Integrating Instructional Technology ISTC 301.030

Towson University, College of Education Department of Educational Technology & Literacy

Instructor: Deborah Fuller, Office Location: HH 210D, EdTech Center Educational Technology Center Office Hours: after class and other arranged times. Email: dfuller@towson.edu Email is the best way to reach me. (istc301 in subject line) Phone: 410-704-2541

Class Session: May 27-June 27, 2014 Room: Hawkins Hall 209. Required class meeting time: Tuesday & Thursday 9:00-10:50 We will use Blackboard http://blackboard.towson.edu and class wikispaces site. You will receive an invitation to join the wiki via your TU email.

Mission:Inspire, educate and prepare facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced.

Course Description Materials, devices, techniques and settings are presented in an overview of the field of instructional technology. Lab experiences are provided in the operation of instructional hardware and software.

RationaleMaryland Teacher Technology Standards [MTTS] Statement This course has been identified as a required course for many programs leading to initial certification to teach in the State of Maryland. This course includes many projects that develop our candidates’ proficiencies with instructional technology and are aligned with the Maryland Teacher Technology Standards. These standards are online atwww.mttsonline.org. The standards fully integrated within this class include standards-  IV.  Assessment for Administration and Instruction, V. Integrating Technology into the Curriculum and Instruction, andVII. Professional Growth Other MTT Standards are included in this course ISTC 301 Integrating Instructional Technology.

The purpose of the ISTC 301 course is to introduce preservice teacher candidates to the various forms of electronic and digital technology and to provide opportunities for engagement and reflection on the role these technology tools can play in the teaching/learning processes in the classroom. The students become skilled in some of the many digital tools used in today's schools.In addition, students will be exposed to basic learning theory and will be assisted in determining appropriate applications of these theories and techniques in educational settings. This course is designed to use the Towson University Conceptual Framework as a basis to meet the Maryland State Department of Education certification and accreditation requirements. 

Online text for reference: Teaching Every Student in the Digital Age: Universal Design for LearningDavid H. Rose & Anne Meyer, ASCD, 2002 http://www.cast.org/teachingeverystudent/ideas/tes/ Guidelines http://www.cast.org/publications/UDLguidelines/version1.html

The following is a guide to the Standards that the Integrating Instructional Technology (ISTC 301) course is designed to meet; the Codes associated with the Standards; and the Assessment tools used to measure the candidates’ abilities to demonstrate mastery of these standards.ISTE- NETS*T

NETS*T-International Society for Technology in Education-National Educational Technology Standards for Teachers [Available online at http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx ]

MTTS Maryland Teacher Technology Standards MTTS [Available online at  http://www.mttsonline.org/ ]

InTASC The Interstate Teacher Assessment and Support Consortium (InTASC) is a consortium of state education agencies and national educational organizations dedicated to the reform of the preparation, licensing, and on-going professional development of teachers. [Available online at http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf]

MSDE Maryland State Department of Education- State Curriculum [Available online at http://www.mdk12.org/assessments/vsc/ ]

Towson U Conceptual Framework

Towson University College of Education, Conceptual Framework [Mission, Vision-Integrated Themes and Standards].  Available online: http://wwwnew.towson.edu/coe/ncate/

Course Objectives/Outcomes, Standards and AssessmentCourse Objectives/Outcomes Standard

Assessment 1.Learn how to use a variety of technology and media resources

ISTE-NETS*T IAB, IIBC; MTTS 5, 7;INTASC #3,4 Class UDL wiki, Web 2 tools, Electronic presentations,

Recording audio, editing digital images. Internet searching and evaluation.

2. Gain experience in planning to integrate technology into the classroom curriculum

ISTE-NETS*T II ABDE, III ABCD, IV ABC; MTTS 5,7;INTASC #1,3,4,5,6; MD Common Core.

TPACK UDL Module and Lesson

3. Develop an educational technology portfolio that supports specific academic content.

ISTE-NETS*T IIC; MTTS 1,2, 3, 4, 5, 6, 7; INTASC#1,2,7;MD Common Core

Electronic portfolio of reflections and artifacts.

4. Design a multimedia project to present curriculum information.

ISTE-NETS*T IIAB; MTTS 1, 2, 3, 4, 5, 6, 7; INTASC#1; MD Common Core

Interactive electronic presentation, wikiDigital Storytelling

5. Participate in meaningful communication within and outside of an electronic learning community.

ISTE-NETS*T VABCD; MTTS 2, 3, 5, 7; INTASC #9,10

Online discussions/reflections on selected topicsGroup lesson planning and class feedback

6. Prepare to use technology independently throughout their education and their careers.

ISTE-NETS*T VABCD; MTTS 1, 2, 3, 4, 5, 6, 7; INTASC#9; MD Common Core

TPACK UDL Module and Lesson, Evaluation and use of Web 2 tools;

7. Connect their classroom experiences with situations and experiences in the outside world.

ISTE-NETS*T VIABCDE; MTTS 2,5; INTASC #2,9; MD Common Core

Class discussions on selected topics; utilizing the web for information gathering, evaluation and communication, UDL Lesson and wiki

8. Demonstrate mastery of the ISTE-NETS*T), MTTS, MD Common Core & INTASC Standards. 

ISTE-NETS*T IAB,IIAB,IIIABCD,IVABC, VABCD,VIABCDE; MTTS1,2,3,4,5,6,7; INTASC#8

UDL Lesson and wiki

Americans with Disabilities Act Compliance Any students who may need an accommodation due to a disability should make an appointment to see me at the end of the first class. A memo from the Towson Disability Support Services Office (410-704-2638) authorizing your accommodations will be needed.

