EDT 603 Instructional Design and Problem Solving with

Technology
Buffalo State, SUNY
Instructor: Joseph Lewczuk
Course 4: Technology: A Catalyst for Learning
Course Description:
Research based best practice for the embedded use of technology for learning will be shared and practiced.
The focus will be on the habits that provide students with the ability to use technology for its greatest learning
advantage. The best use of laptop computers, Smart boards, etc will be addressed as embedded tools to
foster optimum learning of the curriculum. The optimal use of communication tools such as pod casts, blogs,
nings, wikis, and voice threads will be addressed with tips for management and strategies to promote
maximum learning in classrooms.
Multidisciplinary Studies for International Educators Program Outcomes:
(Highlighted outcomes are addressed in this course)
1. Recognize individual needs of students and differentiate curriculum and instruction to meet these needs.
1.1. Use instruments to identify individual learning profiles, readiness levels and interests of students as a
basis for instructional decisions.
1.2. Design and implement curricular units and lesson plans that reflect differentiation of curriculum,
instructional strategies, and best practices.
1.3. Utilize assessment strategies that reflect the individual differences of students and correlate with the
instructional strategies.
2. Identify and apply best practices in creative problem solving to meet challenges and demands in
international school settings.
2.1. Demonstrate creative thinking and problem solving approaches in curriculum, pedagogy, and
assessment.
2.2. Establish a physical and emotional environment to support creative teaching and learning.
2.3. Facilitate students development of their own creative thinking skills, processes, and products.
2.4. Demonstrate flexibility, willingness to change, openness to new ideas and alternative viewpoints, in
meeting professional and personal goals.
3. Demonstrate leadership skills and abilities.
3.1. Analyze a unit plan for content, design, instructional strategies and appropriate assessments.
3.2. Evaluate the effectiveness of the instruction and curriculum.
3.3. Collect data and provide feedback on observable classroom practices.
3.4. Design and provide professional growth opportunities.
4. Use data-based decision-making for school improvement and practice.
4.1. Design multiple learning activities with appropriate assessment tools that align to specific content and
skill outcomes.
4.2. Use the data from pre-assessments, formative assessments, and summative assessments to inform
teaching practice.
4.3. Develop and implement action research study to evaluate curriculum, instruction and/or school
programs.
5. Develop and expand skills in the educational application of technology.
5.1. Apply current technology in educational skills including demonstrating Teacher NETS from International
Society for Technology in Education.
5.2. Demonstrate the ability to use computer mediated collaboration for instruction and professional
development.
5.3. Identify and use resources for continued professional growth in the use of technology and to assess
teaching practice as well as student outcomes.
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Overall Expectations for This Course:

The focus of this course will be the exploring 21st century skills that are important in developing a program of
inquiry. Teachers will explore and apply different 21st skills important to their school environment. It is expected
that at the end of this course candidates will be able to differentiate their instructions and skills taught for all
students. They will explore the what essential condition make a 21st century successful school. The course will
provide knowledge and skills about creating an educational environment for students.
Student Learning Outcomes and Program Outcomes Alignment:
Student Learning Outcomes
The candidate will:

Program Outcomes

Create a report on the current state of 1. Demonstrate leadership skills and abilities
3.4. Design and provide professional growth opportunities
technology and the use of 21st
century literacy skills within their
2. Identify and apply best practices in creative problem solving to
school. They will address ways to
meet challenges and demands in international school settings.
improve skills and student learning.
Articulate a professional educational
statement that reflects their personal
and professional beliefs on education.

2.3. Develop and implement action research study to evaluate

curriculum, instruction and/or school programs.
5. Develop and expand skills in the educational application of
technology.
5.1 Apply current technology in educational skills including
demonstrating Teacher NETS from International Society for
Technology in Education.

Plan and conduct a workshop to at

least 5 colleagues.

2. Identify and apply best practices in creative problem solving to

meet challenges and demands in international school settings.

Write a Literature Review applicable

to their teaching area.

3. Demonstrate leadership skills and abilities

3.4 Design and provide professional growth opportunities
2. Identify and apply best practices in creative problem solving to
meet challenges and demands in international school settings.

Participate in all online forums and

discussions

2.1.Demonstrate creative thinking and problem solving approaches in

curriculum, pedagogy, and assessment.

2.2 Establish a physical and emotional environment to support

creative teaching and learning.

