Integration of Technology into the Curriculum

Roy E. Howard, Ph.D.
Spring 2004

Dr. Roy E. Howard	Spring, 2004
2055 State Road 602 Gallup, NM 87301	Office Hours: Monday, Tuesday: 1 - 4 pm or by appointment
Gallup Graduate Studies Center Computer Lab	On-line course! Help sessions: Mondays, 5 pm to 9:05 pm, 01/5, 12; 2/9; 3/1.15, 29; 04/12, 26. Final exam last day of class.
rhoward@wnmu.org	Index of course materials

Required Text:	On-line readings
	Readings and Links in the "Content Module" from the "Home Page"
Other Materials	3.5 inch computer disks or zip disks or CDRW disks as needed to save materials to take home. There will be a CD or DVD or course materials required to purchase from the bookstore.
Description of Course:	This course will focus on technology as a vehicle for creating student-centered learning environments. Areas of discussion will be content, skills, and ways to use a variety of technology to supplement and enhance school curriculum. Prerequisite: Basic computer class or computer literacy. (3) The use of technology is critical to addressing multiple learning needs of all students in a digital age and should be viewed as a critical support to enhance teaching and learningat all grade levels for all students. Teaching and learning in this course is based on interaction and involvement through WebCT. This is not a self-paced correspondence class. You will be working with and interacting with and giving feedback to your group as part of your participation grade. Each student will register with the Acceptable Use Policy.

WNMU School of Education ConceptualFramework

The purpose of the School of Educationat Western New Mexico University is to "ignite and nurturea spirit of learning for both educator and student." "LaChispa" (Spanish), "ó'hoo'aah bóhóneedlí"(Navajo), and "Tsit nah wah she oh nah...yah nit kay ah.Tsit nah yah nit kay no nah...Tsit nah washe ah" (Zuni) Theconceptual framework that organizes the professional educationcurriculum to fulfill our purpose is founded on four guiding principles:diversity, application, quality and proactive leadership.

Based upon these four philosophical assumptions,the prospective teacher, counselor and administrator at WesternNew Mexico University is provided an opportunity to experiencea specific knowledge base. The knowledge base for all professionaleducation programs at Western new Mexico University is organizedaround two categories: All School of Education programs 1) maximizeopportunities for student thinking and achievement and 2)facilitate active, participatory decision making. There isa relationship between these two categories and national restructuringefforts to redefine learning and the way schools are governed (Hodgekinson, 1991).

Developing advanced knowledge to enhancethinking, achievement and decision making is only one functionof the Western New Mexico University graduate education programs.The advanced program places a higher emphasis on action or appliedresearch and expects graduates to take a leadership role in effortsto bridge differences through collaboration among the greaterlearning community.

Each student possesses a rich cultureand a rich body of knowledge. Therefore, in a complex, diversesociety the educator and student have much to learn from eachother (Freire, 1970). Students in EDUC 534 will participate indecision making through the discussions and projects created forthis course. The hands-on nature of teaching/learning used inthis course presents many instances for students to lead the instruction.Each student will maximize learning by creating projects which1) adapt their environment to actively pursue solutions to realproblems, 2) construct knowledge by building upon prior understandings,and 3) work in harmony with differing cultures (Noddings, 1990).

The needs of the greater learning communitywill be met through the experiences practicing teachers have inthis course. By building a community of learners and utilizinginclusive strategies among teachers, students, families, and diversecommunities, we enrich culture and language, create positive socialchange, and promote a sense of ownership which increases the possibilitiesfor academic success in children (McCaleb, 1994). Many of thenine program outcomes of the Teacher Education Program are targetedduring this course. Best Practices for Instructional Planning,Assessment of Learners, Classroom Management, Professionalismin the Learning Community and Effective Communication will becovered, while the Use of Technology outcome will drive everyaspect of the content.

Competencies:

The draft Information Technologies competencies for the State of New Mexico will drive this course. All candidates seeking licensure in teacher preparation programs will meet the following educational technology competencies: Basic Computer and Technology Operations and Concepts; Personal and ProfessionalUse of Technology; Application of Technology to Support Teaching and Learning.

