ETT 571 Instructional Technology Program Development

Transcription

1 ETT 571 Instructional Technology Program Development FALL 2014 Jason Rhode, Ph.D. Office: Adams Hall 318 Office Hours: T/Th, 3-4pm or by appt. Office Phone: Cell Phone: Please note: * This is an online course, with significant online activities. You are expected to login to the online course daily to maintain steady progress. * Upon further discussion with students, the instructor reserves the right to make revisions to the course stated in this document. Face-to-Face Meetings: Sat, 10/11, 2:15-3:45PM Sat, 11/22, Time TBD NIU DeKalb, Gabel 222 Online Synchronous Sessions: Thu, 11/13 6:00 PM 8:40PM Thu, 12/11 6:00 PM 8:40PM Adobe Connect Online Asynchronous Sessions: 10/11-10/16, 10/17-10/23, 10/24-10/30, 10/31-11/6, 11/21-11/27 Course News / Reminders via Text: to (816) to join Course Hashtag: #ett571 Catalogue Description This course examines the responsibilities and knowledge/skills demanded of school/corporatebased technology coordinators, including broad educational and technology issues. The various facets of an instructional technology program will be introduced including: technology planning, technical staffing, staff development, budgeting, and facilities planning. Course Overview & Objectives Overview In ETT 571, you will be exposed to theories and methods for developing and managing instructional technology programs in educational settings. This course will focus on examining existing instructional technology program development principles and their application in various educational contexts. The course content spans underlying principles of instructional technology program development, including technology planning, technical staffing, staff development, budgeting, and facilities planning. Content and teaching standards for technology integration are explored and opportunities provided for applying standards and principles in development of technology-integrated lessons. Staff development scenarios are also considered and best practices shared. 1

2 Objectives Through this course you will: 1. Plan, deliver, and assess students mastery of concepts and skills relevant to learning technologies and technological literacy across the curriculum. 2. Apply methods and strategies for teaching these concepts and skills to students, educators, and administrators in various educational settings. 3. Create a plan for the selection, installation, management, and maintenance of the technological infrastructure in a classroom setting. 4. Apply educational and technology-related research, the psychology of learning and instructional design principles in the use of computers and technology in education. 5. Develop curricular plans and teaching aids based on local, state and national standards for use of computers and other associated learning technologies, integrating these across subject and content areas. 6. Implement information access and delivery resources in P-12 schools to support the curriculum. 7. Develop an instructional program based on local, state, and national standards for the use of computers and other associated learning technologies, integrating these plans across subject and content areas. 8. Analyze issues and models related to leadership in staff development. 9. Identify resources, plan and design staff development activities to support professional growth in learning technologies. 10. Develop strategies for managing the change process as part of overall educational reform efforts in schools and districts. Online Course Access This online course will be hosted in NIU s online course management system, Blackboard. The course will be available to you beginning on the day the course begins. To access the online course materials and activities, go to and login using your NIU student Account ID (ZID) and password. More details will be provided at the face-to-face orientation session. Course Readings & Resources Required Text There is no required textbook for this course. Required readings will be made available electronically in Blackboard. 2

3 Additional Readings & Resources Additional required readings and resources will be posted and available in Blackboard. Online Course Format This online course contains both synchronous and asynchronous activities, purposefully designed to provide flexibility in your learning process while also building an online learning community. The course is designed in a sequential modular structure in Blackboard, with resources and complete assignment instructions to be provided for each module and due dates noted. ules generally begin on Friday and end the following Thursday. Synchronous activities will be completed during the scheduled synchronous online class sessions, while asynchronous activities can be completed online at any time once made available, until the date due. Topics & Schedule ule 01 [10/11 10/16]: Introduction / Dilemmas in IT Program Development ule 02 [10/17 10/23]: Technology Plan Review ule 03 [10/24 10/30]: els of Staff Development ule 04 [10/31 11/06]: Content Standards and Technology Integration ule 05 [11/07 11/13]: Teaching Standards and Technology Integration ule 06 [11/14 11/20]: Future-Proof Facilities ule 07 [11/21 11/27]: Ideal Classroom Scenario ule 08 [11/28 12/04]: Technology Integration Lesson and Staff Development Planning ule 09 [12/05 12/11]: Final Project Development and Presentations ule 10 [12/12 12/14]: Final Reflections Online calendar including all required course activities, assignments, and applicable due dates will be available in Blackboard. Groups Your instructor will be forming groups, based on your input, which will persist throughout the remainder of the course. You will work together with your group members on several assignments, noted below. Each group will have their own online group Blackboard Adobe Connect room and space in Blackboard with collaborative group tools that the group will be able to choose from and use. Frequent communication is key to group success using the communication means that most effectively work for the group members. Group work can be more demanding for both brainstorming ideas and meeting and planning times. Therefore, each group member will be responsible for determining the organization and planning for your group work. More details will be provided about group activities. 3

