Seminar in Instructional Technology

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1 Joe Winslow Kearns Hall 211B COURSE DESCRIPTION: Capstone experience in the design, development, implementation, evaluation and management of instructional technologies and their potential to improve teaching practice, student performance, and professional productivity. Emphasis on the. INTENDED AUDIENCE: Candidates in the M.Ed. Teaching & Learning program concentration who have applied to graduate this semester. PREREQUISITES: Successful completion of EDIT 604, plus any four of EDIT 610, 620, 630, 640, or 650 with an earned grade of C or higher. MATERIALS: (1) Screen capture, video editing, image editing software Camtasia, Premiere Elements, Photoshop Elements recommended (2) Web content publishing Wordpress required, YouTube recommended (3) Digital camcorder & tripod CONCEPTUAL FRAMEWORK: The overarching theme of the Conceptual Framework for all educator preparation programs is The Educator as Reflective Practitioner. The initial and advanced teacher education programs and the advanced program in educational leadership focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at the completion of their program. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders. It outlines our philosophy and commitment to the education profession; guides programmatic decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit s assessment system. The Conceptual Framework reflects our commitment to integrate technology, demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse populations, and apply content and pedagogical knowledge to the teaching and learning process. COURSE FORMAT: This course will utilize an online / blended delivery format, with three mandatory face-to-face meetings on campus, plus three live webcasts. Students will access all course materials and interactions via the Blackboard management system, available at learn.coastal.edu. s will be published to student blog sites on the college WordPress server at ed.coastalapps.org. Virtual sessions will be hosted via Adobe Connect or Skype. TECHNOLOGY STANDARDS: The content for this course is derived from the National Educational Standards for Students (NETS-S 2007), as well as the National Educational Standards for Teachers (NETS-T 2008), both published by the International Society for in Education (ISTE) at NETS-S ) Creativity and Innovation 2) Communication and Collaboration. 3) Research and Information Fluency. 4) Critical Thinking and Problem Solving. 5) Digital Citizenship. 6) Operations and Concepts. NETS-T ) Facilitate and inspire student learning and creativity. 2) Design and develop digital age learning environments and experiences. 3) Model digital age work and learning. 4) Promote digital citizenship and responsibility. 5) Engage in Professional growth and leadership. 1

2 INSTRUCTIONAL OBJECTIVES: This course emphasizes capstone experiences in: 1) Demonstrating knowledge, skills and attitudes relevant to the integration of technology to support teaching and learning. 2) Developing instructional materials, experiences and assessments that leverage instructional technologies to inspire student creativity and performance. 3) Applying understanding societal issues of evolving digital culture to promote legal and ethical uses of technology in teaching and learning. 4) Participating in professional growth and leadership opportunities relevant to instructional technology. STUDENT LEARNING OUTCOMES Candidates will be able to: 1) Demonstrate understanding of instructional technology tools, systems, and operations. STANDARDS ALIGNMENT, IV, V CF II ASSESSMENT 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. I 6) Understand social, ethical, and legal issues relevant to the use of instructional technology. NETS(T) IV CF IV 7) Demonstrate commitment to improve professional practice and productivity. NETS(T) V CF V 8) Exhibit leadership and collaboration in campus or district level instructional technology initiatives. NETS(T) V CF V 2

3 COURSE ASSESSMENTS: I. TECHNOLOGY PORTFOLIO (90%) The is the culminating point of assessment for candidates completing the M.Ed. Learning & Teaching program concentration and is modeled after the NBPTS portfolio expectations using the categories listed below. You will develop the as a web site with links to numerous exhibit documents that collectively demonstrate mastery of program performance competencies. Supplemental instructions and rubrics will be available online. A. Student Work Samples** You will submit at least four work samples developed by your students that demonstrate their competence in targeted NETS-S and curriculum content standards. You must include a narrative detailing how each sample reflects your effectiveness in integrating technology with teaching. You may choose an individual student to show change over time or you may select samples from multiple students to show individual differences. B. Integration Videos** You will submit two ten-minute edited videos of complete lessons that demonstrate effective integration of technology and curriculum content delivered to a live student audience. You must include a narrative that explains the lesson context, the theoretical foundations for the strategies and tools used, as well as critique analyses on what worked well, what didn t, and how to improve for future implementations. C. Leadership Video You will submit one ten-minute edited video of a complete technology development workshop session conducted to an audience of professional educators (such as those attending the Symposium on February 20th). You must include a written narrative that summarizes the instructional design of the session and then analyzes what worked well, what didn t, and how you would improve the session for future delivery. Any materials you develop to support the session must also be included. D. Career & Professional Development Plan You will submit a narrative in which you reflect on your perception of how your new knowledge, skills and dispositions developed in the program align with the NETS-T standards, identifying areas of strength as well as areas for continued improvement and interest. Based on this analysis, you must then articulate your short-term and long-term goals and strategies for continued professional growth in. II. PARTICIPATON (10%) Your level of participation in this course will be assessed by counting your attendance at all six mandatory meetings (on campus or virtual) and then adding that to a holistic score for your efforts to support one another in online discussions or other asynchronous events. GRADES: Grades will be calculated by converting point accumulations for each assessment using the tables below. Candidates in the M.Ed. Teaching & Learning program concentration must earn a grade of C or higher in order to apply the credit hours toward the degree. ASSESSMENT POINTS I. 90% II. Participation 10% SCORE GRADE A B B C C D D 0-64 F 3

