Syllabus for TTL 2002

Syllabus for TTL 2002

Technology for Teaching and Learning Academy 2002

GRADUATE COURSE SYLLABUS

INSTRUCTOR OF RECORD: Melody Schopp

Phone: 605-788-2249 Office 605-280-1250

E-mail:

SEMESTER/YEAR: Summer 2002

COURSE: TTL – 500 Technology for Teaching and LearningAcademy

CREDITS: 3 semester hours

E.APPROVED COURSE DESCRIPTION: This course covers the fundamental concepts of computer and telecommunication uses in education. Extensive hands on technology training provide the basis upon which participants reconstruct curriculum and instructional techniques to support the learning needs of students.

F.ADDITIONAL COURSE DESCRIPTION: The 2002 BasicTTLAcademy continues to develop technology-capable South Dakota educators. TTL provides participating teachers with the knowledge, competencies and understandings to apply technology-enhanced instructional strategies in their professional practice.

G.PREREQUISITES: South Dakota Teaching Certificate.

H.ADDITIONAL COURSE INFORMATION: If there is any student in this class who, due to a disability, has need for non-standard note taking or other course modification, please contact Melody Schopp.

I.TEXTBOOKS AND REFERENCES:

Allan, Susan Demirsky; Tomlinson, Carol Ann. (2000). Leadership for
Differentiating Schools and Classrooms. Alexandria, VA: ASCD.

Couglin, Edward C.; Lemke, Cheryl. (1999) Milken Professional Competency

Continuum. Professional Skills for the Digital Age Classroom. Santa Monica, CA.:

Milken Exchange on Education Technology.

McTighe, Jay; Wiggins, Grant. (1998).Understanding by Design.Alexandria,
VA:ASCD.

National Educational Technology Standards for Students. Connecting Curriculum
and Technology. (2000). International Society of Technology in Education.

North Central Regional Educational Laboratory. (1997) Learning with technology.
Oak Brook, IL

J. CORE OBJECTIVES: Participants will:

Examine current research to evaluate instructional design and make informed decisions regarding the use of technology in support of student learning.

Design technology-rich units of study that support the diverse needs of learners.

Increase competency in the use of select digital technologies that support classroom instruction and enhance professional practice which include:

Microsoft Word

Microsoft Excel

Microsoft PowerPoint

WebDesign

Communication Tools

Computer Basics

Reflect on daily practice, professional growth, and technology-driven reform in teaching and learning.

K.ADDITIONAL OBJECTIVES:

Participants will engage in online staff development that takes advantage of web-based technologies to enhance professional practice (ASCD Online Professional Development Course and a web-based learning environment for discussion).

Participants will engage in online and videoconference discussions to exchange ideas and research and reflect on professional beliefs and practices.

L. COMPUTING SKILLS: The TTLAcademy is intended primarily for classroom teachers who are interested in effectively integrating technology into the teaching and learning process in ways that create more engaged learning opportunities for their students. TTL participants are expected to possess minimum computer skills at the beginning of the summer seminar. Opportunities to gain, improve, and/or extend skills are available.

M. INSTRUCTIONAL METHODOLOGIES: Lecture, multimedia presentations, hands-on applications, collaborative learning, discussions, electronic communications, commercial program reviews, online learning, video conferencing, and guest lecturers.

N. COURSE CONTENT: The TTLAcademy is a blending of “Digital Skills” and “Professional Practice Components” that together help teachers to most effectively integrate technology into the teaching and learning process.

The Digital Skills Components includes:

Microsoft Word

Microsoft Excel

Microsoft PowerPoint

Web Design

Communication Tools

Computer Basics

The Professional Practice Components includes:

A Unit of Study

A Professional Web Page

Online learning with ASCD Professional Development Courses

Online and video discussion groups and forums

See Attachments “2002 Basic TTL Digital Skills” & “2002 Basic TTL Professional Practice Components”

O.COURSE OUTLINE:

The sequence and stated activities may be revised prior to and during the course of the Academy to meet unanticipated needs and site-specific situations.