Policies: Students are expected to maintain a high standard of academic integrity. Inappropriate classroom conduct, cheating, and plagiarism are unacceptable and are grounds for a failing grade in this course. Students are responsible for adhering to the Towson University academic integrity policies described in the Towson University Undergraduate Catalog.

Computing policies: Students are expected to adhere to the Towson University policies for responsible computing, http://www.towson.edu/adminfinance/ots/aboutots/otspolicies/responsible.asp

Class Discussion and Participation:Participation is an essential component to this course including attendance, thoughtful participation and preparation of readings/assignments. Accessing online community sites and email during class is not considered thoughtful participation. Students are encouraged to share ideas, articles, web sites, new technologies, and software you think would be relevant for class discussion.

Students are expected to attend all classes and are responsible for content/assignments due to absence. Submit assignments and projects on time, or get permission to submit late PRIOR to the due date for full credit. Email instructor if you are unable to attend class.

Technology Requirements:

--Save all work to your H: tiger drive and upload items to class wiki and Blackboard as requested.--Have a computer and Internet access through the TU computer labs or on your own.--Email is the best way to contact the instructor with questions or concerns: dfuller@towson.edu. Please type "istc301" in the subject line.-At home, single files may be uploaded to tiger account (H drive) using the Web Disk ftp in webmail. Help sheets: http://www.towson.edu/adminfinance/ots/trainingdoc/shr22-vw-remote.asp --Problems with tiger account: call 410-704-5151. --Self-help training documents are available for a number of software applications. Office of Technology Services (OTS).

Class Topics Refer to class wiki for each topic. There you will find links, readings, and specific assignment instructions. Focus on experimenting with incorporating ‘new tools’ in all of your work. (Use the Promethean Board to present information and create a short activity for your lesson; add a created image-a collage or word cloud; record sound; locate web sites or web tools to learn and enhance information, embed a video—from You Tube; incorporate a social media tool).

1. Universal Design of Learning (UDL) -- Learn the basics of Universal Design for Learning – UDL- main goals are to fix curriculum instead of fixing kids and to help students become expert learners. View local and national technology standards.

2. Working with images and text in various formats. Use PowerPoint to collage and save as single jpg and gif images to incorporate in projects.Screen capture techniques and Screencasting for instruction. (wiki, Teach the Class, portfolio)

3. Working with audio – recording voice, locating and editing music/sound; mixing tracks for projects. Tool--Audacity. (UDL Podcast and Digital Story).

4. Technology Tools for Teaching and Learning – Web 2.0. Exploring Web.20 Tools and apps for classroom and student application (writing, collaboration, concept mapping, visual and auditory tools). Ex. Wikis, blogs, Wordle, Tagxedo, Glogster, Prezi, Voki.(Incorporate at least 5 examples using Web tools in your projects).

5. Using Interactive Whiteboards for Teaching and Learning.Each student will have hands-on practice with the Promethean board. Use ActivInspire to create a flipchart activity for UDL lesson.

6. Copyright/Fair Use Issues, Creative Commons licenses and evaluating online information.(Class exercise and blog posts)

7. Social Media –Choosing an online presence. -Types and benefits to education.Social Bookmarking tools --listing and sharing resources. (Blog post and Bookmarking resources assignment).

8. Applying UDL in lesson design and teaching. (UDL Lesson and Teach the Class,)

---------------------------------------------------------------------------------------------------------------------Course GradingClass Participation and Attendance (10%)A component of this course is your participation including attendance, thoughtful participation and preparation of readings/assignment, active group engagement and a concern for others in this course.

Each class will introduce ideas for integrating technology in teaching and learning. You will have a chance to experiment and submit your practice. Team work time will be provided to plan lessons and presentations.

Technology Integration Projects (70%)A significant portion of this course is based on your participation in learning teams. This includes on-task, one-time thoughtful posts, and interaction with your peers throughout the course. Some projects are completed individually and others with your learning team.

1. TPACK/UDL Module and Podcast -team Modify a lesson and analyze it for UDL principles and features and barriers where UDL is not employed. Rewrite the lesson plan to be more UDL focused, and then create a podcast that explains what you changed in the lesson and why.  You will not need to fix every barrier you identify, but make a good effort to fix as many as you can.  At the very least, try to fix a barrier from each of the three networks.

2. Lesson Development and Presentation. –team. Use the modified UDL lesson and create activities/assessment pieces utilizing tools discussed in the course (visual, auditory, kinesthetic; utilize the Promethean Board). Post on group wiki page and plan to share with the class.

3. Teach the Class –(individual or a couple people) As we explore Web 2.0 tools, online sites, and educational software, select a topic to further explore and ‘teach the class’. Post on individual wiki page.

