EdL 325 Instructional Technology

Fall 2015

Dr. Susan Cramer


Course Description
A basic course in the selection and utilization of media and computers in the teaching-learning process. Media technology is studied as a means of enhancing and improving learning.
(3 credits)

Course Goals and Format
This course is designed as a project based course.
I have two main goals I need to see you demonstrate. They are:
1. You are able to use technology (so you will be making sample projects)
2. You can plan for student use of technology in your classroom (so you will be planning technology rich instruction)
Together these two goals should help ensure you are set for today and tomorrow's classrooms.

Formal Course Objectives (EdL 325)
The student will:
  • Demonstrate use of electronic communication (email), word processing, draw, hypermedia, multimedia, digital imaging, spreadsheets, and web searching.
  • Lead and participate in discussions on technology related issues.
  • Evaluate commercial and/or teacher produced media.
  • Define technology related terminology.
  • Design and defend an educational unit that utilizes a variety of media and other resources to promote authentic student learning.
  • Define distance education and describe how it can be used in teaching and learning.

Course Objectives (EdL 205, when course is integrated with EdL 325)
The student will:
  • Create, save and update files in a network environment.
  • Use Microsoft OfficeTM, an integrated software program, on an iMac in class activities.
  • Describe and explain the basic workings of the Macintosh Operating System and compare it with Microsoft's Windows Operating System.
  • Use terms commonly associated with computers.
  • Develop classroom applications for word processing, electronic presentations, spreadsheets, and drawing.
  • Become familiar with such online help resources as the Macintosh Help Menu and Microsoft's Wizard.
  • Demonstrate correct use of e-­‐mail, set software preferences, and create PDF files for cross platform sharing.
  • Use the university electronic mail system to send messages, and attach documents for assignments, to the instructor. All course communications will be made via UW Oshkosh's e-­‐mail system.
  • Save back up copies of class work on servers and/or other storage devices.



NOTE: Signature Assessment for your portfolio --

Students will design a technology rich instructional plan that includes samples of included multimedia technology projects and a justification for the plan's design.



Standard 5 in your portfolio:

InTASC Standard 5: Application of Content


Application of Content

The teacher understands how to connect concepts and use different perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. WES 6 – Communicates well with students. COEHS – Being a skillful practitioner.

Note: Foliotek requires you to upload a document. Write a quick, one page document telling the name of the unit you created, how it meets the above ideas and the url from your wiki. Upload this document then request me to be your assessor.


Policies and Expectations
  • Plagiarism - See University rules http://www.uwosh.edu/dean/conduct.htm. Copyright and Fair Use apply!!! Demonstrate ethical behavior.
  • Homework - Anticipate allocating 2-3 hours outside of class for each hour you are in class. Those of you who are already tech savvy should push yourself to explore beyond your current knowledge base.
  • Before class - Review daily calendar, complete any items that indicate they should be done before class. Bring any handouts to class as indicated.
  • Assist members of your work group. Attend class each session. When you find yourself unable to attend due to illness or other professional commitment, please contact me and your group via email alerting us that you will be missing and why. Points lost when absent. (Consider attending via Skype.)
  • Ask questions. Explore and discover. Make mistakes!
  • Develop a positive attitude toward technology (even when it doesn't work!).
  • If an assignment does not fit your needs, see the instructor to arrange an alternative. Push yourself to master new technology areas or features and ways technology may be integrated into the classroom to improve student learning.

Required Texts and Materials
  1. Williams, R. (any edition). The Non-Designer's Design Book: Design and Typographic Principles for the Visual Novice. Peachpit Press.
  2. A sense of adventure, humor, and cooperation.
  3. Optional - floppy disks, zip disks, jump drive, CD-R, or CD-RW. You will be saving your work to your student account. If you want to also save it in another medium, that's fine too.

Tentative Daily Outline
See Daily Calendar page

Grading
Complete ALL assignments in a high quality manner, earn a B.

To earn an A, go above and beyond. Be more creative, and/or create more technology activities and samples, and/or work with a teacher and his/her students, and/or work with a UW Oshkosh faculty member as a tech mentor/tutor, and/or _. Create a page in your wiki documenting and telling how you have gone above and beyond. Go ahead, do it!

A = 100-94%
A- = 93-90%
B+ = 89-87%
B = 86-84%
B- = 83-80%
C+ = 79-77%
C = 76-74%
Below 73% = Incomplete

See attachment for specific assignments, due dates, and scoring rubric.


Wisconsin Teacher Standards Addressed
  • PI 34.02 (4) The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children's development of critical thinking, problem solving, and performance skills.
  • PI 34.02(6) The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

ISTE (International Society for Technology in Education) Teacher Standards 2008
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
Teachers:
a.design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d.provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d.model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
Teachers:
a.advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c.promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d.develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
Teachers:
a.participate in local and global learning communities to explore creative applications of technology to improve student learning.
b.exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c.evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d.contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.


The InTASC Model Core Teaching Standards (April 2011)

NOTE: The Signature Assessment for your EdTPA from this course is as follows --
Students will design a technology rich instructional plan that includes samples of included multimedia technology projects and a justification for the plan's design. Within these technology rich plans students will demonstrate each of the InTASC Teaching Standards.

Below each standard, in italics, is the corresponding assignment which addresses the standard.

The Learner and Learning
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
-- When planning technology rich instruction, select developmentally appropriate and challenging learning experiences utilizing technology.

Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
-- When planning technology rich instruction, incorporate a variety of technology based learning experiences, projects and resources to accommodate student differences.

Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
-- Collaboratively plan technology rich instruction that includes opportunities for students to both collaborate with others and work individually and be actively engaged in learning.

Content Knowledge
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
-- Technology rich plans will conform to discipline specific best practices.

Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
-- Technology rich plans will engage students in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues

Instructional Practice
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
-- Technology rich plans will incorporate multiple assessments.

Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
-- Technology rich plans will provide multiple ways of learning and demonstrating learning.

Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
-- Technology rich plans will provide multiple ways of learning and demonstrating learning.

Professional Responsibility
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
-- Subscribe to various professional learning communities


Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.



COEHS Model...
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