1 EDIT 610 Instructional Design and Technology Integration Instructor: Dr. Jeremy Dickerson Professor Office: Prince Hall 205B Office Hours: Online and F2F hours by appointment, otherwise T/Th 8:00-11:00 Telephone: COURSE DESCRIPTION: FAX: Design and evaluation of technology-supported teaching and learning. Emphasis on researchbased best practices in technology integration. Offered fully online. INTENDED AUDIENCE: Candidates admitted to the M.Ed. Teaching & Learning program Instructional Technology concentraion, or teachers/trainers/technologists interested in Instructional Technology and seeking credit for other M.Ed. programs or for licensure renewal or personal/professional development. PREREQUISITES: Successful completion of EDIT 604 with a grade of C or higher or approved enrollment. REQUIRED MATERIALS: 1. Course text: Transforming Learning with New Technologies. Maloy, Verock-O Loughlin, Edwards, Woolf. Pearson Publishing Second Edition. 2. Regular and dependable access to a computer, office-style productivity software and highspeed Internet service. 3. M.Ed. program students are required to purchase LiveText (Read more COURSE OUTLINE - TOPICS: 1. Becoming a 21st Century Teacher 2. Understanding Educational Technology Issues and Trends 3. Transforming Learning with Unique, Powerful Technology 4. Designing Lessons and Developing Curriculum with Technology 5. Teaching Information Literacy and Digital Citizenship 6. Fostering Online Learning with Educational Websites and Apps 7. Exploring Problem Solving with Software, Apps and Games 8. Communicating and Collaborating with Social Media
2 9. Expressing Creativity with Multimedia Technologies 10. Promoting Success for All Students Through Technology 11. Engaging students in Performance Assessment and Reflective Learning 12. Integrating Technology and Creating Change as Teacher Leaders INSTRUCTIONAL TECHNOLOGY TRACK: The M.Ed. in Teaching & Learning: Instructional Technology track is designed to provide teachers, trainers and technologists with advanced professional studies of the design, development, implementation and evaluation of current and emerging instructional technologies and their potential to improve teaching practice, professional productivity, and student performance. Program candidates complete a common core of Education coursework, plus an intensive specialization curriculum derived from the National Educational Technology Standards for Teachers (NETS-T) published by ISTE and endorsed by NCATE. Candidates who complete this program track will be able to do the following: 1. Demonstrate understanding of instructional technology tools, systems, and operations 2. Plan and manage instructional technology innovations and environments 3. Design and develop creative learning experiences and materials supported by technology 4. Implement technology-integrated curriculum plans to improve student performance 5. Leverage technology to facilitate effective assessment and evaluation strategies 6. Understand social, ethical, and legal issues relevant to the use of instructional technology 7. Demonstrate commitment to improve professional practice and productivity 8. Exhibit leadership and collaboration in campus-level instructional technology initiatives COURSE OBJECTIVE: Students completing this course will have a foundational understanding of the theoretical principles and research-based best practices for instructional design in technology-integrated learning environments. Learning Outcomes are derived directly from the National Educational Technology Standards for Teachers (NETS-T), published by ISTE. CONCEPTUAL FRAMEWORK: The conceptual framework of all teacher preparation programs in the Spadoni College of Education is The Teacher as Reflective Practitioner. Through this framework, programs are directed toward the development of knowledge, skills, professional behaviors, and dispositions which will insure that all candidates are well prepared and meet all university, state, and national expectations of pre and in-service teachers at the completion of their respective programs of study. Intertwined in our professional unit are the INTASC Principles, NCATE standards, the state-mandated ADEPT framework, NBPTS Principles and nine of the Specialized Professional Associations standards.
