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FED 532 Curriculum Integration of
Technology |
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Course Syllabus
Textbook: Educational
Leadership and Planning for Technology. (2011). By Anthony G. Picciano. (5th Ed.). Upper Saddle River, Course
Description:
This
course provides knowledge and hands-on training of the current and emerging
instructional technologies for the graduate pre-service teacher candidates
and the inservice teachers. Students will learn the
technology skills, the theoretical foundation of the technology-assisted
learning, and various techniques for designing and delivering instruction by
integrating technology. This class provides mostly a hands-on learning
experience, plus the theories and issues of the current emerging technology
in education. The hands-on work will integrate the commonly-used programs
like Microsoft Word, PowerPoint, Excel, Access, and web page as tools for
developing project modules. This class will place a focus on the multimedia
production includes sound editing, graphics design and digital image editing
and digital video fundamentals; the software evaluation includes the
educational software evaluation, learning resources evaluation, and the
skills for searching and integrating adequate informational resources for the
K-12 school settings. For this course, the cooperative learning and student-centered
constructivist learning are highly valued within and outside the classroom.
The Blackboard will be the networked learning place for the students and the
teacher to communicate, collaborate and evaluate on the issues of the
technology-assisted learning and the hands-on projects. The theories of
educational technology include learning theories and technology integration
issues in education. The field trip will be part of this class. It includes
distance learning field trip, and the local public school field trip. After
this course, the students will be developed professionally in terms of
knowledge, skills, and disposition relating to the integration of current and
emerging technology into education. Rationale/Relationship to
Conceptual Framework:
This course represents a performance-based approach, which will enable the
teacher candidates and the inservice teachers to
become an educational service professional through the development of
proficiencies specific to knowledge, skills, and disposition required by
national, regional, state, and institutional standards. Through the
constructivist learning experiences and the collaboration in class, the
students are expected to exhibit a development of their knowledge and ability
that are indicated in the Institutional INTASC and the State AlaPT3 Standards.
And they will be qualified for the competent, knowledgeable and creative
educators with the use of technology and informational resources in the real
world school settings. Prerequisite:
Completion
of FED 529 Computer-Based Instructional Technology and FED 531 Current &
Emerging Instructional Technology. Course
Objectives (In
accordance with standards): 1.
Students will become aware of the current trends and issues of the integration
of technology into education. (S2g1, 2, (ii)/ I4C/
P1.0, 2.0) 2.
Students will be able to design instructions, develop lesson plans and
deliver instructions by incorporating technology into instruction. (S2g1, 2, (v)/I6M/ P.1.0, 4.0) 3.
Students will be able to develop the multimedia programs and use the current
technology tools to support the classroom and distance learning instruction. (S2g1, 2, (iii, vi, ix)/ I6M/ P1.0, 4.0) 4.
Students will be able to design online classes through Internet-based
educational network such as Blackboard, or WBCT, and locate the learning
resources online or through library media database. (S2g1,
2, (iii, vii)/ I4C/ P1.0, 4.0) 5.
Students will be able to evaluate educational software, educational projects,
and Internet educational resources, and creatively adapt them to meet their
daily instructional needs. (S2g1, 2, (i, ii, ix)/ I8B/P1.0, 5.0) 6.
Students will become the self-initiated learners to actively participate in
learning and interact with their peers and instructor through the use of
technology to create a learner-centered learning environment. (S2g1, 2, (x)/ I2D/ P1.0, 3.0) 7.
Students will be aware of the learning diversity and be able to use
technology to help all learners succeed. (S2g1, 2,
(iii, viii)/ 13K, L/ P1.0, 4.0) 8.
Students will be aware of the issues regarding to the ethic
guidelines and the safe, fair and legal use of technology, and the Internet
user protection policies. (S2g1, 2, (iv)/ I6M/ P1.0,
2.0) Major
Content:
Unit I: 1.
The current trend of integration of technology into instruction 2.
Learning theories associated with educational technology 3.
Integration of technology in learning (technology-assisted instructional
delivery and instructional design, research for instructional information,
and methods for teaching in technology-assisted settings) 4.
Issues of distance education and multicultural education Unit II: Advanced skills in: 1.
Desktop publishing 2.
Instructional design for technology-assisted classes 3.
Strategies and methods in technology-assisted learning settings 4.
Theoretical issues related to educational technology Unit III: The techniques and knowledge of multimedia
development in the area of: 1.
Concepts of Multimedia production (graphics, animation, sound, and digital
image editing) 2.
Photoshop 3.
Flash animated graphics & Fireworks 4.
Digital sound editing 5.
Web design in FrontPage and online database for school 6.
Electronic Communication (Blackboard, email, e-conference, whiteboard,
database online and interactivity issues) 7.
Video production (video footage, analog format & digital format video editing) Unit IV: 1.
Evaluation of educational software and commercial programs 2.
Internet resources, educational network (Blackboard) and web page development 3.
Ethical issues on informational technology resources: the safe, fair and
legal use of technology, and the Internet user protection policies 4.
Learning Tasks Project-Based
Assignment Portfolio (40%) The
project-based assignments provide the opportunities for the students to take
hands-on learning experience to learn basic technologies and techniques to
integrating technology into instruction. It includes desktop, digital
technology, multimedia technology, Internet web technology etc. The desktop
technology includes Microsoft Word, PowerPoint, Excel, Access, desktop
publishing and document editing skills; the multimedia technology includes
digital video, digital image, digital sound and compact CD technology; the
digital graphic skill includes graphics design, image editing, Flash
animation, sound editing, and 3D objects; the Internet technology includes
web page design, online database, distance learning, and the evaluation of
educational resources. Collaborative
Work (5%) The
collaborative work includes project-based collaborative work and written
collaborative work. The project-based collaborative work is assigned to each
team. The team members earn grades according to the quality of their team
work. The same is the written collaborative work. But the written
collaborative work is focused on the research on the topic of the educational
technology-related issues. Collaboration, brainstorm and e-communication are
required in this class. Half of the collaboration will be conducted in the
Blackboard Group Work Panel. Three
research article reviews will be assigned to each student regarding
integration of technology in instructional settings. Each review requires
citation, summary of the article and the comment (critique). Each review
needs to be at least one page for single space or two pages for double space,
in APA style. One paper with a topic relating to educational technology will
be assigned after mid-term. It must be at least five pages long (double
space), APA style, without writing and grammar errors. Discussion
(2.5%) Class
discussion about the course content is required in this course. It enables
the students to communicate and learn from each other. The class discussion
includes face-to-face in-class discussion and the online discussion in
Blackboard. The participation of the in-class discussion is marked in class
note daily, and the online discussion is calculated and evaluated for each
participant in the Blackboard Discussion Board. Field
Work (2.5%) Field
work brings about the field experience to the students to integrate
technology into K-12 instruction. Students could be more aware of the
concepts and theories of utilizing technology in the real educational
settings. The possible field site could be the Mid-Term
Test (20%) The
mid-term test is an evaluation of the studentĄ¯s learning achievement before
the mid-term. 50% of the test content is the project based hands-on work, and
50% of the test content is the knowledge based written work. There might be
5% of the test content are not taught in class but need to be explored by the
students themselves so as to test the studentĄ¯s ability to explore new things
on their own with technology. Final
Exam (25%) The
final exam is an evaluation of the studentĄ¯s learning achievement after the
mid-term. 50% of the test content is the project based hands-on work, and 50%
of the test content is the knowledge based written work. There might be 5% of
the test content needing to be explored by the student himself/herself so as
to test the studentĄ¯s ability to explore new things on his/her own with
technology. Evaluation Scale The
evaluation is to demonstrate how the students master the knowledge and
ability the course provided. The mastery is evaluated by written exam, hands-on
projects, field work documents, and assignment portfolios. The attendance
will be an important part of the overall evaluation. Blackboard will be used
for the written test in the mid-term and final exam, including multiple
choice, true or false, fill in the blanks, matching and essay questions. The
project part of the mid-term and final exams will be conducted on the
computers out side of the Blackboard. Evaluation
Aspects Project-Based Assignment Portfolio (40%) (S2g1, 2,
(v)/I6M/ P.1.0, 4.0, S2g1, 2, (iii, vi, ix)/ I6M/ P1.0, 4.0, 2, (iii, vii)/
I4C/ P1.0, 4.0, (S2g1, 2, (i, ii, ix)/ I8B/P1.0,
5.0) Collaborative Work (5%) (S2g1, 2,
(iii, vi, ix)/ I6M/ P1.0, 4.0, (S2g1, 2, (x)/ I2D/ P1.0, 3.0) Article Review or Paper (5%) (S2g1, 2,
(ii)/ I4C/ P1.0, 2.0, (S2g1, 2, (iii, viii)/ 13K, L/ P1.0, 4.0) Discussion (2.5%) (S2g1, 2,
(ii)/ I4C/ P1.0, 2.0, S2g1, 2, (iii, viii)/ 13K, L/ P1.0, 4.0, S2g1, 2, (iv)/
I6M/ P1.0, 2.0) Attendance (2.5%) Mid-Term Test (20%) (S2g1,
2, (I, ii, iii, v, vi, vii, ix)/ I4C/ P1.0, 2.0, I6M/ P.1.0, 4.0, I6M/ P1.0,
4.0, S2g1, 2, ()/ I4C/ P1.0, 4.0, I8B/P1.0, 5.0) Final Exam (25%) (S2g1, 2,
(I, ii, iii, iv, v, vi, vii, viii, ix, x)/ I4C/ P1.0, 2.0, I6M/ P.1.0, 4.0,
I6M/ P1.0, 4.0, S2g1, 2, ()/ I4C/ P1.0, 4.0, I8B/P1.0, 5.0, I6M/ P.1.0, 4.0,
I6M/ P1.0, 4.0, I4C/ P1.0, 4.0, I8B/P1.0, 5.0, I6M/ P1.0, 4.0, I2D/ P1.0,
3.0, S2g1, 2, (ii)/ I4C/ P1.0, 2.0, 13K, L/ P1.0, 4.0, I6M/ P1.0, 2.0) Evaluation
Scale
Remediation
Students
whose learning outcome is far below satisfaction will be provided with remedy
support for improvement by contracting with the teacher to make appointments. Class
Management Policy 1.
All students must attend class on scheduled time. Attendance is required for
this class. Failing to keep attending regularly to class will affect the
overall evaluation. 2.
Every student must prepare at least four floppy disks for this class to save
files. Students must bring disks to every class to save all the hands-on work
files. 3.
Every student must actively participate in the learning activities such as
projects, discussion, collaborative work, and completing all assignments. 4.
All students are encouraged to make contributions to the class by
demonstrating their strengths they brought in and sharing their experiences
in class. Students who make learning contributions to the class could earn
extra scores. Special
Accommodations Students
who have disabilities or other special needs could contact the instructor and
the Office of the Special Student Service at 858-4263 for help. Any possible
conveniences will be provided by request for the students with special needs
within the available resources. |
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