Northeastern
State University
College of Education
Department of Teacher Education
Tahlequah, Oklahoma
INSTRUCTOR
Judy Moody
Office: NSU Education Building #103N
Office Hours: 12 – 1 p.m. MWF, 5:00 – 6:00 TTh., and by appointment.
Telephone: 918.456.5511 x3745 Fax: 918.458.2338
E-mail: moody@nsuok.edu
Web Page: http://arapaho.nsuok.edu/~moody/
College of Education Web Page: http://arapaho.nsuok.edu/~collegeofed/
COURSE NUMBER AND TITLE
COURSE DAYS AND TIME
EDUC 4823 Technology in Education M W F 11:00 - 11:50 a.m.
PREREQUISITES
Students must be FULLY admitted to the NSU Teacher Education program and have completed a basic computer course during general education course work. NSU offers the following to satisfy the requirement:
· MIS 1003 Computers in Modern Society
· MIS 1133 Fundamental Computer Usage
· CS 1003 Computers in Modern Society
SUPPLIES NEEDED FOR EDUC 4823
· Two (2) CD-RWs. These are rewritable CDs used to store your digital portfolio and can be added to. You can get these at the NSU bookstore, computer-supply store, Wal-Mart, etc. Do NOT get just CD-Rs or music-only CDs.
· At least two (2) 3 ½” diskettes
CATALOG DESCRIPTION
Students majoring in teacher education must complete this course in
order to satisfy degree/certification requirements for teacher education.
Technology in Education is a basic course in the use of computers in the
classroom teaching and learning process. Students are made aware of the
selection and evaluation of computer software, operation and selection of
hardware, creating education materials, and uses of computers as educational
tools for classroom instruction. Students must be admitted to Teacher
Education.
KNOWLEDGE BASE
The
Northeastern State University Teacher Education Program is based on specific
philosophical assumptions about teaching, learning, and schooling that underlie
all basic programs that prepare professional educators to work in public school
settings. These philosophical assumptions are stated in terms of the
responsibilities and obligations of professional educators as stated in the
theme of responsibilities and obligations of the program. It is assumed that it
is the responsibility of professional educators to:
1. Develop thinking/learning skills in their students through the use of appropriate pedagogical strategies, emphasizing reflection.
2. Serve all students under their charge, regardless of ability, with a sense of efficacy.
3. Instill self-respect, dignity, and respect for others in their students.
4. Be sensitive to and develop the ability to capitalize on the learning strengths of individuals who reflect a diversity of cultural backgrounds, abilities and talents.
5. Know, understand, and communicate the content of the specialty area(s) in which they are teaching.
These assumptions represent a philosophical approach to teaching and learning that is present throughout the course work and the field experiences.
CONCEPTUAL FRAMEWORK
The Teacher Education Program at Northeastern State University prepares professional educators to be teaching scholars, educational leaders, and developers of human potential.
Teaching
scholars read widely and think deeply about subject matter, teaching, and
research. They reflect critically on
their own beliefs and their classroom practice in order to make pedagogical
improvements. Teaching scholars
use appropriate communication skills, they know how to facilitate authentic
learning, and they encourage P-12 students to be critical, creative thinkers,
with the ability to be lifelong learners.
Educators as Educational Leaders
Educational
leaders believe that all P-12 students are capable of learning and of making
educational progress. Educational
leaders serve as advocates for children/adolescents and families, they
understand the political nature of teaching, and they are able to inspire and
motivate others by modeling effective communication skills, professional
demeanor and attitudes.
Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.
MAJOR GOALS OF THE COURSE
There are three goals for the course:
1. The course will assist students to overcome anxiety about the operation of computer hardware and software;
2. The course will assist students to gain general knowledge of how computer hardware and software functions in educational settings so that they can approach new computer hardware and software systematically;
3. The course will assist students to acquire basic skills leading to the integration of computer technology into a curriculum of their choice.
EXPECTED COURSE OUTCOMES
· Teacher candidates need to be prepared for a profession in which the computer will become an increasingly indispensable tool. The course content of EDUC 4823 is designed to provide competence in instructional areas based on the National Educational Technology Standards-NETS (established by the International Society for Technology in Education for the professional preparation of technology literate teachers) and the Oklahoma Accredited Teacher Education Programs-OATE.
· Candidates will apply tools for enhancing their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, and solving problems. In addition, they will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources.