5. Develop and expand skills in the educational application of

technology.
5.1 Apply current technology in educational skills including
demonstrating Teacher NETS from International Society for
Technology in Education.
5. Develop and expand skills in the educational application of
technology.
5.1. Apply current technology in educational skills including
demonstrating Teacher NETS from International Society for
Technology in Education.
5.3. Identify and use resources for continued professional
growth in the use of technology and to assess teaching
practice as well as student outcomes.

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Course Activities: This course will use independent and small group research, in class group work, lecture
and discussion, online forums, personal reflective blogs, role playing and presentations in the form of an
elevator pitch to convey information and provide clear and articulate understanding when applying 21st century
literacy skills and concepts into practical scenarios. Participants will be expected to generate an Action Plan
and that will improve classroom practices and student learning as well as conduct and lead a small
professional development workshop for colleagues.
Text : Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco:
Jossey-Bass
Selected Readings: textbook chapters and journal articles provided by the instructor
Evaluation:
Candidates in this course will be evaluated based on their performance on the following assignments:
Student Learning Outcomes
The candidate will:
Create a report on the current state of
technology and the use of 21st century
literacy skills within their school. They
will address ways to improve skills and
student learning.

Performance of Understandings
(Assignments and Measurements)
The state technology and 21st century literacy school report
(20%)

Articulate a professional educational

statement that reflects their personal
and professional beliefs on education.

Educational Philosophy Statement (10%)

Plan and conduct a workshop to at

least 5 colleagues.

Teachers Teaching Teachers workshop (20%)

Write a Literature Review applicable to

their teaching area.

Literature Review (20%)

Participate in all online forums and

discussions.

Online forums and discussion/forum/blog (10%)

Description of Assignments and Corresponding Rubric:

1. The state technology and 21st century literacy school report (20%)
You will explore the current use of technology and 21st century skills within your curriculum area and prepare a
SWOT report looking at state of your school in the areas of teacher leadership, parent relations, and
community relations. This information will be shared with a small group and be helpful in creating a mission
statement for your school.
2. Educational Philosophy Statement (10%)
According to your personal educational beliefs and current literature, you will develop an education philosophy,
which will support an action plan within your teaching area. The philosophy will address, how you view the role
of school in society, how you view the role of the teacher, and how you view the student.

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3. Teachers Teaching Teachers workshop (20%)

You will plan and conduct a workshop for at lest 5 colleagues. You will need to demonstrate knowledge in
applying 21st century skills into teaching and learning with a focus on adding value to the pedagogy through the
use of technology.
4. Literature Review (20%)
You will write a literature review that addresses your focus area or interest area. Your review will have a good
introduction that clearly tells the reader what the literature will be about, the scope of research covered and
how this review ties in with your own research topic and workshop.
5. Online forums and discussion/forum/blog (10%)
You will be responding to key question from each of the topic as well as responding to at least 2 other
participants discussion forums within the online environment. Your responses should focus on adding value to
current thoughts or help extend discussion point further through additional comments and research.

Assignment

Educational
Technology & 21st
century literacy
school report

Educational Statement

Conduct Workshop

Online Forums and

Discussions

Approaching
Mastery
(8)

At
Mastery
(9)

Exceeding
Mastery
(10)

Report only looks at the

current use of
st
technology and 21
century skills within the
curriculum

Report looks at both the

lack of use and the
current use of technology
st
and 21 century skills
within the curriculum

Report looks at both the

lack of use and the
current use of technology
st
and 21 century skills
within the curriculum and
addresses areas for
improvement

The philosophy does not

st
clearly define how 21
Century Literacy applies
to some of the following
areas, role of school in
society, role of the
teacher, the student role
within curriculum.

The philosophy attempts

st
to define how 21 Century
Literacy applies to some
of the following areas, role
of school in society, role
of the teacher, the student
role within curriculum.

The philosophy Clearly

st
defines how 21 Century
Literacy applies to all of
the following areas, role of
school in society role of
the teacher the student
role within curriculum.

Purpose and outcomes

of workshop are not
clearly defined and do
not incorporate suitable
use of technology to
enrich the workshop.

Purpose and outcomes of

workshop are clearly
defined but the workshop
could be enriched with
more suitable use of
technology.

Purpose and outcomes of

workshop are clearly
articulated and
incorporate suitable use
of technology that
enriches the lesson.

Postings are submitted

late or all postings for a
module are posted on
the same day instead of
posted on different days
during the module
activity. There is no or
little evidence of
interaction on the
discussion board
throughout the module.

