Professional Documents
Culture Documents
Instructor Information
Instructor: Dr. Jeremy Price Office: ED 315 Email: jeremy.price@fairmontstate.edu Student Drop-In Hours: Monday, Tuesday, Wednesday, Friday 3-4pm and by appointment
Course ID
Fairmont State University School of Education Graduate Program Instructional Technology 2201 http://bit.ly/educ2201-syllabus
Conceptual Framework
The mission of the Fairmont State University School of Education (FSU SoE) is to prepare reflective and responsive educators who possess the knowledge, skills, and dispositions to help all students learn. The FSU SoE mission is integrated across the curriculum, field experiences, clinical practice, and assessments of candidates. The conceptual framework (CF) provides the structure and guiding principles that are necessary to accomplish this mission. The five West Virginia Professional Teaching Standards (WVPTS) and their respective functions undergird the knowledge, skills, and dispositions that candidates must possess in order to facilitate learning for all students. Diversity and technology are included in the CF representing themes that are integrated throughout the units programs. Demonstrated competencies in the standards/functions empower candidates to function as reflective and responsive educators. The CF is based on research about effective teaching and learning best practices that apply to teacher candidates at the initial level as well as accomplished teachers at the advanced level. The CF and the WVPTS also are central guiding elements of the FSU Professional Development School (PDS) Partnership that provides a critical structure and context for teacher education and educator professional development.
Course Overview
Technological advancements have been occurring at a dizzying pace, and our schools struggle to keep up. Educators are increasingly expected to use technology in their work, both in their lessons and activities and in their own professional development and learning. These trends come from personal interests, economic and social expectations, and policy mandates. A great deal can
Performances of Understanding
Teacher candidates are required to demonstrate their understandings of the course concepts, ideas, strategies and skills. This will be accomplished through a number of performances over the course of the semester.
EDUC 2201 Instructional Technology Fall 2013 Attendance and Weekly Exit Tweets (40 points)
Attendance and class participation are extremely important to success in this class and as a teacher. As such, you are expected to be prepared by reading the assigned articles and chapters, engage in collaborative projects and activities, participate in discussions and ask questions, and submit assignments on or before their due date. Each teacher candidate in EDUC 2201 will start with a bank of 10 points for attendance. Each unexcused absence will result in 1 point deducted from this bank. Although I would prefer to be notified ahead of time of absences, if you have an excuse for your absence you have 24 hours after class to notify me. Perfect attendance (no unexcused absences) will give you an additional five point bonus. In addition, each student will be required to complete an exit tweet each week: a short reflection of the weeks readings, discussions, and activities. This tweet will follow the Wow and Wonder format: one idea that surprised or intrigued you, and one question that you have for further inquiry. The exit tweets are due by end-of-day Friday each week and are worth 2 points each for a total of 30 points.
EDUC 2201 Instructional Technology Fall 2013 UDL Online Book (70 points)
Outcomes: 1, 2, 3, 7 As a way to engage in digital authoring and inclusive digital practices, candidates are expected to write an online book for elementary, middle, or high school students on a particular topic of their choosing constructed with the UDL Book Builder. Candidates will also include a short reflection document which outlines the features of Teaching for Understanding and Universal Design for Learning which were incorporated into the online book. Our class will be working with either a third grade or sixth grade class on this project. More details will follow later in the semester. (4 extra criteria) Due TBD
For example, if you have a total of 360 points on the 400-point scale, you will have a 90 on the 100-point scale. This translates to an A- for a final grade.
Required Resources
We will be using Teaching for Understanding with Technology by Martha Stone Wiske, Kristi Rennebohm Franz, and Lisa Breit. Teaching for Understanding with Technology (TfUwT) provides an excellent overview of the Teaching for Understanding (TfU) framework in the context of technology in education. TfU provides you with an excellent language and framework for considering standards, planning lessons and curricula, evaluating technology tools and addressing individual students. TfUwT is a valuable addition to any teachers bookshelf. Although it is not required, it is highly recommended that written work (with the exception of Weekly Tweets) be accomplished using Google Documents. This requires a Google account, which is why it is not required. If you write your work in Google Documents, I will be able to provide direct feedback on the document in an interactive manner. I will provide instructions for signing up for a Google account and creating a Google document the first week of class. Lastly, you will be required to use Task Stream to access the links to the readings and to submit your performances of understanding. A multiyear license is available through the University Bookstore or through Task Stream. For more information, visit http://bit.ly/fsu-taskstream.
Course Schedule
Week 1 (August 19-23) Generative Topic: What are creativity, understanding, and learning? Understanding Goals: Teacher candidates will develop a starting point and framework for exploring what creativity, understanding, and learning mean to them. Readings: "20 Things I Learned..." (http://bit.ly/14SfJHi); "K-12 Techology Trends to Watch" (http://bit.ly/19pTre1); TfUwT Chapter 1, "What is Teaching for Understanding?" Tools: Paper and colored pencils Week 2 (August 26-30) Generative Topic: How do I relate to technology?
Week 3 (September 2-6) *NO CLASS MONDAY SEPTEMBER 2 (LABOR DAY)* Generative Topic: What are characteristics of a well-designed learning goal? Understanding Goals: Teacher candidates will understand the characteristics of a generative topic for learning and understanding. Readings: TfUwT Chapter 3, Generative Topics and New Technologies; UbD and Serendipity: Why Planning Helps Rather Than Hinders Creativity (http://bit.ly/16kpbQE) Tools: Prezi (http://www.prezi.com/) Assignment Due: First Part of Living Document Week 4 (September 9-13) Generative Topic: What are characteristics of a well-designed learning goal? Understanding Goals: Teacher candidates will understand the characteristics of a wellconstructed, achievable, and observable understanding goal. Readings: TfUwT Chapter 4, Understanding Goals and New Technologies; "Standards Must Be Unpacked" (http://bit.ly/14VQBwu); "9 Wrong And 8 Right Ways Students Should Use Technology" (http://bit.ly/148Wu9W) Tools: Concept Mapping Week 5 (September 16-20) Generative Topic: What are ways to assess learning with digital tools and media? Understanding Goals: Teacher candidates will understand the characteristics of performances of understanding and recognize the importance of ongoing assessment and feedback. Readings: TfUwT Chapter 5, Performances of Understanding and New Technologies; "On Assessing for Creativity" (http://bit.ly/17yUNRx); "Teaching Project Management" (http://bit.ly/17V0CHW) Tools: ScreenChomp Week 6 (September 23-27) Generative Topic: What are ways to assess learning with digital tools and media?
Week 7 (September 30-October 4) Generative Topic: What are the ways we can use technology to provide opportunities for learning irrespective of ability and background? Understanding Goals: Teacher candidates will use the UDL framework to design education materials. Readings: Universal Design for Learning: Meeting the Needs of All Learners (http://bit.ly/14Kpd0i); UDL Educator Checklist (http://bit.ly/19AOa6W) Tools: UDL Book Builder (http://bookbuilder.cast.org/) Week 8 (October 7-11) Generative Topic: How can we use technology to facilitate understanding- and creativity-oriented classrooms? Understanding Goals: Teacher candidates will recognize opportunities and constraints of technology facilitation in the classroom. Readings: The Role of Technology in Teaching (http://bit.ly/16WJqEZ); Does the Digital Classroom Enfeeble the Mind? (http://nyti.ms/19pWp2e) Tools: exploratree (http://www.exploratree.org.uk/) DRAFT DUE IN CLASS ON OCTOBER 11: PART 2 OF LIVING DOCUMENT Week 9 (October 14-18) Generative Topic: How can we evaluate existing digital tools and media to recognize their place in facilitating an understanding- and creativity-oriented classroom? Understanding Goals: Teacher candidates will be able to apply an analytic framework to evaluate existing digital tools and media. Readings: "5 Features Technology Must Have Before Classroom Use" (http://bit.ly/15TE60A); "Organizing for Instructional Results" (http://bit.ly/16WJHrA); "Technology and Learning Spectrum" (http://bit.ly/16x3yPA) Tools: Diigo (http://www.diigo.com/) and others FINAL DRAFT DUE ON TASKSTREAM ON OCTOBER 15: PART 2 OF LIVING DOCUMENT
Week 14 (November 18-22) Generative Topic: Modeling and communications are key pedagogic tools that are particularly important when it comes to technology Understanding Goals: Teacher candidates will develop strategies to communicate information and ideas with students, parents, and peers. Readings: "Am I a Techie?" (http://bit.ly/1afDdan); "27 Ways To Increase Family Involvement In The Classroom" (http://bit.ly/19pYTh7) Tools: Portfoliyo (https://www.portfoliyo.org/), In Touch Teacher (https://www.intouchteacher.com), Chalk (https://chalkschools.com) Assignment Due: AUP and Narrative *THANKSGIVING BREAK (NOVEMBER 25-29)* Week 15 (December 2-6) Generative Topic: Teachers can strengthen their ability to facilitate and inspire learning and creativity by building their practice and engaging in networks Understanding Goals: Teacher candidates will develop and understanding of when and who to ask for support, as well as what resources to draw upon. Readings: "The 5 Biggest Skills Modern Teachers Need" (http://bit.ly/14Ku95t); "Teachers: Finished products or works in progress?" (http://bit.ly/17V3apq); "Ten Roles for Teacher Leaders" (http://bit.ly/19AReA1) Tools: Better Lesson (http://betterlesson.com/), DonorsChoose (http://www.donorschoose.org/)
10