Department of Education
EDU 101
Basic Instructional
Technology for Teachers
Professor: Nayo Mack Phone: 546-8530
E-mail: nmack@shawu.edu Meeting
Place:
Semester: Spring 2008
Office Hours: By Appointment
Class Meeting Time: Wednesdays, 4:30 p.m. – 7:00 p.m.
Conceptual Framework Theme
The
theme/purpose of the conceptual framework undergirding
the Department of Education’s programs is: To produce graduates who are
critical-thinking problem solvers with the knowledge, pedagogical and
technological skills, and professional dispositions needed to function as
effective teachers in a diverse world.
Department
of Education
The Shaw University
Department of Education builds on the knowledge, skills, and values that
students acquire through their liberal arts and science foundations. Candidates graduating from the department
will have the specialty area knowledge, professional skills, and experiences
that will enable them to function as competent and effective teachers who think
critically and demonstrate effective problem-solving skills.
Departmental
majors may choose a specific concentration from four different specialty
areas. Each student is encouraged to
choose one of the specialty areas listed below by the end of his/her sophomore
year.
Birth through Kindergarten
Education (B-K)
Elementary Education (K-6)
Graduate
students may pursue a Master of Science in Curriculum and Instruction with a
concentration in Early Childhood Education.
[The
Secondary English Education (9-12) and Secondary Mathematics Education (9-12)
programs are housed in the content areas.
The University suspended the Special Education: General Curriculum (K-12)
Program, effective in fall 2006.]
Department
of Education Goals
The goals of the Department
of Education are:
NOTE: The mission statement and goals of the
Department of Education are aligned with the mission statement and goals of
each of its programs.
Required Text(s) and Supplies
1. “Integrating Technology into the Classroom”
Thomson Course Technology, Copyright 2006
2. “Teachers
Discovering and Integrating Microsoft Office” (Office XP) Thomson Course
Technology,
Copyright
2006
2. “LiveText” Web software (CD is available at the bookstore.
The CD contains your Registration Code.)
3. 64MG, or
higher, flash drive (USB drive or flash stick) to save work products and submit
to the
Department of Education
4. Other
readings, as assigned
General Course Description
This course is designed to help students gain basic
knowledge and skills in technology for their efficiency, functionality, and
productivity as educators and in real life.
This course is also structured to enable students to gain the basic
technology competencies required of PK-12 educators in
Student Learning Outcomes
After successful completion
of this course, students will be able to:
* International Society for Technology in Education – National Educational Technology Standards.
NCATE/NCDPI
Standards and Indicators
ISTE/Technology Standards: 1.0, 1.1; 2.3; 3.2, 3.3; 4.1; 5.2; 5.3, 5.4; 6.0, 6.1,
6.3, 6.4, 6.5
Core Standards: 1.2, 1.4; 2.3,
2.5, 2.7; 3.1, 3.4, 3.5; 4.4, 4.5, 4.6; 5.2, 5.4
Diversity Standards: 1.1; 2.3; 4.3;
5.2; 6.2
Assignments
Library Component (Core
Std. 1.2):
Students must visit the
library and the curriculum and material center (CMC), to read more on topics
covered, while compiling the digital portfolio.
Visit to the main library will also help students in getting guidance on
how to search and use the
Microsoft Word Assignment (Core
Std. 1.4, 2.3, ISTE/Tech Std. 1.0, 1.1; 2.3; 3.3; 5.3, 5.4; 6.3, 6.4, 6.5):
You will write a short
essay on a topic to given by the professor.
The essay will follow all activities of Microsoft Word as taught in class
– January 30, 2008.
Microsoft
PowerPoint Assignment (Core Std. 1.4, 2.3; ISTE/Tech. Std. 1.0,
1.1; 2.3; 3.3; 5.3, 5.4; 6.3, 6.4, 6.5):
You will prepare a PowerPoint
presentation of a minimum of 10 slides.
The presentation slides will follow all the activities of Microsoft PowerPoint
and the Web as taught in class – February 13, 2008.
Quiz on Chapters on
Microsoft Word and PowerPoint, including chapters 1 – 3 of “Integrating
Technology”
(Core Std. 2.3, 2.5;
Diversity Std. 1.1; ISTE/Tech. Std. 1.1, 6.1):
Quiz will cover all that
would be covered in class up to this point – from both text books. It will be a closed book Multiple Choice,
Fill-ins, and short answers (or as given by professor), quiz – February 27,
2008.
