ECHD 430 - Syllabus- Technology for All Young Children
/ Fall 2013Instructor Information
Mary Lu Love, M.S.
Work Phone (off campus): 617-287-5925
Cell: 617-438-9176
Office Hours: Wednesdays 4:30-6:30 pm and by appointment
Class: Wednesdays 7:00-9:45pm
Room: Wheatley 2nd floor, room 209
Note: The following link will assist you in forwarding your UMB email account to your personal account: http://www.umb.edu/it/getting_services/email/logging_on_for_the_first_time/ - forward. Throughout the semester, I will communicate with you via your UMB email account. You may have e-mail redirected from your official UMass Boston address to another e-mail address at your own risk. The University will not be responsible for the handling of e-mail by outside vendors or by departmental servers.
Course Information
Course Title: Technology for All Young Children
Prerequisites:
ECHD 201 / Foundations of Early Intervention and Education for All Young ChildrenECHD 211 / Child Growth and Development, Birth to Age Eight
Prerequisite
Skills: Students should have a basic knowledge of child development and early childhood education. Students should also have a basic knowledge of computers, computer software, and auxiliary devices such printers and scanners.
Course
Description: Examine the learning outcomes, instructional methods and materials used for instructional technology for Early Intervention and Early Childhood. Learn how to apply the principles of Universal Design for Learning (UDL) to curriculum, instruction, and assessment to support all children in natural environments. Explore software for early literacy development in young children. Experience `hands-on' use of hardware (e.g., printer, scanner, and digital camera) and software. Review adaptations for special needs children (e.g., switch options and construction). Learn how to integrate the use of Augmentative of Adaptive Communication (AAC) systems across the curriculum and at home. Learn how to increase family participation and gain knowledge of how to use technology with their child. 10-hours of clinical experience. Pre or co-requisite ECHD 201 and ECHD 211 or PSYCH 341. This course is required for Preschool and Infant Concentrators in EECIS who started in Fall 2012 or later.
You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.
Technical
Requirements: Internet access, Adobe reader 9.0 or higher, Word or other word processing program, speakers for their computer, a video file player like Quicktime or Windows Media Player. A flash player on your computer is also useful. Adobe reader, a video player, and a flash player are available free online.
Wikispace On-line Course Materials:
http://echd430-f13-love.wikispaces.umb.edu/
BlackBoard, for discussion and homework submittals
· BlackBoard Learns Log-IN
· New toll-free 24/7 support phone number: 1-855-789-7053
· Instead of the old support email address, please use the Blackboard support web page: http://umb.echelp.org
Atomic Learning
· (help for all computer issues: short video tutorials for most computer programs. I've attached links to support BlackBoard Learns
o Blackboard Learn™ 9.1 - Student Training
o Logging into Blackboard
Required
Text(s):
NAEYC Position Statement (2012) Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from: http://www.naeyc.org/content/technology-and-young-children
Parette, H., & Blum, C. (2013) Instructional Technology in Early Childhood: Teaching in the Digital Age. Paul H. Brookes Publishing Company..ISBN 978-1-59857-245-2
Sadao, K. C., & Robinson, N. B. (2010). Assistive Technology for Young Children: Creating Inclusive Learning Environments: Paul H. Brookes Publishing Company..ISBN: 978-1-59857-091-5
Optional Text:
Shullady, A., & Muccio, L. (2012) Spotlight on Young Children and Technology. Washington; DC: NAEYC. . ISBN 978-1928896869
Websites:
ECETecc. Retrieved from http://www.ecetech.net/
Erickson Tech Center. Retrieved from http://teccenter.erikson.edu/
Fred Rogers Center. Retrieved from: http://www.fredrogerscenter.org/
The Family Center on Technology and Disability website. Retrieved from http://www.fctd.info/
Tots ‘n Tech. Retrieved from: http://tnt.asu.edu/
Course
Objectives: By fully participating in this course, you will be able to:
1. Articulate the rationale and principles of Universal Design for Learning and how to apply them to curriculum development, instruction, and assessment.
2. Demonstrate techniques for integrating technology and early learning standards into infant/toddler and preschool curriculum and how to design computer activities using interactive software and off-computer materials.
