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Department of Special Education

Special Education 595T

Instructional Technology for Teachers
Spring 2018

Instructor: Craig Hopkins

Craig Hopkins:
Phone: (818) 331-8107
Office hours: Phone Calls Always Encouraged

Conceptual Framework
The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is
committed to Excellence through Innovation. We believe excellence includes the acquisition of
professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of
ethical and caring professionals - faculty, staff, candidates - and those they serve. Innovation occurs
through collaborative partnerships among communities of diverse learners who engage in creative and
reflective thinking. To this end we continually strive to achieve the following competencies and values
that form the foundation of the Conceptual Framework.

o We value academic excellence in the acquisition of professional knowledge and skills.

o We value the use of evidence for the purposes of monitoring candidate growth, determining the
impact of our programs, and informing ongoing program and unit renewal. To this end we foster a
culture of evidence.
o We value ethical practice and what it means to become ethical and caring professionals.
o We value collaborative partnerships within the College of Education as well as across disciplines
with other CSUN faculty, P-12 faculty, and other members of regional and national educational and
service communities.
o We value diversity in styles of practice and are united in a dedication to acknowledging, learning
about, and addressing the varied strengths, interests, and needs of communities of diverse
o We value creative and reflective thinking and practice.

Course Description

This course examines the integration and use of technology in instructional planning
and teaching. Students will develop a unit of study appropriate and applicable to their
current classroom subject matter and students’ current levels of performance. Students
will be responsible for identifying and writing a short grant proposal related to
classroom technology. A website or continuation of an already published website will
be designed with the intention of better communicating with all stakeholders. Lastly,
students will post a link to their websites using our class corkboard with the intention
of learning from each other. Technology solutions will be integrated into all phases of
the assignments and class activities. Emphasis is given to promoting creativity,
motivation, authenticity and deepening learning.
Course Objectives

At the completion of this course, students will be able to:

1. Design a unit of study that includes thoughtful application of instructional technology;

2. Use technology to gather information and data to better address the needs of students
with disabilities;
3. Identify how best practice and technology integration can be used for students with
mild to moderate disabilities;
4. Use technology in meaningful, motivating ways that engage students in the learning
5. Use technology to make learning accessible to a variety of learners;
6. Reflect on the effective use of technology to make instruction more engaging and
7. Use technology to effectively organize and present content to families;
8. Identify sources of technology funding;
9. Consider basic understanding behind digital literacy.
Assignment Descriptions

More detailed assignment sheets will be provided via Moodle.

1. Unit Plan (90 points)

You will create a Unit Plan covering a future unit of content in the subject of your
choice. This will be something that you will use in your classroom during spring
semester this year. The unit plan will include applications of technology in
representation, expression and engagement (UDL), and will be submitted in the
following sections.
Student Info, Standards & Big Ideas 10
Vocabulary, Culminating Project & Contents 20
Assessments 30
Skills Section 30

2. Website (100 points)

A website (free of charge) will be created with the purpose of communicating to all
stakeholders. Content can be adapted to your specific teaching needs as well as the
needs of parents and the community. Activities will be assigned in the class prior to
their due date that may be embedded into your site to make it more interesting.

3. Grant Writing (60 points)

You will be asked to write and submit one grant application to purchase technology of
your choice for your classroom. We will use a Donors Choose template and align its
structure with the general requirements of most grants. Review and feedback on the
information of the grant will be provided.

4. Virtual Website Museum Walk (20 points)

We will showcase our websites on the final class by posting them to a virtual
corkboard and giving each other positive feedback in order to share our ideas in a
“museum walk” sort of experience.

5. Biweekly Web Tool Submissions (30 Points)

Web submissions will be simple assignments, comments, or postings. There
will be six short submissions based on different web-based tools. The first will
be a get to know you picture and explanation using a virtual corkboard. The final
submission will be based on issues surrounding the ethics of our digital world.
Each submission is worth 5 points.

TOTAL: 300 points


Grade Points Grade Points Grade Points Grade Points

A > 93% 300-277 B+ 88-89% 267-261 C+ 78-79% 236-232 D 62-69% 207-181

A- 90-92% 276-268 B 82-87% 260-246 C 72-77% 231-217 F < 61% < 181

B- 80-81% 245-237 C- 70-71% 216-208

A – Outstanding. A’s are reserved for those students whose performance is truly outstanding. Projects, papers
and presentations are comprehensive, thoughtful, well organized, clearly written and effectively
B - Very good. Performance surpasses a basic level of competency, understanding, and skill, and indicates an
ability to integrate and apply information.
C – Satisfactory. Performance reflects a basic level of competency, understanding and skill.
D – Unsatisfactory. Performance meets expectations for basic level of attainment for some competencies and
understanding of some content.
F – Failing. Performance does not meet expectations for basic level of competency and understanding.


