TEACHING AND TECHNOLOGY (AST)
EDU 2500
3 Credit Hours

Course Description:

An introduction to teaching and to applications of technology which will assist in effective learning within the school environment. Experience will be gained in the development and use of instructional applications including computers and educational software.

Standards Addressed in Course:

The primary focus of this course will be to address Standards 6, and 11 of the Tennessee Teacher Licensure Standards for Teaching Strategies, Communication, and Technology. 
      Standard 6a – Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
                  Standard 6c – Candidates understand how cultural and gender differences can affect communication in the classroom.
Candidates understand language development, the role of language and how culture, gender, and exception learning needs affect communication in the classroom.  They recognize effective verbal and nonverbal communication techniques and use them to support all student learning.  Candidates model effective communication strategies in conveying ideas and information, asking questions, listening, giving directions, probing for student understanding, and helping students express their ideas.  Using a variety of tools, including technology, candidates support and expand student expression in speaking, writing and technical media.
              Standard 11a – Candidates apply computers and related technologies to support instruction in use technology based resources to facilitate developmentally appropriate student learning.
Candidates use technology resources to guide classroom decisions regarding student learning.  They integrate instructional technology to facilitate interdisciplinary teaching and learning in their classrooms, to supplement instructional strategies, to design instructional materials, and to enhance hands-on experiences and problem solving activities for all students.  Candidates select and use grade-level and content-specific technology resources, including assistive technology, to increase student participation in the total curriculum.  They apply technology to analyze assessment data and to target individual student learning needs.
              Standard 11b – Candidates apply technology tools to enhance professional growth and productivity; use technology in communicating, collaborating, conducting research, and solving problems; promote equitable, ethical, and legal use of technology resources.
Candidates use technology in their own learning process and to change their current educational practice.  They use technology to gather, sort, and analyze information needed for their own research projects and to communicate and collaborate effectively with other professionals.  Candidates use tools such as databases and spreadsheets for sorting, compiling, and analyzing data gathered from a variety of sources.  They use presentation tools in a networked environment for sharing information in multiple professional formats.
               Standard 11c – Candidates use computers to run programs, access, generate and manipulate data; and publish results.
Candidates design effective environments for using and managing technology in the classroom.  They are able to perform minor trouble-shooting operations.  When planning units of instruction, candidates address software purchasing agreements, copyright laws, issues related to intellectual property, the importance of virus protection, and policies for acceptable use of internet resources.  Candidates seek information from technical manuals and journals as well as on-line resources to learn about emerging technologies and to explore their possible educational applications.  They model the legal and ethical use of technology resources:

• to explore different perspectives by interacting with people, as well as, resources to learn what others have researched and noted about Internet usage in the literature.

• to think critically about the issues, and gain a knowledge base that is useful for solving real world problems when teaching with the Internet.

• to contribute to the learning of others in the class in a very active way by sharing thoughts, knowledge, resources, experiences, etc.

• to engage in authentic types of learning experiences and produce projects that will be used by yourself as well as others.

Communication:

1. understand effective verbal and non-verbal and media communication techniques.
2. use media communication in the design of lessons to support all student learning.
3. understand how cultural and gender differences can affect communication in the classroom.

Technology:

1. apply computers and related technologies to support instruction
2. integrate instructional technology into the classroom to facilitate teaching and learning, supplement instructional strategies, design instructional materials, and enhance hands-on experiences and problem solving.
3. apply technology tools to enhance professional growth and productivity; use technology in communicating, collaborating, conducting research and solving problems; promote equitable, ethical, and legal use  of technology resources.
4. use access to the Internet for capturing and incorporating information information.
5. use databases and spreadsheets to obtain, transfer, and manage data and manage files for educational purposes.
6. use computer-based tools to create presentations.
7. use computers to run programs; access, generate and manipulate data; and publish results.
8. perform basic operating system tasks, software functions, and minor software troubleshooting.
9. work with software program menus to load and install programs, open and close application programs, and create and edit documents.

None

Course Topics:

The course is organized around 14 lessons organized into five units.  Each unit includes materials presented on web pages, textbook chapter study guides, assignments and class discussions on your reaction to the materials presented.  Topics for study include:

The course requirements include observations of classrooms and the development of lesson plans and teaching materials.

Required Textbooks:

         Teaching in America, 3^rd ed., 2003, Morrison, George S., Allyn and Bacon.
    ISBN 0-205-34470-4

        Please visit the Virtual Bookstore to obtain the textbook for this course:
        http://direct.mbsbooks.com/tbr.htm

Supplementary Materials:

None.

Hardware Requirements:

The minimum requirements can be found at http://www.tn.regentsdegrees.org/students/hardware_software.htm.

Software Requirements:

The minimum requirements can be found at http://www.tn.regentsdegrees.org/students/hardware_software.htm.

Please see the separate page inside the course to find instructor contact information as well as a statement of virtual office hours and other communication information.

Testing Procedures:

There are four alternate response (multiple choice, true/false) tests.  Tests are offered on-line and are not proctored.

Grading and Evaluation Procedures:

Your grade in Teaching and Technology will be determined by the following procedure:

• complete activities and class work (see Assignments and Projects).

• submit the materials to the instructor for evaluation as directed (either by Discussion Board or Assignment Drop Box).

• the instructor reviews the submission and assigns points to each assignment.

• the instructor sends an evaluation to the candidate (either by e-mail or Assignment Drop Box) and places the points earned in the grade book.

• the candidate checks their progress by comparing points earned to maximum points available and using the Grading Scale shown below.

Grading Scale:

Grades will be assigned according to the number of points you have accumulated.
                           "A"      1350 to 1500 points
                           "B"      1200 to 1349 points
                           "C"      1050 to 1199 points
                           "D"       900 to  1049 points
                           "F"       Below 899 points

Assignments and Projects:

Grades are determined by the number of points earned during the course.  Points are earned as follows:

DISCUSSIONS - 5 topics X 20 pts max. each = 100 pts max.
Discussion participation will be evaluated as to the candidate's ability to participate in class discussions by making relevant comments to the class and responding to the posts of others on the discussion board.  Comments should contain opinions concerning the topic but should also demonstrate a knowledge of the subject gained through in-class and out-of-class study.  Discussion topics include:

1. Of the different roles played by the teacher which role do think is the most important?

2. Why should a teacher develop and implement a plan for professional growth?

3. Why should a teacher use instructional technology in the classroom?

4. Which computer software application is the most useful to the classroom teacher?

5. Looking at your crystal ball discuss the future of technology in the classroom.

ACTIVITIES - 10 assignments X 20 pts. max. each =  200 pts max.
Activities include journal reviews, reports, and case studies.   Topics include:

1. The Competent Teacher (Journal Review)

2. Teacher Interview (Form and Reflection)

3. Effective Communication Skills (Paper)

4. Attributes of Instructional Media (Internet Research)

5. Instructional Technology in the Classroom (Case Study/Internet Research)

6. An Example of the Effective Use of Instructional Technology (Journal Review)

7. Troubleshooting a Computer (Case Study)

8. In-school Computer Lab (Case Study/Internet Research)

9. Professional Growth Plan (Internet Research)

10. Evaluating Internet Resources (Paper)

Activity assignments will be evaluated as to accuracy, neatness, and completeness.

LESSON PLAN – 1 plan X 300 pts. max.  =  300 pts max.
The Lesson Plan is an in-depth exercise dealing with actual instructional technology issues.  The candidate will use this assignment to demonstrate the results of their study of instructional design and the application of technology in the classroom by designing a lesson suitable to the course and grade they intend to teach.  The lesson plan is one of the fundamental tools used by the teacher in designing instruction.  Even though there is no single pattern for writing lesson plans, there are some general guidelines, introduced in the course materials, which other teachers have found helpful in creating lesson plans.  An acceptable Lesson Plan would contain. at a minimum. the following items:

• Identification of Topic
• Purpose of lesson
• Objectives
• Sequence the Objectives
• Calculate the time available and the time needed
• Teaching strategies and learner activities
• Instructional Materials needed
• Learning Environment
• Evaluation

The Lesson Plan will be evaluated as to accuracy, neatness, and completeness.