Discussion postings are

generally posted within
the timeframe for the
activity, but not
necessarily posted
throughout the module, or
occasionally posted
outside the specified time
period.

Discussion postings are

posted on several
different days throughout
the module and are
posted in a timely manner
based on the specified
days.

Score

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Literature Review
Articles

Information is gathered
from a limited number of
sources.

Information is gathered
from multiple sources.

Information is gathered
from multiple, researchbased sources.

Background

There is some indication

of conclusions from the
evidence offered.

Conclusions are reached

from the evidence
offered.

Detailed conclusions are

reached from the
evidence offered.

Research Question

Research question(s)
were not formed but
could be formed through
the literature review.

Research question(s) are

formed through the
literature review.

Research question(s) are

formed through the
literature review and
clearly stated.

Referencing and
Writing

Review and information

is cited, but has errors.

Review and information

is cited properly.

Review and Information is

cited properly and in APA
format.

Grading policy: The above rubric for the course will be used to evaluate all work.
A
B+

91-100 points
86 90 points

B
C

81 - 85 points
80 points

Candidates will be required to redo any work that falls below Approaching Mastery on course rubric
All assignments are due as indicated by the instructor and/or within two weeks of course completion.
According to SUNY policy, when a student does not complete the coursework within two weeks and receives
and I (incomplete grade) they will have 10 weeks into the next semester to complete the coursework and
have the grade changed. If the coursework is not completed, the grade will automatically be rolled to an E =
Failure or unofficial withdrawal. After the semester ends and the grading window is closed, SUNY will send
emails to the students with a copy to the professor letting them know the policy and most importantly, the
specific date that the coursework needs to be completed.
Cheating and Plagiarism Policy: These are forms of academic dishonesty that can result in an academic
penalty, including failure in a course or dismissal from the Graduate Program. Cheating is the willful giving or
receiving of information in an unauthorized manner during any assessment (test, quiz, exam), illicitly obtaining
examination questions in advance, representing someone else's work on assignments as your own, copying
computer disks or files, or any other dishonest means of attempting to fulfill the requirements of this
course. Plagiarism is the presentation of another person's ideas or product as your own, such as: copying
verbatim, paraphrasing, inserting artistic work without attribution; or citing the source and creator. You
can incorporate someone else's ideas as long as you cite the original work. Follow APA format for all citations,
references, and format.
Attendance Policy: Students are required to attend ALL sessions of this course.
Outline of Instruction:
10 days
2 days

3-5:30pm after school workshops 10 Modules

8:30-3:30pm Weekend workshops 2 Modules
Weekly 1 hour online discussions on topic / article Modules 1-12
Total Course hours

= 25 Hours
= 12 Hours
= 12 Hours
= 44 Hours

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Module
1

Date
st

1 October
3-5:30pm

Topics and Activities

Key Question
How will this Course impact your teaching?

Course Introduction and overview of syllabus.

Discuss course-learning outcomes.
Develop essential agreements for teaching and
learning.

Assignments
Contribute and participate in
online discussion/forum/blog
Develop Essential Agreements
as a group that focus on being
st
a 21 Century learner.

Learning strategy
Brainstorm: definition on your schools and your
personal ideas of what 21st century literacy
means.
2

th

8
October
3-5:30pm

Key Question
What is Technology integration?
Look at 21st century educators and key
contributor to the field of Education Technology
Past and present.
Different ways to integrate technology into your
curriculum

Contribute and participate

Online Discussion
Develop or extend educational
philosophy into a formal
statement

Learning strategy
Group work: How do you integrate technology
into your classroom? Is it effective?
nd

22
October
3-5:30pm

Key Question
What are the current issues and ideas linked to 21st
century teaching?

What are your school wide ideals and policies

that shape the curriculum and learning
landscape?

Contribute and participate

Online Discussion
Share your educational
philosophy with a peer for
feedback.

Learning strategy
Think-pair-share: Take sometime to think about
what your school values as ideal for education
technology. Do you agree or disagree with these
standard? What could the school do to improve?
4

29th
October
3-5:30pm

Key Question
What learning theories support Technology integration?

Major investors and contributors to the education

technology in school today.
Overview on Constructivism, Behaviorism,
Connectivism, Flipped Instruction and
Problem/Challenge based Learning etcetera

Contribute and participate

Online Discussion/Forum
Define a passion area or a
focus area for further research
(to be used as a foundation to
literature review in topic 8)

Learning strategy
Expert groups: Pick a learning theory and
explore how it influences or limits technology
integration.
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1st
November
8:303:30pm

Key Question
What does the 21st century learner need to learn and
how do we teach it?