● You are responsible for following all published CSUN policies and procedures.
● Adding/dropping classes is not normally permitted after the first 3 weeks of instruction.
● On individual assignments and quizzes, you are expected to do your own work. The penalties
for plagiarism and cheating are outlined in the University catalog, and can include failing the
● On-line activities and exams are NOT collaborative unless specified, and students who
consult will be subject to the penalties for cheating outlined in the University catalog.

Department Writing Standards

Writing requirements within the graduate program: This is a graduate course and you are expected
to turn in papers and assignments of graduate quality. All work should represent your reflections
upon and integration of information covered in class in an organized way. Additionally, written
assignments are to be clear in sentence construction and are to be proof read before they are handed
in. Please discuss individual concerns with your professor.
General Requirements

● Assignments of the highest quality are expected. With approval of instructor, students receiving a grade of
75% or below on an assignment may resubmit within a two-week period for re-grading. Grades of the two
submissions will be averaged for the final grade.
● Papers with an undue amount of errors in grammar, spelling, or sentence mechanics will be returned
ungraded. They will be given back to you to edit and resubmit, and will be graded as late.
● All assignments must be word processed and submitted on or before the due date. In case of illness or other
absence, it is your responsibility to ensure that they are received by the due date.
● Readings are designed to prepare students for class discussion. Students are expected to complete course
readings before the class in which they are due.

Materials provided in class will be available on Moodle. It is up to you to download and review all materials in
case of an absence.

People-First Language

The CSUN Department of Special Education believes that a person is more important than a disability.
Accordingly, we expect our students to use People-First Language at all times, in both speaking and writing.
Papers not using People-First Language will be returned for editing, and must be resubmitted. For more
information on using People-First Language, please see:

Students with Disabilities

Students with disabilities must be registered with the CSUN Disability Resources and Educational Services
(DRES) in order to receive accommodations. Reasonable accommodations will be honored in accordance with
the Americans with Disabilities Act (ADA). The intent of the ADA and DRES is not to give a particular student
an advantage over another, but simply to allow students with disabilities equal access to the course content, and
to provide them an equal opportunity for success. Students may receive information about registering with the
Center at the following website:

Course Schedule
WK Date Topic Technology “Readings” and Assignment and Due Date

1 1/25 Introduction and Getting to Virtual Bulletin Boards Send any questions to:
Know Us: Using Virtual Take a look at these different
Bulletin Boards online corkboards
Getting to Know You
Review Syllabus and Padlet, linoit, Stoodle, Add to Virtual Bulletin Board
Assignments Popplet, Spaaze (see Moodle for instructions)

Guidelines for the Unit Plan Project Based Learning and Syllabus Questions
- The Big Idea the Big Idea Readings: See Submit Questions/Comment
- Google Docs readings in class 2. about Class Syllabus

Guidelines for the Website ResearchWebsite Options: Website Assignment

Wix, Weebly, Google sites, Choose a Website and create a
etc. (Choose a free site. You homepage (Due 2/8): Only
should not have to pay for Homepage is due.
your site.)
Unit Plan Assignment
Check eMail for Unit Plan
Other Free Sites
Google Doc (Enter your name
at the top of the document to
Site Comparison
indicate receipt.)
Website Guidelines: See
Moodle for Download

2 2/1 The Instructional Unit is the Grant Wiggins: Unit Plan

Thing: Choosing a Unit Thinking Big Begin completing Part I and
Topic and Thinking Big for II which Includes Class and
the Purpose of Authentic Project Based Planning Student Information, Big
Learning (Authentic Purpose for Ideas, Standards, Project
Learning) Ideas, Vocabulary and
Choose Your Website Project Based Learning Content. (Due by Class
(Weebly, Wix, etc.), create Four – 2/15)
an account and begin work Creating a Home Page
on your site. Other Free How to Article Website Homepage
Sites Complete Homepage –
Keep your homepage
Creating a Homepage: to simple with a picture and
Engage the Stakeholders brief description. We’ll add
stuff later. (Due Class
Three 2/8: email me the

3 2/8 What’s the Big Idea? Readings: Check out these Website Page 2: Choose from
Authentic Projects for sites for project ideas: list of potential pages or come
Demonstrating up with something that suits
Competency Site 1 your needs better. Consider
embedding a project. Due
- Playing with project Site 2 Class 5: 2/22
- Publishing Site 3
- Designing final projects Author makes a case for Unit Plan
project based learning and Section I and II due Class 4:
Did you email me the link to suggests some popular sites. 2/15
your website with a
simple homepage? Site 4: ReadWriteThink –
My personal go-to site for
more than just tech ideas.

