EDU 225: Instructional Technology. Information. Course Information: Days: Thursday Time: 5:00 pm- 8:30 pm Location: COE 108 Instructor Information: Name : Tracy Vasquez Email: Tracy.Vasquez@GCU.EDU Office Phone : 602-639-7539 - PowerPoint PPT Presentation
EDU 225: Instructional Technology
EDU 225: Instructional Technology
InformationCourse Information:Days: ThursdayTime: 5:00 pm- 8:30 pmLocation: COE 108
Instructor Information:Name: Tracy VasquezEmail: Tracy.Vasquez@GCU.EDUOffice Phone: 602-639-7539Cell Phone: 623-229-0787Office Hours: M-Th 4:00 pm- 5:00 pm
Ice BreakerPaired Interviews!
What is his/her name?Where is he/she from?Why does he/she want to be a teacher?What is his/her strength in technology?
FIST of fiveEDU 225Course DescriptionThis course provides future teachers the opportunity to examine the use of technology in the 21st Century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students will develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology.
Credits Hours4 creditsPrerequisites and Co-requisitesNone
ReadingsShelly, G. B., Gunter, G., & Gunter, R. (2010). Teachers discovering computers: Integrating technology and digital media in the classroom (6th ed.). Boston: Thomson Course Technology. ISBN-13: 1439078358Other as assigned by instructor
Students are responsible for obtaining any information or assignments given during a missed class period from their colleagues. Class presentations/lectures will NOT be posted in the online classroom.
Practicum PlacementGrand Canyon UniversityAcademic Support ProgramsAfter-school UniversityGrowing teachers, promoting leadersCalling all teachers in training! Join the Washington Elementary School District in our quest to help every child realize their potential. We have placement openings in our award winning after school academy programs. Our theme this year is Academic Avengers where we seek to unmask the hero in every child. We need energetic and committed individuals to provide after school instruction in math or reading intervention for targeted students at Title I schools. You will provide instruction to a group of ten students utilizing the After-school Academy instructional plan, intervention resources and curricular materials. Each week you will also have the opportunity to lead activities promoting positive youth development. A highly qualified WESD teacher will provide supervision and help guide you in this important work.
The placements will be available two days a week for nine weeks which will help meet the requirements for your practicum experience. Each participant will receive professional development, curriculum training and a superhero toolkit. Bring your super powers! Avengers unite! Program Schedule:Classes begin in September Tuesday and Thursdays
Placements available at the following schools:
Ocotillo Elementary School 2:30-4:00p.m.3225 W. Ocotillo Phoenix, AZ 85017
Palo Verde Middle School4:00-5:15p.m.7502 N. 39th AvePhoenix, AZ 85051
Royal Palm Middle School3:15-4:45p.m.8520 N. 19th AvePhoenix, AZ 85021 If interested, please complete the Teacher Candidate Profile form.For more information, please contact: Washington Elementary School DistrictAcademic Support Programs Department 602-347-2690
5Late PolicyAll assignments are due by midnight Arizona time on the due dates indicated. After that time, the following policy applies: one day late = 50% deduction of points earnedmore than one day late = 0 pointsTechnical issues are not valid excuses for late work unless the problem stems from GCU servers, and you have evidence to support that claim. No assignment can be accepted for grading after 11:59pm on the final day of class.