4. Electronic Portfolio – a collection of artifacts to demonstrate course accomplishments and reflections for understanding.

Blogging Assignments and Reflections (20%)During the course you will be asked post to blog prompts in Blackboard. Responses will be evaluated to ensure you are reflecting on the subject, answering the questions posed thoughtfully and completely, and able to connect the topic with prior knowledge. Use this space as a journal to store your thought as the semester progresses. The material will help you to complete the portfolio assignment. You will not be graded on format or sentence structure. Points will be deducted for lack of timely participation, content that does not adequately show your engagement with course content, off-topic responses and failure to comment to peers.

Grading: Note: There are no A+, C-, or D- grades according to Towson’s grading policy. 94 -100% =A; 90-93% =A-; 86-89 =B+; 82-85% =B; 78-81% =B-; 74-77 =C+; 69-73% = C; 65-68 =D+; 65% is a failing grade.-----------------------------------------------Blog 1 – Tech Bio.In the Message box introduce yourself to the class.Respond in two or three paragraphs to summarize the positive and negative of your experience with ‘technology in the classroom’. Drawing on your own experience learning with technology, briefly discuss a classroom situation in which technology was used to help you, the student, learn. Describe the classroom situation, the subject being taught, the other students, the technology/ies (for example, computer/computer software, Interactive White Boards, etc.) being used, and how the technology was integrated within the instruction. Based on your knowledge, interest, access, and experience with technology, reflect on why and how this classroom situation you describe was effective at helping you to learn. Relate a specific experience you remember about how technology was used to enhance your learning or ‘lack of use’ that may have impeded your learning or desire to accomplish learning a topic.

Finally, after browsing the class wiki and course topics, are there particular items that spark your interest or that you want to learn during the course?

Blog 2 - At the core of UDL is the premise that often the curriculum is disabled (and disabling). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Why or why not? What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the student's strengths and weaknesses? What are the challenges of this approach? (Think about the 3 networks of UDL -- recognition, strategic, and affective and the multiple means of representation, action and expression, and engagement).

Blog 3 Social Media1. How could teachers and students utilize social media tools in K-12 schools? Give 3 specific examples (refer to readings). Explain one way you could incorporate social media, an online bookmarking tool or downloadable app in your class.2. What ethical and safety issues should be taught to help ensure proper and safe online use for students? Mention at least 3 examples. Consider digital citizenship. http://digitalcitizenship.net/Nine_Elements.html

Blog 4 – Copyright (Refer to wiki page for readings)Consider 2 copyright and fair use issues that you were familiar with and 2 issues that were new to you.  Explain and share any surprises, concerns, past experiences or issues regarding copyright and fair use. Comment on the TEACH Act. What are Creative Commons licenses and how are they a benefit to us?

If you can think of a scenario that you know, or wonder if, it would be copyright infringement, describe it and we can all weigh in. Copyright is not a black/white issue and sometimes gets interesting.

Blog 5 Evaluating Online Information (refer to wiki page for readings)Guiding questions for reflection. 1. How will you teach students to be critical readers of online information?2. What are some specific criteria and strategies to help judge online information?3. Why use one search engine over another? Include a ‘kid friendly’ search engine.4. School pay for ‘subscription databases/services’. Why pay for these services when students have the Internet? (View databases available through Baltimore County Public Schools.)

Blog 6: Final reflection. (This should be incorporated into your portfolio statement).Technology tools change the ways students learn and teachers teach.  Discuss your thoughts regarding this statement.  Evaluate several web-based tools talked about during the course or found on your own.How will the tools you have learned about change the way you teach and learn?Discuss how your beliefs and attitudes pertaining to the use of technology in the classroom are changing as you shift from learners of tools to teachers of content via these tools.Describe how you intend to use these skills and tools in your future teaching.

Group Roles:Group members will be asked to take one of the following roles: researcher, editor or designer (over the course of the semester each member should play each role once).

While every group member is asked to complete all of the readings, the researcher is required to seek out additional technologies or research supporting and surrounding the work completed for the project, summarize it, share it with peers and make recommendations.

The designer is tasked with organizing, designing and preparing the instructional example or lesson. In this role you are asked to review and decide upon appropriate technologies and instructional activities, goals and assessment strategies. All group members will have input, but the designer is responsible for the initial plan and follow through with the design process.

Lastly, the editor is responsible for preparing the finished work to be shared with the whole class. Although the activity is a group project and is only successful through shared work and feedback on the research, instructional example and writing, the editor ensures that the finished work is representative of the understandings, ideas and discussions held by the group. The editor is also responsible for posting this finished work by the assigned deadline to the project wiki and to the group’s assignment link under learning team pages.Peer Assessment: The UDL Module/Podcast and lesson will be done in groups. You will be asked to submit ratings for each project, for each group member, including yourself. These responses should be posted to the private Blackboard learning journal provided.

Rating Scale 1 = EXCELLENT 2 = ACCEPTABLE 3 = NOT ACCEPTABLE

Active in discussionContributed useful ideasFocused and on taskAdequately completed assigned roleComments: