Tentative schedule for the Monday/Wednesday morning section
All assignments are due at the beginning of the Monday class unless otherwise noted.
Week 1: Jan 26 & Jan. 28
Course overview
Take the pre-instruction survey
Technology housekeeping
Enroll in the course on Blackboard
Log on to wiki
First blog post
• Blog
respond to Prof. Lohnes' blog invitation email to create account on Blogger. Note: you will be prompted to create a Google Account if you don't already have one, in order to complete the process of joining the blog. (due Jan. 26)
Week 2: Feb 2. & Feb. 4
Introduction to and perspectives on ET/IT
How is teaching and learning different with technology/media?
Log on to wiki
Inspiration in-class activity
Using WebDisk/ H: drive (pdf)
Views on classroom technology use: Pay Attention (video on TeacherTube)
• Readings (bring your discussion questions with you to class)
Roblyer & Edwards, Educational Technology in Context. [e-reserve]
Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD. Retrieved August 7, 2008 from
http://www.cast.org/teachingeverystudent/ideas/tes/
• Chapter 1: Education in the Digital Age (http://www.cast.org/teachingeverystudent/ideas/tes/chapter1.cfm)
Gelernter, D. (1994). Unplugged: The myth of computers in the classroom. The New Republic, 211(12-13), 13-14. [e-reserve]
• Blog (2 posts) (You are not required to comment on each others' posts, though feel free to do so if you like)
All Groups:
Post #1: Your technobiography, the story of your relationship to technology. It's a broad prompt, I'm not looking for something specific beyond your reflection on the role of technology in your life thus far. A couple of examples from last semester: here and here
Post #2: Your views on classroom technology use. 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, weblogs, SmartBoard, etc.) being used, and how the technology was integrated within the instruction. Tell us whether you felt this was a good way to integrate technology into the classroom to improve your learning, and your rationale for why you felt it was worthwhile or not.
Things to consider:
• Classroom description – students, subject, computers, grade level
• Technology – description of capabilities as they apply to classroom use
• Classroom integration – what the students/teacher did with the technology, what were the benefits of using this technology in the classroom.
Week 3: Feb. 9 & Feb. 11
Learning theories (group activity)
Learning theories project assigned (see projects page for details)
Videos:
Kindergarten reading and technology: http://ctell.tc.columbia.edu
History lesson: http://www.teachertube.com/view_video.php?viewkey=d8176d665453cfb2e55f
Math lesson: http://www.teachertube.com/view_video.php?viewkey=04d57f3af6c3bd1368f5
• Readings (post your discussion questions)
Roblyer & Edwards, Foundations of effective technology integration (ONLY pp. 36-47) [e-reserve]
Learning-Theories.com. (2008). Paradigms. Retrieved January 8, 2009 from http://www.learning-theories.com/paradigms
- read the summaries for behaviorism and constructivism
- click the link for behaviorism and constructivism to read full description
Hartzler-Miller, C., & Emerick, L. (n.d.). How do people learn?
• Blog
Blue Group: Take a look back at your technobiography and your last post about technology in the classroom. How do your attitudes about and experiences with technology in your own life shape what you think are good/bad (or, as we should start thinking about, appropriate/inappropriate) uses of technology in the classroom? Are there similarities between your technobio and your classroom post? Differences? What are they, and why?
- All posts are due by 9:30 am Sunday morning
- Comments due by class on Monday
Week 4: Feb. 16 & Feb. 18
Models for technology integration
Technology Integration Planning (TIP) model slides
TIE into Practice activity
integration case activity
• Readings (post your discussion questions)
Roblyer & Edwards, Foundations of effective technology integration (ONLY pp. 47-67) [e-reserve]
Read an example of the TIP model in action
• Blog
Red Group: Take a look back at your technobiography and your last post about technology in the classroom. How do your attitudes about and experiences with technology in your own life shape what you think are good/bad (or, as we should start thinking about, appropriate/inappropriate) uses of technology in the classroom? Are there similarities between your technobio and your classroom post? Differences? What are they, and why?
- All posts are due by 9:30 am Sunday morning
- Comments due by class on Monday
Week 5: Feb. 23 & Feb. 25
NOTE: FEB. 23RD CLASS WILL BE HELD ONLINE. FEB. 25 MEETS AS USUAL.
National and State technology standards
Online portfolio development
Online portfolio project assigned (see projects page for details) (sample portfolios here and here and here)
ONLINE CLASS INSTRUCTIONS:
For the online class, you will be discussing the readings in groups on Blackboard. Groups will be the same as your blog group (red, blue, green, yellow).
1. Complete the readings
2. Post your 2 discussion questions to your Blackboard discussion group forum (red, blue, green, or yellow) by Sunday at noon.
