TIE 536 - Integrating Technology Across the Curriculum
Spring, 2004 - April 5, 2004 - June 7, 2004
Mondays 4:30-7:20
Instructor: Lisa Toulon
Work: 847-361-2256
Home: (847) 991-2256 (Do not call after 9:00 p.m.)
E-mail:
(In the subject of the message please put in TIE 536)
Office Hours: I am available to meet with you before class.
Please call to schedule your meeting.
Class Support Websites – Nicenet – www.nicenet.org - Class Key: 692926T92
The mission of the Technology in Education program is to prepare educators to use technology in their schools and to provide instructional leadership and technology support to other educators who wish to integrate technology in teaching and learning.
Course Description
This course focuses on strategies for integration of technology into classroom practice. Students explore a variety of teaching strategies and pedagogical approaches for implementing technology across the curriculum. Students design and implement lessons demonstrating appropriate ways to use technology to meet existing curricular objectives and to expand curricular options. Students design and implement professional development plans for helping other teachers develop these skills. Students are expected to complete a minimum of 15 hours of field experiences as part of this course. Students may not receive credit for both TIE535 and TIE536.
Prerequisites: TIE 533, TIE 544, and TIE 542 or their equivalent. Non-TIE majors who wish to register for this course must have prior permission of instructor.
Materials:
Required
- Roblyer, M.D. (2003). Integrating Educational Technology into Teaching. New Jersey: Pearson Education, Inc.
- Illinois Learning Standards http://www.isbe.state.il.us/ils/standards.html
- NETS Standards (1998) http://cnets.iste.org/index2.html Click on Standards for Students in the left-hand bar.
- Plugging In (1995) http://www.ncrtec.org/capacity/plug/plug.htm
Optional
- Marzano, R.J. (1992). A Different Kind of Classroom: Teaching with the Dimensions of Learning. Alexandria, VA: ASCD
- McTighe, J., & Wiggings, G. (1999). The Understanding by Design Handlbook. Alexandria, VA: ASCD
**Additional readings will be required and further information will be provided in class.**
NLU seeks to ensure that its programs are accessible to all persons. Please let me know during the first class session if you will need special accommodations to succeed in this course. You may also nee to discuss these accommodations with the Center for Academic Development.
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Course goals and expected student learning outcomes:
As a part of this course students will:
1. Examine a variety of pedagogical approaches that support the integration of technology into the curriculum and are designed to meet the needs of all learners. (Engaged Learning, Problem-based Learning, Anchored Instruction, Constructivism, Collaborative groups)
2. Explore a range of instructional frameworks for using technology in the classroom – Apple Unit of
Practice, Understanding by Design, and ASSURE.
3. Designs and implements lessons, which integrate computer use and other technologies into the curriculum to improve instructional effectiveness.
4. Demonstrate how technology tools can be used to provide for individual differences among students of varying ability levels.
5. Link designed lessons to state learning standards and the NETS standards.
6. Explore a variety of strategies that assess learning involving the use of technology.
7. Design appropriate assessment materials for learning experiences that consider content and technology competencies.
8. Understand the importance of legal, ethical and responsible use of technology resources.
9. Uses research to support the use of a variety of pedagogical approaches and the ways in which they link to the use of technology as a curricular tool.
10. Design a professional development component to introduce the unit and lesson created in benchmark project and support teacher’s use of unit/lessons developed.
11. Understand the importance of communicating with stakeholders (classroom teachers and administrators) groups in order to improve student learning.
12. Identify resources for a professional library that will support technology facilitators and specialists in their own professional growth as well as in the work to support others. (This is part of an ongoing portfolio (TIE 592) requirement across courses)
Field Component/Experiences
1. Implement a technology-based lesson in a school setting, assessing the success of the lesson, revising for future use.
2. Implement a professional development experience based upon the fully implemented lesson in I.
The field experienced will be assessed through a rubric to be used for all elements of this course, as these two experiences constitute one of the required benchmark assignments for the ISTE Technology Facilitator Program Approval.
A personal reflection on the implementation of the professional development experience will also be done.
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Overview of Course Requirements:
*All work must be completed on time or points will be deducted. All work must be original. All assignments are due at the beginning of the class period. Written assignments must be done with a word processor.
