COURSE DESCRIPTION: This course focuses on technology resources and integration strategies for several different content areas with special emphasis on incorporating the current trends toward thematic, interdisciplinary instruction.  Students will dive deeply into the internet as a tool for inquiry and develop web based activity units that provide children with opportunities for seeking the information needed for authentic problem-solving projects.

NATIONAL BOARD OF PROFESSIONAL TEACHING STANDARDS ADDRESSED:
1.Teachers are committed to students and their learning.
2.Teachers know the subjects they teach and how to teach those subjects to students.
3.Teachers are responsible for managing and monitoring student learning.
4.Teachers think systematically about their practice and learn from experience.
5.Teachers are members of learning communities.

INTERNATIONAL SOCIETY FOR TECHNOLOGY EDUCATION OBJECTIVES:
The ISTE Foundation Standards reflect professional studies in education that
provide fundamental concepts and skills for applying information technology in
educational settings. All candidates seeking initial certification or endorsements
in teacher preparation programs should have opportunities to meet the
educational technology foundation standards. (Objectives in bold will be
addressed herein)
A. Basic Computer/Technology Operations and Concepts.
Candidates will use computer systems software; to access, generate and
manipulate data; and to publish results. They will also evaluate performance of
hardware and software components of computer systems and apply basic
troubleshooting strategies as needed.
1. Operate a multimedia computer system with related peripheral devices
to successfully install and use a variety of software packages.
2. Use terminology related to computers and technology appropriately in
written and oral communications.
3. Describe and implement basic troubleshooting techniques for multimedia
computer systems with related peripheral devices.
4. Use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software.
5. Demonstrate knowledge of uses of computers and technology in business, industry, & society.

B. Personal and Professional Use of Technology.
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.
1. Use productivity tools for word processing, database management, and
spreadsheet applications.
2. Apply productivity tools for creating multimedia presentations.
3. Use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.
4. Use computers to support problem solving, data collection, information management, communications, presentations, and decision making.
5. Demonstrate awareness of resources for adaptive devices for student with special needs.
6. Demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.
7. Identify computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.
8. Observe demonstrations or uses of broadcast instruction, audio/video conferencing, and other distant learning applications.

C. Application of Technology in Instruction.
Candidates will apply computers and related technologies to support instruction
in content areas. 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.
1. Explore, evaluate, and use computer/technology resources including applications, tools, educational software, and associated documentation.
2. Describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum.
3. Design, deliver, and assess student learning activities that integrate computers/technology for a variety of student group strategies and for diverse student populations.
4. Design student learning activities that foster equitable, ethical, and legal use of technology by students.
5. Practice responsible, ethical and legal use of technology, information, and software resources.

SPECIFIC COURSE OBJECTIVES:
• To incorporate technology into models of meaningful learning, information problem solving, and critical thinking that assist useful goals for instruction.
• To interact with the different roles technology might play in facilitating meaningful learning, information problem solving, and critical thinking.
• To apply essential technology tools and resources to accomplish instructional goals.
• To actively initiate and facilitate particular categories of classroom experiences with children, and to demonstrate these possibilities with a variety of classroom examples.
• To promote thinking and reflection about the best uses of technology in the classroom.

COURSE REQUIREMENTS:
• Demonstrate competency in a variety of technology resources and software applications.
• Work collaboratively to develop technology assisted inquiry based interdisciplinary thematic units including lesson procedures, materials, activities, rubrics, and classroom management strategies.
• Publish units to existing web sites.
• Provide opportunities for children to demonstrate technology assisted, authentic problem-solving projects and provide samples of authentic student work published to existing web site.

Assignments:
Students will be required to create 4 discipline based web quests that address content area standards (QCCs).
Each web quest will be worth 100 points.  Grades will be assigned as follows:
A = 400-360; B = 359-300; C = 299-260; D = 259-200; F = below 200.

BIBLIOGRAPHY

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

Howell and Dunnivant. (2000).  Technology for Teachers: Mastering New Media and Portfolio Development.  McGraw-Hill: New York

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://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