Capstone Seminar (Digital Portfolio)
(EDU
401 - 01)
EACH TIME YOUR
CELL PHONE OR CALL BEEPER MAKES ANY FORM OF AUDIBLE SOUND IN THIS CLASS,
TWO POINTS WILL BE DEDUCTED FROM YOUR FINAL “TOTAL POINTS” IN THE
COURSE. THERE WILL BE NO
EXCEPTION TO THIS RULE SO
PLEASE TAKE IT SERIOUSLY.
PLEASE DO
NOT PUT YOUR ASSIGNMENTS UNDER MY OFFICE DOOR AND DO NOT CALL ME AT
MY HOME. LEAVE YOUR MESSAGES ON MY VOICE MAIL OR E-MAIL. THE
SECURITY WILL BE CALLED IF THERE IS ANY SIGN OF DISRESPECT OR VULGAR LANGUAGE
TOWARDS PROFESSOR. YOU CANNOT WORK ON
THE COMPUTERS, ESPECIALLY THE INTERNET WHILE THE PROFESSOR IS TEACHING. IF PROFESSOR CANNOT VIEW
YOUR ASSIGNMENT YOU WILL RECEIVE “0” POINT.
Professor: M. F.
Fapojuwo, PhD (Specialist in Global Learning
Technologies & Corporate Training) Office Phone: 919-743-5713
E-mail: fmercy@shawu.edu Meeting Place: SCI 401
Office
Location: TOS Women’s Rm. 114. Semester: Spring ‘08
Office Hours: As arranged
by Professor and Student. That is, EDU
401 students can see
me anytime from
Course may involve Distance Learning delivery in its
entirety or as needed. Professor cannot
be held responsible for Distance Learning technicalities. The IT department is in charge of technology
issues.
Professor will deliver instruction in any possible
way, including the use of LiveText and/or Blackboard.
Conceptual Framework Theme
The theme/purpose of the conceptual framework under-girding
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:
1.
to align the
institutional mission and goals with state, regional, national, and
departmental standards and
requirements;
2.
to prepare
candidates to work in schools as teachers who know and can demonstrate the
content, pedagogical,
and professional knowledge, skills, and dispositions
necessary to help all P-12 students learn;
3.
to implement an
assessment system that collects and analyzes data on applicant qualifications,
candidate
and graduate performance, and unit operations to evaluate
and improve the unit and its programs;
4.
to collaborate
with school partners to design, implement, and evaluate field experiences and
clinical practice
so that teacher candidates develop and demonstrate the
knowledge, skills, and dispositions necessary to help
all students learn;
5.
to design,
implement, and evaluate curriculum and experiences for candidates to acquire
and apply the knowledge, skills, and dispositions necessary to help all
students learn;
6.
to maintain a
qualified faculty that models best professional practices in scholarship,
service, and teaching; and
7.
to maintain the leadership, authority, budget,
personnel, facilities, and resources for the preparation of candidates to meet
professional, state, and institutional standards.
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
Hardware/Software for this Course (There will be no exception for
requirements):
1. Texts:
“Integrating
“Digital Portfolios in
Teacher Education.” By Mullen L.,
Britten J., and McFadden J. Jist
Works (2005).
2. At least one 512MB USB flash drive and/or at least
800MB CD-RW, to store your digital portfolio. Due to greater need for multimedia
artifacts, you may need storage devices as big as 2GB. Some of my
former students have used 2GB storage devices in
3. “LiveText” Web software (CD is available at
the bookstore. The CD contains your Registration
Code)
4. Please look forward to some other required
readings.
General Course Description:
This course is a digital compilation of teacher
candidates’ academic and professional profile: achievements
and accomplishments; beliefs
and goals; and reflections throughout their academic and professional
journey.
It is also the “electronic product of learning” in
fulfillment of the North Carolina Advanced Technology Competencies for Educators
and the requirement for initial licensure for teachers in
Student Learning Outcomes:
At the end of a successful completion of this
course, students should be able to:
1. demonstrate skill in developing an
Instructional Technology Plan that could aide technology infusion.
*International Society for Technology in Education – National Educational Technology Standards.
NCATE/NCDPI
Standards/Indicators Covered:
The
conceptual framework standards of Content Knowledge, Disposition, Critical
Thinking, Problem Solving and Diversity do apply to the coverage of this
course.
ISTE/Technology Standards: 1.0, 1.1, 1.2; 2.3, 2.5; 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, 2.6, 2.7; 3.1, 3.4, 3.5; 4.1, 4.4, 4.5, 4.6;
5.2, 5.4; 6.0
Diversity Standards: 1.1; 2.3, 2.5; 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
Quiz on
Chapters covered in the text, class teaching, and assigned readings (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):
Quiz will cover all that has
been covered in class up to this point – from the text books. It will be a
closed book Multiple Choice, Fill-ins, and short answers (or as given by
professor).
Presentation of an
Instructional Technology Plan (IT Plan) (Core Std.
1.4, 2.3, 2.7; ISTE/Tech. Std. 1.0, 1.1; 2.2, 2.3; 2.4, 2.5; 3.3; 5.2, 5.3,
5.4; 6.3, 6.4, 6.5; Diversity
Standards: 1.1; 2.3; 4.3; 5.2; 6.2):
You will
prepare an Instructional Technology Plan for your specialty area of study. This activity will enhance your knowledge and
logistics of technology infusion into your specialty area as you work towards
becoming a professional. It is mainly a
group activity. You will learn to
collaborate with peers. This will be a
highly needed skill as you become a professional.
It is
imperative that while working on your IT Plan, students touch upon the ethical,
legal, and social standards that should be applied when using technology in
education - as discussed in class.
Adequate
compilation of learning (Core Std. 1.2, 2.3):
Write your (1) Philosophy of Education, (2) Curriculum Vitae, and (3) Autobiography.
(Core Standards 1.2; 2.3, 2.6, 2.7; 3.1, 3.4, 3.5; 4.1, 4.5, 4.6;
5.2, 5.4; 6.0
Diversity Standards: 1.1;
2.3; 4.3; 5.2; 6.2)
List and compile
all courses of relevance, and all relevant course projects. Place Reflections beside each, to show how
you progressed through your whole study.
Must show the compiled information in class.
Digitize all
compilations/artifacts (ISTE/Tech.
Std. 1.1, 1.2; 2.5; 3.3; 4.1; 5.2; 5.3, 5.4; 6.0):
Digitize all
you have compiled by scanning hardcopies, and downloading audio/video clips
(with the aid of the firewire or as needed), with appropriate texts.
Digitally store
your compilations/artifacts into storage Devices (ISTE/Tech. Std. 1.1, 1.2; 2.5; 3.3; 4.1;
5.2; 5.3, 5.4; 6.0):
Store all
artifacts into separate files, and in logical order. Store into a minimum of a
512MB USB flash drive, to allow easy editing.
Make a PowerPoint
Presentation base, including all Reflections.
(ISTE/Tech. Std. 1.1, 1.2; 2.5; 3.3; 4.1; 5.2; 5.3, 5.4; 6.0):
Prepare your Digital
Portfolio presentation with appropriate and effective Hyperlinks to artifacts
and other relevant files or programs, including the Web.
Upload Digital
Portfolio onto LiveText (ISTE/Tech.
Std. 1.1, 1.2; 2.5; 3.3; 4.1; 5.2; 5.3, 5.4; 6.0):
Upload a version of your
modified digital portfolio, as space would allow, onto a LiveText portfolio
template with appropriate modifications as taught in class.
Pre-Final
Digital Portfolio Presentation (Core Std. 2.3):
Present your pre-final
digital portfolio versions. One on the USB flash drive, and the other on the LiveText Web
software.
Final Digital
Portfolio Presentation (Core Std. 2.3; ISTE/Tech. Std. 1, 1.1; 5, 5.1, 5.3, 5.4):
Present your final digital
portfolio versions. One
on the USB flash drive, and the other on the LiveText Web software.
Final USB Flash
Drive/CD-RWs of all class work and Portfolio is turned in (Core Std. 2.5;
ISTE/Tech. Std. 1.1, 3.1, 5.1; 6.1, 6.4):
Submission of the storage devices containing all
work completed in this course – To be submitted on the day of your final Digital
Portfolio presentation.
Comprehensive
Final Exam, based on all we have covered in this course. Please read through your texts and notes in
readiness for this comprehensive final exam.
At the end of
this course you will fill out an assessment
questionnaire that would assist in the necessary revision of this course, in
order to continue to serve the students appropriately.
PART A:
1.
An In-dept
discussion on developing a Technology Plan for the Classroom/Educator.
(Stds.I,II,III,IV, V,VI, and Core Std: I, II, III, IV, V). A “must” for every school system.
The base of students’ technology project -- “A Strategic Technology Plan
Relating to Student's Specialty Area of Study.” This
is to acquaint students with the art of Pedagogical-Specialty-area
Technology Infusion of hardware/software into the classroom.
2.
Applications (I) (Tech. Std: I,II,III,V and
Core Std: I, II, IV, V)
h Relevance of Communications &
Presentation applications to the Classroom and the teacher.
h Use and Control of other technology devices as they
relate to teaching (Prof. Std. XXIX)
h
Other Technologies: Using Television, Videos, Projectors, Scanners and
Digital Cameras,
Image editors, etc.
3. Introduction To Network Systems and how
they relate to the School Systems: (Tech. Std: II,III,V
and Core Std: I, II, IV, V)
4. Applications
(II): The Internet: (Tech.
Std: I, II, III,V,VI and Core Std: I, II, IV, V)
h
Revisit the Cyberspace as it relates to the Educator, the Classroom,
and the School System.
5. Introduction
To Computer Assisted Instruction: (Tech. Std: II, III, VI; Core Std: II, III, IV, VI; and
Div. Std:
I, IV, VI, V, VI)
6. Introduction To Distance Learning: (Tech.
Std: I,II,III,IV, V,VI and Core
Std: I, II, III, IV, V)
7. Discussion on Computers and Other
Technologies, including Assistive Technologies, in
(Tech.
Std: I, II, III, IV,V,VI; Core Std: I, II, III, IV, VI; and Div. Std:
I, II, III,IV,V,VI)
h Rationale for Using Computers and
Other Technologies in
h The impact of
Computer Technology in
h Limitations of Computers in
h Caution About Using Computers in
h Data Security and Control
8. Appropriately infusing technology into your
Specialty Area -- Relevant Lesson Plans:
(Tech.
Std: II, III, IV,V, VI and Core Std: I, II, III, IV,
V, VI)
9. Revisit Social, Legal, and Ethical
Issues, including Special Students, As they Relate to Technology
& Education: (Tech. Std: VI; Core Std: II, III, VI, VI; and Div. Std: I - VI)
h Establish classroom policies and
procedures that ensure compliance
with copyright
law, fair-use guidelines, security, and child protection
h Ensuring equal access to media and technology
resources for ALL students
h
Social, legal, and ethical issues related to technology use, including
relation to Special Needs.
10.
Introduction to Instructional Technologies’ evaluation and adoption in a
lesson; Instructional
Technology Infusion Strategies: (Tech. Std: I, II, III, IV,V, VI; Core Std: I, II, IV; and Div. Std.: I-VI)
11.
Define and discuss relevant Technology Terms: (Tech. Std: I, V; Core Std:
I, II; and Div. Std: I, IV,
VI, V, VI)
PART B:
1.
Gathering all your scanned
images. (Tech.Std:
I,V and Core Std: I, II)
2.
Digitizing all your video
and audio tapes.
(Tech.Std: I,V and Core Std: I, II)
3.
Gathering all your specialty area artifacts
in Word Processing, Spreadsheet, Database, Desktop Publishing and other
software forms(Tech.Std: I,II,III,IV,V,VI, and Core Std: I, II, III, IV, V,VI)
4.
Making sure that all your
information would be highly Multimedia. (Tech.Std: I,II,V
and Core Std: I, IV,V)
5.
You must cover all your classes and preferred
projects in your "Product of Learning" (Tech.Std: III and Core Std:
I, II, III, IV, V, VI)
6.
Making sure that you know
how to write Reflections -- to be included in your final product. (Tech.Std: II, III, V, VI and Core Std: I,
II, IV, V)
7.
Shaping all your
electronic information into a single master file with several Hyperlinks to
other relevant sub-files. Saving all the gathered
information into a Zip Disks, CD/s, and LiveText. (Tech.Std: I,II, III, IV, V, VI, and Core Std: I,
II, III, IV, V, VI)
8.
Adequately following all the specified
standards and indicators, divided under the 34 context- requirements on your
“Comprehensive Capstone Technology Infusion Rubric,” given to you right at the
beginning of the course. The 34 Contexts
that included Diversity, Planning/Designing/ Managing Technology Learning Environments, Multimedia Integration,
Curriculum knowledge, Professional Disposition, Critical Thinking, Problem
Solving, etc, etc. Grading will be based
strictly the specified contexts.