Spreadsheet/Database
Assignment (Core Std. 1.4, 2.3, 2.7; ISTE/Tech. Std. 1.0, 1.1; 2.3; 3.3; 5.3,
5.4; 6.3, 6.4, 6.5): You will prepare a
Spreadsheet/Database Grade book/Budget.
The assignment will follow all the activities of Microsoft Excel/Access covered
in class – March 12, 2008.
Final Comprehensive Exam/Comprehensive
Presentation Final: (ISTE/Tech. standards
1.1, 1.2; 2.5; 3.3; 4.1; 5.2; 5.3, 5.4; 6.0; Core Std. 1.1, 2.3, 2.5, 2.7, 4.4,
4.5; 5.2, 5.4; Diversity Standards: 1.1;
2.3; 4.3; 5.2; 6.2):
A final closed-book
comprehensive exam on all items covered in the course OR a final
presentation on all you have learned in class, and on all resources on
Technology Integration – University Final exam day – April 30, 2008. It is imperative that while working on the
final exams, students touch upon the ethical, legal, and social standards that
should be applied when using technology in education - as discussed in class.
Final Storage Device of
all class work (Core Std. 2.5; ISTE/Tech. Std. 1.1, 6.1):
Submission of the storage
device containing all work completed in this course – To be submitted on the
day of your final exam.
Part I: Computers (and Other
Technologies)
·
History of Instructional technology and computers, (Instructional
Technology &
Technology)
·
Development of other Technologies
·
The importance of the GUI to Instructional Technology.
(Tech. Std: I,II,IV,V; Core Std: I, II, IV; and Diversity Std: I, IV, VI,
V, VI)
h
Categories of Computer Hardware PC’s
(IBM & IBM compatibles), Macintosh, Laptops, etc.
h Computer System Components:
Input devices, CPU, Memory (RAM and ROM), Output devices
h Microcomputer Compatibility
h Peripheral Devices
h
Multimedia Device e.g. WebCam, WebTV, CD – ROM/DVD, that is applicable
to the classroom.
h Making
decisions concerning hardware uses and/or purchases -- by first having a Tech.
Plan
h What
are Operating systems ?
h What are Programming languages?
h What are Application programs?
h Multimedia software including the CD-ROM,
Media Player, HyperStudio (IBM) and HyperStack.
h
Making decisions concerning
software uses and/or purchases – An aspect of a Technology Plan.
Part II: Computers (and Other
Technologies, including some Assistive Technologies)
1.
Applications (I) We will explore the use of Windows 2000 &
upgrades, Office 2000 & upgrades
(Tech. Std: I,II,III,V; Core Std: I, II, IV, V; and Div. Std: I)
h Word Processing programs e.g. Word-for-Windows,
Works-for-Windows, etc.
h Desktop Publishing e.g. M.S. Office Publisher, and others
h Spreadsheet programs e.g. M.S. Excel
h
Database Management programs e.g. M.S. Access
h
Communications & Presentation applications e.g. M.S. PowerPoint
h
Use and Control of hardware/software as they relate to teaching
h What is Cyberspace? What is its importance?
hCommercial Information
Service Providers, e.g. ISP's
hInternet Services and Access
Software
hConnecting to the Internet
hElectronic Mail
hThe World Wide Web (www)
-Electronic-
-Saving
Office documents as Web pages and creating Hyperlinks within these documents.
h
Basic and appropriate infusion of hardware/software discussed above to
impact teaching & learning.
4. Introduction to Social, Legal, and Ethical Issues, including the Special Students, As
they Relate to
Technology & Education. (Tech. Std: VI; Core Std: II, III, VI, VI; and Div. Std: I)
Evaluation
Word
& PowerPoint Assignments 10%
of your final grade
(Content knowledge, Tech.
Skills, Critical thinking, Problem solving, Diversity)
Midterm
Exam 25%
of your final grade
(Content knowledge, Tech.
Skills, Critical thinking, Problem solving, Diversity)
Spreadsheet/Database
Assignment 05%
of your final grade
(Content knowledge, Tech.
Skills, Critical thinking, Problem solving, Diversity)
Class
Participation/Attendance 05%
of your final grade
(Content knowledge, Tech.