Week 1:

Digital Skill Components

-Computer Basics

-File Management

-Electronic Mail, Listservs,

-Online Course and Discussion Forum Access and Use

-Basic Web Navigation & Site Evaluation

-Basic Word Processing

-Graphics Basics in Word

-Use of Peripherals including Printers, Scanners, and Digital Cameras

-Web Navigation, Search Engines and Advanced Searching

-Basic PowerPoint

Professional Practice Components

-ASCD Course Selection, Registration, and Lesson Completion

-Study Group Formation, Workplan Development, and Completion of Assigned Activities

-Unit of Study Guidelines and Criteria

-Unit of Study Instructional Design: Backward Design

-Self-assessment and Peer-assessment of Academy Products

Week 2:

Digital Skill Components

-Copyright, Acceptable Use Policies, Privacy on the Internet

-Continuation of PowerPoint

-Basic Web Page Design (FrontPage for PC, DreamWeaver for Mac)

-Principals of Effective Web Design

-Downloading Applications from the Web – Inspiration Trial Download

-Inspiration In the Classroom: Ideas and Discussion

-Continued Skill Development and Use of Previously Introduced Digital Components

 Professional Practice Components

-ASCD Course Lesson Completion

-Study Group Completion of Assigned Activities

-Unit of Study Instructional Design: Focus on Enduring Understandings, Content Standards

-Self-assessment and Peer-assessment of Academy Products

-Videoconference (StarNet Program) Presentation and Discussion: Conversations with Ian Jukes

Week 3:

Digital Skills

-Basics of Excel

-Continuation of Web Page Design

-Continued Skill Development and Use of Previously Introduced Digital Components

Professional Practice Components

-ASCD Course Lesson Completion

-Study Group Completion of Assigned Activities

-Unit of Study Instructional Design: Focus on Assessment Methods

-Self-assessment and Peer-assessment of Academy Products

-Videoconference (StarNet Program) Presentation and Discussion: Conversations with Alan November

Week 4:

Digital Skills

-Continued Skill Development of Previously Introduced Digital Components

Professional Practice Components

-ASCD Course Lesson Completion

-Study Group Completion of Assigned Activities

-Unit of Study Instructional Design: Focus on Planning Instruction

-Self-assessment and Peer-assessment of Academy Products

-Academy Product Showcase

-Introduction to Fall 2002 and Spring 2003 Follow-up Opportunities

P. EVALUATION PROCEDURE

TTLAcademy graded components consist of:

The Unit of Study that is designed by each participant in accordance with Academy criteria/checklist;

The ASCD Course (selected from approved choices by each participant) and Academy Discussion Forums that comprise the content for assigned Study Team Work;

The Web Site that is designed by the participant in accordance with Academy criteria/checklist;

The use of Academy digital tools, including MS Word, MS PowerPoint, MS Excel, Web Development tool appropriate to the platform used, Inspiration, all communication tools/applications, and site-specific desktop system and peripheral use in accordance with Academy criteria/checklist.

For Graduate and Certification Credit purposes, the following point totals and grade equivalents will apply:

A = Meets TTL Objectives at an Exemplary Level = 20-18 Total Points

B = Meets TTL Objectives at a Satisfactory Level = 17-14 Total Points

Total Points below 14 will result in a grade of Incomplete and the participant will be asked to submit a work plan for successful completion of course requirements to the Instructor of Record.

Attendance: Full attendance (in accordance with Academy policy) and active involvement in all Academy activities is required for graduate or certification credit enrollment and completion.

See Attached “Assessment Performance Indicators for Basic TTL Participants Summer Academy 2002”

P. Selected bibliography/research and best practices:

Bibliography

Bridges, William. (1991). Managing Transitions. Making the Most of Change.

Cambridge, MA.: Perseus Books.

Brooks, Jacqueline G.; Brooks, Martin G. (1999). In Search of Understanding. The Case

for Constructivist Classrooms. Alexandria, VA.: ASCD.

