Department of Elementary, Middle and Secondary
Math 101
Fall 2012
School of Education Conceptual Framework
“Effective Facilitators of Learning”
Mission Statement
Edinboro University, a community where intellectual engagement and opportunity challenge and empower individuals. We are inspired to serve and lead as active citizens of our global society through collaborative learning experiences emphasizing campus activities, community outreach, and practical applications. These factors combine to ignite the excitement of discovery and create a thirst for life-long learning and a pursuit of excellence.
Vision Statement
To become an internationally recognized university known for its innovation, leadership, and commitment to excellence.
BELIEF STATEMENTS
The successful professional education program prepares educators and related professionals who…
- Accept the requirement to build a civil society that focuses on respect and embraces diversity.
- Demonstrate pedagogical skills built on a solid foundation of discipline-specific content, reinforced by a broad liberal arts education and supervised clinical experiences.
- Effectively utilize community resources to support the educational and personal growth of learners.
- Engage in a professional learning community committing themselves to excellence, continual study, practice, reflection, and self-improvement.
- Exhibit continual informed decision-making, planning, and facilitation of learning based on knowledge of research, best practices, state and national student performance standards and ethical standards of the profession.
- Give back to the community through civic action.
- Lead and monitor all student learners using motivational and management skills.
- Recognize the importance of technology and are able to utilize current and appropriate technology for instruction, administration, and facilitation of learning.
- Strive for congruence of professional and interpersonal dispositions to interact, communicate, and collaborate effectively with students, families, colleagues, and the community.
- Utilize personal creativity, flexibility, and skill in assessing, creating and adapting instruction that provides opportunities for every student to be successful.
Course Title: SEDU183Technology for Teaching and Learning
Course Description:This course is an educational technologies course for pre-service teachers. The content is based on the International Society in Technology Education (ISTE) standards. Participants will be exposed to a blend of theoretical and practical applications of technologies. There will be a focus on instructional technologies, diverse settings, and differentiated instruction. This course is approved for General Education: ComputerCompetency.
Pre-Service Competencies:
After completion of this course pre-service teachers will be able to:
- I.a. Recognize the responsibility for one’s own professional growth and employ strategies for self-improvement.
- I.b. Understand National, State, and local community, cultural and social dimensions as they relate to educational issues.
- I.c. Utilize technology to develop, support, and enhance one’s professional development.
- II.d. Develop reasonable expectations for achievement based on a knowledge of individual children.
- III.a. Incorporate the interrelatedness of knowledge across disciplines.
- III.b. Use acurate subject matter content in the development of quality experiences for children.
- III.c. Relate subject matter content and skills to real life applications.
- III.d. Recognize the knowledge is infinite and the acquisition of knowledge is a lifelong process.
- IV.a. Plan and develop effective instruction based on learner characteristics including different learning styles, intelligences and performance modes.
- IV.b. Integrate appropriate technology into instruction.
- IV.f. Develop critical thinking, creative thinking, problem solving, and performance skills in everyday teaching situations.
- IV.g. Understand principles and techniques associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group instruction, independent study).
- V.a. Understand language development and the role of language in learning.
- V.b. Use effective communication skills incorporating writing, speaking (verbal and nonverbal), reading, and listening.
- V.c. Communicate effectively with parents, colleagues, and agencies to support students’ learning and well-being.
- V.d. Use a variety of communications skills and techniques that foster active inquiry, collaboratiion, and supportive interaction in the classroom.
- VI.b. Develop a student-centered, interactive learning environment that supports all students and fosters self-motivation.
- VI.d. Utilize appropriate technology and computer strategies to assist management and accountability issues in classrooms.
Technology for Teaching and Learning
Instructor:Dr. Dennis E. Buckwalter
Address:Secondary Education Department
118 Miller Learning Center
EdinboroUniversity of Pennsylvania
Edinboro, Pa 16444
Phone:Office 732-2664 Home 450-0241Email –
Office Hours:Monday 1:00-3:00Wed 8-9, 3:00-4:00 Fri 8:00-9:00
Text:Teaching and Learning with Technology, Edition 4, J. Lever-Duffy & J. B. Mc Donald, Allyn and Bacon, New York: New York, 2008
College Livetext Software and Membership
Supplemental Supplies:
USB Memory Stick (required)
I. Rationale
Professionals at all levels of education as well as leaders in business, industry, and government recognize and articulate the need for teachers to incorporate technology and instructional media into all areas of the curriculum. In order to effectively utilize technology, teachers must address not only numerous dimensions of technology, but also the integration of technology into the learning process. Successful completion of course requirements will provide teacher candidates with knowledge of instructional hardware and background for decision making in regard to the use of instructional media in the learning process.
II. Course Objectives
The student is able to:
1. develop an awareness of the dimensions of educational technology and an awareness of the problems of integrating technologies into instructional systems.
2. analyze and use behavioral objectives in the process of selecting and/or producing appropriate instructional media.
3. select, design, and produce instructional products which assist the learner in achieving pre-selected behavioral objectives.
4. apply related readings in the process of selecting, designing, and producing instructional media.
5. demonstrates operational competencies with selected hardware which is currently used in the instructional process.
6. demonstrates ability to utilize on-line technologies for the enhancement of instruction.
7. demonstrates ability to utilize prepared software on the personal computer.
8. demonstrates ability to select and evaluate commercially available instructional programs for the personal computer.
9. demonstrates literacy in terminology related to educational technology, computer hardware, and computer literacy.
10. develops a positive attitude towards the utilization of instructional materials in the instructional process.
III. Course Topics
I. Concepts and Operations Related to Technology
A. Knowledge abouttechnology operations
1. Platforms (PC/Mac), Networking and applications, Multimedia
2. Operations
3. Troubleshooting
B. Current and emerging technologies
1. Global learning technologies
2. Discipline specific technology tools
C. Hardware and software
1. Input/Output devices
2. Compatibility
3. Software applications and issues
II. Plans and Designs for Technology-Enhanced Instruction
A. Technology-enhanced instructional strategies
1. Developmentally appropriate
2. Diverse needs of learners
3. Interdisciplinary applications
B. Current trends in teaching and learning with technology
C. Technology resources
1. Locating appropriate resources
2. Evaluation of resources
D. The use of technology resources
1. Planning
2. Preparation
3. Implementation
E.Strategies to manage student learning
1. Appropriate and relevanttechnology choices
2. Using technology to enhance formative and summative assessments
III. Teaching, Learning, and Technology
A. Experiences that integrate technology and content areas
1. ISTE Standards
2. Content Standards
B. The use of technology to differentiate learning experiences
1. Learning styles
2. Special populations
C.Technology to develop students' cognitive skills and creativity
1. Identification and integration of appropriate software/hardware
2. Discipline specific technology for teaching and learning
D. Student learning activities in a technology-enhanced environment
IV. Assessment and Technology
A.Technology in assessment
B. Technology as a tool to facilitate informed decision making
1. Formative
2. Summative
C. Appropriate use of technology resources
V. Professional Productivity and Technology
A. Awareness of professional development opportunities
1. Distance and web-based
2. Learned societies
B. Using reflection to improve professional practices
C. Productivity tools (word processing and presentation software)
D. Communication and collaborative tools including electronic mail
VI. Issues in School Implementation of Technology
A. Legal and ethical practices
1. Copyright and Fair Useguidelines
2.Moral/ethical
B. Technology to empower all learners
C. Technologyresources that affirm diversity
D. Safe and healthy use of technology resources
E. Equitable access to technology resources for all students
IV. Instructional Methods and Activities
1. Class lecture/discussion, textbook readings, demonstrations, mini-project constructions, www/library resources
2. In-class cooperative learning, class lecture/discussion, textbook related readings, writing behavioral objectives for each mini-project
3. Class lecture/discussion, cooperative learning activities, hands-on computer production, demonstrations and modeled behaviors, mini-projects production, class presentations
4. www/library projects, class lecture/discussion, mini-project development
5. Class lecture/discussion, class demonstrations, hands-on practice with hardware, construction of mini-projects
6. Class lecture/discussion, textbook/supplemental readings, on-line project completion
7. Class lecture/discussion, in-class program demonstrations, student utilization of programs, production of mini-projects
8. In-class utilization of software programs, class lecture/discussion, textbook/www/ library resources, written examination
9. Class lecture/discussion, textbook/www/library resources, vocabulary handouts
10. Instructor role modeling, class lecture/discussion, textbook/www/library readings, learner in-class demonstration of mini-projects
V. Evaluation and Grade Assignment
A. Assessment
1. Teacher analysis of in-class oral feedback, written examination analysis, mini-project analysis, www/library written project analysis
2. In-class assessment of objective writing, mini-projects objectives analysis, written examination analysis
3. Mini-project construction analysis, class preparations of produced projects, written examination analysis
4. Mini-project construction analysis, analysis of www/library written projects, in-class oral discussion analysis
5. Successful learner hands-on demonstrations, in class oral feedback analysis, utilization of hardware in mini-project construction, written examination analysis
6. Actual successful sending of e-mail, analysis of mini-projects utilizing www, in class oral feedback analysis, written examination analysis
7. Analysis of mini-projects, in class observation of computer work, written examination analysis
8. In class observation of computer work, written examination analysis, in class oral feedback analysis
9. In class oral feedback analysis, written examination analysis
10. Student interest in producing more than is required, self-initiated use of media in field experiences, high quality of work during course
11. Student constructed website
B. Grading
Part of the course evaluation will consist of two tests during the course of the semester, which cover reading assignments, class work, and computer competencies. These tests will comprise approximately 40% of the final grade. Point values are as follows:
Test 150
Test 250
Final Exam100
The other 60% of the grade is comprised of the following:
1reaction paper10
2website assignments40
2Powerpoint projects50
2appl. projects 80
10computer application
assignments120
2electronic board proj.70
1Portfolio50
Grade Scale92 % - 100%A
85% - 91%B
77% - 84%C
70% - 76%D
69% ↓F
VI. Course Schedule and Class Policies
A. Schedule of Topics
DateTopicAssignment
Week 1Introduction to Technology,Reaction Paper
File Management, Tech Survey,Text Chapter3
Drop box, One-note, Shapes, Snip I tBiography
Week 2Intro to Livetext, Advanced OrganizersText Chapter 4
D2L, Objectives and Bloom’s TaxonomyOrganizer,
Powerpoint, NewslettersNewsletter
Word processing appls in ed.
Week 3Visual Literacy, Smart Art,Text Chapter9
Word Processing cont, Smart art, Seating Chart
Week 4Lesson Planning Websites Internet sites
Smart Boards, Computer Arch.Text Chapter 10
Week 5Visual Design, Websites DesignWebsite Project
And publishingExam 1
Week 6Interactive Smart Boards contText Chapter 5
Websites cont., Job postersPromethean Project
Week 7Promethian Boards, Text Chapter 6
Livetext, SAS system Common Core Assign.
Week 8Digital PhotographyText Chapter 7
Digital Video & Editing
Week 9Blogs, Wiki Pages and the WebText Chapter 8
Overhead Production, Livetext 5Blog, Wiki Assign.
Week 10Video Use and ApplicationExam 2
Camcorder Techniques, Web page update
Week 11Smart Board software and use.Text Chapter 11
Digital Video & Editing contSmart board lesson plan
Week 12Photoshop ApplicationsText Chapter 12
Week 13Special Needs, Dealing with diversityText Chapter 13
Project lab
Week 14Copyright and Ethics, Livetext PortfoliosText Chapter 14
Laserdisc, Laserdisc Players, CD_ROM
Project Demonstrations
Week 15Final Exam
B. Classroom Policies
1. Coats and hats must be hung on the coat rack. Book bags must be left on the rack or on the floor beneath the rack. Take only essentials to your seat.
2. Computers will usually be on when you enter the room. Do not turn the computers on or off. We may sometimes turn off the monitors. Do not turn monitors on until told to do so.
3. Students changing control panel settings or deliberately erasing a resident file will be denied further use of the computers and assigned a seat away from the computers. The computer keeps a record of when actions were taken.
4. If you have any disability, notify me today of any needed adaptations.
5. NO food or drink is allowed at computer stations. Leave hats on coat rack.
6. Every project you submit must pertain to the subject area and grade level which you will teach. See instructor if you are taking ED183 as General Education.
7. Projects turned in late will receive a 25% grade reduction for each class day they are late. Excused absences will be noted on the attendance sheet and taken into consideration.
8. “SAVE” to your storage disk OFTEN to avoid loss of data. LABEL your disk with at least your name.
