Appalachian State University
CI 3850-106: Literacy, Technology and Instruction – Spring 2010
Edwin Duncan Hall 02 Tuesday/Thursday 11:00-12:15
Instructor Office Phone
Dr. Diane Marks 326D 262-2290
e-mail
Office Hours:
Tuesday: 12:30-3:30
Thursday: 12:30-1:30
Course Description: The purpose of this required course in the Reich College of Education’s core curriculum is to provide students with a broad understanding of professional issues related to literacy, technology, and instruction. The impact of media and various technologies on school and society are examined. Special emphasis is placed on developing understandings of what it means to be literate in a multimedia culture. Instructional strategies as research-based tools are explored in the context of traditional and emerging technologies.
The course is based on the assumption that knowledge is socially constructed, and that learning is achieved through active engagement of the learner. This theoretical view is addressed directly and modeled as the predominant instructional approach within the course. Students are expected to become active members of this learning community in preparation for their role, in and out of the classroom, as professional educators who understand and utilize appropriate theories and techniques for the successful integration of technology into the teaching/learning process.
Objectives
Students will:
1. Learn to engage in dialogue as a primary means of increasing professional knowledge.
2. Develop an historical perspective on literacy, technology and media.
3. Critically evaluate their own literacy and learning processes.
4. Develop computer, multimedia and telecommunications skills.
5. Understand the role of ethnicity, gender and socioeconomic status in literacy, technology and instruction.
6. Critically analyze and evaluate mass media formats.
7. Utilize media and technology as part of a design/production process to communicate effectively.
8. Recognize the impact of media/technology on school and society.
9. Understand the role of computers and telecommunications in the classroom.
NCDPI STANDARDS:
CORE STANDARS FOR ALL TEACHERS
C.1 Teachers know the content they teach.
C.2 Teachers know how to teach students.
C.3.1 Teachers demonstrate their belief that diversity in the classroom, in the school, and in the society is a strength.
C.4.3 Teachers lead in advocating for schools and children.
C.5 Teachers are reflective about their practice.
TECHNOLOGY STANDARDS
T.1 Teachers demonstrate a sound understanding of technology operations and concepts.
T.2 Teachers plan and design effective learning environments and experiences supported by technology.
T.3 Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
T.4 Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
T.5 Teachers use technology to enhance their productivity and professional practice.
T.6 Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.
DIVERSITY STANDARDS
D1.1 Teachers select, evaluate and incorporate unbiased instructional materials.
D2.1 Teachers seek and apply good matches among instructional goals, methods, and materials, and students’ skills and abilities.
D2.2 Teachers assist students in developing multiple learning strategies to address discipline specific content, communication, critical thinking, and problem solving skills.
D.4 Teachers acknowledge and understand that diversity exists in society and utilize this diversity to strengthen the classroom environment and to meet the needs of individual learns.
D5.1 Teachers become strong advocates for educational equity.
D6 Teachers of diverse students are reflective practitioners who are committed to educational equity.
D6.1 Teachers identify own biases and reflect on them in terms of practice.
Graded Requirements – All activities listed below may be modified as determined by students and instructors, but will not change in terms of general objectives and goals for 3850. Overall standards and grading expectations/rubrics will apply to all sections of 3850.
21st Century Learners :Social Networks Presentation (20%)-As you prepare yourselves to move into 21st century classrooms, it is critical that you not only understand the content and technologies for this new century but to also know and understand the 21st Century learner. In this section of the course you will learn about this “wired” generation. Topics learned will include, generational theory, digital natives, social networking, learning preferences, and overall characteristics of these students. You will work in groups to explore various social networking sites. Your group will present a 15 minute lesson to the class on how this technology is used by 21st century learners and how educators can take advantage of this technology in their classrooms.
Literacy Autobiography Activity (20%) – Through the course of this activity, you will be engaging in readings regarding various definitions of literacy. These definitions include literacies you will confront as a teacher as well as your own experiences with literacy development. You will also be reflecting on your life from birth to current age and creating a digital representation of your literacy development. You will share your literacy autobiography with a small group and reflect on this experience in a 1-3 page written response. A more detailed description including standards alignment and grading rubric will be discussed in class and can be found on the 3850 website listed at the top of this syllabus.
Activity on Instructional Strategies (20%) – You will work in a group to plan and present a complete lesson to the class that integrates technology with at least one instructional strategy, implements a well-developed lesson plan, and reflects considerations for 21st century learners. A more detailed description including standards alignment and grading rubric will be discussed in class and can be found on the 3850 website listed at the top of this syllabus.
Media Literacy Activity (20%) – You will work in a group to design a lesson that implements media as a source for instruction. Additionally, you will evaluate media in education – either how media affects instruction or how it influences children, or you can look at it topically. How is a certain topic/issue reflected through various mass media arenas? A more detailed description including standards alignment and grading rubric will be discussed in class and can be found on the 3850 website listed at the top of this syllabus.
Readings and Participation (20%)
No textbook is required for this class. All readings are reserved online through the ASU library website or will be given out in class. However, you will need to purchase (if you do not already have one) a USB flash drive. You can get these from the bookstore or Walmart for about $20.00.
Course Specifics
Grading Scale
Grading Scale (North Carolina State University Handbook for Advising and Teaching)
A = 4.00 C- =1.67
A- =3.67 D+ =1.33
B+ =3.33 D =1.00
B =3.00 D- =0.67
B- =2.67 F =0.00
C+ =2.33
C =2.00
• Attendance and participation are imperative. It is my belief that learning is a social process and is supported by collaboration with others. Your attendance and participation in all class sessions is critical for your continual growth. You will be allowed one absence. After this, absences will result in the loss of one letter grade – unless we have made special arrangements for university-excused absences. Each tardy will result in a three percent deduction from your grade. If you are absent from class YOU are responsible to connect with other classmates in order to learn what was missed that day in class. All work is due per the syllabus unless previously negotiated with me.