3. By Monday at 11 pm, you are responsible for participating in your group's discussion:
- you must give at least 1 (thoughtful, substantive) reply to each of your group members' discussion questions
- you must respond at least once to comments left by group members in response to your own question
= a total of 5 responses (one in answer to your classmates' thoughts on your own question; 1 to each of your group members' questions)
• Readings
ISTE National Educational Technology Standards (NETS)
Maryland Teacher Technology Standards (MTTS)
Rose, D., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Alexandria, VA: ASCD. Retrieved August 7, 2008 from
http://www.cast.org/teachingeverystudent/ideas/tes/
• Ch. 5: sections Introduction; Common Standards, Diverse Student Needs; Applying UDL to Reframe Standards as Clear Classroom Goals; Applying New Media to Support Clear and Appropriate Goals
• Project
learning theories project due Feb. 25th (Wed.)
• Blog
Green Group: Take a look back at your technobiography and your last post about technology in the classroom. How do your attitudes about and experiences with technology in your own life shape what you think are good/bad (or, as we should start thinking about, appropriate/inappropriate) uses of technology in the classroom? Are there similarities between your technobio and your classroom post? Differences? What are they, and why?
- All posts are due by 9:30 am Sunday morning
- Comments due by class on Monday
Week 6: March 2 & March 4
CLASS WILL MEET IN CONTENT AREA GROUPS ON MARCH 4 TO WORK ON PROJECT. SEE BELOW FOR RELATED ACTIVITY.
Instructional software
Content software evaluation project assigned (see projects page for details)
“The perspective which has misled us for so long is to view the computer as a teaching device rather than a learning device” (Thomas & Boysen, n.d.).
MARCH 4 CLASS ACTIVITY
Your content area group should meet during regular class time on March 4 to discuss and plan your content area software evaluation. By 11 pm, a member of your group should post the following items to the software evaluation forum on Blackboard:
- the software you have chosen to evaluate
- a plan for moving forward (remember that you will have some time in class to work on the project before it is due, but you should plan to spend time working on it over the weekend as well)
• Readings (post your discussion questions)
Slideshow - Types of Instructional Software (read through slide 27)
Roblyer, Evaluating Instructional Software [e-reserve]
Brill, Pedagogical Innovation and Meeting Academic Standards [e-reserve]
• Blog
Yellow Group: Take a look back at your technobiography and your last post about technology in the classroom. How do your attitudes about and experiences with technology in your own life shape what you think are good/bad (or, as we should start thinking about, appropriate/inappropriate) uses of technology in the classroom? Are there similarities between your technobio and your classroom post? Differences? What are they, and why?
- All posts are due by 9:30 am Sunday morning
- Comments due by class on Monday
Week 7: March 9 & March 11
Content area software evaluation class work time (March 9)
Content area software evaluation presentations (March 11)
writing guidelines
• Project
Content area software evaluation forms and presentations due at beginning of class March 11 (Wed); send the completed forms and PowerPoints to me via BlackBoard Drop Box (make sure to click "Send File" button)
Week 8: March 16 & March 18 (Spring Break - no class)
Week 9: March 23 & March 25
Multimedia tools: digital storytelling introduction and lab work
Digital storytelling project assigned (see projects page for details)
Digital storytelling ppt
Code of Best Practices for Fair Use - video from The Center for Social Media
• Readings (post your discussion questions)
Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Retrieved August 26, 2008 from http://www.infotoday.com/MMSchools/jan02/banaszewski.htm
Bull, G., & Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32(4), 46-49. [e-reserve]
• Viewings
Center for Digital Storytelling: Stories
(view at least 2 stories)
• Blog
Blue Group: In the technology integration scenarios that you’ve worked on in class, I haven’t seen many examples that incorporate technologies that you probably use every day – cell phones, video games, You Tube, social network sites, maybe Twitter, blogs… (what else am I missing?). Why do you think that you don’t tend to think of those technologies when you’re asked to incorporate technology? Do you think they might in fact be useful, or do you see a disconnect between your personal technology use, and technologies you’d consider using in your teaching? If so, why?
- All posts are due by 9:30 am Sunday morning
- Comments due by class on Monday
• Project
Content area software evalution project: Individual overall summary and reflection due (send via Bb Drop Box - everyone in the class must turn in a summary and reflection)
Week 10: March 30 & April 1
Multimedia tools: digital storytelling lab work and wrap up (by the end of class April 1, you will turn in a completed digital story)
• Digital Storytelling Preparation: bring the following to class with you:
- a refined script (~250 words or 2-4 minutes) (will be turned in)
- a completed storyboard handout (will be turned in)
- the necessary digital materials (images, sounds) – save to Web Disk, or bring on Flash drive. NOTE: DO NOT EMBED YOUR IMAGES IN A WORD FILE
Finding Images: Google, Picsearch, AltaVista
Finding Audio: AltaVista
• Blog
Red Group: In the technology integration scenarios that you’ve worked on in class, I haven’t seen many examples that incorporate technologies that you probably use every day – cell phones, video games, You Tube, social network sites, maybe Twitter, blogs… (what else am I missing?). Why do you think that you don’t tend to think of those technologies when you’re asked to incorporate technology? Do you think they might in fact be useful, or do you see a disconnect between your personal technology use, and technologies you’d consider using in your teaching? If so, why?
