Viterbo University Graduate Syllabus

Course Title Credits Introduction to Technology Integration 1 Graduate Credit

Instructor of Record: Tammy Stephens, tstephens@thestephensgroup.com, (800) 408.4935 x 0, skype tstephens12 Description: This course will give classroom teachers insight into how to balance their curriculum with integrated technology. It is designed to provide continued support for teachers as they apply new skills and practices from the Milwaukee Digital Media Conference with their students. Students will design curriculum to be used in their classrooms and work in a collaborative environment to share ideas and build a surplus of useful strategies and ideas as determined by the community of practice. Objectives:
In this course participants will:

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Integrate ISTE NETS Students standards into a curricular lesson or unit using best practices when integrating technology into the curriculum. Identify digital tools and resources that engage students in exploring real-world issues as related to the curriculum. Educators will assess existing resources, evaluate one another’s work through a Community of Practice

INTASC Standards: #1 The teacher understands the central concepts, tools for inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils #3 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.

#5 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. #6 The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. #8 The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

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Outline of Content: This course is four weeks in length and will be conducted in an asynchronous format. During this 4-week period, participants will have access to this course 24/7. Week One: Introduction to the Course • Discussion Board Topic: Introduce Yourself and tell us a little about the context of where you teach. What do you teach and where do you teach? Required Readings: o Navigating the Shifting Information Landscape. Tech Tips for Educators. Retrieved 29 September, 2008, from http://www.uwstout.edu/soe/profdev/blog/2007/11/joyce-valenza-21st-centuryresearch.html. Plough, Cory. (1 March 2008). Web 2.0 Tools Motivate Student Creativity. Tech Learning. Retrieved 29 September, 2008, from http://www.techlearning.com/story/showArticle.php?articleID=196605050. Reynolds, Peter. (June, 2008). Six Essentials to Foster Creativity and Innovation in the Classroom. District Administration. Retrieved 29 September, 2008, from http://www.districtadministration.com/VIEWARTICLE.ASPX?ARTICLEID=16 05 . Deubel, Ph.D., Patricia. (2008). Crossroads in Education: Issues for Web 2.0, Social Software, and Digital Tools. T.H.E. Journal. Retrieved 29 September, 2008, from http://www.thejournal.com/articles/22454.

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Discussion Board Topic: What tools from the Milwaukee Digital Media Conference do you intend to integrate into your instruction? How will you integrate this into your instruction? Review of Course Expectations: Review of the syllabus, lesson plan template (included in Appendix A), and peer review checklist

Week Two: Introduction to ISTE NETS Student Standards • • Required Readings: NETS_for_Students_2007_Standards.pdf.. Retrieved September 20, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_f or_Students_2007_Standards.pdf. NETS Implementation - Videos of NETS•S in Action . Retrieved September 20, 2009, from http://netsimplementation.iste.wikispaces.net/Videos+of+NETS%E2%80%A2S+in+Action. Discussion Board Topic: How are the new ISTE NETS Student Standards different than the old standards? Discussion Board Topic: How do other the ISTE NETS Student Standards apply to or affect your lessons that focus on creativity and innovation? Lesson Plan: Create lesson plan or unit integrating technology tool into the curriculum and post in course using the Intel Lesson Plan template included in Appendix A Introduction to Technology Integration

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Week Three: Peer Review • • Required Reading: NCRTECH. 2001. Leadership and Learning with Technology: Coaching Staff for Integrating Technology. Retrieved September 20, 2009, from http://www.ncrtec.org/pd/llwt/coach/tips.htm. Peer Review Process: Participants will use the peer review checklist to peer review one another’s work and email them back their feedback.

Week Four: Reflection • • Post Final Draft of the Lesson Plan in the Course Discussion Board Topic: What was your Ahh, Haa moment or revelation in this course? What will you take away or what did you learn?

Assignments and Requirements: Discussion Boards: INTASC Standards: #1 The teacher understands the central concepts, tools for inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils #3 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.

