CALIFORNIA STATE UNIVERSITY, NORTHRIDGE

Department of Special Education

Special Education 595T

Instructional Technology for Teachers
Fall 2020

Instructor: Craig Hopkins

Craig Hopkins:
Phone: (818) 331-8107
Email: c​ raig.h.hopkins@csun.edu
​chh2373@lausd.net
chh2373@gmail.com

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
learners​.
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
process;
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
accessible;
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​. B​ iweekly 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

 G​RADING

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
presented.
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.

NOTE CSUN POLICIES:

● 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
course.
● 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 the 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 Canvas. 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:
https://www.disabilityisnatural.com/people-first-language.html

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: ​http://www.csun.edu/dres/index.php
 Course Schedule

WK  Date  Topic  Technology Readings and Assignment and Due Date 
Websites 

1  8/26  Introduction and Getting to
Know Us: Using Virtual
Bulletin Boards
Review Syllabus​ and
Assignments
Guidelines for the Unit Plan
- The Big Idea
- Google Docs
Guidelines for the Website
Virtual Bulletin Boards  Send any questions to: 
Take a look at these different  Craig.h.hopkins@csun.edu 
online corkboards   
Getting to Know You 
Jamboard​, ​Padlet​, ​linoit​, Add to Virtual Bulletin Board 
Popplet  (Due 9/2) 
(see Canvas, class 1, for 
Project Based Learning and  instructions) 
the Big Idea Readings: See   
readings in class 2.   
Syllabus Questions 
ResearchWebsite Options:  Submit Questions/Comment 
Wix​, ​Weebly​, ​Google sites​,  about Class Syllabus  
etc. (Choose a free site. You   
should not have to pay for  Website Assignment 
your site.)  Choose a Website and create a 
homepage ​(Due 9/9): Only 
Other Free Sites Homepage is due. 
Site Comparison Unit Plan Assignment 
Check eMail for Unit Plan 
Website Guidelines: See  Google Doc (Enter your name 
Canvas for Download  at the top of the document to 
indicate receipt.) 

2  9/2  The Instructional Unit is the Grant Wiggins: Unit Plan

Thing: Choosing a Unit
Topic and Thinking Big for
the Purpose of Authentic
Learning
Choose Your Website
(Weebly, Wix, Google Sites
etc.), create an account and
begin work on your site.
Other Free Sites
Creating a Homepage: to
Engage the Stakeholders
Thinking Big
Understanding by Design
Project Based Planning
(Authentic Purpose for
Learning)
Project Based Learning
Distant Learning PBL
Creating a Home Page
How to Article
Begin completing Part I and
II which Includes Class and
Student Information, Big
Ideas, Standards, Project
Ideas, Vocabulary and
Content. (​Due by Class
Four – 9/16​)
Website Homepage
Complete Homepage –
Keep your homepage
simple with a picture and
brief description. We’ll add
stuff later. (​Due Class
Three 9/9​: email me the
link)

3  9/9 What’s the Big Idea?
Authentic Projects for
Demonstrating
Competency
- Playing with project
possibilities
- Publishing
- Designing final projects
Did you email me the link to
your website with a
simple homepage?
4  9/16 Explore web-based projects
Complete Sections I and II
of the Unit Plan
 
5  9/23  Are you guys in the back
listening?
- Using a variety of
technologies for
curriculum based
assessment.
 
 
Readings: Check out these
sites for project ideas:
Site 1
Site 2
Site 3
Site 4: ReadWriteThink​ –
My personal go-to site for
more than just tech ideas.
Read this article for a
simplified explanation of our
unit plan assignment and
why working backwards
makes your unit planning
flow.
Backward Planning​ ​1
Backward Planning 2
Go to our class website for
a full explanation of
backward Planning (PDF
Download) by Wiggins and
McTighe
Online Quizzing:
Formative and Summative
CommonSenseMedia
Assessment List
Formative Assessment
Site
Summative Assessment
Site
More Online Tools
Web Submission
Getting to Know You
submission. ​(Due tonight,
9/2)
Website Page 2​: ​Choose from 
list of potential pages or come 
up with something that suits 
your needs better. Consider 
embedding a project. ​Due 
Class 5: 9/23 
Unit Plan 
Section I and II ​due Class 4: 
9/16 
Unit Plan
Complete Section I and II of
the Unit Plan in Google
Docs ​Tonight, 9/16
Website Page 2​: ​Due by 9/23, 
Class 5 
 