- All posts are due by 9:30 am Sunday morning
- Comments due by class on Monday
Week 11: April 6 & April 8
Web 2.0 tools /Lab session (online portfolio consultation)
The Machine is Us/ing Us (Michael Wesch)
History of the Social Web timeline (Trebor Scholtz)
Web 2.0 activity
"We are the web" (Michael Wesch)
• Readings (post your discussion questions)
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
• Ch. 1 [e-reserve]
Curinga, M. (2007). Technology in the classroom: A presentation to the Peace Corps Fellows. Retrieved on August 26, 2008 from http://www.studyplace.org/wiki/PCF:_Technology_In_the_Classroom
• Blog
Green Group: In the technology integration scenarios that you’ve worked on in class, I haven’t seen many examples that incorporate technologies that you probably use every day – cell phones, video games, You Tube, social network sites, maybe Twitter, blogs… (what else am I missing?). Why do you think that you don’t tend to think of those technologies when you’re asked to incorporate technology? Do you think they might in fact be useful, or do you see a disconnect between your personal technology use, and technologies you’d consider using in your teaching? If so, why?
- All posts are due by 9:30 am Sunday morning
- Comments due by class on Monday
Week 12: April 13 & April 15 - CLASS WILL MEET ONLINE
Assistive technology
"...we'll put ever more of our resources toward dealing with things that might once have been considered dealing with a disability and now we'll say, no! We're extending life" (Dean Kamen)
ONLINE CLASS INSTRUCTIONS:
For the online class, you will be discussing the readings and videos in groups on Blackboard. Groups will be the same as your blog group (red, blue, green, yellow).
1. Complete the readings and watch the videos
2. Answer the following questions in your Blackboard discussion group forum (red, blue, green, or yellow) by Monday, April 13, at noon.
1. What is one major issue affecting the acquisition and use of assistive technologies? Explain what the issue is and why you chose to discuss it.
2. Did anything about Albano's story surprise you? If so, why? If not, why not?
3. From a Universal Design for Learning perspective (discussed in the videos, and in readings from earlier this semester), how might assistive technologies be useful to all students (not just students with physical disabilities)?
3. By Wednesday, April 15, at 11 pm, you are responsible for participating in your group's discussion:
- you must give at least 1 (thoughtful, substantive) reply to each of your group members' discussion questions
- you must respond at least once to comments left by group members in response to your own question
= a total of 5 responses (one in answer to your classmates' thoughts on your own question; 1 to each of your group members' questions)
• Readings (you don't have to post your own discussion questions this week)
Roblyer, Technology in Special Education (pp. 410-415) [e-reserve]
Wahl, Assistive technology: Enhanced learning for all. Access online at http://www.edutopia.org/assistive-technology-enhances-learning-all
• Viewings
Edutopia, Assistive technology: Enabling dreams [watch video]
Edutopia, The sound of learning: Albano Berberi [watch video]
• Blog
Yellow Group: In the technology integration scenarios that you’ve worked on in class, I haven’t seen many examples that incorporate technologies that you probably use every day – cell phones, video games, You Tube, social network sites, maybe Twitter, blogs… (what else am I missing?). Why do you think that you don’t tend to think of those technologies when you’re asked to incorporate technology? Do you think they might in fact be useful, or do you see a disconnect between your personal technology use, and technologies you’d consider using in your teaching? If so, why?
- All posts are due by 9:30 am Sunday morning
- Comments due by class on Monday
Week 13: April 20 & April 22
Practical teaching experiences: introduction and preparation (see projects page for details)
PTE initial planning guide
Week 14: April 27 & April 29
Practical teaching experiences: preparation
• PTE prep
Bring in solid draft of Instructional Procedures section of PTE Instructional Plan to discuss with me
• Blog
All groups: reflection on your learning this semester. What are you taking away from the course? What would you like to learn more about going forward?
Week 15: May 4 & May 6
Practical teaching experiences: presentations
Course wrap-up
• Project
PTE lesson plan due and related materials (PowerPoints, handouts, etc.) (turn in Microsoft Word format via Bb Drop Box) (Make sure to click the "Send File" button or I will not receive your work!)
- I only need ONE lesson plan from each group; please make sure EVERY GROUP MEMBER'S NAME is on the lesson plan
Week 16: May 11
Lab session - online portfolio consultation and project make-up
Finals: May 18
• Project
Online portfolio project due by 5 pm
- All files must be uploaded to your website on the server by the deadline. Make sure to visit your website (http://tiger.towson.edu/~username/portfolio) and test it out before the deadline to make sure links, pictures work.
PTE project: reflection due by 5 pm (EVERYONE completes and turns in an independent self-reflection)
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