LoudCloudGo to the Student Portal: http://www.gcu.edu/Current-Students.phpLog in to the portal and log into LoudCloudAccess your course EDU 225Be sure to post the Discussion Question 1 for each week 1-3Post on the Class WallAccess course materialsSee all assignmentsAccess gradesYour goals for the course
Week 1 and 2Technology in Education orthe Future is Right NowDescribe technologies that are widely available in K-12 education.Define digital literacy and explain its importance in K-12 education.Evaluate how technology can be used in the typical K-12 classroom to enhance teaching and learning.Group DiscussionsFind the members of your color groupDiscuss the followingWhat is digital literacy?Why teach digital literacy?How do I teach digital literacy?Find the members of your number groupShare ideas with your new group ways to teach digital literacy
Digital LiteraciesLiteracy instruction traditionally refers to the teaching of basic literacy skillsreading, writing, listening, and speaking. Besides having basic literacy skills, today's students also need technology skills for communicating, investigating, accessing and using information, computing, thinking critically about messages inherent in new media, and understanding and evaluating data. What is digital literacy?Digital Literacy: The ability to attain deeper understanding of content by using data-analysis tools and accelerated learning processes enabled by technology.Information Literacy: The ability to access and use information, analyze content, work with ideas, synthesize thought, and communicate results.Computer Literacy: The ability to accurately and effectively use computer tools such as word processors, spreadsheets, databases, and presentation and graphic software.Why teach digital literacy?Meyer and Rose (2000), for example, point out "the potential of new technology to revitalize reading instruction and to make reading more relevant to the lives of children growing up in the Electronic Age." Bruce and Peyton (1999) state, "Teachers can use network-based approaches to literacy instruction to support authentic reading and writing, collaboration, student-centered learning, writing across the curriculum, and the creation of classroom writing activities."How do I teach digital literacy?In literacy instruction, technology has both traditional and authentic uses (see Singh & Means, 1994). A traditional use of technology is skills reinforcement; for example, students who need additional practice in reading might work individually on computers equipped with reading-comprehension software. An authentic use of technology is using it as a tool to accomplish a complex task; for example, students who are creating a written report might use the Internet for research, word-processing software to write and format the text, and hypermedia software to add images.
Holum, A, & Gahala, J. Using Technology to Enhance Literacy Instruction. NCREL.ORG http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm
BrainstormWhat technology have you seen in the K-12 classroom?Classroom TechnologyBreak
Teaching in the 21st CenturyThis is a question that was asked at the Mapping to the Core eventearlier this yearwith Dr. Heidi Hayes Jacobs. She was referring to K-12 teachers in public and private schools across the country. Do you think our curriculum, methods, and discussions prepare students for now, 2013, or for the future they will face, 2018 and beyond? What aspects of your teaching are helping students prepare for the future?
Digital Immigrants/Digital NativesPair share: What do you notice about 21st Century learning environments?Who will your students be?What skills will they need?http://www.youtube.com/watch?v=-JTc9HeTh1Ahttp://www.youtube.com/watch?v=6AWYIit1uNk
QuizDo you prefer learning from lesson 1-5 or do you prefer a series of graded tasks into which the skills to be learned are embedded?Do you want to know what you will learn in a lesson, or do you want to be surprise of what you learn through projects and games?Does technology teach concepts, or facts?
Prensky, M. (2001). Digital Natives Digital Immigrants. On the Horizon, MCB University Press, Vol. 9 No. 5http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Digital Skillsphoto-visual skills (reading instructions from graphical displays)reproduction skills (utilizing digital reproduction to create new, meaningful materials from preexisting ones)branching skills (constructing knowledge from non-linear, Hypertextual navigation) information skills (evaluating the quality and validity of information)socio-emotional skills (understanding the rules that prevail in cyberspace and applying this understanding in online cyberspace communication)
Eshet-Alkali, Y., & Amichai-Hamburger, Y. (2004). Experiments in Digital Literacy. Cyberpsychology & Behavior, 7(4), 421-429. doi:10.1089/1094931041774613http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=14259621&site=ehost-live&scope=site
In groups of 2-3 discuss:
What does this skill look like?How can school support this skill?Why is this a needed skill?
StandardsNETS standards for studentsWhat is the difference from 1998 to 2007?When will these need to be refreshed?Rank the standardsNETS standards for teachers
1. Facilitate and Inspire Student Learningand Creativity2. Design and Develop Digital Age LearningExperiences and Assessments3. Model Digital Age Work and LearningBreak
Teaching and Learning"Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught." -- Oscar Wilde
Right AnswersWrong Answers
What do you want students to do with technology?Create infographicsParticipate in web questsCreate Weebly sitesPoll everywhere, Poll daddyScavenger huntsTutorial websites, River DeepWritingContent PacketsSkill BuildingLanguage BuildingWho has used EdModo?https://www.edmodo.com
Who has used Twitter?https://twitter.com/
HousekeepingLaptopsBuilding FoldersiRespondExit cardOn your index card:Write your name.Write your definition of digital learning and why it is important.Write any remaining questions, comments, or requests you have.