Skills, Disposition, Critical thinking, Problem solving)
Final
Storage Device of all class work 05%
of your final grade
(Content knowledge, Tech.
Skills)
(Content knowledge, Tech.
Skills, Disposition, Critical thinking, Problem solving, Diversity)
(Tech. Skills, Disposition,
Critical thinking, Problem solving,)
(Professor will decide if and when to accept
"extra credit" work, as it will remain a privilege. Skipping classes
for instance, automatically disqualifies you from submitting any type of extra
credit work.)
Grading Scale:
90
-100 = A
(Target)
80 - 89 = B (Acceptable)
70 - 79 = C (Acceptable)
60 - 69 = D (Unacceptable)
Below
60 = F (Unacceptable)
Professor may curve some
tests, as appropriate.
Bibliography
Forcier, R., & Descy, D. (2002). The Computer
as an educational tool: productivity and problem solving (3rd ed.).
International
Society for Technology in Education. (9/5/2006). National educational
technology standards (NETS) project.
http://cnets.iste.org
Meyer,
K. (2003). The Web’s
impact on student learning.
T.H.E. Journal, 30(10), 14-24.
Preparing
Tomorrow’s Teachers to Use Technology. (1/1/2007). http://www.pt3.org
United States Department of Education. (1/2/2007). No child left behind. http://www.nclb.gov
Intel
Teach to the Future. (1/2/2007). http://www97.intel.com/education/teach/index.htm
Expectations
In addition to
No make-up tests unless certification by attending Physician is
shown. There will be zero tolerance for
cheating or helping to cheat in any case or form. Late assignments will not be accepted.
Arranging your own class-presentation is
part of your responsibility in this course as it will be your
responsibility when you become a teacher or a professional. On your presentation date and time, you must
be fully ready to present or else you will loose your presentation points. Please take these expectations very
seriously as there will be no exceptions.
Please avoid bringing children into the computer
laboratory facilities. Please leave kids
comfortably outside of the class as you see fit. ABSOLUTELY, CHILDREN CANNOT TOUCH ANY OF
THE LABORATORY TECHNOLOGIES.
Children cannot run around in the laboratory. If they do, you will be sent out of the
lab. We have had some very bad
experiences in the past, hence this class policy.
Under no circumstance would
you be allowed to bring food or drink into the computer labs. If you are diabetic
or must eat or drink, you can excuse yourself and step outside of the computer
labs to do that briefly. In this
case, the Professor will not be responsible for whatever you missed during the
class session. You can seek the
assistance of your peers in the classroom for that.
In
compliance with the Americans with Disabilities Act (ADA), all qualified
students enrolled in this course are entitled to “reasonable
accommodations.” Please notify the
instructor during the first week of class of any special accommodations needed.
Possible Tutor assistance:
Try
the computer labs on campus, including the curriculum lab in the TOS building. The labs are not obligated to give you
computer use assistance, since it is not part of their assignments. They may be able to assist you. You may also inform the
Please
note:
In this class, professor will not change grades after the
final exam. Attend all class sessions,
complete your
course responsibilities and address all problematic issues before the course concludes.
“Incomplete” will only
be given if you are passing the course, have attended all class sessions, and
have brought in genuine Physician's note (phone number/s included), in case of
serious illness. Thank you for your
cooperation.
Student Classroom Decorum Expectations
To enhance the learning
atmosphere of the classroom, students are expected to dress and behave in a
fashion conducive to learning in the classroom. More specifically, students
will refrain from disruptive classroom behavior (i. e., talking to classmates, disrespectful responses to teacher
instructions; swearing; wearing clothes that impede academic
learning such as but not limited to, wearing body-revealing clothing and
excessively baggy pants; hats/caps, and/or headdress. Students will turn off
telephones prior to entering the classroom. Students who exhibit the behaviors
described above, or similar behaviors will be immediately dismissed from class
at the third documented offense. The student will be readmitted to class only
following a decision by the department chair. The student may appeal the
decision of the department chair to the Dean of the College offering the
course, and, subsequently, to the Office of the
Each behavior construed by
the teacher/professor as non-contributive to learning will be recorded,
properly documented, and appropriately reported to the student and to the chair
of the academic department offering the course. The report will be in written
form with a copy provided to both the student and the department chair. The
faculty member should retain a copy for his/her own records.
