COLLEGE OF EDUCATION, HUMANITIES, AND BEHAVIORAL SCIENCES

Alabama A&M University

Normal, AL  35762

 

COURSE SYLLABUS

Fall 2018

 

Course

FED 215

Course Title

Instructional Technology – 3 Credit Hours

Session 1 & Session 2

Class Time

Online in Blackboard, anytime and anywhere

Class Location

Online in Blackboard in Zoom Meeting

Prerequisites

Registration in Undergraduate Educational Programs

Textbook

 

Gary B. Shelly, Glenda A. Gunter, & Randolph E. Gunter. (2015). Teachers Discovering Computers: Integrating Technology in a Connected World. (8th, ed.). Boston, MA: Course Technology, Cengage Learning. ISBN-13: 978-1-133-52655-1

Instructor

Sha Li

Website

http://edutechnologycourse.com

Office Location

211CCN

Office Hours

9:00 AM -2:00 PM Monday and Wednesday

E-mail address

sha.li@aamu.edu,  shali9@hotmail.com

Telephone number

256-372-5973 (Office), 256-348-8380 (Cell), 256-880-9030 (Home)

             

AAMU Quality Enhancement Plan (QEP): 

 “Enhancing Students’ Critical Thinking Skills”

Critical Thinking Definition: 

Critical thinking is analyzing, evaluating, and synthesizing information into logical conclusions. 

 

 COURSE DESCRIPTION

 

This instructional technology course is designed for the undergraduate education students. The students will get the fundamental knowledge and skills about the current and emerging instructional technologies. The curriculum covers the knowledge of technology skills, the theoretical foundation and the current trends and perspectives of the technology-assisted teaching and learning, including various techniques and strategies for designing and delivering instruction by integrating digital technologies. The course activities are basically a hands-on learning experience, plus the theories and issues on the current emerging instructional technologies. The hands-on work includes the Web 2.0 tools, such as Screen Cast, Nearpod, Prezi, Zoom, Edweb, Edmodo, Educreation, Blackboard, Khanacademy, Wix web design, online learning resources, Web 2.0 Apps in iPad/iPhone, and digital communication/collaboration, educational database, multimedia design for instruction like graphics design, video and sound editing/production, technology-based statistics such as SPSS/SAS for assessment/research, and the online instructional resource design. It also covers the hardware issues like Smartboard, Promethian Board, wireless mobile devices such as iPad/iPhone, laptops/Tablets, Chrome Book, and eBook for learning. For this course, the cooperative learning and student-centered constructivist learning are highly valued within and outside of the classroom. The Blackboard will be used for the networked learning content among the students and the teacher to communicate and collaborate on the issues of the technology-assisted learning and the hands-on projects including teamwork. The trends and theories of educational technology include learning theories and technology integration issues/trends in education. After this course, the students will be professionally prepared with the integration of educational technology in terms of knowledge, skills, and disposition.

Technology Standards: The National ISTE Standards (Website at ISTE) and the InTASC Model Core Teaching Standards (Website at InTASC)

ISTE Standard:

1.      Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.

1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

1b. Pursue professional interests by creating and actively participating in local and global learning networks.

1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

 

2.      Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:

2a. Shape, advance and accelerate a shared vision for empowered learning with technologyby engaging with education stakeholders.

2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

2c. Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.

3.      Educators inspire students to positively contribute to and responsibly participate in the digital world.

3a. Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

3b. Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

3c. Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.

3d. Model and promote management of personal data and digital identity and protect student data privacy.

4.      Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:

4a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

4b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

4c. Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

4d. Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.

5.      Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.

5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

6.      Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.

6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

7.      Educators understand and use data to drive their instruction and support students in achieving their learning goals.

7a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

7b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

7c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

 

InSTAC Standard:

6(i) The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.

8(g) The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.

8(o) The teacher understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.

9(f) The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.

