EDT 415: Developing Educational Materials "Don't get stuck" First eight weeks | Thursdays, Room 302 HB | Sections

01, 71, 70 ! I. Course Identification Course Title: Introduction to Educational Technology Course Number: EDT 415 School: Central Connecticut State University Number of Credits: one II. Prerequisites: For credit in the elementary education professional program all students must have taken EDT 210 and passed with a C or better. Students who do not have prior experience in the applications listed below should consider taking a course in basic computer applications or be prepared to spend independent time learning the applications. Students should all have a CCSU email address that is up to date. Taking digital photos and uploading them Basic understanding of storage and file formats Web browsing and downloading files and applications Word processing Creating, naming and organizing files PowerPoint or Google presentations III. Instructor Name: Dr. Sponder Office: Barnard 308 Office phone: 860-832-2049 (email works best) E-mail: sponderb@CCSU.edu Office Hours: Tu: 4-7:00 p.m., W: 2:00-4:00 p.m., Th: 3:30-4:00 p.m. or by appointment. IV. Detailed Course Description: General goals description: This class is the second part of a two part series of educational technology courses for elementary education majors. The purpose of this class is to introduce you to the various roles web based instruction plays in the elementary classroom and the educational field. As aspiring teachers, this class will help you learn how to use technology to increase classroom productivity, meet national and state standards and integrate digital-age media tools into the curriculum seamlessly. Specific Learner outcome objectives: This course in conjunction with EDT 210 is developed to help elementary education majors meet the standards as developed by the International Society for Technology in Education. Specifically, it addresses the National Educational Technology Standards

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for Teachers (NETS*T). These standards can be found in the table below and at: http://www.iste.org/Libraries/PDFs/NETS-T_Standards.sflb.ashx The table below demonstrates each ISTE NETS*T and how it will be addressed in EDT 415. ISTE Standard and Description 1. Facilitate, 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. 1.a. Promote, support, and model creative and innovative thinking and inventiveness 1.b. Engage students in exploring real-world issues and solving authentic problems using digital resources 1.c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes 1.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 LearningExperiences 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 NETSS. 2.a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 2.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 2.c. Customize and personalize learning activities to address students diverse learning styles, working strategies and abilities using digital tools and resources 2.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. 3.a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations 3.b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation EDT 415 Addresses Standard

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3.c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats 3.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. 4.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 4.b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources 4.c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information 4.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. 5.a. Participate in local and global learning communities to explore creative applications of technology to improve student learning 5.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 5.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 5.d. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community Linkage to other courses:

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This course is the second of two courses of Educational Technology that elementary education majors are required to take at CCSU. The first course builds the foundation of instructional design and introduces tools that may be used effectively at the introductory level. EDT 415 will build upon the foundations of EDT 210 and allow for more teacher-learner creativity and indepth lesson planning using additional and more complex tools.

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V. Course Content Topical areas of study will include: Week One: Orientation, Personal Learning Networks, Standards, Data, LPs, Websites, Week Two: Web 2.0, Wikis, Group Project, digital citizenship, Flipping Classes Week Three: Group Project Week Four: Group Project, Literature Based Project, Google Earth Week Five: Interactive Whiteboards, Audio, start Literature Based Project Week Six: Visual Learning (video and recording), Literature Based Project Week Seven: Tablets and Apps, Literature Based Project Week Eight: Lab Finish up all other work. VI. Course Strategies: This course will be taught traditionally except in the case of emergencies such as snow days where the course may be taught online. The course will consist of lectures, demonstrations and projects. All class meeting will be recorded by the instructor for independent review by students. This does not substitute for missing a class. VII. Required Texts, resources and Supplies There is no textbook for this course. There will be readings and resources that will be provided electronically via Moodle Resources: Students are required to: have regular access to the internet, their email and have updated CCSU email accounts have a USB Flash Drive to store files if they so choose or a Dropbox account for storing files upload assignments to the class Moodle

Most of the software applications used in this class can be used during in class lab time, downloaded as free trials to a home PC or Mac, or accessed in University computer labs such as Marcus White. For complete information about the Marcus White computer lab please see the CCSU website as follows: http://www.ccsu.edu/page.cfm?p=1725 VIII. Course Policies Timeliness: Assignments must be turned in on the dates that they are due. Failure to hand in an assignment by the end of class on the due date will result in a 10% drop in grade. For every additional day the assignment is late the grade will drop an additional 1%. For example if an assignment is submitted 5 days after it is due the grade will drop by 15%. All assignments must be completed by one week after the last class meeting unless otherwise notified by the instructor. Revision: any desire to revise an assignment for a better grade must be discussed with the instructor in advance, but no guarantees.