Prepare a report on the state

st
of technology and 21 century
literacy

How are we preparing students for

tomorrows world?
How do we better prepare ourselves as 21st
century educators?
How to make sure we focus on pedagogy not
just the technology?
Why is digital learning important?
What are Digital Threshold Concepts and
how do they apply to moving 21st Century
learning forward?

Learning strategy
Presentation: Evaluation of Case-study 1 & 2
Decision making matrix
5th
November
6

3-5:30pm

Key Question
What are the Trends and Challenges of 21st Century
Learning & Teaching?

Current trends in Educational Technology.

Challenges in Educational Technology in
teaching.
Where do you think your school is in regards to
the future of 21st Century learning?

Contribute and participate

Online Discussion/Forum
Prepare a report on the state
st
of technology and 21 century
literacy SWOT

Learning strategy
Think-pair-share: state of technology at QA
7

12th
November
3-5:30pm

Key Question
How do we address the challenges when looking to
Transform Learning?

Will our understanding of school education

change?
The significance of virtual schools and online
learning such as MOOCs and Open University.
The key characteristics of educational
technology.

Contribute and participate

Online Discussion/Forum
Based on your focus area and
the school report plan a
Teachers Teaching Teachers
workshop (Date TBA)

Learning strategy
Virtual Thinking Wall. Use Padlet.com to
brainstorm current challenged we have at QA
22nd
November
8

8:303:30pm

Day Workshop Focus: Lifelong Learning and

Teacher Research
Key Question
What is your focus area or passion topic?

Extending your own learning and skills within

your focus area.

Present your focus area to the

class 2 min elevator pitch. Be
prepared to justifying your
idea.

Complete a literature review,

giving a range of scholarly
viewpoints that address your

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19th
November
9

Learning strategy
Elevator Pitch: Sell your Focus area to the group
Key Question
What is the school wide ICT plan or program?

focus area that also points to

personal action in your own
teaching.

Contribute and participate in

online Discussion/Forum/Blog

3-5:30pm

10

Influence from your school community and

personal education on this area.
Information available to educators for further
investigation.
Why good teachers do Action Research?
Writing a literature review
Information Quality in the Digital Age

26th
November

Look at standards and continuums for integration.

How does your school measure up?
Take some time to evaluate the current ICT plan
and program of the school.

Learning strategy
SWOT: Addressing current use if ICT and
integration of technology into curriculum.
Key Question
What is your Educational Technology World View?

Complete a literature review,

giving a range of scholarly
view points, that address your
focus area, that also points to
personal action in your own
teaching

Contribute and participate in

online Discussion/Forum/Blog

3-5:30pm

11

nd

December
3-5:30pm

Learning strategy
The Ripple Effect: Developing Professional
Learning Communities
Key Question
What is the future of education and what role will
technology play in that future?

12

9th
December

Share your Educational Technology beliefs.

How have they changed since you started this
course?
Knowing what you belief and why you belief it is
important especially when you come up again an
opposing views.

Technologies: Past, Present and Future Larry

Cuban, Neil Postman and friends.
1-to-1, mobile program, BYOD, BYOT and LMS.
Strategies for 1-to-1 success and behavior
management

Learning strategy
BUILD Strategy:
Teacher Professional Development: Its Not an
Event, Its a Process.
Key Question
How do we celebration of best practice?

Complete a literature review,

giving a range of scholarly
view points, that address your
focus area, that also points to
personal action in your own
teaching

Contribute and participate in

online Discussion/Forum/Blog
Complete all assignments and
course work required

Contribute and participate in

online Discussion/Forum/Blog

3-5:30pm

Leading schools in the 21st Century.

You dont have to be in administration to lead by
example or make changes.

Complete all assignments and

course work required

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Where to next?

References
General Readings

Churches, A. Bloom's Digital Taxonomy. Retrieved May 27, 2013, from

http://edorigami.wikispaces.com/
Nets Standards. Nets Standards. Retrieved May 27, 2013, from http://www.iste.org/standards.aspx
McLeod, S. Lehmann, C. (2011). What school leaders need to know about digital technologies and
social media. Retrieved May 27, 2013, from http://techtoolsforschools.org
Pink, D. How People Learn. Retrieved May 27, 2013, from http://www.danpink.com/
Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco:
Jossey-Bass
NOTE: Readings and resources subject to updating and additions as relevant resources become available.

Reflections/Feedback

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