#5 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. #6 The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. #8 The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
Aligns to INTASC Standards: #8

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Discussion Board Topic: Introduce Yourself and tell us a little about the context of where you teach. What do you teach and where do you teach? Discussion Board Topic: What tools from the Milwaukee Digital Media Conference do you intend to integrate into your instruction? How will you integrate this into your instruction? Discussion Board Topic: How are the new ISTE NETS Student Standards different than the old standards? Discussion Board Topic: How do other the ISTE NETS Student Standards apply to or affect your lessons that focus on creativity and innovation? Introduction to Technology Integration

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Discussion Board Topic: What was your Ahh, Haa moment or revelation in this

course? What will you take away or what did you learn?
Peer Review: Participants will peer review one another using the peer review form included below. A copy of the peer review will be sent to the educator being reviewed and one to the instructor. Aligns to INTASC Standards: #1, #3, #5, #6, #8 Lesson Plan Participants will create a lesson plan integrating one of the tools from the Milwaukee Digital Media Course. The lesson plan template is included in Appendix A. Aligns to INTASC Standards: #1, #3, #5, #6, #8

Evaluation Method: • Discussion Boards- (25% of the final grade or 5% each)- A component of your grade will be based on active participation demonstrating critical thinking, rather than simply social presence on the discussion board . Your grade for discussion board participation will be based on both frequency and quality of your contributions during our discussions. Quality participation is considered as thoughtful and concise contribution that demonstrates critical thinking moving discussions forward as related to the course material. Contributions of low quality or those that are long-winded paragraphs of excerpts from course materials or other sources will not result in an exemplary discussion grade. Comments such as "I agree" or "Yes/No" or "Thanks for the feedback" will not count toward the frequency of your participation. The instructor will monitor both the amount of time, quality, number and frequency of both read and written discussion responses on the discussion board and analyze class postings. • Peer Review (25% of the final grade)- All parts of the peer review are completed. The reviewer followed the criteria in the critical friend process (NCRTECH. 2001. Leadership and Learning with Technology: Coaching Staff for Integrating Technology. Retrieved September 20, 2009, from http://www.ncrtec.org/pd/llwt/coach/tips.htm )

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Peer Review Lesson Plan Checklist
Lesson Content Assignments require higher-order thinking, cannot be answered by simply recalling facts The lesson addresses core content standards ISTE NETS standards are addressed and assessed Assessment Plan and Assessments Include formal and informal strategies Are ongoing throughout the unit Assess higher-order thinking Assess 21st century skills Include self- and peer-assessment Assess for all purposes: Gauge student needs Encourage self-direction and collaboration Monitor progress Check for understanding and metacognition Demonstrate understanding and skill Emphasize content learning Address all standards Address all objectives Contain content-specific criteria Instructional Procedures Spell out all necessary steps and activities for each stage of the project or unit. Throughout the unit: Describe when and how formal and informal assessments are used Specify strategies to meet the needs of diverse learners Specify strategies to develop student self-direction Address all objectives with an appropriate amount of instruction and application Reflect realistic and appropriate timing Flow naturally and logically

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Lesson Plan (50% of the final grade)

Final Checklist to be completed by the Instructor
Lesson Content (3 points) Assignments require higher-order thinking, cannot be answered by simply recalling facts The lesson addresses core content standards ISTE NETS standards are addressed and assessed Assessment Plan and Assessments (15 points) Include formal and informal strategies Are ongoing throughout the unit Assess higher-order thinking Assess 21st century skills Include self- and peer-assessment Assess for all purposes: Gauge student needs Encourage self-direction and collaboration Monitor progress Check for understanding and metacognition Demonstrate understanding and skill Emphasize content learning Address all standards Address all objectives Contain content-specific criteria Instructional Procedures (7 points) Spell out all necessary steps and activities for each stage of the project or unit. Throughout the unit: Describe when and how formal and informal assessments are used Specify strategies to meet the needs of diverse learners Specify strategies to develop student self-direction Address all objectives with an appropriate amount of instruction and application Reflect realistic and appropriate timing Flow naturally and logically

