Course Description:

 

This course will address the "Tennessee Statement of Education Teacher Licensure Standards for Professional Education."

This course, "Teaching and Technology," will assist instructors in examining various issues related to teaching with Internet technology and resources, as well as, learning to evaluate and integrate this technology into "teaching" and "learning" online and on-ground. In addition, this course will assist instructors in locating curriculum resources that will support and enhance instruction.

In this course, "Teaching with Technology," the primary focus will address Standards # 4, 6, 11 of the Tennessee Teacher Licensure Standards for Teaching Strategies, Communication, and Technology. This course will also address as a secondary focus the other noted professional standards below:

Course Goals and Objectives:

Supporting Explanation
Candidates understand and use the principles and techniques associated with various instructional strategies that reflect best practice (such as cooperative learning, direct instruction, whole group instruction, independent study and interdisciplinary instruction) and that foster high expectations for all students. They organize instruction to create learning experiences that connect subject matter to real life experiences and enable students to apply learning to future careers. Candidates vary their role in the instructional process (e.g. instructor, facilitator, coach, audience) to achieve different instructional purposes and to meet individual student needs.  Candidates use multiple teaching and learning strategies in active learning opportunities to promote the development of critical thinking, problem solving and performance capabilities in the content areas. Using a wide variety of resources and methods, including technology and assessment data, candidates develop and use clear, accurate presentations of concepts to promote student learning. Candidates use reading comprehension and writing strategies in the content area and assist students in applying mathematics concepts to subject content. They support acquisition of English necessary for continuous learning in the content area of students whose first language is not English.

6. Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.

Supporting Explanation

Candidates understand language development, the role of language in learning and how culture, gender, and exceptional learning needs affect communication in the classroom. They recognize effective verbal and nonverbal communication techniques and use them to support all students 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.

11.a. Candidates use technology and technology based resources to facilitate developmentally appropriate student learning.

Supporting Explanation
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. 

11.b. Candidates use technology to enhance their professional growth and productivity.

Supporting Explanation
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.

11.c. Candidates effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources.

Supporting Explanation
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.

• Module One: Orientation & Overview of Educational Technology
• Module Two: Technology Integration in the Classroom
• Module Three: The Impact of Technology and Student Learning
• Module Four: Technology as an Instructional and Teaching Tool
• Module Five: Technology as a Communication Tool
• Module Six: Technology Enhancement of Curriculum & Presentation
• Module Seven: Resources of Internet Technology (World Wide Web)
• Module Eight: Internet Technology: Teaching, Learning, Research Tools
• Module Nine: Virtual Learning /Virtual Labs / Virtual Field Trips / Schools
• Module Ten: Teacher Practice, Training, and Professional Development
• Module Eleven: Assessing Technology Plans and Programs
• Module Twelve: Innovations in Educational Technology: Future Perspectives

*See description of the final project below under the section: "Assignments and Project"

Specific Course Requirements:

Students should be skilled in using WORD, sending and receiving e-mails with attachments. Skilled in using a web browser to connect to websites ( Internet Explorer). Skilled in developing PowerPoint presentations and sending them by e-mail attachment.

*Note: Students in need of assistance in acquiring these skills may contact their home university campus content for on-site assistance and training in the noted areas.

Required Textbooks:
(none)

Microphone that you can connect to your computer (You will be talking online in this class) There will be no additional software required to participate in the oral portions of this class. The software is already loaded into the class. Directions will be given on how to access the Voice Board.

Speakers (either external speakers that can be connected to your computer or those that have been built internally in your computer. As long as you are able to hear sounds.)

PC users… A minimum computer system that will help you access all the tools in the courses is a Pentium 166 or better 32 Megabytes of RAM or better Windows 95 (or higher if possible) Communications software (this lets your computer talk to the modem) A modem (56k or better will give you best performance) And a dependable internet service provider (ISP). Any provider will do as long as you get an email account, have access to the World Wide Web, and don’t have serious problems connecting.

For Mac users… Minimum system requirements for Mac users are a 604 PowerPC processor Preferably a G3 (iMacs are included) or G4 processor computer running Mac OS 8.5 or above Internet browsers, Explorer 5.0 or Netscape 4.75 A minimum or 64 MB RAM, preferably 128 with at least 25 MB assigned to your browser. If you need assistance in adjusting memory please refer to your Apple Help file searching under the header Memory - Adjusting your memory usage. It is advised that you not have multiple applications open while working in your browser within the Online Degree Program .This requires more RAM and will cause the browser to run very slowly. You also need communications software (this lets your computer talk to the modem) A modem (56K or better will give you best performance) And a dependable internet service provider (ISP). Any provider will do as long as you get an email account, have access to the World Wide Web, and don’t have serious problems connecting or maintaining a connection.

