2 Credit Hours
Fall 2016 / M 6:00-8:00 PM
Instructor Information
Professor: Karie J Carpenter
Phone: 405.308.1157
Contact Hours: 4:30 - 8:00 P.M. Monday - Thursday
Email Address:
Email (2):
Course Description
This course provides proficiency at utilizing technology in the P-12 classroom arena. Focus is on curriculum integration. Prerequisite(s): Computer literacy - with knowledge of Office applications including Word, Excel, and PowerPoint; knowledge of use of the Internet is also required. This course includes a variety of cloud-based, interactive learning technologies and other free educational technology tools.
Course Overview
Digital learning tools can help students develop both basic and higher-order thinking skills. Instructional strategies such as project-based and active learning, constructivism, student-centered approaches, and differentiated instruction are believed to benefit from the advantages technology affords. The goal of this course provide examples of how educators are using new tools to best advantage and give teacher candidates the experience of implementing tools.
Required Texts, Materials, and Resources
Solomon, Gwen, 1944 –
Web 2.0 how-to for educators / Gwen Solomon, Lynne Schrum.
ISBN 978-1-56484-272-5 (pbk.)
The textbook is available in paperback and as an ebook. The ebook allows easier access to web resources throughout the book.
Teacher Education Conceptual Framework
The goal of the SCU teacher education program is for graduates to be:
CARING for all students and the belief that all can learn
REFLECTIVE
On professional and personal practice
SERVICE-guided as a model of Christian character through leadership and involvement
SCHOLARSHIP-minded in the pursuit of life-long learning
Instructional Strategies and Teaching Philosophies
Instructional strategies include directed readings, critical analysis of issues, real-life scenarios, classroom observations/clinical practice, interactive activities, reflective discussions, problem-solving activities, and assessment activities.
My teaching philosophy centers on an authentic, active, and engaged learning style. I appreciate student/teacher interactions and consider myself to be a life-long learner. Knowledge must be contextual for it to be meaningful and I strive to create an atmosphere conducive to a shared learning experience.
Student Learning Outcomes
EDUC 3202 Educational Technology Course Objectives and Alignment to Standards
Upon completion of EDUC 3202, Educational Technology, the teacher candidate should have a general understanding about Web 2.0 tools educators consider useful and how they can be integrated into learning experiences for added-value.
The student shall demonstrate contextual knowledge, understanding and utilization of Web 2.0 tools in the following areas:
II. Connect
Utilize Web 2.0 tools to create an added-value learning experience by using students’ a prior knowledge to present new content. Linking new information to existing information to create a webbed experience and connected learning. Example – social networks, virtual environments
(SCU Conceptual Framework – Caring, OK Competencies 3,4; NETS – 1A , and SCU Motto—Scholarship)
I. Communicate
Utilize Web 2.0 communication tools to allow K-12 students to create, share, and respond with a broader audience. Example – blogs, microblogs, podcasts, vodcasts, videos, photos
(SCU Conceptual Framework – Scholarship, OK Competencies 1,5, NETS – 2A, and SCU Motto – Scholarship)
II. Collaborate
Utilize Web 2.0 collaboration tools to allow K-12 students to work together with other students to discuss their idea, share research and collaborate on a project. Example – productivity tools, wikis, specific tools
(SCU Conceptual Framework Service , OK Competencies 6; NETS - 3B, and SCU Motto—Scholarship)
COURSE KNOWLEDGE and STANDARDS BASED SOURCES:
1. Southwestern ChristianUniversity - Scholarship, Spirit, Service = SCU Motto
2. SCU Department of Education Conceptual Framework- Caring, Reflection, Service, Scholarship
3. Oklahoma State Department of Education General Competencies for Teacher Licensure & Certification = OK Competencies
4. National Educational Technology Standards for Teachers (NETS)
5. Oklahoma State Curriculum Standards: Common Core State Standards and PASS
EDUC 3202 Student Learning Outcomes / Assessments
KNOW: Connect - Utilize Web 2.0 tools to create an added-value learning experience by using students’ a prior knowledge to present new content. Linking new information to existing information to create a webbed experience and connected learning
DO: Create, contribute, and maintain an educational blog. Interact with students through their blogs.
ASSESSMENT: Connection through Blogs
KNOW: Communicate - Utilize Web 2.0 communication tools to allow K-12 students to create, share, and respond with a broader audience
DO: Create a digital story communicating a lesson, concept, or theory related to your content area. Utilize multiple Web 2.0 tools.
ASSESSMENT: Communication through Digital Stories
KNOW: Collaborate - Utilize Web 2.0 collaboration tools to allow K-12 students to work together with other students to discuss their idea, share research and collaborate on a project
DO: Create a Google Classroom that links to an education lesson associated with your area of study.
