Tentative schedule for the Wednesday evening section

 

Week 1: 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. 28)

 

In class blog post: Write your technobiography, the story of your relationship to technology.

(A couple of examples, here and here)

 

 

Week 2: Feb. 4

Introduction to and perspectives on ET/IT

How is teaching and learning different with technology/media?

Inspiration in-class activity

Using WebDisk/ H: drive (pdf)

Views on classroom technology use: Pay Attention (video on TeacherTube)

 

Collaborative class web on educational technology 

• Readings (post your discussion questions)

Roblyer & Edwards, Educational Technology in Context. [e-reserve]

 

Gelernter, D. (1994). Unplugged: The myth of computers in the classroom. The New Republic, 211(12-13), 13-14. [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)

 

• Blog

All Groups:

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. 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 Tuesday morning
• Comments due by class on Wednesday

 

 

Week 4: 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 Tuesday morning
• Comments due by class on Wednesday

 

 

Week 5: Feb. 25

National and State technology standards

Online portfolio development

Online portfolio project assigned (see projects page for details) (sample portfolios here and here and here)

 

• Readings (post your discussion questions)

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

 

• 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 Tuesday morning
• Comments due by class on Wednesday

 

 

Week 6: March 4

CLASS WILL MEET ONLINE AND IN CONTENT AREA GROUPS.  SEE BELOW FOR ACTIVITIES.

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.).

 

• Readings 

Slideshow - Types of Instructional Software (read through slide 27)

 

Roblyer, Evaluating Instructional Software [e-reserve]

 

Brill, Pedagogical Innovation and Meeting Academic Standards [e-reserve] 

 

CLASS INSTRUCTIONS:

For class this week, you have two tasks.

 

(1) Discuss 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 Tuesday at 10 am.

3. By Wednesday 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)

 

(2) By the end of the day on Thursday (giving you an extra day), your content area group needs to have met (either via email, chat, or f2f) to discuss and plan your content area software evaluation.  By Thursday at 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)

 

 

Week 7: March 11

Content area software evaluation class work time (~45 min.)

Content area software evaluation presentations

 

• Project

Content area software evaluation project and presentations by end of work time; send the completed forms and PowerPoints to me via BlackBoard Drop Box (make sure to click "Send File" button) 

 

• 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 Tuesday morning
• Comments due by class on Wednesday

 

 

Week 8: March 18 (Spring Break - no class)

 

 

Week 9: 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 Tuesday morning
• Comments due by class on Wednesday

 

• 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: April 1

Multimedia tools: digital storytelling lab work and wrap up (by the end of class, 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)

- a completed storyboard handout.

- 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 Tuesday morning
• Comments due by class on Wednesday

 

 

Week 11: 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 Tuesday morning
• Comments due by class on Wednesday

 

 

Week 12: April 15

Assistive technology - CLASS WILL MEET ONLINE

 

"...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.  (CREATE A NEW THREAD IN YOUR FORUM AND RESPOND TO ALL OF THE QUESTIONS IN THAT MESSAGE)

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' responses to the above 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' responses)

 

• 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

 

• Videos

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 Tuesday morning
• Comments due by class on Wednesday

 

 

Week 13: April 22

Practical teaching experiences: introduction and preparation (see projects page for details)

PTE initial planning guide

 

 

Week 14: 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?

• Comments not required

 

 

Week 15: May 6

Practical teaching experiences: presentations

Course wrap-up

 

• Project

PTE lesson plan and related materials (PowerPoints, handouts, etc.) due (turn in 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

 

 

 

Finals: May 13

 

• 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)