EDUC 338U Instructional Technology Integration

Instructor Information Instructor: Tom Woodward Email: twoodwar@richmond.edu Telephone: 804-614-5379

Should you need assistance outside of class please email me to make an appointment for a time that will be mutually convenient. Special Needs The Americans with Disabilities Act of 1990 requires the University of Richmond to provide a reasonable accommodation to any individual who advises us of a physical or mental disability. If you have a physical or mental limitation that requires an accommodation or an academic adjustment, please arrange a meeting with the instructor during the rst week of class. General Course Information Location: Jepson G22 Instructional Lab Date and Time: Tues/Thurs 7:15-10:00 PM Course Website: http://wpmu.bionicteaching.com Digital Storage Students are responsible for making sure that they have their work backed up. Most of the instructional computer labs at the University of Richmond allow for the use of CD-R or portable USB drives for saving data. Google Docs, email, NetFiles (UR network), Dropbox etc. are all alternatives as well. Portable storage devices are designed for secondary storage of les. Important les should always be stored in more than one place. Seriously. Software, Hardware, and Internet Access We will use Mac computers for in-class instruction and hands-on activities. Computer access is provided in G22 instructional computer lab and in the CMC for completing homework. Students may choose to work on their own computer, but must have access to University Standard Software including: GarageBand and PowerPoint. Cross-platform software may be used for assignment completion if saved in the correct format for submission. Internet access is required for use of Blackboard as the course management software via a web browser. Please contact the Information Services Help Desk (804-287-6400) for assistance in account activation, software, hardware and dial-in modem access conguration.

Course Introduction It is critical future teachers receive extensive instruction in how to select, use, modify, design and integrate instructional technologies, including computers, to address complex learning tasks for students. With the incorporation of Standards of Learning in the curriculum, they must also be able to discern those tools that will be the most efcient and have the greatest impact on student learning. To determine the appropriateness of instructional technologies, preservice teachers should understand the value of evaluation in student learning and how issues and concerns regarding the role of instructional technology in the classroom affect those outcomes. This is a challenging and demanding course. However, students can be assured that they will not only be fully prepared to meet the skill-based requirements of using technology, but that they will also be able to effectively integrate technology in teaching and learning. Purposes Short Term: Preparation for Student Teaching Successful completion of this course is a prerequisite for student teaching. Students will develop the understanding and skills necessary to condently and effectively plan, implement and evaluate effective integration of technology across the curriculum during their student teaching experience. By design and as a result of taking this course, to accomplish the following goals students will: Summarize and defend the theory, pedagogy and resources that guide the appropriate use of instructional technologies. Evaluate and debate the issues and concerns surrounding effective use of instructional technology. Demonstrate skills in the appropriate use of information technology and application of instructional tools in teaching and learning. Long-Term: Begin a Career-long Process of Reection and Development As future professionals, students will begin a systematic process of developing their ability to effectively integrate technology across the curriculum. This process includes keeping informed of trends and standards affecting technology integration, reviewing new resources and technologies, developing a library of curricular materials (ideas and lesson plans), and rening skills in evaluating their effectiveness.

Goals and Objectives Through practical applications of the appropriate use of instructional technologies and upon completion of this course, students will be prepared to meet the state mandated Technology Standards for Instructional Personnel (8 VAC 20-25-30) and mastery of the ISTE National Educational Technology Standards for Teachers (NETS-T). These standards are incorporated into course requirements and assignment objectives. Commonwealth of Virginia Technology Standards for Instructional Personnel (TSIP) http://www.doe.virginia.gov/VDOE/Compliance/TeacherED/tech.html National Educational Technology Standards for Teachers (NETS-T) http://cnets.iste.org/teachers/t_stands.html Partnership for 21st Century Schools http://www.21stcenturyskills.org/ Pedagogy and Theoretical Framework The pedagogical approach for this course will incorporate a variety of teaching models, each designed to help students develop a deep understanding of the topics they study and improve their critical-thinking abilities. These strategies are all grounded in cognitive learning theory, and are based on the premise that students learn more when they are actively involved in learning activities than they do when they listen passively to teachers. It is important for you to recognize that this is a student-centered course. Students are responsible for their learning, with the instructor serving as the facilitator of this process. Students are responsible for learning as deeply as possible, without assuming their path for learning is identical to any other student in the class. Because the instructor for this course has set high standards for all students, this means some students may have to think and work harder, longer, and more diligently than others. The amount of knowledge, skills and abilities students develop as result of this course, will be directly proportional to their level of participation and contribution. Students should expect to spend time on assignments outside of the scheduled class time. Since this course has a heavy skill-based component, students who do not have a rm grasp on the necessary prerequisite technology skills for this course may require even more additional time outside of class to develop those skills. Students are expected to come to class prepared. Because this is a course that explores the appropriate use of instructional technology this course fully utilizes instructional technology tools. Students are expected to check their university provided email and course online tools at least once daily for messages and announcements. Email is considered a critical communication tool for this course.

