three pages in length

Two pages in length

Two or less pages in length

/20





/20



Total /100


Creating Information (100 points):At some point you will have to create your own content because you just need something specific for that lesson, there is no alternative available, or the alternatives just don’t fit. In this assignment you will pick a tool, use it, create content, and share. In a 4 page APA formatted paper provide:

An attachment or link to the content you produced A description of the content A description of the tool (anything but PowerPoint) used to create the content Why you chose this tool How this content would enhance the lesson How the lesson will be enhanced to incorporate higher levels of learning

TargetA

AcceptableB

DevelopingC

Unacceptable

D/F

Score

Content creation

Excellent content created

Appropriate content created

Good content created

Poor content created

/20






/20






/20

Requirements



Two pages in length


/20





/20



Total /100


Communication and Collaboration (100 points):Sometimes the information itself is not what’s as important, but the process and the communication between students is. In this assignment you will pick a tool, use it, and describe how and why you would use it in the classroom. In a 4 page APA formatted paper provide:

A link to the tool you’ve utilized A description of the tool Why you chose this tool How using this tool can enhance a lesson How the lesson will be enhanced to incorporate higher levels of learning

TargetA

AcceptableB

DevelopingC

Unacceptable

D/F

Score

Tool chosen Excellent tool choice

Appropriate tool choice

Good tool choice

Poor tool choice

/20






/20






/20

Requirements



Two pages in length


/20





/20



Total /100


Collaborative Group Project – Graduate Students Only (200 points):

As a group you will choose a communication/collaboration tool outside of Blackboard and then use the tool to create a presentation in which you teach the class about it (asynchronous or synchronous). For instance, set up a synchronous video chat with the class using TokBox http://www.tokbox.com in order to teach us about TokBox, or a wiki about using wiki’s.

TargetA

AcceptableB

DevelopingC

Unacceptable

D/F

Score

Tool chosen Excellent tool choice


Good tool choice

Poor tool choice

/50

Clarity of lesson

Lesson is clear, concise, and presented professionally

Good, clear presentation

Somewhat clear presentation with weak pieces

Poor presentation

/50

Clarity of content

Content presented is thorough, complete, and useful

Content is thorough and useful

Content is somewhat useful but has holes

Poor quantity of content

/50

Well written and/or presented

Professional, no mistakes, well prepared

Well prepared, few mistakes

Several mistakes, not well prepared

Poorly prepared

/50



Total /200


http://www.tokbox.com/

Technology Integration across the Curriculum (100 points): In this assignment you will prepare an overview of how you will integrate technology into a specific discipline. In this 4 page APA formatted paper you will:

State the discipline Provide an overview List specific resources / web sites List specific communication / collaboration / software tools

TargetA

AcceptableB

DevelopingC

Unacceptable

D/F

Score

Discipline Detailed overview of challenges and opportunities for this discipline

Overview of challenges and opportunities for this discipline

Brief overview of challenges and opportunities for this discipline

Weak overview of challenges and opportunities for this discipline

/20

Resources Targeted and concise resources for this discipline

Acceptable resources for this discipline

Limited resources for this discipline

No resources for this discipline

/20

Tools Excellent tool choice


Good tool choice

Poor tool choice

/20

Requirements



Two pages in length


/20





/20



Total /100


Course Reflection (100 points): Summative assessment: Students will complete a 3 page reflective essay as a self-evaluation of the semester. Consider how the class benefited you and how you will apply this knowledge in the future. (Standards: All)

TargetA

AcceptableB

DevelopingC

Unacceptable

D/F

Score

Depth Deep integration to assignments and personal connections

Covers main points of semester and makes connections

Tangential connection between course and self

Superficial, merely a recap of assignments

/50

Requirements

Three or more pages in length

Two pages in length

Barely two pages in length

Less than two full pages in length

/25





/25

Total /100


Additional Resources:

Egbert, J. (2009). Supporting learning with technology: Essentials of classroom practice. Upper Saddle River, NJ: Pearson.

Jonassen, D., Howland, J., Marra, R. M., & Crismond, D. (2008). Meaningful learning with technology. Upper Saddle River, NJ: Pearson.

LoTi Connection, Inc. (n.d.). LoTI (Levels of Technology Implementation). Retrieved March 19, 2009 from http://loticonnection.com/

Siemens, G., & Tittenberger, P. (2009). Handbook of emerging technologies for learning. Retrieved March 19, 2009 from http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning

Wiske, M. S. (2005). Teaching for understanding with technology. San Francisco, CA: Jossey-Bass.


http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning

http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning

http://loticonnection.com/