 

Some Subtitles of InTASC Standard:

a.   The teacher adapts instruction and uses modified materials, resources, tools, and technology to address exceptional learner needs, including those associated with disabilities and giftedness.

b.   Use interactive technologies to expand learner options for mastering content/skills ™ Develop technology options for learners to manage data and direct their own learning ™ Use technology to scaffold content understanding and skill development.

c.    Engage in collaborative research on ways to support learner creativity through independent and collaborative inquiry projects (e.g., arts-based learning, integration of technology)

d.   Engage in shadowing programs sponsored by local businesses or communities to gain first-hand knowledge of real-world applications of content ™ Use technology to research the potential real-world applications of content in and across disciplines.

e.    Integrates technology-based learning resources into instructional plans.

f.    Plans how s/he will use technology to engage learners in meeting learning objectives.

g.   Access structured input (e.g., workshops, in-person or online courses, webinars, social media) in the discipline area(s) to build skill in creating challenging learning experiences through the use of technology.

h.   The teacher integrates technology resources into instructional plans.

i.     The teacher plans how s/he will use technology to engage learners in meeting learning objectives.

j.     Develop a wiki for the sharing of research questions, processes, and findings related to ethical practice of assessment

k.    The teacher adapts instruction and uses modified materials, resources, tools, and technology to address exceptional learner needs, including those associated with disabilities and giftedness.

 

STUDENT LEARNING OUTCOMES

 

1.     Students will have a good understanding of the current trends and issues of the integration of technology into education in the technology rich environment with current and emerging technologies. (ISTE1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9(f), 8(p),10(h), 5(f))

 

2.  Students will be able to use the new web 2.0 tools, multimedia and online learning resources for instructional purposes with the integration of graphics design, animation, video production, sound editing, wiki tools, Prezi, screencast, networked communication, wireless mobile tools, iPad Apps, etc. (ISTE. 1(a), (b), (c), (d); 2(a). (b), (c), (d); 3(a), (b), 4(c), (d), 5(a), 7(c) ; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e))

 

3.  Students will be able to develop technology-based instruction, lesson plans, multimedia rich Prezi presentations, interactive eBook, technology-based strategies to address the diverse learning needs, and to conduct fair evaluation of the student achievement with technology. Students will know how to teach diversity across disciplines with technology. Students will also use the classroom equipment like Smartboard/Promethiam Board, iPad, iPhone and mobile tools to teach in K-12 school settings. (ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e))

 

4.  Students will demonstrate proficiency in terms of designing technology-assisted instruction with effective strategies, assess students’ achievements, delivering instructions and managing classroom activities by incorporating available technologies into instruction to create a learner-centered supportive learning environment. (ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d), 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e))

 

5.  Students will be able to locate the learning resources, software packages, and use the current technology tools, such as web 2.0 tools, network, screencast, voice over, database, Internet-based communication tools and multimedia tool kit, smart technology devices/equipment and mobile technologies to enhance the effectiveness in the classroom and distance education classes. (ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 5(a), (b), 7(c), (d); InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e))

 

6.  Students will be able to take leadership to make strategic plans for the integration of technology on educational sites and implement instructional plans to help all learners achieve academically and scholastically. Students will be able to design online classes through educational network such as Blackboard, WebCT, and Web 2.0, and locate the learning resources to facilitate learning through digital communication. (ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4(a), (b), (c), d; 5(a), (b), 6(c), (d), 7(2, (b), (c); InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)) 

 

7.  Students will be able to evaluate educational software, student-made projects, and Internet educational resources to identify their advantages and limitations for instruction. Students will be able to evaluation the public school learner’s learning outcome with computer based programs. (ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 5(a), (b), (c), (d) InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e))

 

8.  Students will become the self-initiated learners to actively participate in learning activities and interact with their peers and instructor through the use of technology to establish a learner-centered learning environment. (ISTE. 1-a, b, c, d; 2-a. b. c. d; 3-a. b. c. d; 4-a, b, c, d; 5-a, b, c, d; InTASC 6(i),  8(g, o), 9 (f)) 9(m) 8(o); 8(r), 9(f); 9(j); 9o), 10(e))

 

 9.  Students will be aware of the learning diversity in an inclusion setting and be able to use technologies to help all learners succeed equally and equitably, including the learners with special needs, with the aid of available assistive technologies and learning resources. (ISTE1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e))

 

10. Students will be aware of the issues regarding to the ethic guidelines, the fair use of technology and Internet resources, such as the Internet user protection policies, netiquette and copyright guidelines for using technology resources. (ISTE. 1-a, b, c, d; 2-a. b. c. d; 3-a. b. c. d; 4-a, b, 5(c), d; InTASC 6(i),  8(g, o, r), 9 (f, j, m, o),10(e))

 

CLASS FORMAT

 

The class formats includes a face-to-face lab-based class with hands-on project-based learning, and an online class within Blackboard. Students are expected to keep regular attendance and finish projects/assignments within or out of classes according to the requirement. Online web 2.0 learning resources are provided and are required to use for learning and assignments. Class discussion and cooperation are encouraged. No cell phone use in class. Quizzes, the mid-term test and final exam will be issued. Make-up opportunity is available if needed. Plagiarism is not allowed. Communication with faculty is welcome through the office visit, emails, social media and phone calls.

 

COURSE RULES

 

No phones and no food are allowed in class. A flash disc is required for each student to bring to the class. Class quizzes, mid-term test, and final exam will be issued at scheduled time. The test make-up opportunity is provided when needed. No plagiarism is allowed. Any copy-paste from Internet without personal effort will be considered as plagiarism. Mind the online copy right policy and keep the right behavior of using online open resources.

 

SERVICES FOR PERSONS WITH DISABILITIES

 

The University provides environmental and programmatic access for persons with documented disabilities as defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1990.  Any student who desires information or assistance in arranging needed services for a disabling condition should contact the Director of Special Students Services, Student Center, Room 106 Carver Complex South, (256) 372-4263.

 

STUDY FOLDER/LEARNING PORTFOLIOS

 

Each student should save all his/her projects or assignments in digital drives as their digital learning portfolio. By the end of the semester, the instructor will check with the students to see whether project portfolios and assignments are complete and meet the quality requirements.

 

ATTENDANCE POLICY

 

Punctual attendance is required, marked, and graded. A student is only permitted one (1) unexcused absence for each credit hour generated by the class. For example, two (2) absences are allowed in a two-hour class. If an unanticipated event happens that generated a student absence, a pre-notice of the reason to the teacher or absence notice from any related learning office should be provided to the class instructor.

 

TUTORIAL ASSISTANCE

 

Technology Assistance in class or outside of class could be obtained through communication with the instructor or classmates.

 

GRADE DETERMINATION 

 

Course Requirements

Points Awarded

Point Percent to Total

16 Project-based learning activities

32

 

32 %

 

Class or online discussions

5

5 %

Attendance

3

3%

Quizzes

15

15 %

Mid-term test

20

20 %

Final exam

25

25 %

 TOTAL

 100

100%

  

Grading Scale

 

 

Percent of Points

Number of Points

Grade

90 % + = A

80 -89 % = B

70 – 79 % = C

60 – 69 % = D

60 % Below = F

90 – 100

80 – 89

70 – 79

60 – 69

Below 60

A

B

C

D

F

 

Major Projects/Assignments

 

Project/Assignment

Description/Assignment

Standard

1.      Current trends and perspectives of instructional technology and advanced technical keyboarding and short cuts, etc.

Introduction to the current and emerging instructional technology and perspectives on educational technology; practice on the basic/advanced technical use of the keyboarding skills to reach work efficiency.

Assignment: Type out the advanced technical keyboarding cookbook and remember at least the most frequently used ones (around fifteen)

ISTE1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5 InTASC 6(i),  8(g, o), 9(f), 8(p),10(h), 5(f)

2.      Web 2.0, portable iPad/iPhone Apps, Chrome Book for classroom use

 

Use the Internet Apps or Apple Apps for learning content areas.

Assignment: Locate three Apple Apps for the classroom use to teach math, science, English, social studies, etc. Then describe why you choose these Apps to teach and describe the predicted learning outcome.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

3.      Web 2.0 online templates kit and Lucid templates

Use the web 2.0/wiki tools to design digital documentations for school setting uses.

Assignment: create a visually appealing school/class event based newsletter by using web 2.0 tool Lucid Graphic Kit to design.

ISTE1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d)

InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e)

4.      Visual art design and integration for instruction/classroom use

Design appealing visual arts for instruction and documentation. The concept of the visual arts design.

Assignment: design 15 or more smart art with the instructional content in them. The graphics must match the content it is intended to.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4(a), (b), (d)

InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e)

5.      Web 2.0 EdWeb and educational communication/video conferencing techniques

Creating an EdWeb.net account to communicate and exchange ideas with worldwide educators and professionals to enhance quality education in content areas.

Assignment: use the academic community tools to exchange educational ideas, experiences, and communicate with experts in professional areas. Zoom or video conferencing.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4(a), (b), (d)

InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e)

6.      Web 2.0 Wix web page design and creation of the teacher-made online learning resources.

Design web 2.0 Wix website to create teacher-made online learning resources for intended classroom tasks.

Assignment: the website should visually look well, three pages or more, links work, video, sound and graphics integrated.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e)

7.      Web 2.0 Multimedia and animation for instructional design

Introducing images, video and sound/music integration for instruction in a diverse environment. (video editing with Pinnacle V. 20)

Assignment: crop a video/sound clip for a slideshow. The video/sound should match the content it was taught and reflect on multicultural strengths.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 9 InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

8.      Evaluation of Web 2.0 online learning resources and discuss the ethical issues of online learning resources

Locating, selecting, and evaluating the web 2.0 online learning resources for P-12 classroom instruction.

Assignment: create a matrix of ten websites that relate to the intended content instruction, and then analyze, comment on its user friendliness/interface layout, and evaluate it. Then make a plan to use it for an intended class instruction and discuss the ethical issues of online learning resources.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 5(a), (b), (c), (d) InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), , 7(k) 9(m) 8(o); 8(r), 9(f); 9(j); 9o), 10(e)

9.      Web 2.0 screen capture as instructional tutoring support (e.g. ScreenCast O Matic)

Use screen capture tool to capture a computer instructional/tutorial process as a teaching tutorial.

Assignment: capture a computer-based tutorial and save it in a video file and get ready to submit it online to tutor a computer project.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

10.  Teaching diversity with technology

Search and demonstrate the strength off one culture or one culture other than your own in terms of life style, education, contribution,     geographic characteristics, etc.

Assignment: use Prezi website to create a Prezi slideshow, integrate images, sound, video animation, color and timing paced presentation on a content area instruction.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

11.  Graphic design---paint in 2D and 3D graphics design

Use the free graphic design tool---Paint or Photoshop to draw instructional graphics/images relating to content areas.

Assignment: draw one piece of paint that contains a meaningful picture for students. Students can follow the online sample on the course website. Creative work is encouraged.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

12.  Video Editing

Make an interactive e-book for the online/distance education instruction and online learning communication.

Assignment: the e-book should be easy to navigate and contain some easy-to-popup text/hyperlinked information that guide the readers through learning content.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

13.  Networked and digital communication or collaboration with technology on Blackboard video conferencing, or Zoom, Skype, etc.

Students are involved in a simulated connected classroom with video conferencing and Blackboard team work tools.

Assignment: students are assigned in teams to communicate collaborate on problem solving and discussions. A report should be generated about the result of their project or resolution to an issue.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

14.  Computer-based Statistic SPSS for research and program evaluation

Learn to use SPSS to do research and program evaluation.

Assignment: use statistical program SPSS to conduct commonly used statistic calculations for research or program evaluation, such as descriptive statistics, t test, or correlation test, etc.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

15.  Web 2.0 Khanacademy for k-12 content teaching on the Internet

Use Khanacademy resources to enroll student in classes and conduct content learning and communication activities.

Assignment: open a Khanacademy account online and create one or two classes and enroll five-ten students, take five quizzes to earn at least five badges as evidence of learning activities. Send and receive at least four email to or from students to create a good class online communication.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d)

InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

16.  Technology/digital learning resources enriched lesson plan

Make a lesson plan that integrate technology and technology-based learning resources.

Assignment: the assignment should focus on one content area, integrating technology, equipment, and digital instructional/learning resources. It contains at least two multiple choice quiz questions. It should use some new features of the computer programs as required by the sample.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC  3(j), 7(h), 6(i), 6(g), 7(b), 7(h), 7(k); 8(o); 8(r), 8(v), 8(g, o, r), 9(f), 10(e),

17.  Math and science/engineering graphing and equational symbols on computers

The commonly used mathematical and scientific graphing and equational symbols.

Assignment: follow the sample to make a mathematical and equational symbols and equations; graph a coordinator by using the shape graphing program tools.

 

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d)

InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e)

18.  Hardware: computer trouble shooting, and technology managerial budget discussion.

Students are exposed to the variety of technology devices and equipment and to hands-on those hardware devices for instructional purposes.

Assignment: Students should be assigned into work teams to do the work and share their experiences: trouble shoot four computer technical problems, connect iPad/iPhone, wireless facilities to LED project or multimedia Smartboard for presentation. Use the Smartboard common features for teaching and scan virus to protect system. Record each other’s proficiency level for grading evidence. Discuss the management skills with the arrangement of the technology setting design in a school.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4(a), (b), (c), d; 5(a), (b), (c), (d)

InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e),

19.  Teaching diversity with technology and digital resources

Students are shown with the variety of ways to teach the public school diverse learners by using multimedia, digital resources and strategies to enhance classroom effectiveness.

Assignments: Design a unit plan with technology integrated to teach the diverse learners who have multicultural backgrounds and critique on the strengths and weakness of the designed instructional strategy.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC  3(j), 7(h), 6(i), 6(g), 7(b), 7(h), 7(k); 8(o); 8(r), 8(v), 8(g, o, r), 9(f), 10(e),

20.  Instructional website critique

Evaluate an instructional website with your technology concept and experience.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC  3(j), 7(h), 6(i), 6(g), 7(b), 7(h), 7(k); 8(o); 8(r), 8(v), 8(g, o, r), 9(f), 10(e),

21.  Mid-Term test

Prepare for the mid-term test and review the previously learned content.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

22.  Final Exam

Prepare the final exam and review all the learned content and skills for whole semester.

ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i),  8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)

 

 

DESCRIPTION OF SPECIFIC ASSIGNMENTS

 

·    Any project and assignment that could not be completed in class can be finished after class, but cannot pass two weeks. Any assignments turned in in more than two weeks will get a lower grade or no grade if delayed longer than four weeks as against the required date.

·   The multimedia presentation team work is done with a team of two or four people. The teamed effort should be paid and the team grade is shared among team members. Anybody who doesn’t contribute to the team assignment could not get grade from that team work.

·   The paper should be in APA Style with any extra page of references. If any plagiarism found in a paper, it will result in a zero grade.

 

 

Field Experiences Model Pre-Entry Phase 1: FED 529: Computer-Based Instructional Technology

College of Education, Humanities, and Behavioral Sciences

 Phase I - Technology Survey

 

Semester:   ☐ Fall   ☐ Spring   ☐ Summer                               Instructor: _______________________

Academic School Year:                                                            Student Name: ____________________

INTASC Standard #9/ACTS – 9 - Directions: The purpose of this survey is to gain a better understanding of technology skills and knowledge as a Phase 1-Field Experiences Model candidate.  This survey will address three areas: (1) personal technology skills, (2) technology usage, and (3) technology integration. Rate how adequately you are prepared as a Phase1-Candidate.  Please complete the demographic information prior to completing the survey.

Demographic Information (optional)

1.      Gender:

a.        Female

b.       Male

c.        No Preference

2.      Race/Ethnicity:

a.        Black/African American

b.       White/Caucasian

c.        Native Hawaiian/Pacific Islander

d.       American Indian/Alaska Native

e.        Asian

f.        Other, specify  ___________________________________

3.      Classification:

a.        Freshman

b.       Sophomore

c.        Junior

d.       Senior

4.      Major:

a.        Art Education

b.       Biology Secondary

c.        Chemistry Secondary

d.       Collaborative K-6

e.        Collaborative 6-12

f.        Early Childhood

g.        Elementary Education

h.       English Language Arts

i.         Mathematics Secondary

j.         Music Education

k.       Physical Education

l.         Physics Secondary

m.     Science Secondary

n.       General Social Science Secondary

 

Rating Scale: Strongly Disagree – 1, Disagree – 2, Agree – 3, and Strongly Agree – 4

As a Phase 1 Pre-Service Teacher I ………….

Strongly Disagree - 1

 

Disagree - 2

 

Agree - 3

Strongly

Agree - 4

Personal Technology Skills

ISTE Standard 1-Learner and Standard 2-Leader

 

 

 

 

#1:    Own a laptop/desktop computer at home

 

 

 

 

#2:    Access the internet frequently

 

 

 

 

#3:    Understand how to use digital (laptops, iPod, handheld, etc.) and interactive (whiteboards, software programs, etc.) technology

 

 

 

 

#4:    Use AAMU’s facilities frequently for my computer needs

 

 

 

 

#5:    Understand and know how to connect a projector to a computer

 

 

 

 

Technology Usage

ISTE Standard 3-Citizen and Standard 4-Collaborator

 

 

 

 

#6:    Use collaborative tools to expand real-world learning

 

 

 

 

#7:    Use my computer to surf the internet

 

 

 

 

#8:   Complete all of my school assignments with my computer

 

 

 

 

#9:    Explore how to use new and emerging technology

 

 

 

 

#10: Understand the safety, legal and ethical use of information using technology

 

 

 

 

Technology Integration

ISTE Standard 6-Facilitator and Standard 7-Analyst

 

 

 

 

#11: Integrate technology in my presentations to my instructors

 

 

 

 

#12: Understand that technology can be integrated into teaching of all content areas

 

 

 

 

#13: Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

 

 

 

 

Total Points

 

 

 

 

Taken from: International Society for Technology in Education (ISTE)

 

Instructional Web Critique

 

FED 529: Computer-Based Instructional Technology

Website Critique

 

Candidate’s Name: _________________________ Program: ___________________

When someone visits the school website, it can reflect positively on the school? What kind of image would someone form if he or she could base it solely on their experience with your classroom website? Image counts for a lot. Especially when it comes to websites. It’s what the public sees that drives perceptions, and your website design plays a big role in how your school and our classroom is perceived.


Overview

 

For this assignment, you will critique an existing website in terms of its effectiveness. The purpose of the assignment is to rhetorically analyze various aspects of web design applied in a specific case.



Identifying a Site

Select a P-12 public-school districts’, schools’, or classroom teacher’s website. Pick a website in your field (Readiness program, elementary, middle, or high school).



Aspects of Your Critique

The overall emphasis of your critique/analysis is the effectiveness of the design: content, format, navigation, etc. In critiquing/analyzing the website, be sure to justify your assessment. More specifically, your critique should cover at least the following:

Users
What users is the site intended for? Who are these users? Are there different groups of users for the site? What kind of (different) needs do they have? Are there any special circumstances under which certain users access the website? How well does the site satisfy the users' needs?

Purposes
What are the intended purposes of the website? Does it aim to inform people about the school or organization, to recruit new students/parent volunteers, or to convince people of a particular cause? Most websites are designed with more than one purpose in mind. Which of these purposes are primary or more important? Which purposes are secondary and less important? How well does the site accomplish its intended purposes Is the content of the website informative and persuasive? Is it adequate, accurate, and credible? Does it have the kind of information users would need?

Format Design
Is the site visually appealing? Is it easy to read? Are the graphics meaningful and well presented? Is there a good balance between text and graphics? Does it make good use of white space? When we talk about format, there're at least four aspects you need to consider:

  1. layout--Are different elements placed at meaningful places on the screen? Is there a good, clear focal point on the page? Does the page look balanced? Is the page too wide, too narrow, unbalanced, not print friendly?
  2. Typography--Is the text readable? Is the typeface effective? Is it too big, too small? Is there a clear visual hierarchy on the page? Are headings formatted effectively?
  3. Colors--Are there too many colors used on the site? Do colors go well together? Does color use complement the content, or is it more a distraction? Is it visually appealing?
  4. Graphics--Are the graphics meaningful? Is there a clear rationale behind the use of every graphic on the site? Do the graphics enhance the content instead of distracting the reader? Are graphics of good quality? Are they too big or too small?

Navigation
Is it easy to navigate the site? Is the site well-structured to provide easy navigation? Are navigational devices easy to identify and locate?

Technology
Is the technology used for building the site appropriate? Is it adequate? Would the design have been more effective if it had used some other technology?

Miscellaneous
Depending on what site you are critiquing, there might be special issues to consider.



Format of Your Critique

Use the following:

  • 12-point font size
  • Use informative headings
  • 2-3 pages in length
  • An overview and a conclusion

Signatures verify that the technology website critique is complete:

Signature of Candidate: _____________________________________ Date: _______________

Signature of Instructor: ______________________________________ Date: _______________