College
of Education
Department
of Teacher Development
Dr.
Mark Warner
667-4503
Course
Title: Instructional Technology Management
Course
Prefix and Number: EDTD
6011
Hours:3sh
Required Text:Handouts
Prerequisites: Graduate
student enrolled in the College of Education; approved post-bac student
Course
Description:Focuses
on advancing a learner's systematic, progressive migration to a student
centered, technology empowered classroom. The central theme is integrating
technology into the curriculum.All
Georgia Technology Standards for Educators adopted from ISTE NETS Standards
are embedded within the overall framework of the course and its various
requirements.
ISTE Technology
Competencies Addressed:
The International
Society for Technology in Education (ISTE) has adopted standards for technology
preparation for all teachers.This
course prepares students to:
Demonstrate
ability to operate a computer system in order to successfully utilize software
Explore,
evaluate and use computer/technology based materials, including applications,
educational software, and associated documentation
Demonstrate
knowledge of uses of computers for problem solving data collection, information
management, communications, presentations, and decision making
Design
and develop student learning activities that integrate computing and technology
for a variety of student grouping strategies and for diverse student populations
Evaluate,
select, and integrate computer/technology-based instruction in the curriculum
of one's subject area(s) and /or grade levels
Demonstrate
knowledge of uses of multimedia, hypermedia, and telecommunications to
support instruction
Demonstrate
skill in using productivity tools for professional and personal use, including
word processing, database, spreadsheet, and print/graphic utilities
Identify
resources for staying current in applications of computing and related
technologies in education
Use
computer-based technologies to access information to enhance personal and
professional productivity
NBPTS Addressed:
The National Board
for Professional Teaching Standards seeks to identify and recognize teachers
who effectively enhance student learning and demonstrate the high level
of knowledge, skills, abilities and commitments reflected in the following
five core propositions.
1.Teachers are
committed to students and their learning.
Accomplished teachers
are dedicated to making knowledge accessible to all students. They act
on the belief that all students can learn. They treat students equitably,
recognizing the individual differences that distinguish one student from
another and taking account of these differences in their practice.
2.Teachers
know the subjects they teach and how to teach those subjects to students.
Accomplished teachers
have a rich understanding of the subject(s) they teach and
appreciate how knowledge in
their subject is created, organized, linked to other disciplines and applied
to real-world settings.
3.Teachers
are responsible for managing and monitoring student learning.
Accomplished teachers
create, enrich, maintain and alter instructional settings to capture and
sustain the interest of their students and to make the most effective use
of time. They also are adept at engaging students and adults to assist
their teaching and at enlisting their colleagues' knowledge and expertise
to complement their own.
4.Teachers think
systematically about their practice and learn from experience.
Accomplished teachers
are models of educated persons, exemplifying the virtues they seek to inspire
in students -- curiosity, tolerance, honesty, fairness, respect for diversity
and appreciation of cultural differences -- and the capacities that are
prerequisites for intellectual growth: the ability to reason and take multiple
perspectives to be creative and take risks, and to adopt an experimental
and problem-solving orientation.
5.Teachers are
members of learning communities.
Accomplished teachers
contribute to the effectiveness of the school by working collaboratively
with other professionals
on instructional policy, curriculum development and staff development.
General Course
Objectives:The following general
instructional objectives are part of this course.The
students will be able to:
Organize
classroom instruction supported by technology
Provide
Leadership in the use and integration of technologies into the curriculum
Produce
teacher and student products through a variety of technologies
Integrate
technologies into their teaching
Demonstrate
"proficient" level competencies in all strands of the course.