9. Extra hours will be provided in this room exclusively for currently enrolled ED183 students. The posted times are the only time it will be open for student use outside of class. The instructor will monitor the room during these times. You will be required to sign in and sign out. This room is not available to students outside of this class.
10.All projects, article reviews and software reviews will utilize word processing on computers. Most computer assignments will utilize the IBM compatible computer and Microsoft Office since these are most commonly found in the elementary and high school settings. Each student will need a high volume storage disk (thumb drive) for the course. The student will be responsible for having a backup of any computer related assignments and projects. Files lost will have to be redone.
11.The student will supply all materials for the projects not made available by the instructor.
12.Grading on the production materials will relate to two general areas: usefulness in assisting a learner in achieving mastery of objectives and the quality of the production. All assignments are to be handed in at the beginning of class on the date due. Anything handed in late will have points deducted, approximately 25% each day late.
13.Effectiveness of the course will be greatly enhanced by your attendance due to group activity, presentations and demonstrations. Roll will be taken each class and excessive unexcused absences (any absences beyond three class hours) will be considered in determining final grades, one letter grade for each class hour missed past the limit is the general guideline.
14.Since class work will involve small and large group projects and discussions, attendance is crucial. Students are expected to actively participate in class discussions and small group activities. Please notify me prior to an absence. A student will be allowed to make-up a test or presentation only if a written excuse from an Edinboro faculty member or a written medical doctor's excuse is presented or arrangements have been made prior to the absence.
VII. Artifacts for Possible Inclusion in the Student’s Portfolio housed in Livetext.
1. Student produced overhead transparencies including single transparencies and overlay transparencies designed and produced to achieve student written behavioral project.
2. Computer produced handouts/worksheets designed and produced to assist in achieving a student written behavioral objective.
3. Computer produced spreadsheets and databases solving instructional problems.
4. Computer produced word processed assignments such as a newsletter and a letter introducing the student as a student teacher suitable for sending home to parents/ guardians.
5. Word processed assignments demonstrating ability to find resources on the World Wide Web.
6. Powerpoint presentation
7. Authored web page.
VIII. Bibliography
Bitter, G. & Legacy, J. M. (2008) Using technology in the classroom, 7th ed. Boston, MA: Allyn and Bacon.
Clark, R. C. (2007) Developing technical training: A structured approach for developing classroom and computer-based instructional materials. Upper Saddle River, NJ: Merrill-Prentice Hall.
Egbert, J. L. (2009) Supporting learning with technology: Essentials of classroom practice. Needham Heights, MA: Allyn and Bacon.
Forcier, R. C. & Descy, D. E. (2008) The computer as an educational tool, 4th ed. Upper Saddle River, NJ: Merrill-Prentice Hall.
Groves, D. (2003) The web page workbook. Wilsonville, OR: Franklin, Beedle, & Associates, Inc.
Hartman, K. & Ackermann, E. (2011) Searching and researching on the internet and world wide web, 5th ed. Wilsonville, OR: Franklin, Beedle and Associates, Inc.
Hirshbuhl, J. J. & Kelley, J. (2007) Computers in education, 12th ed. Guilford, CT: McGraw Hill/Duskin.
Howland, J. & Howland, M. (2012) Meaningful Learning with technology, 4th ed. Needham Heights, MA: Allyn and Bacon.
Lever-Duffy, J. & McDonald, J. (2011) Teaching and Learning with Technology (with MyLabSchool), 4th ed. Needham Heights, MA: Allyn and Bacon.
Lohr, L. (2008) Creating graphics for learning and performance: Lessons in visual literacy, 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc.
Mills, S. C. (2005) Using the internet for active teaching and learning. Upper Saddle River, NJ, Merrill Prentice Hall.
Misovich, S. J., Katrichis, J., Demers, D., Sanders, W. B. (2003) An introduction to interactive media. Boston, MA: Pearson Education, Inc.
Morrison, G. R. & Lowther, D. L. (2010) Integrating computer technology into the classroom, 4th ed. Upper Saddle River, NJ: Merrill Prentice Hall.
Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2011) Educational technology for teaching and learning. 4th Ed. Englewood Cliffs, NJ: Prentice Hall.
O’Bannon, B. W. & Puckett, K. (2012) Preparing to use technology: A practical guide to curriculum integration, 2nd ed. Boston, MA: Allyn and Bacon.