Disclaimer: TBR nor the instructors are responsible for any software,  hardware failure or serve failure. As with any type of technology you may experience some technical problems. Therefore you are highly encouraged to back-up and keep a copy of your work.

Computer Emergency Back-Up Plan:
Student should develop a "computer emergency back-up plan" in case of your personal computer failure. Please know that the public libraries and the campus libraries have computer available for students.

Software Requirements:

Testing Procedures:

Grading Procedure:

Grading Scale:

• 1500 - 1475  [A]
• 1474 - 1450  [B]
• 1449 - 1400  [C] 
• 1399 - 1350  [D]
• 1349 - below [F] (conference with instructor to address class participation, performance and products)

Students must present documentation of their unexpected circumstances to request an "I" (incomplete). *Students receiving an incomplete must complete assignments within three weeks after the end of the semester.

Assignments and Projects:

• (1.a) Design a lesson (content specific to your major classroom subject area) and teach the lesson to one group of students using an instructional technology tool (of your choice) and teach the same lesson to another group of students without using the instructional technology tool that you used with your first group. Assess and compare the performance and outcomes of the two groups and note your findings and recommendations. Be sure to also assess your presentation of the lesson.
  *You are to present your final project in a power point presentation using the instructor's format and template.
   
• (1.b) Technology Integration Teaching & Learning Unit for enhancing one of your classroom major subject area (i.e. Chemistry, Biology, Math, Reading, etc.)
  You may include technology from your specific classroom, school, and/or community. *Use the recommended format for completing the unit.
   
• (1.c) Internet Curriculum Supplementary Resource Guide for enhancing your major classroom teaching subject(s). *The guide should have a minimum of twenty-five websites with an annotated description and a statement of how each website will enhance the subject matter.
   
• (1.d) Classroom Centered Interactive Website that includes website links to subject matter curriculum resources (you may use the same information from your Internet Resource Guide in 1.c and websites from the course), a student interaction section (where students may use electronic forms of communication for interaction with instructor or group project, subject matter educational online games, threaded discussions of subject matter, virtual labs or virtual field trips), and parent resource guide (to provide parents a list of recourses and school - community events to reinforce the subject matter).
  
  Note: Online training and support for developing the above website will be provided, along with the option of on-site / hands-on regional training.

Class Participation:

Punctuality:

• It is the responsibility of the student to "e-mail the instructor" upon any questions, problems, clarification of materials and directions, and for assistance.
   
• Assignments will be presented each week. However, students will have seven days to complete each assignment or as determined by the instructor. Students will have three weeks to complete the final project (for a fifteen week semester) and two weeks for a ten week summer intensive semester.
   
• Students are expected to communicate with other students in team projects, learn how to navigate in WebCT, and keep abreast of course announcements. They should use their assigned WebCT email addresses in regular communication. They should also give the instructor a web-based email address (hotmail, yahoo) in case of emergency.
   
• Students should address technical problems immediately by contacting the RODP Technical Help Desk at Technical Support toll-free 1-866-550-7637 (24 hrs)
   
• Students should observe online course netiquette at all times.
   
• Plagiarism, cheating, and other forms of academic dishonesty are prohibited. According to Webster's Ninth New Collegiate Dictionary, plagiarism is to "steal and pass of as one's own (the ideas or words of another); to present as one's own an idea or product derived from an existing source." Students who plagiarize or commit any other form of academic dishonesty will receive a zero on the paper and may receive an F in the course.

Instructor's Responsibilities
 

• E-mail reply (36 - 48 hours)
• Updated Calendar noting due dates and announcements
• Feedback on assignments (1 - 2 weeks after due date)
• Facilitate and monitor threaded discussions
• Graded examinations (no later than two weeks after due date)
• Posting of module scores (no later than two weeks)
• Mid-term performance status
• Final Project (feedback and score no later than one week after due date)
• Online Office Hours (set up individually with students)

*Instructor is to notify students on the class discussion board of any prolong period of absences (four days or more) when the instructor will not be available or will have access to the Internet.

E-mail and Discussion Board:

• Include a subject line with your last name, the course number, and the course assignment or subject of the communication.
• Be mindful of spelling and grammar in wording your e-mails and assignments.
• Use of emoticons :-) might be helpful in some cases.
• Use standard fonts of at least 12" (Ariel or Times or Courier)
• Make sure you will a conformation of your submitted work send by e-mail
• Respect the privacy of other class members.
• Make sure you scan your e-mail and attachments for virus.

Discussion Groups:

Library

http://www.rodp.org/tvl.htm

Students With Disabilities

Syllabus Changes