Instructional Technology, ISTC 301

College of Education
Educational Technology & Literacy Department
Instructor: Deborah Fuller,
Educational Technology Center
Email: dfuller@towson.edu
Phone: 410-704-2542

Office Location: HH 210D, EdTech Center
Office Hours: after class and other arranged times.
Email is the best way to reach me. (istc301 in subject line)

Class: Six in-class meetings (January 6, 8, 13, 15, 20, 22) Room: Hawkins Hall 209
Required class meeting time: Tuesday & Thursday 10:00-1:00
We will use Blackboard http://blackboard.towson.edu and class Wikispaces site
(You will receive an invitation to join the
wiki via your TU email).
Mission:
Inspire, educate and prepare facilitators of active learning for diverse and inclusive communities of
learners in environments that are technologically advanced.
Course Description
Materials, devices, techniques and settings are presented in an overview of the field of instructional
technology. Lab experiences are provided in the operation of instructional hardware and software.
Rationale
Maryland Teacher Technology Standards [MTTS] Statement
This course has been identified as a required course for many programs leading to initial
certification to teach in the State of Maryland. This course includes many projects that develop our
candidates’ proficiencies with instructional technology and are aligned with the Maryland Teacher
Technology Standards. These standards are online atwww.mttsonline.org. The
standards fully integrated within this class include standardsIV. Assessment for Administration and Instruction,
V. Integrating Technology into the Curriculum and Instruction, and
VII. Professional Growth
Other MTT Standards are included in this course ISTC 301 Integrating Instructional Technology.
The purpose of the ISTC 301 course is to introduce preservice teacher candidates to the various forms
of electronic and digital technology and to provide opportunities for engagement and reflection on the
role these technology tools can play in the teaching/learning processes in the classroom. The students
become skilled in some of the many digital tools used in today's schools.
In addition, students will be exposed to basic learning theory and will be assisted in determining
appropriate applications of these theories and techniques in educational settings. This course is
designed to use the Towson University Conceptual Framework as a basis to meet the Maryland State
Department of Education certification and accreditation requirements.

Online text for reference:
Teaching Every Student in the Digital Age: Universal Design for Learning

http://www.cast.org/teachingeverystudent/ideas/tes/
Guidelines http://www.cast.org/publications/UDLguidelines/version1.html
David H. Rose & Anne Meyer, ASCD, 2002

The following is a guide to the Standards that the Integrating Instructional Technology (ISTC 301) course is designed
to meet; the Codes associated with the Standards; and the Assessment tools used to measure the candidates’ abilities to
demonstrate mastery of these standards.
ISTENETS*T-International Society for Technology in Education-National Educational Technology
NETS*T
Standards for Teachers http://www.iste.org/standards/nets-for-teachers/nets-for-teachers2008.aspx ]
MTTS
Maryland Teacher Technology Standards MTTS http://www.mttsonline.org/ ]
InTASC

Interstate New Teacher Assessment and Support Consortium

MSDE-CCSS

Maryland Common Core State Standards
http://www.marylandpublicschools.org/MSDE/programs/ccss
Maryland Common Core Curriculum Framework http://mdk12.org/instruction/commoncore/index.html

Towson U
Conceptual
Framework

Towson University College of Education, Conceptual Framework [Mission, Vision-Integrated
Themes and Standards]. http://wwwnew.towson.edu/coe/ncate/

http://www.ccsso.org/Resources/Programs/Interstate_Teacher_Assessment_Consorti
um_(InTASC).html]

Course Objectives/Outcomes, Standards and Assessment
Course Objectives/Outcomes
Standard
Assessment
1.Learn how to use a variety of
technology and media resources

ISTE-NETS*T IAB, IIBC; MTTS
5, 7;INTASC #3,4

2. Gain experience in planning to
integrate technology into the
classroom curriculum

ISTE-NETS*T II ABDE,
III ABCD, IV ABC; MTTS
5,7;INTASC #1,3,4,5,6; MD
Common Core.
ISTE-NETS*T IIC; MTTS 1,2, 3,
4, 5, 6, 7; INTASC#1,2,7;MD
Common Core
ISTE-NETS*T IIAB; MTTS 1, 2,
3, 4, 5, 6, 7; INTASC#1; MD
Common Core
ISTE-NETS*T VABCD; MTTS
2, 3, 5, 7; INTASC #9,10

