EDCI 410. Technology Tools for Teaching and Learning

Semester – Day – Time2 Credits

Class Meeting Place:

Instructor:Office Location:

Phone:Email:

Office Hours:

Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.

885-6307 email at <dss@uidaho.edu> website at <www.access.uidaho.edu>

College Vision

Idaho's Leader in Lifelong Learning and Healthy Lifestyles.

We seek teaching, learning, and living that transforms, invigorates, and nurtures. We expand lasting knowledge centered in local and global communities.

College Mission

The University of Idaho’s College of Education is the state’s flagship and land-grant research college focused on the preparation of professionals for schools, the movement sciences, and workforce counselors and educators. From our commitment to develop leaders in these fields emerges our responsibility to enhance the scientific, social, economic, and cultural assets of the state and develop solutions for complex problems.

We deliver on our commitment through focused, interdisciplinary excellence in teaching, research, outreach, and engagement in a collaborative environment at our residential main campus and our regional centers. Consistent with the land-grant ideal, our outreach activities serve the state and at the same time strengthen our teaching, scholarly, and creative capacities.

Our teaching and learning include undergraduate, graduate and professional education offered through both resident instruction and extended delivery. Our scholarly and creative activities promote K-12 academic achievement, human development and wellness, global awareness, and progress in professional practice.

Conceptual Framework

University of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:

Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Scholarship & Practice; and, Engagement in Community Building & Partnerships.

Course Description

This course is designed to prepare you to become knowledgeable and comfortable in the use of current technology in elementary education. You will learn about the operation of technology and the ways in which it might be integrated into the classroom in support of learning.

In addition, this course is designed specifically to address the following Idaho state rule:

04. Technology Assessment. All applicants for initial Idaho certification (Kindergarten through grade twelve (12)) from an Idaho approved teacher education program must demonstrate proficiency in relevant technology skills and practices to enhance classroom management and instruction. Each Idaho public higher education institution shall be responsible for the assessment of teacher candidates in its teacher preparation program. The assessment must measure understanding and the ability to apply strategies and beliefs about the integration of technology based on current research and best practices congruent with the International Society for Technology in Education professional teaching standards, the National Council for Accreditation of Teacher Education standards, and state accreditation standards.

Course Goals and Expectations

The main goal of this course is to:

Integrate technology into elementary instruction to enhance the teaching and student learning of core content (concepts, skills, attitudes) in specific contexts.

Course Objectives

Upon completion of this course you should be able to:

1. Use a variety of software applications applicable to a classroom setting. 2. Use various technologies effectively to deliver a lesson. 3. Discuss how technology allows students to represent and communicate what they learn. 4. Plan classroom instruction that integrates technology that students understand using high quality

pedagogy.5. Develop an ability to critically evaluate technology through a personal understanding of the benefits

and drawbacks of individual technologies and the barriers that may be encountered with implementation.

6. Develop strategies to learn to learn technology, troubleshoot, and manage technology use within a classroom.

7. Develop a vision for teaching elementary students with technology.

Teacher Preparation Standards

1. Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

3. Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

5. Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.

8. Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Teacher Education Dispositions

Attends regularly. Meets timeline commitments. Dress/Appearance is appropriate and professional. Maintains appropriate relationships with peers. Scholar-practitioner demonstrates adequate content knowledge that is current. Engaged, full participation and takes initiative. Maintains confidentiality and is ethical. Maintains appropriate relationships with students. Committed to and facilitates student's learning in a safe climate. Maintains appropriate relationships with teachers, administration, parents, and community

members

Respects and advocates for diversity. Responds appropriately to feedback and is flexible. Written work communicates clearly and accurately, and is in standard English. Verbal communication is clear, accurate, appropriate to the situation, and conventions used are

standard for speaking situations.

Required Text and Learning Resources

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching (6th ed.). Boston, MA: Pearson.

Additional supplemental readings will be assigned and provided throughout the semester.

Course Website

You will be responsible for becoming familiar with the course website as this will be used weekly throughout the semester. You can access the course website through the BbLearn portal

https://bblearn.uidaho.edu/

Additionally, we will be using Taskstream to submit signature assignments for the course.

https://www.taskstream.com/

Technology

It is impossible to cover all the possible technologies you will encounter in a school setting and could possibly use in your classroom. This course is designed to give you a concrete introduction to the most commonly used technologies that can engage students in critical thinking and provide an added value to learning. The technologies we will be using in this course are listed below:

• Microsoft Word • Microsoft PowerPoint • Concept Mapping Software (e.g. Kidspiration) • Content Management Systems and Online Portfolios (e.g. Weebly/Google Sites) • iMovie and Movie Maker Voicethread Google products Hardware (e.g. Smart boards, and LCD projectors) Digital Photo/Video Capture and Editing (e.g. Jing and Screenr) Web 2.0 technologies

In addition you will be exposed to:

• Adventure learning • Podcasting software (e.g. Garageband and Audacity) Online surveys (e.g. Survey Monkey)• Clickers and other student feedback tools including apps • Searching for videos and links online

• Additional technologies relevant to elementary education

Learning Activities and Assignments

1. Read and Participate - 30 Points

I expect you to come to class prepared to discuss the reading assignment for the week. On weeks with specified reading we will spend time discussing the chapter(s). Come to class with at least one question you have after digesting the reading assignment. It is important that everyone participates. This will ensure we get the most out of our reading.

