Eastern Illinois University Department of Early Childhood, Elementary, and Middle Level Education EDU2022 Teaching and Learning with Technology in Classrooms NCATE syllabus College of Education and Professional Studies THEME: That all students through the opportunities offered in EIU programs for professional preparation in teaching become Educators who are creators of effective educational environments able to integrate diverse students, strategies, societies, subjects, and technologies. Course Description: EDU2022: This course is designed to prepare teachers to integrate technology into the curriculum based on the national and state educational technology standards. This course will focus on the effective use of technology in teaching and learning. Textbook Shelly, G. & Cashman, T., et al. (2004). Teachers Discovering Computers: Integrating Technology in the Classroom. Boston, MA: Course Technology, Thomson Learning. Fewell, P. & Gibbs, W. (2005). Microsoft Office for Teachers. Upper Saddle River, NJ: Merrill Prentice Hall Resources personal LiveText account ( may purchase through EIU Bookstore) Web site for the Shelly Cashman textbook at http://www.course.com/tdc3 Materials: personal Flash drive Instructor: Judy Barford email: [email protected] or click here to E-mail Judy Barford Office: BB2205, mailbox BB 2214 homepage: http://www.ux1.eiu.edu/~cfjab/ Office hours, Fall, 2006 phone: 217-581-7885 home phone: 217-345-9653 MW 10:00 - 11:00 TR 2:00 - 3:00 See the ***Course Calendar *** for topics, dates, tasks, and resources for the current semester. Course Purpose:Students majoring in education shall be offered opportunities to 1. practice and expand personal use of various kinds of hardware and software; 2. design curriculum for constructivist teaching and learning with technology in classrooms; 3. apply learning theory to evaluate quality technology-assisted learnng experiences; 4. make informed judgements about social and ethical issues involving technology; 5. develop strategies and commitment to keep abreast of developments in educational technology. CEPS Rationale and Assumptions for all Classes: Beginning teachers should be able to 1. Design instruction to develop and utilize the cognitive processes by which children learn. 2. Demonstsrate alternative methods of achieving similar learning outcomes. 3. Decide what will be learned and ways to achieve that learning. 4. Strive for positive development of students' intellectual, social, and moral skills and behaviors. 5. Demonstrate good communications skills. 6. Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of (computer) education. 7. Demonstrate knowledge and utilization of technological tools. Course outcomes: This course is designed to provide students with practical understanding of educational technology, computer use and applications, integration of technology in classroom curriculum, and use of the World Wide Web as an information respository and learning tool. The course offers pre-service teachers experiences in evaluation of technology resources and in creation and assessment of classroom-created technology products at the grade levels of their certification. Upon completing this course, students will be able to: COURSE OBJECTIVES (Illinois Technology Standards) ISTE Standards for pre-service teachers ACTIVITIES ASSESSMENTS Relate changes and trends in computer technology to educational environments, applying the terminology of the field. (4) I. S/C Ch.1 through 7 four reading reports terminology table posted criteria checklist Plan and implement individual and collaborative projects that require application of skills, critical analysis of resources, and presentation of products for classroom administration and curriculum. (2, 3, 5, 7) • Web page with Netscape Composer, FTP, frequent additions and upgrades, II, III, IV, V, VI Build and post a personal Web page of course projects Create relevant products in Word, Excel, Adobe, Netscape Composer Build a Curriculum criteria checklist criteria checklist rubric• Microsoft Office, Word, Excel, Adobe • Digital and scanned images • Instructional unit • KidPix • Inspiration • PowerPoint • Sound files Theme project including an evaluated Web-Quest/Web Inquiry Project based on an Essential Question (Wiggins) incl. Inspiration map & IL & ISTE standards Create a Kid Pix slide show and/or HyperStudio stack and/or Develop and present a PPT slide show utilizing several elements of the authoring program Attend 2 workshops on pertinent applications criteria checklist one session school-based participation Official documentation: handout / certificate Develop computer literacy skills necessary to locate, evaluate, and use communication and information resources to support teaching and learning. (6, 8) II, IV, V, VI Frequent, qualitative, and responsible use of course communication tools: email, personal Web page, LiveText, WebCT Conduct effective electronic searches Apply rubrics to evaluate professional and school Web resources. Apply rubrics to WebQuests Post of annotated links lists for project themes and topics Model principles of effective technology-based instruction for diverse populations. (3) II, III, VI S/C Ch.8 observation of assistive tech in use/ workshop Report and reflections upon a visit to a setting utilizing assistive technology or workshop documents Understand and apply concepts necessary for ethical decision making concerning the social and human issues related to computing, technology, and the technological society. (2, 4) VI S/C Ch. 8 in-class instsructor presentation of technology ethics: job change, man vs. machine, essence of childhood, information overload, Internet addiction, ideology on the Web, AUP, filters, copyright and fairuse. WebCT discussion/ selected ethics topic WebCT discussion criteria: identification of problem, research, links, personal application, advocacy of position, threaded response to peer.(refer to NETS standards for pre-service teachers) (refer to Illinois Technology Standards for all teachers) Teaching Model: Information Processing Model (Joyce and Weil, 1980 and 1992) According to Joyce and Weil, this model includes organizing data, sensing problems, generating concepts and solutions as well as inquiry training. The model is
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