3. Develop an educational
technology portfolio that supports
specific academic content.
4. Design a multimedia project to
present curriculum information.
5. Participate in meaningful
communication within and
outside of an electronic learning
community.
6. Prepare to use technology
independently throughout their
education and their careers.
7. Connect their classroom
experiences with situations and
experiences in the outside world.
8. Demonstrate mastery of the
ISTE-NETS*T), MTTS, MSDE
(VSC) & INTASC Standards.

ISTE-NETS*T VABCD; MTTS
1, 2, 3, 4, 5, 6, 7; INTASC#9; MD
Common Core
ISTE-NETS*T VIABCDE;
MTTS 2,5; INTASC #2,9; MD
Common Core
ISTE-NETS*T
IAB,IIAB,IIIABCD,IVABC,
VABCD,VIABCDE;
MTTS1,2,3,4,5,6,7; INTASC#8

Class UDL wiki, Web 2 tools, Electronic presentations,
Recording audio, editing digital images. Internet
searching and evaluation.
TPACK/UDL Module and Lesson
Electronic portfolio of reflections and artifacts.

Interactive electronic presentation, wiki
Digital Storytelling
Online discussions/reflections on selected topics
Group lesson planning and class feedback
TPACK/UDL Module and Lesson, Practical Teaching
Experience,
Evaluation and use of Web 2 tools;
Class discussions on selected topics; utilizing the web for
information gathering, evaluation and communication,
Practical Teaching Experience

UDL Lesson and wiki

Americans with Disabilities Act Compliance Students who may need an accommodation due to a
disability should make an appointment to see me at the end of the first class. A memo from the Towson

Disability Support Services Office (410-704-2638) authorizing your accommodations will be needed.

Policies:
Students are expected to maintain a high standard of academic integrity. Inappropriate classroom
conduct, cheating, and plagiarism are unacceptable and are grounds for a failing grade in this course.
Students are responsible for adhering to the Towson University academic integrity policies described in
the Towson University Undergraduate Catalog.
Computing policies:
Students are expected to adhere to the Towson University policies for responsible computing,
http://www.towson.edu/adminfinance/ots/aboutots/otspolicies/responsible.asp
Class Discussion and Participation:
Participation is an essential component to this course including attendance, thoughtful participation
and preparation of readings/assignments. Accessing online community sites and email during class is
not considered thoughtful participation. Students are encouraged to share ideas, articles, web sites, new
technologies, and software you think would be relevant for class discussion.
Students are expected to attend all classes and are responsible for content/assignments due to absence.
Submit assignments and projects on time, or get permission to submit late PRIOR to the due date for
full credit. Email instructor if you are unable to attend class.
Technology Requirements:
--Save all work to your H: drive and upload items to class wiki and Blackboard as requested.
--Have a computer and Internet access through the TU computer labs or on your own.
--Email is the best way to contact the instructor with questions or concerns: dfuller@towson.edu.
Please type "istc301" in the subject line.
-At home, single files may be uploaded your H drive Web Disk http://webdisk.towson.edu
Help sheets: http://www.towson.edu/adminfinance/ots/trainingdoc/shr22-vw-remote.asp
--Problems with account: call 410-704-5151.
--Self-help training documents are available for a number of software applications. Office of
Technology Services (OTS).
Class Topics
Refer to class wiki for each topic. There you will find links, readings, and specific assignment
instructions. Focus on experimenting with incorporating ‘new tools’ in all of your work. (Use the
Promethean Board to present information and create a short activity for your lesson; add a created
image-a collage or word cloud; record sound; locate web sites or web tools to learn and enhance
information, embed a video—from You Tube; incorporate a social media tool).
1. TPACK ( Technological Pedagogical and Content Knowledge) and Universal Design of Learning
(UDL)
-- Students choose a pedagogy (teaching strategy) and a differentiation component and work in teams
to modify and enhance lesson ideas.
-- Learn the basics of Universal Design for Learning – UDL- main goals are to fix curriculum instead
of fixing kids and to help students become expert learners. (TPAK/UDL Project)
View local and national technology standards.