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Texts & Readings: List the text(s) and/or readings used in the course. *
Clearly identify required reading (required reading is an expectation of all Viterbo graduate courses)

Franker, Karen. (14 November, 2007). Joyce Valenza –21st Century Research Skills: Navigating the Shifting Information Landscape. Tech Tips for Educators. Retrieved 29 September, 2008, from http://www.uwstout.edu/soe/profdev/blog/2007/11/joyce-valenza21st-century-research.html. Plough, Cory. (1 March 2008). Web 2.0 Tools Motivate Student Creativity. Tech Learning. Retrieved 29 September, 2008, from http://www.techlearning.com/story/showArticle.php?articleID=196605050. Reynolds, Peter. (June, 2008). Six Essentials to Foster Creativity and Innovation in the Classroom. District Administration. Retrieved 29 September, 2008, from http://www.districtadministration.com/VIEWARTICLE.ASPX?ARTICLEID=1605 . Deubel, Ph.D., Patricia. (2008). Crossroads in Education: Issues for Web 2.0, Social Software, and Digital Tools. T.H.E. Journal. Retrieved 29 September, 2008, from http://www.thejournal.com/articles/22454.
NCRTECH. 2001. Leadership and Learning with Technology: Coaching Staff for Integrating Technology. Retrieved September 20, 2009, from http://www.ncrtec.org/pd/llwt/coach/tips.htm.

NETS_for_Students_2007_Standards.pdf.. Retrieved September 20, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_f or_Students_2007_Standards.pdf. NETS Implementation - Videos of NETS•S in Action . Retrieved September 20, 2009, from http://netsimplementation.iste.wikispaces.net/Videos+of+NETS%E2%80%A2S+in+Action.
Conceptual Framework: Please include the following statement in your course syllabus.
The Viterbo University Graduate Studies in Education Program has adopted a Teacher As Reflective Decision Maker Model and the Wisconsin Standards for Teacher Development and Licensure, also known as INTASC (Interstate New Teacher Assessment and Support Consortium) Standards. Each course is designed to contribute to the development of one or more of the WI/INTASC Standards and if applicable, IRA and/or ISLLC Standards. Franciscan values permeate the program. The focus of every professional education course is on the learning of the PK-12 pupil. Viterbo education courses infuse constructivist practices, use of technology, PK-12 collaboration, awareness of diversity, traditional and authentic assessment, research, and real-world experiences into the professional development of the teacher.

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Graduate Studies in Education courses address one or more of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards or your professional state standards. These standards, as applied to teachers taking graduate level courses, are intended to provide the extension, expansion, and deepening of the knowledge and experiential bases developed in initial teacher preparation programs. The ten INTASC standards are:
1. The teacher understands the central concepts, tools for inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. 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. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 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. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

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10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.

Viterbo standard:
11. The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.

Americans with Disabilities Act: If you are a student with a disability and require auxiliary aids, services or other accommodations for this class, please see the instructor to discuss your accommodation needs.

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Appendix A

Unit Plan Template
Click on any descriptive text, then type your own.

Unit Author First and Last Name School District School Name School City, State Unit Overview Lesson Plan Title: Brief Summary of the Lesson Plan:

Subject Area

Grade Level

Approximate Time Needed

Unit Foundation Targeted Content Standards and Benchmarks

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Student Objectives/Learning Outcomes

Assessment Plan Lesson Plan Timeline

Before project work begins

Students work on projects and complete tasks

After project work is completed

Assessment Summary

Unit Details Prerequisite Skills

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Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) Camera Computer(s) Digital Camera DVD Player Internet Connection Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM Printed Materials Supplies Internet Resources Other Resources Laser Disk Printer Projection System Scanner Television Image Processing Internet Web Browser Multimedia Web Page Development Word Processing Other VCR Video Camera Video Conferencing Equip. Other

Technology – Software (Click boxes of all software needed.)

Modified from the Intel Lesson Plan Template

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