3. Describe the use of Augmentative or Adaptive Communication (AAC) systems to enhance children's vocabulary, participation in the curriculum, conversational and social interaction skills.
4. Use methods to integrate technology into math, science, and social studies activities with a variety of technology tools such as digital cameras, smart boards, document cameras, and others.
5. Create curriculum activities using authoring software, such as Boardmaker, Kidspiration or IntelliPics Studio to address diverse array of students needs within the classroom.
6. Use curriculum-based assessment procedures to determine appropriate input methods, technologies, curriculum activities, and adaptations for a child.
7. Examine the research regarding the efficacy of technology for teaching and learning for early childhood students with and without identified special needs.
8. Compare and contrast adaptive/assistive and universally designed use of technologies and how to use them to customize activities for children (e.g., switches, text to speech readers).
9. Demonstrate how to use digital photos and software applications (e.g., iMovie) to create technology portfolios that document children's progress.
Core
Competencies:
NAEYC Standards Addressed in this Course:
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology.
6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.
DEC Standards:
ECSE5S5 Provide a stimulus-rich indoor and outdoor environment that employs materials, media, and adaptive and assistive technology, responsive to individual differences
ICC7K4 Technology for planning and managing the teaching and learning environment
ICC7S9 Incorporate and implement instructional and assistive technology into the educational program
ICC8S3 Use technology to conduct assessments
Early Intervention Specialists Competencies:
6.6 EI Specialists will design and/or implement appropriate positioning, adaptive strategies, and/or assistive technology to facilitate an infant/toddler’s independence and engagement with others.
Required
Assignments:
Assignment/Deliverable / Points Possible1. Weekly Reflections (weekly) 3 pts each x 10 = 30 points / 30 points
2. Letter to Parents / 10 points
3. Digital Student Portfolio / 20 points
4. Lesson Plan modification with UDL / 5 points
5. Lesson plan with technology / 5 points
6. Technology Fair Presentation / 10 points
7. Participation and Attendance (see rubric) / 20 points
TOTAL
Points = grade percentage / 100 points
Course Rubrics:
Class Participation Rubric (for each class session)
§ Class participation, attendance, and preparation for activities
§ All goals of the course will be covered in class participation.
1 / 3 / 5Attendance / § Student attends less than 50% of the class session. / § Attends class and is there for 80% of the time. / § Attends class and is there the entire time. Student is not late.
Participation / § Does not participate in sessions and provides 0-1 comments / § Participates in 1 session and provides 2-3 comments / § Participates in 2 sessions and provides 4 or more comments in each
Prepared / § Does not give any reading examples or reference class assignments / § References class assignments or readings 1-2 times / § References class readings and assignments 3 or more times
Course
Policies: Participation includes completing all required reading and writing assignments prior to class, thoughtfully participating in discussions, and taking responsibility for helping create a positive learning environment by arriving promptly, listening respectfully, and participating constructively.
· Attendance - see Participation rubric
· Group Work – no group work in this course
· Late Work – all work is due within one week of last class, no written work will be accepted after this date.
Lesson Plan Rubrics
Letter to Parents Rubric
Technology Fair Rubric
Weekly Reflection Rubric
Points earned ---> / 3 points A / 2 points B / 1 point CWeekly Reflections demonstrate that the student can document, reflect, and communicate
The journal entry / Journal entry clearly / Journal entry demonstrates / The journal entry
articulates thoughtful / demonstrated in-depth / some understanding of the / demonstrates little
response to the specific / understanding and thoughtful / topic and reflection on the / understanding of or
topic or question. / exploration of the topic or question / topic or question. / reflection on the topic or question.
Journal entry includes / Journal entry includes a great / Journal entry includes some / Journal entry includes
supporting information / deal of supporting information / supporting information and / Little supporting
based on reading and/or / and multiple references to / references to reading and/or / information based on
outside resources. / reading and/or outside resources. / outside resources. / reading and/or outside resources.
Journal entry demonstrates knowledge of child development and ability to apply knowledge to practical issues. / Journal entry clearly demonstrates knowledge of child development and ability to apply that knowledge to practical issues. / Journal entry demonstrates some knowledge of child development and ability to apply that knowledge to practical issues / Journal entry provides little evidence of knowledge of child development and ability to apply knowledge to practical issues.