2. Graphic Organizers , Concept Mapping and working with images and text in various formats:
practice using image editing tools.
Class practice–View web based tools, use PowerPoint to collage and save single jpg and gif images.
How could you capture screen images (screencasting) and create a ‘movie tutorial’ to instruct or show?
(single image screen shots, recording screen action with screen capture software)
Use these techniques to incorporate images in course projects.
3. Working with audio – recording voice, locating and editing music/sound; mixing tracks for projects.
Tool--Audacity. (UDL Podcast and Digital Story).
4. Technology Tools for Teaching and Learning – Web 2.0.
Exploring Web.20 Tools for classroom and student application (writing, collaboration, concept
mapping, visual and auditory tools). Ex. Wikis, blogs, Wordle, Tagxedo, Glogster, Prezi, Voki.
(Incorporate at least 5 examples in your work throughout the course in the final portfolio).
5. Using Interactive Whiteboards for Teaching and Learning.
Each student will have hands-on practice with the Promethean board and creating flipcharts with
ActivInspire. (Practical Teaching Lesson).
6. Copyright/Fair Use Issues, Creative Commons licenses and evaluating online information.
(Class exercise and blog post)
7. Social Media and Digital Citizenship –Choosing an online presence. -Types and benefits to
education. Social Bookmarking tools --listing and sharing resources. (Blog post and Bookmarking
site).
8. Applying UDL in lesson design and teaching. (UDL Lesson and Teach the Class)
Course Grading
Class Participation and Attendance (10%)
A component of this course is your participation including attendance, thoughtful participation and
preparation of readings/assignment, active group engagement and a concern for others in this course.
In-Class Exercises (10%) Each class will introduce ideas for integrating technology in teaching and
learning. You will have a chance to experiment and submit your practice. Team work time will be
provided to plan lessons and presentations.
Technology Integration Projects (60%)
A significant portion of this course is based on your participation in learning teams. This includes ontask, one-time thoughtful posts, and interaction with your peers throughout the course.
Some projects are completed individually and others with your learning team.
1. TPACK/UDL Module and Podcast -team
Modify a lesson and analyze it for UDL principles and features and barriers where UDL is not
employed. Rewrite the lesson plan to be more UDL focused, and then create a podcast that explains
what you changed in the lesson and why. You will not need to fix every barrier you identify, but make
a good effort to fix as many as you can. At the very least, try to fix a barrier from each of the three
networks.