4 2/15 Explore web-based projects Backward Planning: Read Unit Plan

this article for a simplified Complete Section I and II of
Complete Sections I and II explanation of our unit plan the Unit Plan in Google
of the Unit Plan assignment and why Docs Tonight, 2/15
working backwards makes
your unit planning flow. Website Page 2: Due by 2/22,
Class 5.
Go to our class website for
a full explanation of
backward Planning (PDF
Download) by Wiggins and

5 2/22 Are you guys in the back I like this simple article by a Website Page 2: Due
listening? teacher who has some Tonight, 2/22
important thoughts about
- Using a variety of the benefits and drawbacks Website Page 3: Choose from
technologies for of online assessment. list of potential pages or come
curriculum based up with something that suites
assessment. Online Quizzing: your needs better. As we are
Formative and Summative exploring assessments over the
next few weeks, consider
Formative Assessment creating a page that might
include a survey, quizlet, blog,
etc. Due 3/1: Class 6

Summative Assessment Unit Plan

Site Section III: Assessments and
Amendments – Due by 3/8:
Class 7
Good List of Online
Assessment Tools

6 3/1 Designing Assessment for This is a general article Unit Plan

your Unit Project Section III: Assessments and
about assessment and
Amendments – Due by 3/8:
Continue work on your keeping the students’ Class 7
Webpage and Unit Plan best interest in mind.
Website Page 3:
Check out Dojo for Due tonight, 3/1!
Managing Behavior:

7 3/8 Tech for Teaching Check out the following sites Unit Plan
- Represent for Representation: Section IV: Skills – Sequence
- Show Don’t Tell at least 10 skills in column
- Directing the Scroll down to the Video one. What skills will you
Instruction Sharing Sites section and teach? Over the next 6 weeks,
below for some interesting you will fill in all of section
Learning Prezi ideas on how to use video. IV of the unit plan.

Khan Academy: The site has Website Page 4:

come a long way in the past Choose from list of potential
five or six years. pages or come up with
something that suits your
needs better. Consider using
your Voki, Dermander or
Embedding your Prezi. Due
3/29: Class 9

8 3/15 21st Century Agenda Check out the link to Late Work?
this 21st Century Catch up on any web pages or
Work on Section IV of the unit plan (parts 1-3) that needs
Unit Plan: Sequencing Learning Chart. It has completing.
Skills some Common Core
Continue work on Website 21st Century Learning

You’d be surprised how good

you are with technology.
Check out this article.

3/22 Spring Recess

9 3/29 Writing a grant Grants for Educators Grant Project:
- Research Read and Review Grant
- Donor’s Choose Writing Assignment
Grant Writing
Check out Your GoogleDoc Simplified: An Overview
Assignment Grant project due 4/26:
Class 13

10 4/5 Work on Section IV of the Read and Explore Donors Unit Plan
Unit Plan: Sequencing Choose Section IV: Continue filling in
Skills columns for representation and
Tech Grant Agencies engagement. Due 5/3: Class
Continue work on Web 14
Webpage 5
Work on Grant Choose from list of potential
pages or come up with
something that suite your
needs. Consider from the
sample sites and page
suggestions. Entire Site Due
4/19 – Class 12

Grant project due 4/26 –

Class 13 and Completed on
your Google Doc

11 4/12 Tech for Teaching Use tech…but only if it Unit Plan

- Engage Don’t Section IV: Continue filling in
is appropriate. You are
Enrage columns for representation and
-Guiding the the expert! engagement. Due 5/3 – Class
Practice 14
Integrating Technology: A
Digital Literacy Review Good Guide

12 4/19 Work on Your Grant Writing Digital Literacy Link and Digital Literacy Review: Web
Project Reading: Assignment Submission
Guidelines on Moodle
Work on Your Unit Plan

Digital Literacy

13 4/26 Tech for Teaching Explore Blogging and Unit Plan:

- Express Your Project submissions Complete by 5/3 – Class 14
Bad Self
with Edmodo, Edublogs Grant
Website and Prezi Review Due tonight, 4/26!
and Blogging Education Blogs to
Subscribe to:
Special Education Blogs
Richard Bryne Tech
BlogLarry Ferlazzo Tech Blog
with ELA Focus

14 5/3 Finish It Up Unit Plan:

Complete tonight!
Complete Unit Plan
Website Polishing, Add a Complete with Changes
Contact Page if Needed

15 5/10 Website Presentations Virtual Museum Walk: We’ll Website Due for Presentation:
look at our websites and post Post to Virtual Corkboard for
comments on the corkboard. Virtual Museum Walk

16 5/17 Make up all work before Last chance to turn in all

grades are submitted. late work.

Schedule subject to change with notice