ASSESSMENT: Collaboration through Google Classroom
Learning Activities
Teacher-Directed Activities: Group discussions, lecture, field experience visits, review, provide online, digital, and hard copy resources
Student-Directed Activities: Read assigned chapters, complete on-line support activities, complete field experience activities, assessment projects
Student Responsibilities
Successful students will actively participate in all assignments, acquiring knowledge to be applied while completing activities designed to connect theory and practice. Ultimately, the quality of the experience will be determined by the student: the road has been paved; a map with clear directions has been given; there are many Points of Interest along the way, but the student is still in the driver's seat and will determine the quality of the experience.
Attendance: It is to the student’s personal advantage to be involved in every class session associated with the course.
Participation: The interaction of the instructor and student is of vital importance in the learning process. This is a collaborative educational adventure and input from the student and teacher are required for learning to occur.
Homework: All assignments and activities should be completed as directed. Many assignments are web-based activities and are the basis of class discussions. It is important to complete all involvements, even if they are not a graded assignment.
Attendance Policy
Each student is expected to attend all classes regularly and to be punctual. Since there are no official “cuts” from classes, any absence may adversely impact the student’s grade. If a student has more than five (5) unexcused absences from a class/activity/practicum, that student will automatically receive a failing grade in that course. Two tardies in a class are equal to one absence. Each tardy beyond four will be counted as an absence. Directed studies courses will still have set dates/times to meet with the professor and the above attendance policy applies. In the event of circumstances beyond your control, notify the professor as soon as possible.
The clinical practice associated with this course involves spending time in a PK-12 classroom. Fridays will be scheduled for on-site classroom activities. In the event you need to miss due to an emergency or sickness, contact Professor Carpenter and the classroom teacher immediately. Specific contact information and protocol will be given on an individual basis.
Assignment and Grading Policies and Evaluation Criteria
ASSIGNMENTS:
All work assigned will be assessed and assigned points in accordance with the quality and adequacy of the content. Each assignment has its own set of directions and evaluation rubric. Mastery in professional teacher education courses is a must as all students will soon be in professional positions. Attendance and personal dispositions may be factored into the final grade. An earned grade of C or better is required in this course in order to advance in teacher education. See individual assignments for directions/criteria and evaluation/grading rubrics.
PARTICIPATION REQUIREMENTS:
Regular participation will directly effective the quality of the learning experience and is expected to be maintained unless unavoidable circumstances occur. All assignments must be completed in the prescribed time frame, unless arrangements are made with the instructor prior to due date.
EDUCATIONAL COMMITMENT:
Outside class readings, assignments, and activities will involve a time commitment in order to excel. A minimum of four to six hours each class period should be expected to complete course requirements.
PROFESSIONAL WRITING:
All assignments are expected to be completed in a professional writing style. This includes correct spelling, grammar, punctuation, and sentence structure. Points will be deducted from all individual assignments not complying with these standards. Visit the following web site for a guide to grammar and writing -
PORTFOLIO REQUIREMENTS:
All candidates are required to maintain an accurate and up-to-date Teacher Education Portfolio.
According to Oklahoma accreditation standards, “institutions shall require all initial and advanced certification program(s)’ candidates to develop a portfolio which documents a candidate’s accomplishments, learning, and strengths related to the competencies, standards, and outcomes established by the Commission, State Regents, SDE and institution (OCTP, Standard 1, 1997).”
In addition to serving as a certification requirement, the portfolio is an important component of the educational administration assessment system which monitors candidate performance, program quality and unit operations. Information about how to set up the portfolio and its contents can be found in the SCU Teacher Education Handbook.
LATE ASSIGNMENTS:
All outside assignments are due at the specified time on the date listed. Late assignments will be accepted at 50% of the original point value if received within 7 days of original due date; however, after 7 days a ZERO will be given for the late assignment. Assignments should be submitted directly to Professor Carpenter (acceptable methods include email attachments, fax, or hand delivered to office). Direct contact with Professor Carpenter is required for any variances due to emergency situations. PLEASE, remember to submit assignments on time.
Extra Credit Policy / There may be optional assignments available throughout the semester for extra credit; however, all regular assignments must be completed before any extra credit assignments will be considered.
Grading / Points Possible
Class Participation / 130
Chapter Assignments / 330
Assessments / 170
Clinical Practice, Log, Reflection, Assessment / 370
Total / 1000
A / 900-1000 / C / 700-790 / F / 0-590
B / 800-890 / D / 600-690
Academic Integrity, Honesty, and Responsibility
The student is expected to commit herself/himself to the highest level of academic integrity when involved in and fulfilling requirements for this course. Academic dishonesty on any level and of any form will not be tolerated. This applies not only to active involvement but also to passive knowledge.
Any student involved in academic dishonesty will be dropped from the course and assigned a grade of “F” for the course. Furthermore, academic dishonesty may result in the dismissal or expulsion of the student from the program and/or the university
Integration of Faith and Learning
"The logic and knowledge from every discipline is built upon a set of presuppositions. All such presuppositions must be examined and informed by the truth derived from the revealed Word of God and Christian thinking founded on a Christocentric epistemology, so as to create a coherent body of knowledge, i.e., faith informs all of learning's presuppositional thinking." (RW, 2009) Key Biblical Texts: Romans 12:1-2 and Colossians 1:17
ADA Compliance
Students who claim learning or physical disability must self-identify and provide documentation of their disability. Notify the instructor of your special needs so that appropriate accommodations may be arranged.
Documentation provided to the University of any disability must be less than three years old and must contain specific recommendations for accommodation appropriate to the diagnosed disability. Documentation must be provided by a licensed professional in the area of the claimed disability. Based on such documentation the student will be advised of any program modifications and accommodations.
Inclement Weather Policy
The Provost and Vice-President for Academic Affairs [PVPAA] and the President make the decision to cancel classes in the event of inclement weather. The PVPAA will contact the three (3) major local news stations and will also post the information on the university’s website.
In case of a tornado warning (the Bethany siren is audible on campus) all classrooms are to be evacuated and students moved to the Library. Classes may resume following the ‘all clear’ siren.
Protocol for Student Complaint
Southwestern Christian University’s policy is that if a student has an issue or complaint concerning any instructor or course, the student should first speak with the instructor. If after speaking with the professor, the issue is unresolved; the student may then carry the complaint further or formalize the complaint by writing to their department chair, dean or the Provost. Formal complaints must be done in writing.
Right of Revision
Southwestern Christian University and the instructor reserve the right to change the syllabus. In the event of any necessary revision of this syllabus, the student will be informed both verbally in class, and in writing well in advance and in class in writing.
End of Instruction Course Evaluations
At the end every course, all students are expected to participate in the course evaluation survey. This gives each student an opportunity to provide feedback regarding both positive and negative aspects of the course. Specific, authentic, and constructive feedback is encouraged in order to enhance our ability to provide classes and programs that are academically strong and relevant.
Course Calendar
Monday Class Dates / Assignment Due Date / Chap. / Topic / Project Assignments
Week 1 / 8-15-16 / Intro
Week 2 / 8-22-16 / 8-21-16 / 1 / Blogs
Week 3 / 8-29-16 / 8-28-16 / 2 / Twitter
Week 4 / 9-5-16 / LABOR DAY
Week 5 / 9-12-16 / 9-11-16 / 3 / Podcasts / Connect-Google Classroom
Week 6 / 9-19-16 / 9-18-16 / 4 / Productivity / Communicate-DS pt1
Week 8 / 9-26-16 / 9-25-16 / 5 / Social Networks
Week 9 / 10-3-16 / 10-2-16 / 6 / Videos/Photos
Week 10 / 10-10-16 / 10-9-16 / 7 / Virtual
Week 11 / 10-17-16 / 10-16-16 / 8 / Wikis / Communicate-DS pt2
Week 12 / 10-24-16 / 10-23-16 / 9 / Future
Week 13 / 11-7-16 / 11-6-16 / 10 / Tools-Specific / Collaborate-Google Classroom
Week 14 / 11-14-16 / 11-13-16 / 11 / Tools-General
Week 15 / 11-21-16 / 11-20-16 / 11 / Tools-Extra / Thanksgiving
Week 16 / 11-28-16 / 11-27-16 / Review
Week 17 / 12-5-16 / Final Exam
Activities/Projects:
Google Classroom PollEverywhere
Animoto PhotoStory
Goodle Docs Prezi
Socrative Blogger
Screen-Cast-o-Matic
This section must be filled in, acknowledged, signed by the student, and returned to the professor on the first day of class for this course.
EDUC 3202 Educational Technology / Section 1Fall 2016
SYLLABUS AGREEMENT FORMI have read and understand the format of this course, the policies, and expectations described in the syllabus. I acknowledge that failure to comply with the terms of the syllabus may affect my success in this course. By signing this form I agree to comply with the policies listed and accept the outline for this course.
PRINT NAME: ______
SIGNATURE: ______
DATE: ______
PLAGIARISM POLICY
It is against university policy to plagiarize.
According to Random House Webster’s Unabridged Dictionary, plagiarism is the unauthorized use or close imitation of the language and thought of another author and the representation of him or her as one’s own original work (1479).
Therefore by signing this form, I, ______(print name), understand that plagiarism is wrong and may result in grade reduction, automatic failure or even further disciplinary action outline in Southwestern Christian university’s student handbook.
SIGNED: ______
DATE: ______
1