Requirements
and Course Outline: (See
Rubrics 1-11)
Correlation
of ISTE Standards and EDTD 6011
Please
refer to Test Out Option and Required Course Performance Matrix
and accompanying Rubrics (1-11) designed in compliance with Georgia
Technology Standards for Educators
TEST
OUT OPTION:Individuals
who have completed EDTD 3011 (see attached syllabus) and other qualified
individuals may select a Test
Out Option
by satisfying all of the course requirements.Individuals
who select the Test
Out Option
and do not meet all of the Georgia
Technology Standards, Objectives, and Descriptors for Educators
required in the course may re-test or receive advanced placement in the
course option.Advanced placement
will be based upon standards that are not satisfactorily met.Leadership,
service and special education personnel are invited to participate in the Test
Out Option.Appropriate
modifications will be made for those who work with special populations
and other certified personnel with special functions.Accomodations
will be made for individuals with special needs to complete the Test
Out Option
with assistive technologies located on campus.Individuals
with special needs will be assisted by Augusta State University staff who
are especially trained to use specific assistive technologies.
Lab
Requirements: (Field Tested during final 3 weeks of the course)
Design
and implement webquest technology-connected lesson plans.The
lesson plan requirements are based upon a logical scope and sequence of
skills to be developed throughout the webquest. EDTD 6011students will
work in teams to create and implement webquest technology connected lessons
that require application of skills presented during classroom activities.
Webquest curriculum, instruction, and assessment strategy requirements
follow below:
Web
quest Lesson Plans (see Rubrics 8 and 9)
The
webquest lesson plans for k-12 students will follow a template that includes
an Overview, an Introduction, Overall Task, Process, Resources, Evaluation
and Conclusions.Web based teacher
pages are also created to articulate content standards, teacher roles,
web based instructional delivery, related technology resources, and ongoing
as well as culminating authentic assessment including:
Lesson
QCC Standards
Lesson
Procedures
Lesson Materials and resources including all technology enhancements
Classroom
Management strategies and plan for student technology training using various
hardware, software programs, and internet resources
One
whole group technology connected task
Small
group cooperative learning technology connected tasks
Performance
rubrics for both self assessment and teacher assessment of ongoing formative
and final summative assessments
Several
samples of authentic student work
Tri-Board
Project
Each
team will be responsible for developing a group tri-board. The tri-board
will be presented in class and digitally displayed in respective Electronic
Portfolios. Each display may include:
Performance
Rubric Criteria
Samples
of student work
Samples
of teacher made instructional materials
Performance
Assessment
On-the-job
performance assessment will be conducted by trained course instructors
from Augusta State University who will use the criteria based on the Webquest
Performance Rubrics. (See
Rubrics 8 and 9)
Grading:
Grades
will be assigned based on the following point system.
A
= 700-750, B = 650-699, C = 600-649, D =550-599, F = < 550
NOTA
BENE
(The
Professor reserves the right to deduct points from the final grade if the
following
guidelines
are not followed)
-
Students
should approach this course, its assignments, and fellow participants in
a professional manner. Participation is expected at all times.
-
Each
student is required to open, maintain, and use an electronic mail account.
Free accounts are available through Augusta State University.
-
Assignments
are due on their assigned date and at the beginning of class. Late assignments
will not be accepted.
-
The
student should refer to the Augusta State University Student Handbook for
policy information regarding academic dishonesty.
-
At
no time will grades be posted. Nor will grades be given out over the telephone
or Internet.
References:
Dodge,
B. (1997). Some Thoughts About Webquests. http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html
Grabe,
M. and Grabe, C. (2000). Integrating the Internet For Meaningful Learning.
Houghton Mifflin: Boston
Heinich,
Molenda, Russell, and Smaldino. (1999). Instructional Media and Technologies
for Learning. Prentice Hall:
Columbus
Newby,
Stepich, Lehman, and Russell. (2000). Instructional Technology For Teaching
and Learning. Prentice Hall:
Columbus
Roblyer
and Edwards. (2000). Integrating Educational technology into Teaching.
Prentice Hall: Columbus
Useful
Internet Sites:
http://edweb.sdsu.edu/webquest/webquest_collections.htm
http://www.ceismic.gatech
http://homepage.interaccess.com/~ky/classtech.html
http://www.nsba.org/itte
http://isteonline.uoregon.edu
http://www.amp.apple.com
http://www.gsu.edu
http://www.tcimet.net/mmclass/
http://www.nctp.com
http://www.nap.edu/readingroom/books/techgap/welcome.html
http://www.studyweb.com
http://www.ebig.com
http://www.webteacher.org/winnet/indextc.html