2. Daily class activities and artifacts - 20 Points

Throughout the semester there will be activities done in class that will produce various artifacts. These artifacts could be drawings or data tables or something uploaded to the web. The points allotted here are a general catch all for things done in class. I figure we will have about 10 items give or take for 2 points a piece. For chapter presentations from our text, please develop a novel way of sharing a synopsis of the reading assignment and engaging the class.

3. Content Management System (CMS) performance task and reflection - 35 Points

Make a website using a free CMS tool. Many examples will be discussed in class. Put yourself in the mindset of an early career elementary teacher. The first day of school is coming up and you want to communicate with students, parents, and fellow teachers throughout the upcoming school year to share information and all of the exciting activities taking place in your classroom. What do you want to share? What kind of experience do you want a visitor to your website to have? Who is your audience? Will this be Web 1.0 or 2.0 or both? A rubric will be provided to help guide your thinking. Have the website ready “for the first day of school”! Don’t forget to reflect on the experience.

4. The Cloud performance task and reflection - 35 Points

Use a cloud-based technology to develop an activity or lesson that will engage elementary/middle school students in a subject of your choice. For example, you could develop a science inquiry lesson using Google products and have students collaborate in real time on the cloud. Or, you could use Voicethread to create a cloud-based dialogue between students around an important historical event. The sky is the limit to the possibilities of cloud-based technologies you could highlight, no pun intended. A rubric will be provided to assist your conceptualization. Multiple technologies will be showcased for possible use. Don’t forget to reflect on the experience.

5. Concept mapping performance task and reflection - 35 Points

Concept maps can be created using a variety of technologies. From paper and pencil to cloud-based technologies, concept maps can be an effective assessment and critical thinking tool. For this performance task I want you to find and use a free concept mapping software/program to develop a concept map that highlights your knowledge of a specific content area and your ability to relate this

information to the real world of students’ lives. A rubric will be provided. Don’t forget to reflect on the experience.

6. Digital story performance task and reflection - 35 Points

Digital stories can be a powerful way to convey a point or engage an audience around an important topic. Digital stories can be created using multiple technologies that allow for the integration of voice, music, and digital images. A digital story should have an arc just like any good yarn. Think about how the story builds to the moral or lesson, and then wraps up in a way that makes sense. You are tasked with creating a digital story that can be used in your future classroom to highlight a curricular element or to be used as an example to inspire students to create their own digital stories. A rubric will be provided. Don’t forget to reflect on the experience.

7. Hardware performance task and reflection - 35 Points

During the semester you will have the opportunity to become familiar with a local school as part of your practicum experience. If you are not in a practicum you are encouraged to seek out a local school and inquire about technological resources for the purposes of this assignment. This assignment will give you an experience in identifying a technology and designing a lesson plan for how you would use the technology to teach students a subject of your choice. There are a variety of technologies that you may come across. Each school will have unique assets and limitations. Technologies you may run into will include: Smartboards, clickers, mobile devices such as iPads, Vernier probeware, etc. For this performance task identify a technology or suite of technologies that could be used to effectively engage students. Highlight how you plan to use the technology in your lesson. A rubric will be provided. Don’t forget to reflect on the experience.

*It is not required that you teach the lesson. That said, if you have the opportunity to teach the lesson, please be prepared to share the experience with your classmates when the assignment is due.

8. Video performance task and reflection - 35 Points

Using iMovie or a Windows Movie Maker or an equivalent program you will produce a 2-5 minute video that can be used to introduce a topic for your future classroom instruction. You will be paired with a classmate to create a video for this performance task. A rubric will be provided. Don’t forget to reflect on the experience.

9. Teaching with Technology Statement/Philosophy – 40 Points (Signature Assignment)

For this culminating assignment write about how you plan to incorporate technology into your future instruction. In addition, talk about how you will assess new technologies (new to you) for incorporation into your future instruction.

Assignment Overview:

Assignment Points Percent Due Date (subject to change)

1. Read and Participate 30 9 Weekly

2. Daily class activities and artifacts 20 6 Ongoing

3. CMS performance task and reflection 35 12

4. Cloud performance task and reflection 35 12

5. Concept mapping performance task and reflection

35 12

6. Digital story performance task and reflection

35 12

7. Hardware performance task and reflection

35 12

8. Video performance task and reflection 35 12

9. Teaching with Technology Statement 40 13

Total 300 100

Grading Policy

90 – 100% = A: achievement that is outstanding relative to the level necessary to meet course requirements.

80 – 89% = B: achievement that is significantly above the level necessary to meet course requirements. 70 – 79% = C: achievement that meets the course requirements in every respect.60 - 69% = D: achievement that is worthy of credit even though it fails to fully meet the course

requirements. <60% = F: Represents failure (or no credit) and signifies that the work was either (1) completed but at a

level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an “I” (see Incompletes policy).