4 Course Assignments, Grading Criteria, & Grading Procedures Grades are the province of the professor, are based on criteria below, and are subject to change. Violations of the University s Academic Misconduct policy will not be tolerated. Assignments must follow the format and/or the guidelines and assessment rubrics for each assignment, to be available in Blackboard. All assignments to be completed in Blackboard will be due 11:59 PM on the due date listed in the course calendar, unless otherwise noted. It is imperative that ALL students enrolled in Instructional Technology courses in the College of Education at NIU are able to articulate through a sound and effective writing style. Citations and references will follow APA style. Class Participation (100 points) In this course you will attend and participate in both online and face-to-face classes, discussions, demonstrations and activities. Participation should be consistent, active, collaborative, helpful, and respectful of peers and instructor. Reading assigned materials and preparing for class activities in advance as assigned are required for participation. Quality participation is characterized by: active, enthusiastic participation in online discussions and activities demonstrating your understanding of class readings by using course content to help explain or justify comments asking thoughtful questions responding to others comments in a responsible and constructive manner contributing regularly to discussion without dominating completing course feedback surveys thoughtful and effortful completion of ALL tasks Participation points will be earned thru attendance at scheduled face-to-face and online synchronous class sessions and online class activities. Face-to-face and online synchronous class session activities are part of your class participation grade. If you must miss any portion of a class session, it is your responsibility to notify your instructor in advance to arrange for makeup activities. Discussion Participation (100 points) Online discussions provide an opportunity to share thoughts and ideas as they relate to the readings and your own professional experiences, further demonstrating how you can apply the concepts from the readings and resources to your own context. Generally in the online discussion format, you will be posting not only your comments, but your reactions to your 4

5 classmates. Several modules of the course will contain an online discussion question for you respond to and engage in an online conversation with your classmate. Your initial post to the discussion question must be a thoughtful response to the question provided. A 250-word minimum is required for the initial response. Professional language and writing are required. Connect your response back to text materials and research, citing the required readings to support your position wherever possible. You are expected to read all posts in the discussions and actively participate in the conversations, posting a minimum of 2 thoughtful replies back to other students. Your replies to other student s posts are to be thoughtful responses that seek to further knowledge and understanding. Such replies as nice post or ditto are not thoughtful replies. Instead your replies should, for example, explain why you agree or disagree with a previous post, ask a probing question, clarify a statement, share your own relative experience, support or refute a statement with evidence, and always be constructive and collegial. A discussion rubric will be provided in Blackboard to guide you in developing your discussion posts. After completing the assigned readings for the module, you should write and post your initial response to the discussion question. It is recommended that you compose your initial response in a word processor like Microsoft Word and then copy/paste into the discussion message box when posting in Blackboard. With course modules beginning on Fridays, initial discussion responses are due on Monday by midnight, with follow-up responses to classmates due when the module ends on the following Thursday at midnight. Teaching Strategy Presentation (50 points) {To be completed as group} Your group will be assigned a technology-integrated teaching strategy. Your group should prepare a minute presentation to be given online during our online synchronous class session on 11/13/14 that teaches your classmates about your strategy and how your strategy might be effectively used in a technology-integrated lesson. More details and rubric will be provided. Technology-Integrated Environment Plan and Presentation (50 points) {To be completed as group} We will be reading literature on the design of current and future education environments from a number of perspectives. We will share what we read and apply what we learn by producing and sharing basic designs of classroom environments. As such, your group will be assigned a reading describing a concept for a technology-integrated classroom design. You are to prepare a minute presentation to be given during our face-to-face class session on 11/22/14 that shares a synopsis of your reading and a simple graphic that you create of a classroom/learning space based upon the concepts presented in your assigned reading. Your graphic should show (in a basic manner) (1) The perimeter boundary of the classroom; (2) Shapes representing areas that show furniture layouts and learning areas; (3) The technology that will be present in the classroom. More details and rubric will be provided. 5

6 Technology Integration and Staff Development Plan Final Project (100 points) {To be completed as group} The culminating project for this course will consist of the creation of an integrated lesson/content plan that integrates key concepts regarding instructional technology integration covered during the course as well as a staff/faculty/employee development plan that will teach potential instructors how to conduct your lesson/content plan. More details and assignment rubric will be provided. Presentation of Technology Integration and Staff Development Plan Final Project (50 points) {To be completed as group} At our concluding online synchronous class meeting, each group will give a 15-minute presentation sharing an overview of your integrated lesson/content plan and staff development plan. More details and assignment rubric will be provided. Self-Assessment Reflection Journal (50 points) {To be completed in individually} At the conclusion of each module, you are to reflect on your learning journey during the unit and post a reflection to your online journal in Blackboard. Document in your reflection any aha moments you had as well as poignant comments from the discussion, readings and resources, or any other takeaways. Journal posts are only viewable by you and your instructor and can be as long as you find helpful to adequately capture your reflections. You will earn the full point value for this assignment by making a minimum of 1 reflection journal post per week during the course, but you may post to your reflection journal as frequently as you wish. Course Activities Matrix Activity Total Pts Class Meeting (Participation) Student Profile Course Feedback Survey (Participation) Discussion Teaching Strategy Presentation Tech-Integrated Environment Plan Self-Assessment Reflection Journal Tech Integration Plan (Project) Presentation Tech Plan (Project) Total Points 500 6

7 Final Grade & Graduate Level of Performance A - 90% or better (450 or more points) "superior level of performance" - performance is above the competency level required for a competent entry-level ETT professional with minimal corrective feedback from the instructor. B - 80% or better (400 to 449 points) "satisfactory level of performance" - performance matches the competencies specified, at the level required for an entry-level ETT professional with no errors of omission or commission and only normal corrective feedback from the instructor. C - 70% or better (350 to 399 points) "marginal level of performance" - performance is slightly below the level of competency expected of an entry-level ETT professional. There are errors of omission and/or commission. Performance was remedied by extra feedback and guidance by the instructor. D - 60% or better (300 to 349 points) "deficient level of performance" - performance is below the level of competency expected of an entry-level ETT professional. There are errors of omission and/or commission. F - less than 60% (fewer than 300 points) "seriously deficient level of performance" - performance is far below that expected from an entry-level ETT professional. There are significant errors of omission and/or commission. Late Work Policy Late work will be marked down 50% the first day late. After that, you will get NO points. Illness or other excuses need to be verified all of which will be accepted at the discretion of your instructor. Incomplete Policy Incompletes will be given only under unusual circumstances. The instructor will decide on requests for incompletes individually. To qualify for an incomplete, a student must: 1. have completed 80 percent of the course assignments; 2. be unable to complete the class for valid reasons beyond the control of the student; 3. submit a written request with a firm schedule for completion. A grade of Incomplete carries a PENALTY. It will result in a final grade that is ONE GRADE LOWER THAN that earned according to the point system. NIU Academic Integrity Policy To make authoritative statements without giving credit to the author of those statements is considered plagiarism and violates the academic integrity policy of Northern Illinois University: Good academic work must be based on honesty. The attempt of any student to present as his or her own work that which he or she has not produced is regarded by the faculty and 7

8 administration as a serious offense. Students are considered to have cheated if they copy the work of another during an examination or turn in a paper or assignment written, in whole or part, by someone else. Students are guilty of plagiarism, intentional or not, if they copy material from books, magazines, or other sources without identifying and acknowledging those sources or if they paraphrase ideas from other sources without acknowledging them. Students guilty of, or assisting others in, either cheating or plagiarism on an assignment, quiz, or examination may receive a grade of F for the course involved and may be suspended or dismissed from the university ( Undergraduate Catalog, p.48). Blackboard and Blackboard ( (Bb) will be using extensively throughout the semester. You must have regular access to the Internet; it is imperative that you learn how to access Blackboard as soon as possible. You will need your Z-ID and password to logon to Blackboard. You may obtain your Z-ID through the NIU Electronic Phonebook or by calling Call too to change your password. Assistance in logging on, using Blackboard and , and changing your password ( is available through the "Student Help" link on the Blackboard Logon page. Check your NIU student regularly, as it is the official means of electronic communication from the University. You can access your student via webmail Additional options for checking your student , including setup instructors for your client on your computer, smart phone, or tablet Instructions on how to use student webmail are available at Additionally, make sure that your quota is not full by checking your Inbox size. Adobe Connect For our synchronous online class sessions, we ll be using the Adobe Connect web conferencing platform. You should be already be familiar with using Adobe Connect from your previous ETRA Technology Specialist Cohort courses, but we will also review how we ll be using Adobe Connect during the face-to-face orientation class session on 10/11/14. Course News & Reminders via Text Message Your instructor is incorporating an option in this course for you to receiving course-related news via text message. More details will be provided by your instructor on how to opt-in to receive course news via text message. Writing Center It is imperative that ALL teacher certification candidates meet the Illinois Language Arts Standards for All Teachers. Therefore, students who would like assistance in or further 8

9 developing their writing style and skills can do so through the NIU Writing Center located in Stevenson South Towers - Lower Level, Website: Technical Support Blackboard & Z-ID The course Blackboard is your guide to this course. You will use it to obtain and complete assignments, access information and course materials, engage in online discussions, view your grades, and as a communication tool. Please be advised your use of Blackboard may be monitored. You will need your Z-ID and password to logon to Blackboard. You may obtain your Z- ID through the NIU Electronic Phonebook or by calling Call too to change your password. Assistance in logging on, using Blackboard and , and changing your password ( is available through the Student Help link on Blackboard. Troubleshooting - Call the Information Technology Services (ITS) help desk at or go to if you are experiencing difficulty with your Z-ID, accessing your e- mail, or the World Wide Web. Weather, Travel, and Class Cancellations Since we will meet most of our class sessions online, we should not have serious travel problems for commuting students. But just in case, regardless of what NIU officially decides to do in cases of bad weather, only you can know the exact conditions where you are. ALWAYS use sound judgment about your travel. To learn about official NIU status, a weather status line is available. 752-OPEN ( ) That s a DeKalb number NIU-OPEN ( ) toll-free Unless the university closes officially, you may assume that your instructor will be here for class when scheduled. If something were to necessitate your instructor cancelling class on a date not announced in advance and not part of an official closing, the IT office will make every effort to contact you by if time permits (not the same day) or by phone as early in the day as possible. Your instructor will also send out a notice via text message to those who opt-in to receive course news via text message. Students with Special Needs Northern Illinois University is committed to providing an accessible educational environment in collaboration with the Disability Resource Center (DRC). If you require an academic accommodation due to a disability, let your instructor know as soon as possible. Students who need academic accommodations based on the impact of a disability will be encouraged to contact the DRC if they have not done so already. The DRC is located on the 4th floor of the Health Services Building, and can be reached at (V) or drc@niu.edu. 9

10 Conceptual Framework of the NIU College of Education Northern Illinois University: A Community of Learners The NIU Community of Learners builds on knowledge, practice, and reflection to produce Exemplary Educators. The Community encompasses scholars, education professionals, and preservice teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community, which supports lifelong learning. 10