• Assignments for this semester are intended to facilitate your mastery of, or progress toward, the stated goals. All course assignments must be typed and in APA format. Late assignments will be penalized ½ a letter grade for each day that it is late. Assignments will NOT be accepted by email and must be turned in hard copy by the appointed time. Remember that simply submitting an assignment does not mean that the maximum points offered will be automatically awarded.
• In order to get a passing grade in this course, all assignments must be turned in.
Compliance with the university academic integrity policy is expected. Details can be found at http://studentconduct.appstate.edu/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=3. Please review the policy so you are cognizant of expectations and your rights.
Accommodations for students with disabilities: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.
Tentative course outline:
1/12 / · Intro to class/syllabus, assignments, etc.
· 4-2-2 response
· Electronic Reserves
·
1/14 / · Social Networking
· Intro to project
· RESOURCE: YALSA, “Social networking tool kit”
1/19 / • 21st Century learners: Who are they?
Creating engaging/motivational/and active lessons-research several sites (given) with lesson plans. Triads will research at least three lessons from same age/subject. Critique lessons: What makes them great? How do the teachers engage and involve students? How do these lessons specifically meet the needs of 21st century learners? / Read: “ Millennials and how to teach them” Moorman et al. (on electronic reserve on the ASU library website)
Respond: What qualities of a Millennial do you have? What qualities do you disagree with? (1 page)•
1/21 / Share findings from Tuesday with class.
• Indep. work on project
1/26 / 21st Century Learners: Presentations for Social Networking / Turn in a copy of your presentation including a “references” page
Print out and attach to presentation the grading rubric
1/28 / 21st Century Learners: Presentations for Social Networking / Turn in a copy of your presentation including a “references” page
Print out and attach to presentation the grading rubric
2/2 / • Intro to Literacy Autobiography Assignment
• Literacy poster activity
2/4 / Work indep. on LA outline
2/9 / • Intro to creating a webpage
• Work indep. On LA
2/11 / • Discussion about chapter (implications for classroom teachers?)
• Quotation activity/share
/ Read: Purcell-Gates, “As soon as she opened her mouth” (electronic reserve)
• (Respond 4-2-2)
2/16 / Debate: All students should know and be taught “Core Knowledge” as defined by Hirsch
/ Richard J. Reynolds, “A long view of the literary debate: E.D. Hirsch Jr. and his forebears”
2/18 / Indep. work on LA web pages / Write a one page response detailing your thoughts on this issue.
2/23 / PRESENT LITERACY AUTOBIOGRAPHY WEB PAGES TO GROUPS/DISCUSSION / Web pages due on Google pages. URL to Literacy Autobiography is due in class.
print out the Discussion Question worksheet and bring to class
2/25 / • Intro to IS project
• Indep. work on IS project
3/2 / IS activity: choose standard/IS work in pairs to create lesson reflecting this IS Reflection questions: How does this IS engage students in their own learning? How does this IS meet the needs of various learners? What students might not be served by the IS? / Read Instructional Strategies Online: http://olc.spsd.sk.ca/DE/PD/instr/index.html
QUIZ on Instructional Strategies
3/4 / Independent workday:
Work on IS project
3/16 / • Discuss: responses to the readings. Is tech. always a benefit? Barriers to using technology in classrooms? Work in groups to BS ideas for overcoming the barriers.
/ • Literacy Autobiography II due (print out rubric and attach to paper)
• (odd SS#)November, “Empowering students with technology” (course reserve)
• (Even SS#)“Technology to support learning” (course reserve)
• Response: 4-2-2
3/18 / Demo/explore several Internet Resources: Present to class
Indep. work on IS/Software Eval. project
3/23 / Independent workday:
Work indep. on IS project
3/25 / Filtering the Internet.
· list pros/cons to limiting students’ access to the Internet.
• Working in like pairs, students will create rules/procedures/ consequences for classroom Internet use. / · INSTRUCTIONAL STRATEGY PROJECT DUE (print out rubric and attach to paper)
· Callister&Burbules, “A case against filtering the Internet” http://www.pdkintl.org/kappan/k0405cal.htm
3/30 / Media: Friend or Foe?
Intro Key Concepts and TAP model (print ads)
Introduce Media Literacy Project
Work indep. on ML project / Consadine, “An Introduction to Media Literacy” (on reserve)
Bring into class one popular magazine you or your child reads (Teen, Highlights, Ranger Rick, People, US, Vogue, Newsweek, NASCAR, GQ, Shape, etc.)
PRINT: TAP MODEL AND KEY CONCEPTS (links are found below)
4/1 / Review Key Concepts and TAP model (film)
4/13 / Media Literacy circles
/ • Michelle Eodice and Cindy Pierard
"Surfing for Scholarship"
respond-4-2-2
4/15 / Independent workday: Work on ML projects
4/20 / Course evaluations
Work on ML projects / Print out Course Evaluation and bring to class blank (we will complete them in class)
"Focus on Film: They Learn it Thru the Movies" (electronic reserve)
4/22 / PRESENT MEDIA LITERACY PROJECTS / (Each group print and turn in grading rubric)
4/27 / PRESENT MEDIA LITERACY PROJECTS / (Each group print and turn in grading rubric)