CLASSROOM OBSERVATION - 1 activity X 200 pts max. = 200 pts max.
A 10-hour, school-based classroom observations is required of all candidates.  This assignment provides the candidate the opportunity to experience a classroom from the perspective of an outside observer.  The goal of this assignment is to help each candidate assess realistically his or her interest in becoming a teacher and to look for evidence of actual use of the principles and techniques contained in this course.  The objectives of this assignment are:

• to be aware of the diversity of the students found in the classroom and how the teacher takes this diversity into account in their instructional activities.
• to chronicle the use of instructional technology employed by the teacher.
• to develop observational skills that will help the prospective teacher understand student responses to the instruction observed.
• to evaluate the competence of the teacher in the use of technology in the classroom.
• to apply summarizing skills for self-improvement in teaching

The Classroom Observation will be evaluated as to the candidate's ability to perform the activity with accuracy and completeness.

PORTFOLIO - 1 activity x 300 pts max. = 300 pts maximum
The candidate is to develop a professional portfolio.  A  professional portfolio is a coherent set of materials including work samples and reflective commentary on the work completed.  It is compiled by a pre-service teacher to represent his or her activities and future teaching practice as related to the learning and activities completed during the class.  In general, a professional portfolio, is a way to describe and document the candidate's professional accomplishments.  Specifically, it characterizes the candidate as a future teacher by highlighting their strengths and accomplishments in an educational context.  The recommended length is 5-8 pages; lengthier items such as completed work can be included in the appendices. Candidates are encourage to search for and follow the guidelines for the development of the portfolio at the school they are intending to attend for their Teacher Education Program.

The Portfolio is expected to demonstrate the candidate's ability to summarize the work completed, synthesize the information gained in the course and communicate to the reader an understanding of the course material.   The Portfolio will be evaluated as to neatness, organization, and completeness. 

EXAMS - 4 exams X 100 pts max. each = 400 pts maximum
Exams will be evaluated as to accuracy and candidate demonstration of an understanding of the material.  Exams will be announced in the Class Calendar.  Exam questions will be of the alternate response type (multiple choice, or true/false).  Exams will cover materials introduced in both the class web pages and textbook.  Exams will be administered at the end of Units 1, 2, 3, and 4.  The second exam will be counted as the mid-term examination and the fourth exam will be counted as the Final Examination for the course.

Class Participation:

• Learn how to navigate in the CMS (Course Management System).

• Participation is required, You are expected to communicate with other students in weekly discussions and work together on a group project.

• Use the CMS e-mail address as opposed a personal e-mail address.

• Address technical problems immediately.

• Observe course etiquette at all times.

Email:

• Always include a subject line.
• Remember without facial expressions some comments may be taken the wrong way.  Be careful in wording your emails. Use of emoticons might be helpful in some cases.
• Use standard fonts.
• Do not send large attachments without permission.
• Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
• Respect the privacy of other class members.

Discussion Groups:

• Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
• Try to maintain threads by using the "Reply" button rather starting a new topic.
• Do not make insulting or inflammatory statements to other members of the discussion group.  Be respectful of other’s ideas.
• Be patient and read the comments of other group members thoroughly before entering your remarks.
• Be cooperative with group leaders in completing assigned tasks.
• Be positive and constructive in group discussions.
• Respond in a thoughtful and timely manner.

Chat: Chat groups will be provided to facilitate the group projects, but are not a regular part of the class.

• Introduce yourself to the other learners in the chat session.
• Be polite. Choose your words carefully.  Do not use derogatory statements.
• Be concise in responding to others in the chat session.
• Be prepared to open the chat session at the scheduled time.
• Be constructive in your comments and suggestion.

Web Resources:

• Columbia Guide to Online Style by Janice R. Walker and Todd Taylor

• Citation Styles Online http://www.bedfordstmartins.com/online/cite6.html

  Library

The Tennessee Virtual Library is available to all students enrolled in the Regents Degree Program. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading are included in the course.

  Students With Disabilities

Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution.  Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution.  It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.

  Syllabus Changes

The instructor reserves the right to make changes as necessary to this syllabus.  If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.

  Technical Support

Telephone Support:

If you are having problems logging into your course,
timing out of your course, using your course web site tools, or other technical problems, please contact the AskRODP Help Desk by calling

1-866-550-7637 (toll free)

or go to the AskRODP website at:

http://askrodp.custhelp.com