Instructional Objectives, Activities, and Assessment

Objective 1:

The student will gain a foundation for technology ethics.
Activities: lecture, reading; discussion

Assessment: Copyright poster and Group Presentation

Objective 2:
The student will consider the impact technology is having on society, education, and students.

Activities: lecture, reading, reading, discussion, hands-on practice

Assessment: Position Paper

Objective 3:

The student will solve a problem through the use of various technologies.
Activities: reading, discussion, hands-on practice

Assessment: Final Project

Objective 4:
The student will develop a system for organizing information concerning software and evaluation of it.

Activities: WebQuest, hands-on practice, reading, discussion

Assessment: WebQuest Report

Objective 5:
The student will explore strategies and develop insight into the planning and implementation of technology use in education

Activities: reading, reading, discussion, lecture, hands-on practice

Assessment: In-depth project, Position Paper

Objective 6:
The student will experiment with multimedia and the Internet as instructional tools.

Activities: reading, discussion, hands-on practice

Assessment: Personal Portfolio, Group Presentation, In-depth Project

Assignments

In-Depth Project - 160 points You will be expected to personalize your work for this course. Specialize in one area of technology and do a project related to your needs and interests utilizing this technology more in depth than the other course assignments. Possible projects: a web site, a hyperstudio multimedia unit, a powerpoint portfolio, a pagemaker newsletter, video clips for your power point and web pages, a complex DVD, etc. Propose your project.

Copyright Poster - 25 points This poster will be created on a computer and explain some phase of copyright law at the level of students you are (or will be) teaching. The poster must make use of graphics and text in a pleasing and informative manner. This may be turned in printed out or as an attachment to email. Don't forget: reading,

Personal Portfolio - 50 points
This is a PowerPoint slide show that introduces you to prospective employers. The slide show must include at least six slides, graphics (including a digital image of yourself), and text (minimum components for a "C"). Think of this as an electronic portfolio. This will be presented to the class. For more ideas about electronic portfolios click here. A grade of "A" is reserved for excellent portfolios that outline your career and sell you as a prospective employee.

Tools for developing and publishing electronic portfolios.

On-line tools for customizing photos:
http://www.gifart.com/
http://www.flamingtext.com/

Position Paper (Midterm) - 50 points A 3-5-page paper is required stating the research concerning use of technology in your chosen area of education and your position concerning its use. This paper will be written in APA style. The paper will include citations and references for at least six articles (or books). Your position will be the synthesis of the positions presented by the research. This may be turned in printed out or as an attachment to email. Don't forget lecture, reading, reading, and reading, reading,

WebQuest Report - 30 points You will become a member of a group and perform the Software Evaluation WebQuest. You will be graded on the final product that the group produces. Each person will have a certain perspective; all perspectives will need to be represented in the final report. You may present your report as either a word-processed document or a multimedia presentation. Don't forget reading,

E-mail Experience - 10 points You will both intitiate correspondence and reply to messages using your personal e-mail account. Start by setting up your account and sending a message to the professor: rhoward@wnmu.org. Also, read and write to the professor about how you could find funding for technology projects at your school.

Lesson Presentations - 100 points Students will present a twenty-minute lesson at the end of the semester. Individuals at a distance may present the lesson in interactive, PowerPoint form. If presented by a group, equal participation is required. The presentation will be for the entire class and a lesson plan will be turned in at the time of the presentation. This presentation will be teaching something in your teaching field, other than computers, through technology. (20 points for technology use, 20 points for lesson plan, and 40 points for the presentation). Don't forget to come in person the last night if you can.

Problem Solution (Final) - 100 points Using a group process, a significant, real problem will be solved. Requisite skills for this process will be taught throughout the semester and the solution will be presented at the end of the course. Software that has been covered or evaluated during this course is to be used with at least one other technology. The product must be useful to the person or agency with the problem. Don't forget reading,

All assignments are to be created on a computer. The platform(Windows or Mac) of the computer will be the choice of the student.The instructor must pre approve use of any software other than those presented in class for assignments. Assignments must be turned in according to the schedule that is located on this syllabus.