Academic Integrity

The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of Idaho students live and work in a collegiate community, which emphasizes their responsibility for helping to determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of academic honesty, and to refrain from any action, which infringes upon academic freedom of other members of the academic community. Please refer to the University of Idaho - Student Code of Conduct Article II-Academic Honesty.

Course Schedule of Activities

Date Topic Assignments Due Reading(To be read by this class session)

Week 1 Introduction

Web development using free CMS

Week 2 Lab/Work session Chapter 1

Week 3 Cloud computing and wikis

CMS performance task and reflection Chapter 2

Week 4 Lab/Work session Chapter facilitation by: Chapter 3

Supplemental reading TBA

Week 5 Concept mapping Cloud performance task and reflection

Chapter facilitation by:

Chapter 4

Supplemental reading TBA

Week 6

NO CLASS

Week 7 Lab/Work session Chapter facilitation by: Chapter 5

Supplemental reading TBA

Week 8 Digital story development

Concept mapping performance task and reflection

Chapter facilitation by:

Chapter 6

Supplemental reading TBA

Week 9 Lab/Work session Chapter facilitation by: Chapter 7

Supplemental reading TBA

Week 10

NO CLASS

Week 11 Technology hardware in the classroom

Digital story performance task and reflection

Chapter facilitation by:

Chapter 8

Supplemental reading TBA

Week 12 Lab/Work session Chapter facilitation by: Chapter 9

Supplemental reading TBA

Week 13 Additional Web 2.0 tools

Chapter facilitation by: Chapter 10

Supplemental reading TBA

Week 14 Video editing and production

Hardware performance task and reflection

Chapter 11

Supplemental reading TBA

Week 15 Lab/Work session

Overhead Olympics II

Chapter 12

Supplemental reading TBA

Week 16 Field Trip Chapter 13

Supplemental reading TBA

Week 17 Technology showcase

Video performance task and reflection Chapter 14 & 15

Supplemental reading TBA

Week 18(Finals Week)

Teaching with Technology Statement

University of Idaho Classroom Learning Civility Clause

In any environment in which people gather to learn, it is essential that all members feel as free and safe as possible in their participation. To this end, it is expected that everyone in this course will be treated with mutual respect and civility, with an understanding that all of us (students, instructors, professors, guests, and teaching assistants) will be respectful and civil to one another in discussion, in action, in teaching, and in learning.

Should you feel our classroom interactions do not reflect an environment of civility and respect, you are encouraged to meet with your instructor during office hours to discuss your concern. Additional resources for expression of concern or requesting support include the Dean of Students office and staff (5-6757), the UI Counseling & Testing Center’s confidential services (5-6716), or the UI Office of Human Rights, Access, & Inclusion (5-4285).

University of Idaho (UI) Nondiscrimination Policy

It is UI policy to prohibit and eliminate discrimination on the basis of race, color, national origin, religion, sex, sexual orientation and gender identity/expression, age, disability, or status as a Vietnam-era veteran. This policy applies to all programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX of the Educational Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans with Disabilities Act of 1990, the Civil Rights Act of 1991, other federal and state statutes and regulations, and university commitments (see Faculty Staff Handbook (FSH) 3060). Sexual harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in FSH 3220. The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215. The entire FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or concerns about the content and application of these laws, regulations or University policy may be directed to: the Office of Human Rights, Access & Inclusion (208-885-4285); Regional Office for Civil Rights, U.S. Department of Education in Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206-220-6883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco (415-848-6969). Complaints about discrimination or harassment should be brought to the attention of the Office of Human Rights, Access & Inclusion (885-4285). Retaliation for bringing forward a complaint is prohibited by FSH 3810.

Library Resources (On Campus Classes)

As a UI student, you not only have access to valuable print and electronic resources from the university's library, but you also have the ability to set up a personalized reference appointment with one of the librarians. If you have assignments or research questions and aren’t sure how to make the most of library resources, feel free to contact the College of Education liaison librarian with questions: Rami Attebury, 885-2503, rattebur@uidaho.edu. As always, you may also stop by the reference desk anytime Monday to Thursday 9 to 9, Friday 9 to 5, and Sunday 1-9, 208-885-6584, or visit http://www.lib.uidaho.edu for email or IM assistance.

Library Resources (Distance Education/Centers Classes)

As a UI student from outside of Moscow, you have access to valuable electronic and print resources

from the university's library. To learn more about using library resources from a distance, visit the library’s Off-Campus Access webpage at http://www.lib.uidaho.edu/offcampus/index.html. Live reference/research assistance is available Monday to Thursday 9 a.m. to 9 p.m., Friday 9 a.m. to 5 p.m., and Sunday 1 to 9 p.m. Just call 208-885-6584, email libref@uidaho.edu, text 208-856-0814, or IM from http://www.lib.uidaho.edu. In addition, please feel free to contact the College of Education liaison librarian, Rami Attebury, directly at 208-885-2503 or rattebur@uidaho.edu.