THE ISTE INSTRUCTIONAL TECHNOLOGY STANDARDS ADOPTED BY
NCATE AND NCDPI
1.0 Standard 1:
Teachers demonstrate a sound
understanding of technology operations and concepts.
1.1 Indicator 1: Teachers demonstrate introductory knowledge,
skills, and understanding of concepts related to technology (as
described
in the ISTE National
1.2 Indicator 2:
Teachers demonstrate continual growth in technology knowledge and skills
to stay abreast of current and
emerging
technologies.
2.0 Standard
2: Teachers plan and design effective
learning environments and experiences supported by
technology.
2.1 Indicator 1: Teachers design developmentally appropriate
learning opportunities that apply technology-enhanced instructional
strategies
to support the diverse needs of learners.
2.2 Indicator 2:
Teachers apply current research on teaching and learning with technology
when planning learning environments
and
experiences.
2.3 Indicator 3:
Teachers identify and locate technology resources and evaluate them for
accuracy and suitability.
2.4 Indicator 4:
Teachers plan for the management of technology resources within the
context of learning activities.
2.5 Indicator 5:
Teachers plan strategies to manage student learning in a
technology-enhanced environment.
3.0 Standard 3: Teachers
implement curriculum plans that include methods and strategies for applying
technology to maximize student learning.
3.1 Indicator 1: Teachers facilitate technology-enhanced
experience that addresses content standards and student technology standards.
3.2 Indicator 2: Teachers use technology to support
learner-centered strategies that address the diverse needs of students.
3.3
Indicator 3: Teachers apply technology
to develop students’ higher order skills and creativity.
3.4 Indicator 4: Teachers manage student-learning activities
in a technology-enhanced environment.
4.0 Standard 4: Teachers
apply technology to facilitate a variety of effective assessment and evaluation
strategies.
4.1 Indicator 1:
Teachers apply technology in assessing student learning of subject
matter using a variety of assessment techniques.
4.2 Indicator 2:
Teachers use technology resources to collect and analyze data, interpret
results, and communicate findings to improve
instructional
practice and maximize student learning.
4.3 Indicator 3:
Teachers apply multiple methods of evaluation to determine students’
appropriate use of technology resources for
learning, communication, and productivity.
5.0 Standard 5: Teachers
use technology to enhance their productivity and professional practice.
5.1 Indicator 1: Teachers use technology resources to engage
in ongoing professional development and lifelong learning.
5.2 Indicator 2: Teachers continually evaluate and reflect on
professional practice to make informed decisions regarding the use of
technology in
support of student learning.
5.3
Indicator 3: Teachers apply technology
to increase productivity.
5.4 Indicator 4: Teachers use technology to communicate and
collaborate with peers, parents, and the larger community in order to
nurture student learning.
6.0 Standard 6: Teachers
understand the social, ethical, legal, and human issues surrounding the use of
technology in PK-12 schools and apply those principles in practice.
6.1 Indicator 1: Teachers model and teach legal and ethical
practice related to technology use.
6.2 Indicator 2:
Teachers apply technology resources to enable and empower learners with
diverse backgrounds, characteristics,
and abilities.
6.3 Indicator 3: Teachers identify and use technology
resources that affirm diversity.
6.4 Indicator 4:
Teachers promote safe and healthy use of technology resources.
6.5 Indicator 5:
Teachers facilitate equitable access to technology resources for all
students.
CORE STANDARDS AND INDICATORS
1.0 Core Standard 1:
Teachers know the content they teach.
1.1 Indicator 1:
Teachers have a broad knowledge of content.
1.2 Indicator 2:
Teachers know the content appropriate to their teaching specialty.
1.3 Indicator 3:
Teachers understand the ways in which their teaching area connects to
the broad curriculum.
1.4 Indicator 4:
Teachers know relevant applications of the content they teach.
2.0 Core Standard 2:
Teachers know how to teach students.
2.1 Indicator 1:
Teachers know the ways in which learning takes place, and they know the
appropriate levels of
intellectual, physical,
social, and
emotional development of the students they teach.
2.2 Indicator 2:
Teachers use a variety of methods to teach students.
2.3 Indicator 3:
Teachers are expert communicators.
2.4 Indicator 4:
Teachers are able to use communication skills to circumvent or manage
conflict as it arises in the classroom.
2.5 Indicator 5:
Teachers have strong and current technology skills.