Professionalism As part of your preparation for becoming a teacher, you will be expected to act in a professional manner. This includes: Attendance/Punctuality Daily attendance is a course requirement because of the high level of interaction. Group collaboration and discussion comprise a signicant component of scheduled class time. Participation Participation extends well beyond simply attending the class. It means contributing to the discussion and making meaningful comments, both in small group and whole group situations, asking questions, and actively encouraging other class members to contribute. Respect You have the right to learn in a respectful environment. Please be considerate of others. Attendance Policy Every class session is critical and therefore required. When students are not in class it is impossible to determine whether they adequately have mastered the objectives for that session. Further, when students miss class, they not only deprive themselves of a learning opportunity, they deprive their future students of a completely prepared teacher. While we understand that there are times when absence from class is unavoidable, the reason for an absence cannot excuse students from learning the content of that class section. In the event you are unable to attend class, contact me (preferably by email) as soon as possible, and establish a plan to make-up missed work. Absences for Religious Observances and Holidays Students who wish to observe any holidays not ofcially recognized by the University must inform the instructor within the rst two weeks of the semester of their intent to observe the holiday, so that alternative arrangements convenient to both the student and instructor can be made at the earliest opportunity. Students who make such arrangements will not be required to attend classes or take examinations on these designated days. The instructor will provide reasonable opportunities for these students to make up missed work and examinations. Students will still be responsible for all materials, homework and other assignments missed due to absence from class.

Excessive Absences If a student is absent more than 25% of class meetings, a grade of V (failure due to excessive absences will be recorded.) This is in accordance with university policy. This includes portions of classes missed through late arrival or early departure. It is important to understand that class involvement, participation in discussion, and a sincere demonstration of effort are most important. When students do not attend class, they are missing key elements of the course. Written Work and Assignments University Policies and Honor Code It is expected that all student will behave in an ethical manner and adhere to the honor system. In completing assignments, students are required to abide by all University policies, including the University of Richmond Honor Code, the CMC Acceptable Use Policy and the Information Services Library and Technology Use Policies. Assignments require the written pledge of adherence to the honor code stated as follows: I pledge that I have neither given nor received unauthorized assistance during the completion of this work. General Guidelines All written work must be typed and must meet the high quality standards expected of a classroom teacher. Present your assignments as you would if they were to be reviewed by a future administrator, member of the school board, or parents of prospective students. If you nd that you are having difculty with the writing requirements of the course, the Writing Center has a staff of tutors that can assist you. Please note that the tutors do not serve as proofreaders. Rather, they assist writers to organize their thoughts and to write more coherently. Bring your written work to the Writing Center well in advance of due dates. Learn more about the Writing Center at http://writing.richmond.edu/ writing/. Grading Grade Determination: Participation Presentation Lesson Plan Audio Lesson Plan Video Lesson Plan IWB/Choice Lesson Plan Blog Final Portfolio 10% 10% 15% 15% 15% 15% 20%

UR Grade Scale A+ 100% A 95+ A- 90-94 F= 69 and Lower

B+ 88-89 B 85-87 B- 80-84

C+ 78-79 C 75-77 C- 70-74

Individuals enrolled in the class for undergraduate credit will be graded on separate criteria and rubric scale for the journal critique assignment. Deadlines Borderline grades will be determined at the discretion of the instructor based on class participation, attendance, skill improvement, effort and progress throughout the semester. All course assignments must be completed in full on or before the nal exam date. A grade of incomplete (I) will be given only if a student has met with the instructor to devise a written plan and timeline for completing assignments due and is making acceptable and reasonable progress toward mastering the course objectives and completing assignments within the specied period of time.