Web Submission #2: Due 
9/23, Class 5  
Website Page 2: Due 
Tonight, 9/23 
 
Website Page 3​: ​Choose from 
list of potential pages or come 
up with something that suites 
your needs better. As we are 
exploring assessments over the 
next few weeks, consider 
creating a page that might 
include a survey, quizlet, blog, 
​ ue 9/30: Class 6 
etc. D
 
Unit Plan 
 Section III: Assessments and 
Even More Tools Amendments – ​Due by 10/7: 
Class 7 
 
Web Submission #2 - Due 
9/23, Tonight  

6 9/30  Designing Assessment for Unit Plan 

your Unit Project Check out Class Dojo and Section III: Assessments and 
other applications for Amendments – ​Due by 10/7: 
Continue work on your Managing Behavior​: Class 7 
Webpage and Unit Plan  
Website Page 3: 
Due tonight, 9/30!

7  10/7  Tech for Teaching This is a terrific article Unit Plan 

- Engaging Students about some big ideas
- Get Them Interested
- Puzzle Them
around using
- Tell a Story technology. It puts
  technology in the right
perspective.
Integrating Technology: A
Good Guide  Choose from list of potential
 
 
Section IV: Skills – Sequence 
at least 10 skills in column 
one. What skills will you 
teach? Over the next 6 weeks, 
you will fill in all of section 
IV of the unit plan. 
Website Page 4: 
 
pages or come up with 
something that suits your 
needs better.​ ​ Consider using 
your Voki, Dermander or 
Embedding your Prezi. ​Due 
10/21: Class 9 
Web Submission #3 - (Due 
10/14) 

8  10/14  Engaging Students Teacher Checklist for Distant Late Work? 

Unit plan Section IV Learning Catch up on any web pages or 
Continued unit plan (parts 1-3) that need 
completing.   

9 10/21 Writing a grant Grant Writing Simplified: An Grant Project: 

- Research Overview Read and Review Grant 
- Donor’s Choose   Writing Assignment  
Grants for Educators  Grant project due 11/18: 
Class 13 
 

10  10/28 Writing your Grant Read and Explore ​Donors Unit Plan 
Continued Choose Section IV: Continue filling in 
columns for representation and 
Tech Grant Agencies  engagement. ​Due 11/25: Class 
14 
 Continue work on Web  
Pages Webpage 5 
Choose from a list of potential 
Work on Unit Plan pages or come up with 
something that suits your 
​ onsider from the 
needs.​ C
sample sites and page 
suggestions. Entire Site ​Due 
11/11 – Class 12 
 
Grant project due 11/18 – 
Class 13 and Completed on 
your Google Doc 

11 11/4 Tech for Teaching Check out the following
- Represent sites for Representation :
- Show Don’t Tell
- Directing the Here is a​ link​ to a good list of
Instruction screen sharing apps and
advice about recording.
  Common Sense Media has a
great list​ of presentation or
representation apps too.
Unit Plan 
Section IV: Continue filling in 
columns for representation and 
engagement. ​Due 11/25 – 
Class 14 
 
Web Submission #4 due 
11/11 

Scroll down to the ​Video

Sharing Sites section​ and
below for some interesting
ideas on how to use video. 

12  11/11 Representation Continued Web Submission # 4 Due 

  You’d be surprised how good tonight 
Continue work on Website you are with technology.  
Check out this article. Web Page #5 Due tonight 
Work on Grant  

13  11/18 Tech for Teaching Digital Literacy Link​ and Unit Plan: 
- Express Yourself Reading: Assignment Complete by ​11/25 – Class 14 
Guidelines on Canvas  
Grant 
Due tonight, 11/18! 
 
Digital Literacy Web 
 
Submission # 5 ​- ​Due 11/25 

14  11/25 Finish It Up Education Blogs to Unit Plan:

Subscribe to: Complete tonight!
Complete Unit Plan
Special Education Blogs Digital Literacy Web 
Website Polishing, Add a Submission # 5 ​- ​Due Tonight
Contact Page if Needed
 Richard Bryne Tech 
Blog​Larry Ferlazzo Tech Blog  Website
with ELA Focus  Complete with Changes
and Ready to post to our
Virtual Cork Board

15  12/2 Website Presentations  Virtual Museum Walk: We’ll  Post Website to Virtual 
look at our websites and post  Corkboard for Virtual 
comments on the corkboard.  Museum Walk 

16  12/9  Make up all work before    Last chance to turn in all
grades are submitted.   late work.
Schedule subject to change with notice