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Attendance: Attendance is mandatory. Due to the relatively few instances in which this class meets it is critical that you attend every class. As a developing teacher professional, your attendance is important to your own development and the K-12 students depending on you. Participation is very important in this course and when you are not in class, you are unable to contribute your unique views to our classroom and your colleagues miss out on learning from you. In addition, punctuality is an important part of being a professional teacher and you are also expected to be punctual to class. 2 missed classes = Letter Grade drop 3 missed classes = Fail course Unexcused Absence: You are responsible to submit assignments due that day and for the material that was presented on that day. Excused Absence: Excused absences must be arranged before a planned absence. Excused absences must be arranged with the instructornot taken unilaterallyon a case-by-case basis. If you have special circumstances surrounding your absence, please discuss these with the instructor asap, preferably before the absence. If you are sick, you must contact the professor ASAP via email and provide an official doctors note the next class. Snow Days: In the event that CCSU closes the school due to snow or another emergency assignments that are to be posted to Moodle are still due. Also, check Moodle to see if there is an online version of the class and/or course work to complete on your own to make up for the missed class Interaction/participation: Students are expected to be active participants in the class. IX. Student Behavior Expectations Students should always conduct themselves in a professional and respectful manner. No conduct will be tolerated that might endanger or threaten anyone in the class. Disruptive behavior, substance abuse, downgrading or disparaging remarks, and any other behavior that shows a lack of respect for the instructor or other students, will not be tolerated. At the instructors discretion, a student causing problems may be asked to leave the class for the session. Student behavior is also judged according how you use the technology and maintain a professional environment. X. Academic Honesty Statement: The College is committed to academic integrity in all its practices. The faculty value intellectual integrity and a high standard of academic conduct. Activities that violate academic integrity undermine the quality and diminish the value of educational achievement. Cheating on projects, or other academic works is a violation of CCSU rules. No student shall engage in behavior that, in the judgment of the instructor of the class, may be construed as cheating. This may include, but is not limited to, plagiarism or other forms of academic dishonesty such as the acquisition without permission of tests or other academic materials and/or distribution of these materials and other academic work. This includes students who aid and abet as well as those who attempt such behavior. XI. Copyright Statement

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Students shall adhere to the laws governing the use of copyrighted materials. They must ensure that their activities comply with fair use and in no way infringe on the copyright or other proprietary rights of others and that the materials used and developed at CCSU contain nothing unlawful, unethical, or libelous, and do not constitute any violation of any right of privacy. XII: Disability Statement CCSU seeks to provide effective services and accommodations for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, you are required to register with Disability Support Services at the beginning of the semester. If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classrooms.

XIII. Course Grading 100 93 % A; 92 90 % A-; 89 87 % B+; 86 83 % B; 82 80 % B-; 79 77 % C+; 76 73 % C; 72 70 % C-, 69 67 % D+ ; 66 63 % D; 62 60 % D-; Below 59% F XIV: Projects and Assignments Projects and assignments for this class are described briefly below. a. Class Website: teacher-learners are required to create a website using a free tool.Yola, Weebly or Google are good sources. The website will have three pages consisting of a home page with a personal statement or philosophy of education, photo and a contact form. A page for your Personal Learning Network (PLN) with weekly entries for each of five PLN resourcesm and a page for course assignments. The principles of Typography should be followed. b. Personal Learning Network (PLN): Teacher-learners will be required to create, actively participate in and share with the class a Personal Learning Network (PLN). A PLN is defined as the entire collection of people with whom you engage and exchange information. To get credit for your PLN you must locate five PLN sites and visit them each week during the term (7 weeks total). Then, post one resource or contact or other item from each PLN resource on a PLN page on your website. So, each week for seven weeks you will have five entries with annotations. c. Forum: Students will use a weekly Forum to respond to questions about topics presented in class and articles assigned as reading. d. Gradebook: Teacher-learners will use Google Spreadsheets to create a sample gradebook. The gradebook will be shared with your instructor. e. Group Project: TeacherLearners will work with peers in a particular content area. Each teacher-learner will develop a lesson in that content area and integrate spreadsheets (for academics), wikis, and Web 2.0 tool(s). f. Literature Based Project: TeacherLearners will select a book from childrens literature and base a lesson on the book. SmartNotebook presentations, Voicethread, video, podcasts, spreadsheets (for assessments) and optionally Google Earth should be integrated into the lesson. g. App Evaluation: TeacherLearners will be given an iPad, loaded with apps, to use so they can will review the apps for their