Ability to write clearly about the topic, using appropriate references. / Consistently meets writing standards. / Partially meets writing standards. / Needs major rework to meet writing standards.
Grading
Grading: Grade type for the course is a whole or partial letter grade. (Please see table below)
Please see the Undergraduate Catalog for more detailed information on the University’s grading policy.
UMass Boston Undergraduate Grading PolicyLetter Grade / Percentage / Quality Points
A / 93-100% / 4.00
A- / 90-92% / 3.70
B+ / 87-89% / 3.30
B / 83-86% / 3.00
B- / 80-82% / 2.70
C+ / 77-79% / 2.30
C / 73-76% / 2.00
C- / 70-72% / 1.70
D / 67-69% / 1.00
D- / 63-66% minimal passing / 0.70
F / 0-62% fail / 0.0
INC / Given under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. Contract of completion terms is required. / N/A
IF / Received for failure to comply with contracted completion terms. / N/A
W / Received if withdrawal occurs before the withdrawal deadline. / N/A
AU / Audit (only permitted on space-available basis) / N/A
NA / Not Attending (student appeared on roster, but never attended class. Student is still responsible for tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect on cumulative GPA.) / N/A
Methods of Instruction
Methods: Lecture, Cooperative Learning Groups, Online Discussion, Multimedia resources, station teaching, role playing
Accommodations
The University of Massachusetts Boston is committed to providing reasonable academic accommodations for all students with disabilities. This syllabus is available in alternate format upon request. If you have a disability and feel you will need accommodations in this course, please contact the Ross Center for Disability Services, Campus Center, Upper Level, Room 211 at 617.287.7430. http://www.umb.edu/academics/vpass/disability/ After registration with the Ross Center, a student should present and discuss the accommodations with the professor. Although a student can request accommodations at any time, we recommend that students inform the professor of the need for accommodations by the end of the Drop/Add period to ensure that accommodations are available for the entirety of the course.
Academic Integrity and the Code of Student Conduct
Code of Conduct and Academic Integrity
It is the expressed policy of the University that every aspect of academic life--not only formal coursework situations, but all relationships and interactions connected to the educational process--shall be conducted in an absolutely and uncompromisingly honest manner. The University presupposes that any submission of work for academic credit is the student’s own and is in compliance with University policies, including its policies on appropriate citation and plagiarism. These policies are spelled out in the Code of Student Conduct. Students are required to adhere to the Code of Student Conduct, including requirements for academic honesty, as delineated in the University of Massachusetts Boston Graduate Catalogue and relevant program student handbook(s). UMB Code of Student Conduct
You are encouraged to visit and review the UMass website on Correct Citation and Avoiding Plagiarism: http://umb.libguides.com/GradStudiesCitations
Other Pertinent and Important Information
Incomplete Policy: The grade incomplete (INC) is reported only where a portion of the assigned or required class work, or the final examination, has not been completed because of serious illness, extreme personal circumstances, or scholarly reasons at the request of the instructor.
If your record is such that you would fail the course regardless of your missing work, you will fail. Permission of the instructor must be obtained and the form for Grade Incomplete must be completed. These forms can be obtained from the appropriate departmental offices. If you are receiving the grade of incomplete (INC), you are allowed one year in which to complete the course. The new grade must be submitted to the Registrar by the grading deadline for that semester, e.g., by the end of the next fall for the fall semester incompletes.
The grade for any course not completed by this deadline will be converted to the grade of 'IF'.
Coursework Difficulties: Please discuss all coursework matters with me sooner than later.
Withdrawing From This Course: Please refer to the written policies and procedures on formal withdrawal and add/change dates listed in the Undergraduate Catalog.
Course Schedule
Class 1: September 4, 2013
Core Topic(s): / Welcome and Intro to Technology/Assistive Technology (AT)Learning
Objectives: / Introduce all objectives
http://www.wordle.net/delete?index=6981493&d=WXBQ
Reading
Assignment / None
Class Activities / · Introductions
· Syllabus
· Wikispaces and Library Resources
· Survey tools
· Quick writing activity
Assignment(s):
Due Date: / None
Class 2: September 11, 2013