9.
Individually and
electronically presenting your final product in class. (Tech.Std: I,II, III, IV, V,
VI; Core Std: I, II, III, IV,
V, VI; and Div. Std.: I, IV, VI, V, VI)
Evaluation:
(Content knowledge, Tech. Skills,
Critical thinking, Problem solving, Diversity)
(Content knowledge, Tech. Skills,
Disposition, Critical thinking, Problem solving, Diversity)
Adequate compilation of learning for Digital
Portfolio: 10% of your final grade
(Content knowledge, Disposition, Critical thinking,
Problem solving, Diversity)
Digital formation of Artifacts for Digital Portfolio: 10% of your final grade
(Tech. Skills, Critical thinking, Problem solving)
Digital storage of all
information onto storage devices. 05% of your final grade
(Tech. Skills, Critical thinking, Problem solving)
Effective Hyperlinks to relevant Artifacts in
Digital Portfolio: 05% of your final grade
(Tech. Skill,)
Final Digital Presentation Ease: 10% of your final grade
(Tech. Skills, Content
knowledge, Disposition, Core Stds.)
Upload onto the LiveText Web software: 15% of your final grade
(Tech. Skills, Content knowledge, Critical thinking,
Problem solving)
Final Comprehensive Exam: 15% of your final grade
(Tech. Skills, Content knowledge, Critical thinking,
Problem solving)
Grading
Scale:
90
-100 = A (Target)
80
– 89 = B (Acceptable)
70
- 79 = C (Acceptable)
60
- 69 = D (Unacceptable)
Below
70 = F (Unacceptable)
The rubrics distributed at
the beginning of this course will also accompany your full digital portfolio.
At the end of the course,
students will fill out Professor’s “Digital Portfolio Project Assessment” and
an IT Plan Questionnaire to allow for course improvement.
Bibliography:
Even
though the professor’s teaching/lecture series covered all that need to be
known in this course you may go through the following
just for further readings:
Forcier, R., & Descy, D. (2002). The Computer
as an educational tool: productivity and problem solving (3rd ed.).
International Society for Technology in Education. (2003). 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. (2007). http://www.pt3.org (
United States Department of Education. (2006). No child left
behind. http://www.nclb.gov (
Intel
Teach to the Future. (2003). http://www97.intel.com/education/teach/index.htm
Baron,
Cynthia. Creating Your
Digital Portfolio, a Guide to Marketing & Self Promotion.
Barrett,
Helen C. “Create Your Own Electronic Portfolio: Using Off-the-Shelf Software to
Showcase Your Own or Student Work. ” Learning and Leading with Technology 27.7
(2000): 14-21.
ISTE
(International Society for Technology in Education): http://www.iste.org (
NBPTS
(National Board for Professional Teaching Standards): http://www.nbpts.org
(
Stein,
D. (2000). Teaching
critical reflection: Myths and realities
No. 7, ERIC Document.
Expectations:
You
must produce an excellent digital compilation of all your artifacts. All your work must be stored in a PowerPoint
presentation form as a major file with several hyperlinks to other sub-files in
a Zip Disk or a CD-RW, as you have seen demonstrated in class. You will later download all your work into
the LiveText Web software. When you share
your portfolio with your Professor, please remember to share it with her as “Submit
for Review” and not as “Viewer.” That is
the only way it can be graded. All the
digital portfolios will be stored in the LiveText Web server for even a year
after you have graduated.
The LiveText Web server that stores your digital
portfolio is not a public domain so it should remain secure (according to
LiveText, Inc.), but would only be accessible to whoever you “Share” it
with. Remember that you can always take
off anyone’s “Share” capability right from within the LiveText program,
anytime.
PLEASE NOTE: All your work must remain as “Submit for
Review” with your professors until your account gets
deleted by LiveText at the end of your program purchase contract.
In addition to
If you still
miss class anyway, you should catch up by getting your notes from students that attended
class. PROFESSOR IS NOT RESPONSIBLE FOR
CLASSES THAT YOU MISS. IT WILL BE SOLELY
YOUR RESPONSIBILITY. It is very
important that you always check LiveText for “Announcements” and/ or
“Assignments.”
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: