Graduate Curriculum Committee Course Proposal Form

Graduate Curriculum Committee

Course Proposal Form for

Courses Numbered 5000 and Higher

Note: Before completing this form, please carefully read the accompanying instructions.

1. Course Prefix and Number: 2. Date:

3. Requested Action (check only one box):

X / New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from / # / to / #

4. Justification (assessment or accreditation based) for new course or course revision or course renumbering:

EDUC 8240 Advanced Applications of Technology and Collaborative Tools in Curriculum and Instruction (3) is a new course designed as part of the PhD in Curriculum and Instruction to examine theory and processes for integrating technology. This course supports the curriculum core. This course provides content and develops skills necessary to the preparation of doctoral level teacher educators and researchers.
One area of emphasis within the university’s strategic plan is leadership in teacher education at the national level. This program will contribute to addressing the critical statewide and national shortage of teachers by training teacher educators who will, in turn, prepare more teachers. The Association of Teacher Educators’ national standards for doctoral level preparation provide the conceptual framework upon which this course and the curriculum for the PhD in Curriculum and Instruction were designed (http://www.ate1.org/pubs/Standards_for_Teac.cfm.)

5. Course description exactly as it should appear in the next catalog:

8240. Advanced Applications of Technology and Collaborative Tools in Curriculum and Instruction (3) Multiple theoretical bases and practical processes for integrating technology tools into face-to-face, hybrid, and distance education courses at both the K-12 and postsecondary levels.
N/A

6. If this is a course revision, briefly describe the requested change:

p. 171

7. Graduate Catalog Page Number from current Graduate catalog:

8. Course Credit:

Lecture Hours / 3 / Weekly / OR / Per Term / Credit Hours / 3 / s.h.
Lab / Weekly / OR / Per Term / Credit Hours / s.h.
Studio / Weekly / OR / Per Term / Credit Hours / s.h.
Practicum / Weekly / OR / Per Term / Credit Hours / s.h.
Internship / Weekly / OR / Per Term / Credit Hours / s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours / 3 / s.h.

9. Anticipated annual student enrollment:

10. Affected Degrees or Academic Programs:

Degree(s)/Course(s) / Current
Catalog Page / Changes in Degree Hours
PhD in C & I / p. 168
EDUC / p. 171

11. Overlapping or Duplication with Affected Units or Programs:

X / Not Applicable
Notification & response from affected units is attached

12. Approval by the Council for Teacher Education (required for courses affecting teacher education programs):

x / Not Applicable
Applicable and CTE has given their approval.

13.  Statements of Support:

a. Staff

X / Current staff is adequate
Additional Staff is needed (describe needs in the box below):


b. Facilities

X / Current facilities are adequate
Additional Facilities are needed (describe needs in the box below):

c. Library

X / Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):

d. Computer resources

X / Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):
ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
X / Computer lab for students
Approval from the Director of ITCS attached

14.  Course information: see Instructions for Completing the Graduate Curriculum Committee Course Proposal Form for more detail

a.  Suggested/possible TEXTBOOK(S): author(s), name, publication date, publisher, and city/state/country:

Faculty will choose from the following list and will supplement with readings from selected books, journals, and conference proceedings:

1.  Fleming, L., Motamedi, V., & May, L. (2007). Predicting preservice teacher competence in computer technology: modeling and application in training environments. Journal of Technology and Teacher Education, 15, 207-233.

2.  Garcia, P., & Rose, S. (2007). The influence of technocentric collaboration on preservice teachers’ attitudes about technology’s role in powerful teaching and learning. Journal of Technology and Teacher Education, 15, 247-267.

3.  Holland, P. (2001). Professional development in technology: Catalyst for school reform. Journal of Technology and Teacher Education, 9 (2), 245-267.

4.  Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies. London: Routledge.

5.  Mehlinger, H., & Powers, S. (2002). Technology & teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin.

6.  Willis, J. (2001). Foundational assumptions for information technology and teacher education. Contemporary Issues in Technology and Teacher Education, 1(3), 305.

7. 

Contemporary online materials and textbooks will be integrated into Moodle, including Educause, Edutopia, and documents from The International Society for Technology in Education, FNO.org, ehub.com, Techcrunch.com, etc.

b.  Course objectives student -centered behavioral objectives for the course :

The student will:

1.  Locate and evaluate existing & emerging technologies for communication, collaboration and instruction at all educational levels

2.  Critically reflect on issues concerning the impact of technology on education, values, roles and social justice at all educational levels

3.  Link curriculum theory to application of technology within communication, collaboration and instructional practices at all educational levels

4.  Evaluate the efficacy of selected technologies to actual end-users at all educational levels.

5.  Share findings regarding selected technologies in studied applications at all educational levels.

c.  A course content outline:

1.  The integrated classroom and evaluating resources at all educational levels

2.  Modeling field observation

3.  Modeling innovation and creativity protocols

4.  Responding to multiple examples of technology in the classroom at all educational levels

5.  Studying multiple perspectives on technology at all educational levels

6.  Accessibility, equity, and diverse learners at all educational levels

7.  Technology and the rural school community

8.  Identity, role, and online spaces at all educational levels

9.  Economic factors: Web 2.0, & Open Source as possible solutions

10.  Information design at all educational levels

11.  Emerging technologies at all educational levels

d. A list of course assignments and weighting of each assignment and the grading/evaluation system for determining a grade:

1.  Annotated Database of Technologies. The student will locate and evaluate existing and emerging technologies for communication, collaboration, and instruction. Annotated database will include suggestions for appropriate applications. (20%)

2.  Dialogue Journal. The student will participate in a guided reflection related to issues concerning the impact of technology on education, values, roles and social justice at all educational levels. The online journal entries will be in response to prompts with an on-going “wiki dialogue journal.” (10%)

3.  Literature Review. The student will write a literature review of one class topic, sharing it electronically with all class members upon completion. APA format will be required. (20%)

4.  Field Experience/Application: Technology “White Paper” Recommendation for Host School. The student will partner with a class, school, and/or district for the purpose of evaluating context and technology needs in order to design professional development modules for teachers and other staff members in the learning setting. The student will provide the virtual or site-based professional development for the specified group. (20%)

5.  Action Research Proposal Plan. Students will work in small groups to develop an action research plan to measure the utility of a selected technology within a learning setting. After gaining IRB approval, students will collect and analyze data related to the use of selected technologies, using technology tools for data collection. An evaluation of the data collection tool will be included in the final report in a written paper. (20%)

6.  Use of Digital Media and/or Think-In Presentation. The student will select one of the projects from the semester and submit a paper or poster session to be shared in a professional venue, highlighting the use of technology as a teaching and learning tool in a learning setting. (10%)

Grade Assignments

A = 93-100

B = 85-92

C = 77-84

F = Below 77

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