· Candidates will demonstrate personal and professional use of technology by:
ü Using productivity tools for word processing and spreadsheet applications (this outcome relates to general competency 4-OATE and the standard/performance indicator 13 and 19-NETS); applying productivity tools for creating multimedia presentations (this outcome relates to general competency 4-OATE and the standard/performance indicator –6, 9, and 15 NETS);
ü Using computer-based technologies including telecommunications to access information and enhance personal and professional productivity (this outcome relates to general competency 6-OATE and the standard/performance indicator –15 and 16 NETS);
ü Using computers to support problem solving, data collection, information management, communications, presentation, and decision making (this outcome relates to general competency 4-OATE and the standard/performance indicator –17 NETS);
ü Demonstrating awareness of resources for adaptive assistive devices for student with special needs (this outcome relates to general competency 3-OATE and the standard/performance indicator 23 and 24-NETS);
ü Demonstrating knowledge of equity, ethics, legal and human issues concerning use of computers and technology (this outcome relates to general competency 13-OATE and the standard/performance indicator 20, 21, and 22-NETS);
ü Identifying computer and related technology resources for facilitating lifelong learning (this outcome relates to general competency 12-OATE and the standard/performance indicator -NETS);
ü Identifying emerging roles of the learner and the educator(this outcome relates to general competency 4-OATE and the standard/performance indicator 16-NETS);
ü Candidates will demonstrate application of technology in instruction by: evaluating educational software (this outcome relates to general competency 7 – OATE and the standard/performance indicator –4 NETS);
ü Describing current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in curriculum (this outcome relates to general competency 8-OATE and the standard/performance indicator –10, 11, and 12 NETS);
ü Designing, delivering, and assessing student learning activities that integrates computers/technology for a variety of student grouping strategies and for diverse student populations (this outcome relates to general competency 4-OATE and the standard/performance indicator –1, 2, 7, and 8 NETS);
ü Describing the historical development and important trends affecting the evolution of technology and its probable future roles in society (this outcome relates to general competency 4-OATE and the standard/performance indicator –3 NETS);
ü Using telecommunications and information access resources to support instruction fostering global communities (this outcome relates to general competency 4 and 6 -OATE and the standard/performance indicator –18 and 19 NETS);
FIELD-BASED EXPERIENCES COMPONENT
All teacher education majors are required to participate in three field-based experiences. Pre-Internship I is offered concurrently with Education 3313, Clinical Teaching/Pre-Internship I. Pre-Internship II is offered concurrently with the elementary and early childhood methods courses and recommended to be taken with the secondary education methods courses. Students participate in the Mentioning Program Internship after completing a minimum of 90 credit hours and normally during their final semester of course work at the University.
MULTICULTURAL DIVERSITY AND GLOBAL AWARENESS COMPONENT
One of the goals of education is to provide an equal opportunity for all children to learn. Multicultural education is an approach to teaching and learning that is based upon democratic values and beliefs, and seeks to foster cultural pluralism within culturally diverse societies and an interdependent world (Bennet, 1995, P. 13). This course explores a variety of assessment methods, which allows for variances in demonstrating competency. Ethics and professionalism is also addressed.
INSTRUCTIONAL MATERIALS
The approved textbook for the course is Shelly, G., Cashman,T., Gunter, R., & Gunter, G.. (2001). Teachers Discovering Computers: Integrating Technology in the Classroom, Second Edition, Course Technology
Students will evaluate and operate integrated word processing, spreadsheet, and presentation software programs provided by the College of Education. Commercially available educational software and database service will be introduced. Students will utilize books, articles, and reference materials necessary to become familiar with basic computer skills in educational settings (content area textbooks are available in NSU's John Vaughn Library).
INSTRUCTIONAL PROCEDURES
Candidates will apply computers and related technologies to support instruction as a team approach. They must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations. Because of the nature of this course, much of the presentation of the material will follow a hands-on activity format; however, lectures will be utilized and student participation in the form of questions, discussion of related experiences, and small group work will be solicited and expected. Appropriate visual aids will also be utilized. Assignments will have a due date to receive full credit. Exams will cover class discussions and text readings. Attendance is stressed.
Class Assignments The assignment for a chapter will be due the class period AFTER homework is assigned. Late assignments will have a 15% penalty. Assignments received more than a week late will not be accepted.
Quiz There will be quiz’s over every
chapter to help students reinforce materials taught.
Exams There will be two midterm exams and one final exam. Late Exams will have a 10% penalty. Exams received more than a week late will not be accepted.
Attendance If you are going to miss a class - contact a
classmate, in advance, to pick up class handouts. Notifying a classmate in
advance will likely increase the “readability” of his/her notes. You are
responsible for all missed material. The professor is NOT responsible for
teaching the material to you on an individual basis.