3 STUDENT LEARNING OUTCOMES Students will be able to: 1) Design and implement developmentally appropriate learning experiences that apply technology enhanced instructional strategies to support the diverse needs of learners and promote higher-order thinking and creativity. 2) Plan and demonstrate strategies to manage safe and equitable access to technology resources within the context of teaching and learning activities. 3) Apply understanding of research-based best practices, as well as district-state-national technology standards to the design and evaluation of technologyenhanced learning experiences. STANDARDS ALIGNMENT NETS(T) I.A-D, II.A-C NBPTS Core 2 NETS(T) IV.A-C NBPTS Core 3 NETS(T) III.A, V.C NBPTS Core 4 ASSESSMENT
4 4) Plan and evaluate strategies that apply technology to assess student learning of subject matter. 5) Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology to support student learning. COURSE SCHEDULE: See Moodle for work schedule COURSE ASSESSMENTS: NETS(T) II.A-D NBPTS Core 3 NETS(T) V.A, V.C NBPTS Core 4 Assessment Plan Online Discussions 1. Assignments chapters 1-12 = 12 points each (120 points) 2. Online discussions 1-12= 5 points each (60 points) 3. Final paper = 20 points 4. Total = 200 points Ten point grading scale applies for final grades Assignments form text chapters 1-11 = 10 points each (110 points) Each lesson is from the text and will have a corresponding assignment from the text as well. Please see the Submit Assignments tab in Moodle for a description of each assignment. Online discussions 1-12= 5 points each (60 points) Each week there will be an online discussion which requires both an original post and a reply to a classmate. Please see the Discussions tab in Moodle for a description of each discussion. Final paper = 20 points There are three parts to the final paper: 1. A copy of an original non-technology based lesson 2. New and revised version of the lesson, showing your integration of technology throughout all parts of the lesson in meaningful and innovative ways this will include reflections on how/why technology decisions were made and what the expectations are as a result of making these changes 3. Assessment plan showing both alignment of the lesson objectives with the ISTE standards and the methods used to measure student learning with technology
5 You will completely redesign an existing lesson plan and identify areas for logical technology integration. This is a before and after paper which will present a lesson plan that does not incorporate technology and how you would reinterpret this lesson to be a technology-rich lesson throughout all areas of the lesson. You will show the original lesson and reflect on the ways in which you improved it using technology. This is a hypothetical project, and you are not limited by what is in your actual classroom or school. The purpose of this paper is to use technology tools you know and have learned to guide the instructional design of technology-rich learning experiences for a specific lesson. Students will investigate tools from our discussions, articles published in educational technology research journals, and any other technologies they can and then integrate practical strategies that an instructor could utilize to improve the design of learning experiences in a specific lesson. The project must include a description of the target student audience, the instructional objectives, the instructional content, the methods and materials for instructional delivery, the assessment techniques, and supporting rationales). The assessment plan for your redesign project delineates the strategies and tools necessary to verify that student-learning of instructional content will have occurred during the eventual implementation of your redesigned lesson sequence. A critical component of the plan will be an alignment matrix of the instructional objectives, state content standards, national technology standards, and the corresponding assessments. GRADES: Ten point grading scale applies for final grades Candidates in the M.Ed. Teaching & Learning program Instructional Technology concentration must earn a grade of C or higher in order to earn credit toward the degree. ADMINISTRATIVE INFORMATION: 1. This is a graduate level course where regular and professional online participation is mandatory. 2. All assignments must be submitted to Moodle by the posted deadlines. Late assignments will rarely be accepted without serious legitimate extenuating circumstances. Instructor review and approval is needed. 3. Please note that I will send the to your COASTAL account. It is your responsibility to check your Coastal account frequently. I will not send class to your personal account. 4. Exemplary work may be kept and shared in the future. 5. If you have any learning disabilities, need accommodations in any manner, or if you feel you need specialized learning assistance, please contact the Office of Student Disabilities, located in the Student Health-Counseling Center. For more information, call (843) Disabilities
6 must be on record with the university in a timely manner in order to be eligible for special consideration. REPRESENTATIVE WORKS REGULARLY CONSULTED: 1. Bitter, G. & Pierson, M. (2005). Using Technology in the Classroom. Boston, MA: Pearson Education. 2. Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. San Francisco: Jossey-Bass. 3. Cennamo, K., & Kalk, D. (2005). Real World Instructional Design. Belmont, CA: Thompson and Wadsworth. 4. Evans, A., Martin, K., & Poatsy, M. (2007). Technology in Action. Upper Saddle River, NJ: Pearson Prentice Hall. 5. Gagne, R. et al. (2005). Principles of Instructional Design. Belmont, CA: Wadsworth / Thompson Learning. 6. Grabe, M. & Grabe, C. (2007). Integrating Technology for Meaningful Learning. Boston, MA: Houghton Mifflin. 7. Lever-Duffy, J., McDonald, J., Mizell, A. (2004). Teaching and Learning with Technology. Boston, MA: Pearson Education. 8. Roblyler, M.D. (2006). Integrating Educational Technology Into Teaching. Upper Saddle River, NJ: Pearson Prentice Hall. 9. Shelly, G.B. et al. (2006). Integrating Technology and Digital Media in the Classroom. Boston, MA: Thompson Course Technology. 10. Shelton, S. M. (2004). Communicating Ideas with Film, Video and Multimedia. Carbondale, IL: Southern Illinois University Press. 11. Mayer, R. E. (2003). Learning and Instruction. Upper Saddle River, NJ: Prentice-Hall. 12. Williams, R. (2004). The Non-Designer s Design Book. Berkeley, CA: PeachPit Press. SCHOLARLY JOURNALS REGULARLY CONSULTED: 1. Journal of Computing in Teacher Education 2. Journal of Technology and Teacher Education 3. Journal of Research on Technology in Education
7 4. Journal of Interactive Learning Research 5. Journal of Educational Multimedia and Hypermedia 6. Journal of Instructional Development 7. Contemporary Issues in Technology and Teacher Education 8. Educational Technology Research and Development 9. Learning and Leading with Technology 10. TechTrends Journal ACEDEMIC INTEGRITY: (from the Student Code of Conduct, Sections A& C, pgs Statement of Community Standards: "Coastal Carolina University is an academic community that expects the highest standards of honesty, integrity and personal responsibility. As members of this community, we are accountable for our actions and are committed to creating an atmosphere of mutual respect and trust. CCU Honor Pledge: On my honor, I pledge: That I will take responsibility for my personal behavior; and That I will actively oppose every instance of academic dishonesty as defined in the Code of Student Conduct. From this day forward, my signature on any University document, including tests, papers and other work submitted for a grade is a confirmation of this honor pledge.