4 COURSE OUTLINE/CALENDAR: All reading assignments must be completed prior to each class. Homework must be submitted to Blackboard as designated below. See Administrative Policies for more details. DAY EVENT FORMAT Jan 10 Course Orientation Jan 13 Symposium Proposals DUE Posted in Blackboard by 8am Jan 24 Proposals DUE Posted in Blackboard by 4:30pm Jan 31 Development Workshop WordPress Live Webcast 4:30pm Feb 13 Feb 20* Symposium Rehearsal Symposium 8am Kearns Hall 209, 210 Mar 20 Career & Professional Development Planning Live Webcast 4:30pm Apr 17 PORTFOLIOS DUE URL posted in Blackboard by 4:30pm Apr 24 Review Sessions or Virtual May 1 M.Ed. Social Time & Place TBA 4

5 ADMINISTRATIVE POLICIES: 1) This is a graduate level course and attendance at required events (virtual or campus) is mandatory. Skills build cumulatively, and missing even one event will compromise your performance in the next, as well as affect your classmates. Legitimate extenuating circumstances will be accommodated when professionally and proactively addressed; however, each unexcused absence will result in a deduction of five points off your final grade. Three unexcused absences will earn dismissal from the course. 2) You are expected to submit at least 5 meaningful replies in the discussion forum, where your classmates post questions about tools, concepts, expectations or anything else relevant to the course. The penalty for failure to post a reply is 1 point per omission deducted from your participation score. No bonus points are awarded for more than five replies, although your classmates will obviously appreciate your continued help. 3) The portfolio is the most important document to be submitted for your program. Late submissions will therefore not be accepted. The official due date is April 17th 4:30pm. At that time, the assignment submission window will close and candidates who fail to submit will receive no credit.. 4) Occasionally I will send a class . Please note that I will send the to your COASTAL account. If you have a personal account with another service provider (Yahoo, Hotmail etc.) please be advised that it is your responsibility to check your Coastal account frequently. I will not send class to your personal account. 5) The portfolio requires numerous multimedia artifacts, especially video. You are responsible for acquiring access to the necessary editing software, such as Adobe Premiere Elements, Photoshop Elements, Camtasia...etc., as well as access to a digital camcorder and tripod. 6) Video files must be uploaded to an external hosting service (YouTube recommended), with private URL settings enabled to prohibit public viewing. 7) Personal computing is not allowed during class time. This includes checking your , texting, Facebook, browsing the web and so on. I will interpret anyone s attempt to do so as a blatant selfish act of disrespect to me and a distraction to the other students. You are professional teachers and therefore held to a higher standard of conduct. If you cannot abide by this request, then you will be asked to leave the class. 8) If you have any learning disabilities or are alternatively-abled in any manner, or if you feel you need special accommodation, please contact the Office of Student Disabilities, located in the Student Health-Counseling Center, 204 University Boulevard. For more information, call (843) Disabilities must be on record with the university in order for a student to be eligible for special dispensation. *9) Candidates employed by districts other than Horry County Schools must either make plans to participate in the Symposium as scheduled or implement an alternative comparable leadership experience (with prior approval of the instructor). **10) Candidates not currently working in a district classroom may partner with either A) employed teachers who are willing to share access to their students or B) a full-time professor at Coastal interested in leveraging technology in a targeted course. In either case, prior approval by the instructor is required. 5

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