*A brief overview of course assignments are provided here. Detailed descriptions will be distributed at the appropriate time during the course. Assignments may be adjusted following class discussions.
1. Weekly Participations. Complete assigned readings on-time, participate in meeting the class norms to make our class work, and contribute on a regular basis to class discussions and in the on-line environments. This includes meaningful and ongoing participation in class discussions in each, responding to the assigned readings and bringing your knowledge of practice to the discussions. We are trying to build a better understanding of the variety of technologies, strategies and assessment issues that are foundational of technology integration across the curriculum. There will be a variety of in-class and on-line projects where your full participation will be required*. (30 points)
2. Analysis of Current Status. Analyze the present state of technology in your classroom or school of integration and the learning environment; a reflective paper. This will require two versions; a beginning reflection and again at the end of the course. (10 points)
3. Building a Professional Library on the technology integration process and student-centered learning environments. Submit at least 5 annotated links to the NiceNet Link Sharing area. (10 points)
4. Online /In Class Discussion of a Variety of Pedagogical Approaches. Presenting overview view of instructional strategy and leading online discussion. Dates to be determined in class. Groups will cover at least the following topics: Directed Instruction, Collaborative Groups, Constructivism, Anchored Instruction, Problem Based Learning, and Engaged Learning. (30 points)
5. Develop Unit of Instruction. Includes several types of technology as well as at least 2 different instructional strategies discussed and read about during class. Share your unit plan with the class (65 points) *Be sure to teach a lesson from the unit between May 17 and 28th.*
6. Develop a Professional Development Experience. An Experience which relates to or draws from what you created in your unit of instruction. Provide feedback to the class on your experience with this field based experience.(55 points)
*Be sure to conduct the professional development between May 17 and 28th.*
7. Attendance:
· Regular and punctual class attendance is expected. Attendance will be taken.
· Students who know they must be absent from class should notify the instructor or departmental office. Courtesy requires that students speak to the instructor and preferably present a signed and dated memo briefly stating the reason for absence.
· You are responsible for completing any work missed.
Grading Scale (Based on Points)
200 - 185 / A / Re-submission: There is always opportunity to reworkany assignment to improve the grade if the student wishes
to do so. Make an appointment with me if you wish to take advantage of this possibility.
184 - 170 / B
169 - 150 / C
Below 150 / Unacceptable
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Calendar
**Flexible schedule**
Date / Topics / AssignmentsApril 5, 2004 / *Overview of Course, Text
*Join NiceNet–Course Key - 692926T92
*Complete Personal Profile
*Group Activity on Integration
*Overview of 2 Benchmark projects
*Explore Apple Unit of Practice Website (framework) /
For April 12
*Read Part 1: Chapter 1-2. Group questions*Post Beginning Analysis on NiceNet
April 12, 2004 / *Review Readings – group questions
*Introduction to Understanding by Design
(framework) -Three Stages
*Selecting Your Planning Topic
*Creating Teams and Setting Topics and Dates /
For April 19
*Read Part 2: Chapter 4-7*send me an email on what software you would like to try out
April 19, 2004 / *Comparing the Models of Planning
*Selecting Software
* Course Goals and your project
*Team Planning and Work Time
*Work on Projects – choose framework /
For April 26
*Read Chapter 3*Bring a draft of the Unit design process – either UBD or UOP – including ILS & NETS
April 26, 2004 / *Instructional Approach #1
*software tryout
*Work on Projects /
For May 3
Read A Different Kind of Classroom: Teaching with Dimensions (website)May 3, 2004 / *Instructional Approach #2
*software tryout
*Work on Projects / *Group I begins online discussion tonight
For May 10
Draft of Summary of Unit DueMay 10, 2004 / *Instructional Approach #3
*Adult Learning Theory
*National Council of Staff Development Guidelines
*Work on Projects / *Group II begins online discussion tonight
For May 17
Draft of Lesson DueMay 17, 2004 / *Instructional Approach #4
*Work on Projects / *Group III begins online discussion tonight
For May 24
Draft of Summary of PD DueMay 24, 2004 / *Instructional Approach #5 / *Group IV begins online discussion tonight
May 31, 2004 / No Class – Memorial Day / *Group V begins online discussion tonight
June 7, 2004 /
Stand and Deliver
Share your Unit and Professional Development Project / Final Projects Due – Bring 2 copies*Unit Summary
*Lesson in UOP,UBD or ASSURE model *Professional Development
*Revisit summary from your first class due with update on your changed perspective.