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suitability for classroom use. h. Ed Tech Trends: Students will learn about major trends in Ed Tech including Flipped Classrooms, digital literacy and Web 2.0 i. Blogs: students will be given blogs to follow and respond to at least once during the semester. j. Class Participation: Teacherlearners must be active participants by both listening and contributing to class. Teacher-learners should refrain from using their own devices or the Macs in the lab for performing other activities not related to class such as email, texting, social networking, etc.. To receive the full 10% for class participation teacher-learners must attend class, be punctual and actively participate in person. Assignment/Project Class Website (3 pages) PLN (on the website) Forum Responding Gradebook Group Project Literature Based Project App Evaluation Project Class Participation Total Possible ! Typographic Guidelines (failure to use these guidelines can cost you points)! This topic provides professional conventions for using computer-generated text. In this course, when using a wordprocessor or other software, the following conventions, among others, should be followed: Do not use all capitals in a sentence or a title longer than three words One space after a period, comma or other punctuation marks. Never underline text unless it is a hyperlink. An underline is not a drawn line. Use red only to highlight something important and should be used purposefully. Use multicolored text judiciously not indiscriminately. Use bold and italics for highlighting important information, not for paragraphs or large bodies of text. Use apostrophes correctly (1950s or '50s not 1950's) Use left-align text for greatest legibility. Points 10% 10% 10% 10% 20% 20% 10% 10% 100%

In addition to the above, when making websites and presentations be aware of the following: Make title fonts at least one size or two larger than text. Fonts should be consistent in style and size. Do not use multicolored fonts. A website can be attractive without using everything that the technology can do. Just because you can do something doesn't mean you should. Don't stretch graphics. Find the right size and then use it or find something else.

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 If text folds into another line try to make the break at a complete thought as much as possible, and don't break text that should be read on the same line such as names and titles. Avoid using animated GIFs for decoration. They can easily annoy a visitor. Put your name on every piece of work you do and every file you hand in. Include a final page for references for every outside resource you use. Don't use sounds on websites or for transitions in PowerPoint.

Date Week 1: Date: 8/29

Objectives Construct a class website State the value of social networking in education Explain the value of a Personal Learning Network (PLN) and construct one Locate education standards and design lesson plans to ensure standards are adequately met Locate the CCSU lesson plan template and identify the different parts Understand the value of spreadsheets and apply skills to create a gradebook using a spreadsheet List several Web 2.0 tools and apply these tools to the group project Describe the benefits of collaborative education and apply skills to create a collaborative wiki for the group project

Classroom Activities Introductions, review syllabus, create logins, take preassessment and skills assessment Introduce class website project social networking and PLNs Standards - CT standards, Common Core and ISTE Lesson plans Lecture: data for productivity and academics Lab time: Begin setup of PLNs, class website

Assignments Due

Things to Think About What are the best ways to integrate technology into lesson plans?

Be here, be ontime

Week 2: Date: 9/5 Web 2.0, Wikis, Group Project, Flipping Classes

Web 2.0 tools Lecture: Wikis Demonstration: Wikis Demonstration: Spreadsheets Lecture: Introduce the group project Group Projects Lecture: Digital Citizenship Edmodo Lab time: group project

Read and respond to data article Read and respond to Web 2.0 article Put content on each page of your website Gradebook Read and respond to second Web 2.0 article Group project lesson plan rough draft

Why are Web 2.0 tools and wikis important to learning in the 21st century?

Week 3: Date: 9/12 Digital Citizenship, Group Project

Define and list examples of each: copyright, fair use, digital citizenship and digital divide Apply skills learned in class to create the group project

Are your decisions to include Web 2.0 technocentric or will they truly improve learning? Why?

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Week 4: Date: 9/19 Literature Based Project, Google Earth

Understand the importance of literature in education and construct lesson plans to use literature to teach standards Locate childrens literature Develop global awareness and apply skills to use Google Earth in the Literature Based Project Describe the benefits of interactive presentations and apply skills to create a SmartNotebook presentation for the Literature Based Project Describe the benefits of audio learning and apply skills to create a podcast for the Literature Based Project Describe the benefits of visual learning and apply skills to create a video and Voicethread for the Literature Based Project

Presentations: Group Projects Lecture: Introduce Literature Based Project Demonstration: Google Earth

Group Project

Why should literature be incorporated into lessons?

Week 5: Date: 9/26 Audio learning, Interactive Boards, Literature Based Project Week 6: Date: 10/3 Visual Learning, Literature Based Project Week 7: Date: 10/10 Tablets and Apps, Literature Based Project

Recording: Benefits of an Interactive Board Activity: SmartNotebook Recording: Audio learning Recording: Podcasts

Rough draft of Literature Based Lesson Plan

How do interactive presentations and audio tools such as podcasts address diverse learning styles?

Differentiate between hardware and software and identify examples of each Define a tablet and list the benefits of tablets in education Define an app and describe why apps are currently popular Given a educational problem evaluate apps to solve that problem

Lecture: Benefits of visual learning Demonstration: video Demonstration: Recording Lab time: Literature Based Project Presentations: Literature Based Projects Lecture: hardware, software, tablets and apps Demonstration: tablets & apps Lecture/Lab: App Activity

How do videos and Voicethread address diverse learning styles?

Literature Based Project

Why are tablets and apps so popular in education today?

Week 8: Date: 1017

TBA

The above course schedule and procedures are subject to change in the event of extenuating circumstances as determined by the instructor

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