0.++Syllabus

= **Teaching & Technology Certificate/Keyboarding for C****omputer Applications K-8 License** = CSED 7761: Curriculum Integration with Technology in the Information Age Three semester credits

COURSE SYLLABUS

**A.** **Instructor**
 * Name: Carl Anderson
 * Phone: 763-227-0892
 * Email: anderscj@yahoo.com

**B.** **Course Description**

Traditional education codified what it thinks citizens need to know and sets out to feed children this “fish”. Constructivism is built on the assumption that children will do best by finding (“fishing”) for themselves the specific knowledge they need; organized or informal education can help most by making sure that they are supported morally, psychologically, materially, and intellectually in their efforts. The kind of knowledge children need most is the knowledge that will help them get more knowledge. Seymour Papert, //The Children’s Machine Rethinking School in the Age of the Computer//, 1992. Changing the classroom environment to include technology may not eliminate many of the age-old problems inherent in the school system and, in some cases, may exacerbate them. Limited time, pressure to cover the mandated curriculum, problems with classroom management, scare resources, and teachers’ feelings of isolation persist even in classrooms radically altered by the introduction of new technological tools. Judith Haymore Sandholtz, Cathy Ringstaff, and David C. Dwyer, //Teaching with Technology: Creating Student-Centered Classrooms//, 1997. This course focuses on the integration of technology into facilitate teaching and learning. Participants explore common assumptions and values about teaching and learning. They also examine their instructional environments to see the impact of these assumptions and values. This information is the starting point for finding ways of integrating technology in the learning environment. In the process students will use technology tools such as a database, spreadsheet, telecommunications, and graphic organizers, and Web 2.0 applications. In addition, participants will be introduced to powerful technology-based analytical tools. Specifically, participants will focus on the role of technology in facilitating K-12 student learning via an inquiry-based methodology. All courses in the Hamline Teaching and Technology Certificate support participants in developing a face-to-face and virtual professional network. All course work also supports and encourages participants to create and/or modify their rationale for using technology in teaching and be reflective as to technology’s impact on the learners.

**C.** **Course Specifics**

Individualized study courses are student-driven self-paced courses. Students meet with their instructor at least twice over the phone and correspond weekly via email or some other form of electronic communication.

**1. Promote Equity in Schools and Society** //·// Understand the role education has played and plays in shaping society //·// Value all children and youth inclusive of race, class, gender, exceptionality, home language or other social, physical, or cultural characteristics //·// Utilize social and cultural backgrounds and the variety of ways individuals learn to enhance teaching and learning //·// Act as agents of change in their classrooms, schools, and communities //During this course students will look at different classroom experiences through the readings. How are schools and society interconnected? What is their interdependence? These and other questions will be topics of discussion during this course.// **2. Build Communities of Teachers and Learners** //·// Construct supportive communities of learners and colleagues //·// Recognize teaching and learning as a social and cultural process //·// Create physically and psychologically welcoming environments that foster positive self-worth //Students will be exposed to a variety of technology tools and software, and will have the opportunity to develop their own unit integrating technology. Perkins’ five elements of instruction will be the backbone for the development of a balanced unit.// **3. Construct Knowledge** //·// Understand that bodies of knowledge are constructed and interpreted //·// Transfer theoretical, foundational, and pedagogical knowledge to practice intentionally //·// Use best practice, including technology, in the construction of learning //Participants will increase their knowledge by learning to use specific technology tools, and also increase their knowledge of how the integration of technology facilitates and enhances the “inquiry cycle.” Ergonomics will be one of the themes in this course. Students will learn about it and with this knowledge re-design their own classroom environment.// **4. Practice Thoughtful Inquiry and Reflection** //·// Reflect on practice to improve teaching and reflection //·// Research issues related to educational practice and theory //·// Use practice as a basis for more in-depth study //Course participants will also be asked to systematically evaluate their present instructional environment to determine how their philosophical beliefs and the physical environment in which they teach impact the building of a classroom community, increase student creativity and inquiry, and use of technology.//

**Standards for Teachers of Elementary Keyboarding and Computer Applications Licensure** **addressed during this course:**

A. A teacher of elementary keyboarding and computer applications understands and applies: (1) Knowledge of computers and similar technology, including hardware, software, file management, care of equipment, security, and ethical issues relating to the use of computers and technology; (2) Knowledge of keyboarding, including techniques, and ergonomics, skill development, and editing; and (3) Knowledge of computer applications, including word processing, graphics, multimedia presentations, the internet, and electronic mail. B. A teacher of elementary keyboarding and computer applications integrates knowledge of computers, keyboarding, and computer applications with understanding of pedagogy, students, learning, methods, processes of evaluation, classroom management, and professional development. The teacher must: (1) Understand the physical, social, emotional, moral, and cognitive development of elementary age children; (2) Understand and apply the research base for and the best practices of teaching elementary keyboarding and computer applications to students in grades K through 6; (3) Develop curriculum goals and purposes based on the central concepts of keyboarding and computer applications and know how to apply instructional strategies and materials for achieving student understanding of this discipline; and (4) Apply the standards under part 8710.2000 to teaching elementary keyboarding and computer applications to students in grades K through 6 in a variety of clinical experiences. = **D.** **Course Outcomes** = Students will: **·** Explore the use of technology tools such as web 2.0, databases, spreadsheets, virtual field trips, and inquiry methods of teaching **·** Become familiar with a variety of software/web 2.0 programs designed to facilitate student inquiry **·** Survey and catalog current instruction tools with regard to constructivism/technology and use the results as a guide in planning for the integration of technology tools **·** Learn how to locate technology-related curriculum and tools on the World Wide Web **·** Become familiar with print and web resources for locating technology-related curriculum **·** Use Understanding by Design as a curriculum development tool **·** Create a vision statement and apply it towards the design of a technology enhanced learning space = **E.** **Processes** = Students will engage in learning and development of a community of learners during this course through: · Online class discussion (asynchronous) · Individual activities · Online work via social media · Teaching ourselves · Readings · Working on the computer · Graphic organizers · Carousel and sharing · Reflective Journaling = **F.** = = Assignments/Evaluation = (TOTAL 100 PTS): · Required Portfolio contents (details below) – 70 PTS (see points for each item in description below and on rubrics) · Active participation/attendance: on campus and in online discussions, group work – 30 PTS Evaluation will be based on: includes ○ Location of technology tools you could use to teach inquiry to your students. If possible, incorporate these technologies into your tech-enhanced unit. ○ Short reflection paper on UbD experience. || [Standard A (1), B (1), B (2), B (3)] [Standard A (1) & A (2)] || (20 pts) || · Written vision statement for your learning environment · Room/school design graphic || [Standard A (2)] Standard A (3) & B (3) || (15 pts) || · Design and implement a curricular or professional web site · Investigate, choose and use a tool based on your needs (efolio, yola, google sites, etc) || [Standard A (1) & A (3)] || (15 pts) || NOTE: For those who are or will be seeking the K8 Keyboarding License, you will need to complete a Clinical Requirement with five hours of clinical observations and documentation form. Make additional copies as needed. There are no points given—just credit or no credit. If you don’t complete this during the course dates, then you can sign an intent to complete form that will go into your file. || [Standard B (4)] || Credit/no credit || Letter Grades A = 96-100% A- = 93-95% B+ = 90-92% B = 87-89% B- = 84-86%
 * || **Creating a Technology-Enhanced Unit for your Classroom Using Understanding by Design**
 * || **Classroom/School Design &** **Vision Statemen**
 * || **Web Page**
 * || **Reflection Paper** ||  || (10 pts) ||
 * || **Personal Learning Network Development** || Standard A (3) & B (2) || (5 pts) ||
 * || **Clinical Requirement**
 * || **Metacognitive Journal** ||  || (5 pts) ||
 * || TOTAL ||  || 70 PTS ||

= **G.** **Required** **Readings** **and Texts** = //Comerford, J. Ergonomics In The Classroom. Encyclopedia of Educational Technology. [On-line] Available:// [|__http://coe.sdsu.edu/eet/Articles/ergonomics__] Jilk, Bruce A., AIA, NCARB, and Copa, George H., Ph.D. (1997) “The Design-Down Process: An Alternative to the Traditional Education Specification Process for Defining Learning Environments.” Available: [|__http://www.cefpi.org/iss__][|__u__][|__e6.html__] McTighe, J. and Wiggins, G. (2004) Understanding by Design: Professional Development Workbook, Association for Supervision and Curriculum Development (ASCD).

Pierce, W. (May, 2001).Inquiry made easy: You can include inquiry learning in the classroom!. //Science and Children//. 39-41.  Valiant, B. (August, 1996). Turn on the lights! Using what we know about the brain and learning to design learning environments. //Issue Trak Briefing Paper//, retrieved from [|__http://www.cefpi.org/issue5.html__] Wiggins//,// G and McTighe, J. (2005) Understanding by Design: Expanded 2nd Edition, Association for Supervision and Curriculum Development (ASCD). Wohlers, A (November, 1995). Questions on Program Characteristics. //Issue Trak Briefing Papers//, Retrieved September 18, 2006, from [|__http://www.cefpi.org/issue3.html__] Additional readings and resources as assigned. = **K.** **Bibliography** = Bennet, C. (2002) Changing Education Ergonomics. Lawrence Livermore National Laboratory [On-line] Available: http://www.education.umn.edu/kls/ecee/pdfs/ChangingEducationErgonomics_Bennett.pdf#search=%22Changing%20Education%20Ergonomics%20%22. Berge, Z. L. & Collins, M. (1998). Wired together: The on-line classroom in K-12. Volumes 1 thru 4. Cresskill, NJ: Hampton Press. Comerford, J. Ergonomics In The Classroom. Encyclopedia of Educational Technology. [On-line] Available: [] Cuban, L. (2001) Oversold and Underused, Computers in the Classroom. Cambridge, MA. Harvard University Press. CEFPY, The School Building Association. [On-line] Available: [] Computer Technology in Special Education and Rehabilitation. Closing The Gap. [On-line] Available: [] Duffy, Thomas M. (Editor) (1992). Constructivism and the technology of instruction a conversation. Hillsdale, NJ: Lawrence Erlbaum Associates. Fisher, C., Dwyer, D. C., and Yocum, Keith (Editors) (1996). Education and technology, reflection on computing in classrooms. San Francisco, CA: Jossey-Bass Publishers. Grabe, M. & Grabe C. (1998) Integrating Technology for Meaningful Learning. Boston MA. Houghton Mifflin Company. Haymore, J., Ringstaff, C., and Dwyer, D.C. (1997). Teaching with technology creating student-centered classrooms. New York City: New York: Teachers College Press. Jastrow, R. (1981). The enchanted loom Mind in the universe. New York, NY: Simon and Schuster. Jonassen, D. (2000). Computers as Mindtools for Schools, Engaging Critical Thinking. Upper Saddle River, NJ. Prentice-Hall Inc. Kashmanian, K. (2000) The Impact of Computers on Schools: Two Authors, Two Perspectives. A Publication Of The Michigan Virtual University. [On-line] Available: [] Marzano R. et al. (2000) What Works in Classroom Instruction. ASCD. [On-line] Available: [] Marcus, S. (1998). A Friend for the Language Arts; How technology can enrich reading and writing instruction. Electronic School [On-line] Available: [] McKenzie J. From Now On (FNO) The Educational Technology Journal. School [On-line] Available: [] McTighe, J. and Wiggins, G. (1998) Understanding by Design Handbook, Association for Supervision and Curriculum Development (ASCD) McTighe, J. and Wiggins, G. (2004) Understanding by Design: Professional Development Workbook, Association for Supervision and Curriculum Development (ASCD). Nagata, N. (1998) Input vs. Output Practice in Educational Software for Second Language Acquisition. Language Learning & Technology. [On-line] Available: [] National Telecommunications and Information Administration. (1999). Falling Through the Net: Defining the Digital Divide. [On-line] Available: [] Olson, J. (1988). Schoolworlds microworlds Computers and the culture of the classroom. Oxford: Pergamon Press. Perkins, D. (1992). Smart Schools; Better Thinking and Learning for Every Child. New York, NY. The Free Press Postman, N. (1993). Technopoly The surrender of culture to technology. New York, NY: Vintage Books. Roblyer, M. D. (2003) Integrating Educational Technology into Teaching. Upper Saddle River, NJ. Pearson Education Inc. Schank, R. & Cleary, C. Engines for Education. Institute for the Learning Sciences. [On-line] Availabe: [] T. H. E. Journal Online: Technological Horizons in Education [On-line] Available: [] Tien, D. (2002). Cornell University Ergonomics Web, School [On-line] Available: [] Wiggins, G and McTighe, J. (2005) Understanding by Design: Expanded 2nd Edition, Association for Supervision and Curriculum Development (ASCD).