Evaluation Criteria Points

In-depth Project 160

Copyright Poster 25

Personal Portfolio 50

Position Paper 100

WebQuest Report 30

E-mail Experience 10

Group Presentation 100

Problem Solution sample 100

Total Points 550

Grade of:

A 517 - 550 points (94% - 100%)

B 473 - 516 (86% - 93%)

C 418 - 472 (76% - 85%)

D 385 - 417 (70% - 75%)

F below 385

Attendance: Any absence must be excused ahead of time and material made up in a timely manner. After the first absence, extra assignments will be required as make-up work or that individual will lose 20 points per absence. Any person who is tardy may be responsible for an extra assignment or lose 10 points.

Caveat: The schedule and procedures in this course are subject to change in the event of extenuating circumstances.

Special Needs: WNMU is committed to making every reasonable accommodation to assist any student with a documented disability to meet the requirements expected of all students enrolled in this course. If accommodations need to be modified, please inform the instructor of this course by the 3rd class meeting.

Informed Consent: Some students may choose to disclose personal information during class. Therefore, it is important that all classmates agree not to discuss or write about what other students have talked about in class. Some audio or video taping may be done of the class to share with class members.

Bibliography/Resources:

Beekman, G. (1997). Computer confluence: Exploring tomorrowÆs technology. Menlo Park, CA: Benjamin/Cummings.

Desberg, P. and Fisher, F. (1998). Teaching with technology, second edition (CD-ROM). Needham Heights, MA: Allyn and Bacon.

Dockterman, D. A. (1989). Great teaching in the one computer classroom. Cambridge, MA: Tom Snyder Productions.

Educational Software Preview Guide Consortium (1998). 1998 Educational software preview guide. Eugene Or: ISTE.

Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Harris, J. (1998). Virtual architecture: Designing and directing curriculum-based telecomputing. Eugene, OR: ISTE.

Hodgekinson, H. (1991). Reform versus reality. Phi Delta Kappan, (September), 9-16.

Holsinger, E. (1994). How multimedia works. Emeryville, CA: Ziff-Davis Press.

Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Jones, G. R. (1996). Cyberschools: An education renaissance. Englewood, CO: Jones Digital Century, Inc.

Kahn, J. (1998). Ideas and strategies for the one-computer classroom. Eugene, OR: ISTE.

McCaleb, S. P. (1994). Building communities of learners: A collaboration among teachers, students, families and community. New York: St. Martinís Press.

Noddings, N. (1990). Constructivism in mathematics education. Journal of Research in Mathematics Education. #4. Reston, VA.: NCTM.

Norton, P. and Wiburg, K. (1998). Teaching with technology. Fort Worth, TX: Harcourt Brace.

Serim, F. & Koch, M. (1996). NetLearning: Why teachers use the internet. Sebastopol, CA: Songline Studios, Inc.

Sharp, V. (1999). Computer education for teachers, Third edition. Boston, MA: McGraw-Hill College.

Torp, L. & Sage, S. (1998). Problems as possibilities: Problem-based learning for K-12 education. Alexandria, VA: ASCD.

Index of course materials Course designed by Gail Gruber, WNMU, Silver City,NM

Return to GGSC

Objective 1:	The student will gain a foundation for technology ethics. Activities: lecture, reading; discussion Assessment: Copyright poster and Group Presentation
Objective 2:	The student will consider the impact technology is having on society, education, and students. Activities: lecture, reading, reading, discussion, hands-on practice Assessment: Position Paper
Objective 3:	The student will solve a problem through the use of various technologies. Activities: reading, discussion, hands-on practice Assessment: Final Project
Objective 4:	The student will develop a system for organizing information concerning software and evaluation of it. Activities: WebQuest, hands-on practice, reading, discussion Assessment: WebQuest Report
Objective 5:	The student will explore strategies and develop insight into the planning and implementation of technology use in education Activities: reading, reading, discussion, lecture, hands-on practice Assessment: In-depth project, Position Paper
Objective 6:	The student will experiment with multimedia and the Internet as instructional tools. Activities: reading, discussion, hands-on practice Assessment: Personal Portfolio, Group Presentation, In-depth Project