Create an ActivInspire to demo your thoughts. It should include interactive and assessment pieces to
present to the class.
2. Teach the Class –(individual or a couple people)
As we explore Web 2.0 tools, online sites, and educational software, select a topic to further explore
and ‘teach the class’. Post on individual wiki page.
3. Electronic Portfolio – a collection of artifacts to demonstrate course accomplishments and
reflections for understanding.
Blogging Assignments and Reflections (20%)
During the course you will be asked post to blog prompts in Blackboard. Responses will be evaluated
to ensure you are reflecting on the subject, answering the questions posed thoughtfully and completely,
and able to connect the topic with prior knowledge. Use this space as a journal to store your thought as
the semester progresses. The material will help you to complete the portfolio assignment. You will not
be graded on format or sentence structure. Points will be deducted for lack of timely participation,
content that does not adequately show your engagement with course content, off-topic responses and
failure to comment to peers.
Grading: Note: There are no A+, C-, or D- grades according to Towson’s grading policy.
94 -100% =A; 90-93% =A-; 86-89 =B+; 82-85% =B; 78-81% =B-; 74-77 =C+; 69-73% = C; 65-68
=D+; 65% is a failing grade.
----------------------------------------------Blog 1 – Tech Bio.
In the Message box introduce yourself to the class.
Respond in two or three paragraphs to summarize the positive and negative of your experience with
‘technology in the classroom’. Drawing on your own experience learning with technology, briefly
discuss a classroom situation in which technology was used to help you, the student, learn. Describe
the classroom situation, the subject being taught, the other students, the technology/ies (for example,
computer/computer software, Interactive White Boards, etc.) being used, and how the technology was
integrated within the instruction. Based on your knowledge, interest, access, and experience with
technology, reflect on why and how this classroom situation you describe was effective at helping you
to learn. Relate a specific experience you remember about how technology was used to enhance your
learning or ‘lack of use’ that may have impeded your learning or desire to accomplish learning a topic.
Finally, after browsing the class wiki and course topics, are there particular items that spark your
interest or that you want to learn during the course?
Blog 2 - At the core of UDL is the premise that often the curriculum is disabled (and disabling). It is
not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning
experiences. Why or why not? What are the benefits of analyzing the curriculum for strengths and
weaknesses rather than focusing on the student's strengths and weaknesses? What are the challenges of
this approach? (Think about the 3 networks of UDL -- recognition, strategic, and affective and the
multiple means of representation, action and expression, and engagement).
Blog 3 Social Media
1. How could teachers and students utilize social media tools in K-12 schools? Give 3 specific
examples (refer to readings). Explain one way you could incorporate social media, an online
bookmarking tool or downloadable app in your class.
2. What ethical and safety issues should be taught to help ensure proper and safe online use for
students? Give at least 3 examples from the Safety and Ethics readings

Blog 4 – Copyright (Refer to wiki page for readings)
-What are Creative Commons licenses? Explain some of the permissions and restrictions. How are these licenses a
benefit to us as educators?

-What is the TEACH Act and why is it important for educators?
Consider two copyright and fair use issues that you were familiar with and two issues that were new to you.
Explain and share any surprises, concerns, past experiences or issues regarding copyright and fair use. If you can

think of a scenario that you know, or wonder if, it would be copyright infringement, describe it and we
can all weigh in. Copyright is not a black/white issue and sometimes gets interesting.
Blog 5 Evaluating Online Information (refer to wiki page for readings)
Guiding questions for reflection.
1. How will you teach students to be critical readers of online information?
2. What are some specific criteria and strategies to help judge online information?
3. Why use one search engine over another? Include a ‘kid friendly’ search engine.
4. School pay for ‘subscription databases/services’. Why pay for these services when students have the
Internet? (View databases available through Baltimore County Public Schools.)
Blog 6: Final reflection. (This should be incorporated into your portfolio statement).
Technology tools change the ways students learn and teachers teach. Discuss your thoughts regarding
this statement. Evaluate several web-based tools talked about during the course or found on your own.
How will the tools you have learned about change the way you teach and learn?
Discuss how your beliefs and attitudes pertaining to the use of technology in the classroom are
changing as you shift from learners of tools to teachers of content via these tools.
Describe how you intend to use these skills and tools in your future teaching.
Group Roles for Team Project
Group members will be asked to take one of the following roles: researcher, editor or designer.
While every group member is asked to complete all of the readings, the researcher is required to seek
out additional technologies or research supporting and surrounding the work completed for the project,
summarize it, share it with peers and make recommendations.
The designer is tasked with organizing, designing and preparing the instructional example or lesson. In
this role you are asked to review and decide upon appropriate technologies and instructional activities,
goals and assessment strategies. All group members will have input, but the designer is responsible for
the initial plan and follow through with the design process.
Lastly, the editor is responsible for preparing the finished work to be shared with the whole class.
Although the activity is a group project and is only successful through shared work and feedback on
the research, instructional example and writing, the editor ensures that the finished work is
representative of the understandings, ideas and discussions held by the group. The editor is also
responsible for posting this finished work by the assigned deadline to the project wiki and to the
group’s assignment link under learning team pages.
Peer Assessment: The UDL Module/Podcast and lesson will be done in groups. You will be asked to
submit ratings for each project, for each group member, including yourself. These responses should be
posted to the private Blackboard learning journal provided.