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Reference List
Books
1. Bazil, M. & Heintz, J. (1997). Technology Across the Curriculum: Activities and Ideas. Englewood, CO: Libraries Unlimited, Inc.
2. Brooks, J. & Brooks, M. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
3. Chan, B. (1993). Kid Pix Around the World: A Multicultural Computer Activity Book. Reading, MA: Addison-Wesley Publishing Company.
4. Costa, A. (1991). The School as a Home for the Mind. Palatine, IL: Skylight Publishing.
5. Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920. New York: Teachers College Press.
6. Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
7. Dede, C. (1998). ASCD Year Book: 1998 Learning With Technology. Alexandria, VA: Association for Supervision and Curriculum Development.
8. Ditson, L., Kessler, R., Anderson-Inman, L. & Mafit, D. (1998). Concept Mapping Meanion. Eugene, Oregon: International Society for Technology in Education.
9. Grabe, M. & Grabe, C. (1993). Integrating Technology for Meaningful Learning. Boston: Houghton Mifflin Company.
10. Harris, J. ( 1998). Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing. Eugene, Oregon: International Society for Technology in Education.
11. Holcomb, E. (1996). Asking the Right Questions: Tools and Techniques for Teamwork. Thousand Oaks, CA: Corwin Press, Inc.
12. Hyerle, D. (1996). Visual Tools for Constructing Knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.
13. Johassen, D. (1996). Computers in the Classroom: Mindtools for Critical Thinking. Englewood Cliffs, New Jersey: Merrill.
14. Jones, B. F., Valdez, G., Nowakowski, J., & Rasmussen, C. (nd). Plugging In. Oakbrook, IL: NCREL.
15. Kahn, J. (1998). Ideas and Strategies for the One-Computer Classroom. Eugene, Oregon: International Society for Technology in Education.
16. Lamb, A. (1997). The Magic Carpet Ride: Integrating Technology into the K-12 Classroom. Emporia, Kansas: Vision to Action.
17. Lamb, A. (1998). Spinnin' the Web: Designing and Developing Web Projects. Emporia, Kansas: Vision to Action.
18. Male, M. ( 1997). Technology for Inclusion: Meeting the Special Needs of All Students. Boston: Allyn & Bacon.
19. Martorella, P. (1997). Interactive Technologies and the Social Studies: Emerging Issues and Applications. Albania, NY: State University of New York Press.
20. Marzano, R., Pickering, D. & McTighe. ( 1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria, VA: Association for Supervision and Curriculum Development.
21. Marzano, R. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
22. Marzano, R., Brandt, R., Hughes, C., Jones, B., Presseisen, B., Rankin, S. & Suhor, C. (1988). Dimensions of Thinking: A Framework for Curriculum and Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
23. Moursund, D. (1996). Increasing Your Expertise as a Problem Solver: Some Roles of Computers. Eugene, Oregon: International Society for Technology in Education.
24. McGrath, P. & Axelson, J. (1993). Accessing Awareness and Developing Knowledge: Foundations for Skill in a Multicultural Society. Pacific Grove, CA: Brooks/Cole Publishing Company.
25. Newby, T., Stepich, D., Lehman, J. & Russel, J. (1996). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media. Englewood Cliffs, New Jersey: Merrill.
26. Reynolds, K. & Barba, R. (1996). Technology for the Teaching and Learning of Science. Boston: Allyn and Bacon.
27. Roblyer, M., Edwards, J. & Havriluk, M. (1997). Integrating Educational Technology into Teaching. Upper Saddle River, NJ: Merrill.
28. Sanholtz, J., Ringstaff, C. & Dwyer, D. (1997). Teaching with Technology: Creating Student Centered Classrooms. New York: Teachers College Press.
29. Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners, Alexandria, VA: ASCD
30. Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Internet Web Sites
1. Brown, John Seely, A. Collins, and P. Duguid." Situated Cognition and the Culture of Learning," Educational Researcher, 1989, 18, pp. 32-42. http://www.ilt.columbia.edu/ilt/papers/JohnBrown.html