Eastern Illinois University Department of Early Childhood, Elementary, and Middle Level Education EDU 2022.004: Teaching and Learning with Technology in Classrooms Instructor: Denise Reid Location & Time: BB 1430/Tuesday & Thursday 1:00-2:15 p.m. Office: BB 2211 Telephone: Office: 581-7891 Email address: [email protected] Office Hours: Monday & Wednesday 8:00-9:30 a.m. Tuesday 2:30-3:30 p.m. UNIT Theme: Educator as creator of effective educational environments, integrating diverse students, strategies, societies, subjects, and technologies. Course Description: (2-1-2) This course, based on the national and state educational technology standards is designed to prepare teachers to integrate technology into the curriculum. This course will focus on the effective use of technology in teaching and learning. Prerequisite: Passing score on the CEPS technology proficiency. Course Purpose: EDU 2022 is structured to offer teacher candidates opportunities to: 1. Practice and expand personal use of various kinds of hardware and software. 2. Use technology in the design of curriculum for constructivist teaching and learning. 3. Apply learning theory to evaluate quality technology experiences. 4. Make informed judgments about social and ethical issues involving technology. 5. Develop strategies and commitment to explore new and emerging educational technologies. Textbooks: Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2006). Teachers discovering computers:, Integrating technology and digital media in the classroom (4th ed.). Boston, MA, Thompson Learning. http://www.scsite.com/tdc4/Fewell, P. & Gibbs, W. (2006). Microsoft office for teachers (2nd ed.). Columbus, OH, Merrill Prentice Hall. Supplemental Materials: Flash drive Teaching Models: The Information Processing Family of Models. Part II. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. Information Processing Family of Models. These models include organizing data, sensing problems, generating concepts and solutions as well as inquiry training. The model is concerned with social relationships and development of a confident integrated learner. EDU2022 course purposes and topics (see course calendar) as well as the laboratory setting assume that students will make discoveries, teach each other, and share knowledge and skills to increase the quality and quantity of class learning, and to better meet the challenge of rapidly developing technology. The constructivist model as suggested in the Shelly-Cashman textbook will be utilized. Dispositions: Candidates in the Department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, the abilities to provide varied teaching practices evidenced in a supportive and encouraging environment. Live Text Assessment Requirement: For those classes with Live Text or Practicum -- If the portfolio or LiveText requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned. Standards: Course requirements and demonstrated competencies are aligned with the following standards: • Illinois Professional Teaching Standards (IPTS) http://www.isbe.state.il.us/profprep/PDFs/ipts.pdfhttp://www.isbe.state.il.us/profprep/PDFs/ipts.pdf • Language Arts Standards for all Illinois Teachers ( ICLAS) http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdfhttp://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf • Technology Standards for all Illinois Teachers (ICTS) http://www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdf • Nets Standards for Teachers: ISTE National Technology Project: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm • NETS Standards for Students: ISTE National Technology Project: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm SPA Standards Alignment (Special Professional Association Standards) based on: • ACEI (Association for Childhood Education International) program standards for elementary teacher preparation http://www.acei.org/Synopsis.htm and http://www.acei.org/ncateindex.html • NAEYC (National Association for the Education of Young Children) NAEYC http://www.naeyc.org/accreditation/next_era.aspCourse Outcomes: Students will be able to 1. Review research studies of the effects and impact of technology on learning. 2. Describe the development of computer technology over time and implications of this history for instruction. 3. Evaluate ethical, legal and social equity issues pertaining to the impact of technology 4. Apply terminology of the field, including Web 2.0 5. Use, explore, and apply telecommunications opportunities: html editors as appropriate for teaching professionals, course management systems, videoconferencing, webcasts 6. Use and apply word processing, database, presentation and spreadsheet programs relating to teacher administration and the curriculum of elementary and middle schools. 7. Describe multimedia-learning options. 8. Review and apply criteria to evaluate and select blogs, wikis, Web sites, educational software. 9. Practice strategies for continuous updating of computer literacy for teachers and students. 10. Design and produce appropriate technology supported instruction. 11. Practice ergonomics and proper care of computers and peripherals. 12. Design and maintain your own professionally appropriate website. COURSE REQUIREMENTS NETS Standards for Students DEMONSTRATED COMPETENCIES ALIGNED STANDARDS PRODUCTIVITY NETS 6 Performance includes: Creation, editing, evaluation of appropriate professional documents in text and multimedia. Application of spreadsheet, database, presentation, and communications programs to classroom tasks. Focus is on demonstration of computer literacy, integration literacy and fluency, information literacy and fluency.. IPTS 1, 5, 6, 8pTSIT 1, 2, 5, 8LASIT 1 WEB PRESENCE AND WEB 2.0 NETS 2,3, 4,5 Performance includes: Review and evaluation of active, teacher maintained, classroom Web pages. Creation and use of a personal professional Web site, posted to individual student's account on the EIU pen server. Creation and use of selected personal accounts with such programs and
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