In-Depth Project - 160 points	You will be expected to personalize your work for this course. Specialize in one area of technology and do a project related to your needs and interests utilizing this technology more in depth than the other course assignments. Possible projects: a web site, a hyperstudio multimedia unit, a powerpoint portfolio, a pagemaker newsletter, video clips for your power point and web pages, a complex DVD, etc. Propose your project.
Copyright Poster - 25 points	This poster will be created on a computer and explain some phase of copyright law at the level of students you are (or will be) teaching. The poster must make use of graphics and text in a pleasing and informative manner. This may be turned in printed out or as an attachment to email. Don't forget: reading,
Personal Portfolio - 50 points	This is a PowerPoint slide show that introduces you to prospective employers. The slide show must include at least six slides, graphics (including a digital image of yourself), and text (minimum components for a "C"). Think of this as an electronic portfolio. This will be presented to the class. For more ideas about electronic portfolios click here. A grade of "A" is reserved for excellent portfolios that outline your career and sell you as a prospective employee. Tools for developing and publishing electronic portfolios. On-line tools for customizing photos: http://www.gifart.com/ http://www.flamingtext.com/
Position Paper (Midterm) - 50 points	A 3-5-page paper is required stating the research concerning use of technology in your chosen area of education and your position concerning its use. This paper will be written in APA style. The paper will include citations and references for at least six articles (or books). Your position will be the synthesis of the positions presented by the research. This may be turned in printed out or as an attachment to email. Don't forget lecture, reading, reading, and reading, reading,
WebQuest Report - 30 points	You will become a member of a group and perform the Software Evaluation WebQuest. You will be graded on the final product that the group produces. Each person will have a certain perspective; all perspectives will need to be represented in the final report. You may present your report as either a word-processed document or a multimedia presentation. Don't forget reading,
E-mail Experience - 10 points	You will both intitiate correspondence and reply to messages using your personal e-mail account. Start by setting up your account and sending a message to the professor: rhoward@wnmu.org. Also, read and write to the professor about how you could find funding for technology projects at your school.
Lesson Presentations - 100 points	Students will present a twenty-minute lesson at the end of the semester. Individuals at a distance may present the lesson in interactive, PowerPoint form. If presented by a group, equal participation is required. The presentation will be for the entire class and a lesson plan will be turned in at the time of the presentation. This presentation will be teaching something in your teaching field, other than computers, through technology. (20 points for technology use, 20 points for lesson plan, and 40 points for the presentation). Don't forget to come in person the last night if you can.
Problem Solution (Final) - 100 points	Using a group process, a significant, real problem will be solved. Requisite skills for this process will be taught throughout the semester and the solution will be presented at the end of the course. Software that has been covered or evaluated during this course is to be used with at least one other technology. The product must be useful to the person or agency with the problem. Don't forget reading,

Evaluation Criteria	Points
In-depth Project	160
Copyright Poster	25
Personal Portfolio	50
Position Paper	100
WebQuest Report	30
E-mail Experience	10
Group Presentation	100
Problem Solution sample	100
Total Points	550

Grade of:
A	517 - 550 points	(94% - 100%)
B	473 - 516	(86% - 93%)
C	418 - 472	(76% - 85%)
D	385 - 417	(70% - 75%)
F	below 385

Attendance:	Any absence must be excused ahead of time and material made up in a timely manner. After the first absence, extra assignments will be required as make-up work or that individual will lose 20 points per absence. Any person who is tardy may be responsible for an extra assignment or lose 10 points.
Caveat:	The schedule and procedures in this course are subject to change in the event of extenuating circumstances.
Special Needs:	WNMU is committed to making every reasonable accommodation to assist any student with a documented disability to meet the requirements expected of all students enrolled in this course. If accommodations need to be modified, please inform the instructor of this course by the 3rd class meeting.
Informed Consent:	Some students may choose to disclose personal information during class. Therefore, it is important that all classmates agree not to discuss or write about what other students have talked about in class. Some audio or video taping may be done of the class to share with class members.

Integration of Technology into the Curriculum

Roy E. Howard, Ph.D. Spring 2004

Roy E. Howard, Ph.D.
Spring 2004