Brown, John & Moffett, Ceryle. (1999). The Hero’s Journey: How educators can

transform schools and improve learning. Alexandria, VA: ASCD.

Dwight, V. (June 2000). Going the distance,FamilyPC, 7(6), 54.

Dwyer, David C.; Ringstaff, Cathy; Sandholtz, Judith H. (1997). Teaching with

Technology. Creating Student-Centered Classrooms. NY: Teachers College

Press,.

Fuller, H.L. (2000). First teach their teachers: Technology support and computer use in

academic subjects.Journal of Research on Computing in Education. 32(4), 511.

Grabe, Cindy; Grabe, Mark. (1996). Integrating Technology for Meaningful Learning.

Boston, MA.: Houghton Mifflin Co.

Harmin, Merrill. (1994). Inspiring Active Learning, A Handbook for Teachers.

Alexandria, VA.:ASCD.

Harris, Judi. (1998). Virtual Architecture. Designing and Directing Curriculum-Based

Telecomputing. Eugene, OR.:International Society for Technology in Education.

Hartley, D. (July 2000). Aboard the e-learning train.Training & Development. 54(7), 37.

Hatfield, T. H. & Erbeck, G.W. (Apr 1997). The Internet: Legitimate educational tool or

giant electronic sandbox?. Journal of Environmental Health, 59(8), 19.

Insinnia, E., & Skarecki, E.C. (1998). Educators take charge – Teaching in the Internet

revolution. Eugene, OR: International Society for Technology in Education.

Kohn, Alfie. (1998). What to Look for in a Classroom. San Francisco: Jossey-Bass

Publishers.

Lowther, D. L., Bassoppo-Moyo, T., & Morrison, G. R. (1998). Moving from computer

literate to technologically competent: The next educational reform. Computers in

Human Behavior, 14(1), 93-109.

Martin-Kniep, Giselle O. (1999). Capturing the Wisdom of Practice. Professional Portfolios for Educators. Alexandria, VA.: ASCD.

Marzano, Robert J. (2000). Transforming Classroom Grading.Alexandria, VA.: ASCD.

McKenna, J., Avery R. & Schuchardt, J. (2000). Technology Strategies for Enhancing

Learning., Consumer Interests Annual, 46, 200.

McKenzie, J. (2000). Beyond technology: Questioning, research and the information

literate school. Bellingham, WA: FNO Press.

McKenzie, J. (1999). How teachers learn technology best. Bellingham, WA: FNO Press.

Mioduser, David and Nachmias, Raft and Lahav, Orly and Oren, Avigail. (2000).Web-

Based Learning Environments: Current Pedagogical and Technological State.Journal of Research on Computing in Education. 33(1), 55.

Moursund, D. (1999). Project-based learning using information technology. Eugene, OR:

International Society for Technology in Education.

Palloff, Rena M.; Pratt, Keith. (1999).Building Learning Communities in Cyberspace.

Effective Strategies for the Online Classroom. San Francisco: Jossey-Bass

Publishers.

Riley, R. W. (Oct 98). Technology for every classroom, Teaching PreK-8. 29(2), 8.

Rogers, E. M. (1995). Diffusion of innovations (4th ed.). New York: The Free Press.

Smith, Lawrence L. (Mar 1999). The Future of Technology in Teaching. USA Today Magazine, 1(27) 26.

Stiggins, Richard J. Student-Centered Classroom Assessment. (Second Edition). (1997). NJ.: Prentice Hall.

Yuehua Z. (2000). Technology and the writing skills of students with learning

disabilities, Journal of Research on Computing in Education. 32(4), 467.

GRADUATE NATURE OF THE COURSE: Participants will research, discuss, and apply current pedagogy on effective teaching and learning processes using technology. Participants are provided the theoretical and technical background, which enable them to be knowledgeable about computers and related technologies. Using the concepts and skills in the course, participants will create and use a technology-based instructional activity for various K-12 learning environments.