Conferences with Instructor “Open Door Policy” I am here to help you. If you need to speak with me at a time other than my office hours, it is best to send me an e-mail or make an appointment and we will set up a specific time to meet. Questions can also be asked via e-mail at any time. I check my e-mail several times a day Monday-Friday. I will usually respond within 24 hours.
COLLEGE OF EDUCATION COMPUTER LAB
The College of Education Computer Lab is manned by student assistants. The hours are posted on the lab door as quickly as possible after employment of lab assistants each semester. Please do not bring drinks or food into the lab and sign in before using a computer. The sign in program is on the computer at the front of the room. Also, please keep printing to a minimum. Our lab assistants are here to serve you so any questions regarding problems you are having, do not hesitate to ask. We try to employ students who are preservice teachers and are "user friendly". If the COE Computer Lab is not open when you need access, remember the NET Building has access to computers 24 hours a day. There is a lab assistant in the lab in Room 212 between the hours of 8:00 a.m. and 4:00 a.m. There is not one available between 4:00 a.m. and 8:00 a.m. if you are an early-riser! MSC does not support Microsoft Office so the lab assistants in the Net Building are not ready to provide assistance if you have software questions. Passwords: The College of Education Lab has Windows NT operating system, which means you must have a password in order to use it. If you have never established an account and received passwords, here is what you need to do: Call EXCELS and go through the voice instructions to receive your passwords. You will want to change them to something easy to remember, so in order to do that, you may need additional assistance from lab assistants, either in the COE lab or in the NET Building, Room 212 or MSC, third floor. If you have received passwords from EXCELS and forgotten them or not used them in a while: you must go to Microcomputing Services, third floor of the Net Building OR to the lab assistant in Room 212.
STUDENT PERFORMANCE ACTIVITIES
Students are expected to attend each class, participate in team decision-making and follow through of those decisions, complete assignments, and participate in class activities and discussions. If possible, students should inform their instructor if they have to be absent. Attendance will be a factor in determining grades and it is particularly important in the development of positive professional behavior. Students are also expected to complete every assignment, activity, test and administrative requirement of the NSU College of Education if they are to receive a grade in the course.
ASSESSMENT & EVALUATION OF STUDENTS ACHIEVEMENT AND LEARNING OUTCOMES
Course Requirements and Grading: Your grade will be based on your performance on the given criterion:
Course
Projects 900
Points (Approximately)
Weekly Quiz 100
Points
Service Learning Project 100
Points
Electronic
Presentation 100
Points
Digital
Portfolio 100
Points
Midterm
# 1 100
Points
Midterm
# 2 100
Points
Final
Examination 100
Points
Attendance
and Participation 100
Points
(In addition, there will be several in-class activities.)
Grading as follows: Point Range Grade
(90 % - 100% of Total) A
(80% - 89% of Total) B
(70% - 79% of Total) C
(60% - 69% of Total) D
(59% and Below) F
PORTFOLIO ASSIGNMENT
This is NOT an optional assignment. All project products created in the course will be combined, saved and posted in electronic form. The course portfolio will be saved to NSU’s student account (L drive or M drive), compact disc and posted on the student’s website. Netscape Composer or Microsoft Word will be used in portfolio creation. The portfolio will be evaluated throughout the semester. The final portfolio will be given to the instructor and used in NCATE/NCA accreditation evaluation. The compact disc will not be returned to the student.
STUDENT EVALUATION OF THE COURSE AND INSTRUCTOR
At the conclusion of the semester, the students will have an opportunity to evaluate their instructor and the course. This will be done anonymously and will be used as a means to improve instruction, course content and the NSU professional education program. The suggestions, comments and/or criticisms from students will be taken seriously and hopefully will contribute to the improvement of the course and NSU’s education program.
STUDENTS WITH DISABILITIES
If any member of the class feels that he/she has a disability and needs special accommodation of any nature whatsoever, the instructor will work with you and the University’s Office of Student Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodations at the first class attended.
INCLEMENT WEATHER AND DISASTER POLICY
Class will be held if the University is open. Students must use their own discretion during bad weather. The following are basic premises for the inclement weather policy at Northeastern State University: Classes are expected to be held if at all possible. It is the students’ responsibility to receive information when the weather is questionable. Faculty members are expected to hold classes if the University is not closed, unless the faculty is unable to arrive on campus. During the times of inclement weather, decisions concerning day classes will be made by 6:00 A.M. in order for the media to be notified and for students to receive the announcement before leaving home. Decisions concerning night classes will be made by 3:00 P.M. The automated attendant message on 918.456.5511 will be modified to include information concerning campus operations during inclement weather. The following media will be notified regarding closing of the campus:
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