Practicum in Educational Technology. As Needed (Culminating Course for Technology Integrator) 3 credits (120 clock hours)

Transcription

1 Practicum in Educational Technology CE 5800 Term dates: Practicum in Educational Technology As Needed (Culminating Course for ) 3 credits (120 clock hours) Instructor: Ethel Gaides, Ed.D. Graduate Program Coordinator for Education PSU e_gaides@plymouth.edu Assistant Superintendent in SAU #48, Plymouth Office Phone: ; Cell Phone: ; Alternate egaides@sau48.org Office and/or Online Availability: Online in Moodle, Skype, and Google+. I expect students to check in with me regularly and to alert me to any issues ASAP. Term and Year: (Culminating Course ) Course Delivery: (Times, Days and Locations, and/or Online in Moodle, including information for access to and expectations in Moodle) Catalog Description CE 5800 Practicum in Educational Technology - 3 graduate credits The practicum is to provide the student with a supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is by the institution or agency concerned and by Plymouth faculty. Course Overview This course is linked to the conceptual framework that underlies all teacher education programs at Plymouth State University. The objectives and expectations support one or more of the five conceptual goals of the program, known as CHECK (Commitment, Holism, Experience, Collaboration, and Knowledge). This course is also linked to the PSU Diversity Framework and the State of New Hampshire Professional Education Standards. Learning Outcomes Upon completion of this practicum, students will be able to: 1. Develop a web-based learning environment using Mahara to create an electronic portfolio that includes knowledge delivery, student response, and summative evaluation. (Ed and ) (NETS-T I, II, III)

2 2. Apply multiple technology enabled measures to accurately evaluate student performance. (Ed and ) (NETS-T I, IV) 3. Demonstrate knowledge, skills and dispositions related to diversity and engage students with exceptionalities through artifacts placed in electronic portfolio.( Ed and ) (ISTE NETS-T: V, VI) 4. Create artifacts that exemplify competencies with New Hampshire and national (ISTE: NETS-T) standards. (Ed and ) (NETS-T I, III,V,) 5. Use multiple technologies to communicate in a timely, clear, and professional manner with students and colleagues. (Ed and )(NETS-T I,V) 6. Create an articulate and detailed professional development plan setting goals based on lessons learned during the practicum. (Ed and ) (NETS-T V) 7. Publish a technically proficient electronic portfolio of learning artifacts created during the practicum and other classes of the Technology Educator Program. (Ed and )(NETS-T I, V) Alignment with Standards: New Hampshire Standards: Ed Professional Education Program Matrix New Hampshire Standards: Ed Educator Program Matrix International Society for Technology in Education, National Educational Technology Standards for Teachers, NETS-T (ISTE NETS-T) I, II, III, IV, V, VI Textbook List/Bibliography/Recommended Reading/Resources Use Mahara for Competency Presentation. Use APA 6 th edition format: For assistance with APA style, see the APA website for rich resources: Evaluation Plan/Grading Scale Course Requirements: 1. Meet with Advisor prior to investigating practicum placements 2. Complete Graduate Intent to Complete Practicum form 3. Pass Exam 4. Coordinate final practicum plans with PSU Advisor and Mentor to include Mahara Portfolio 5. Complete Student Learning Project, log, and Reflective Essay How Final grades are calculated: 100 points total 1. Evaluation of Practicum form used by Mentor/Advisor (40 points) (All NH AND Standards). This evaluation includes the

3 Mahara portfolio which will be evaluated with Electronic Portfolio Rubric. 2. Evaluation by Advisor from site visit or video submission (20 points) 3. Student Learning Project (20 points) 4. Log and reflective essay (20 points) Practicum Log: (5 points) Document required 120 hours (90 hours at one level; 30 hours at alternate level) Log must include date, time spent, and activity Reflective Essay: (minimum 3 pages, double spaced) (15 points) Include in Electronic Portfolio. Graduate Reflective Essay Rubric will be used to evaluate Reflective Essay Reflection involves careful thought and consideration of the practicum experience. Students should reflect on their learning experiences, giving thought to how those experiences effect their growth as technology integrator. The reflective essay must include a section on the experiences at both the elementary and secondary levels, preferably with a comparison of the similarities and differences. 95+ points A A B B B- Graduate Policies: Incompletes: An instructor may decide to enter a grade of incomplete (IC) on a student s record if unusual circumstances prevent completion of the course on time, and a minimal portion of the total class work needs to be completed. The course must be completed by the date specified by the instructor which cannot exceed one year beyond the original term of course completion. If the course is not completed by this date, the grade specified by the instructor will be recorded. If no grade is specified, a default grade of F will be recorded. The instructor is responsible for documenting and notifying the student of the work to be completed and the deadline. A student may not graduate with an incomplete on his or her transcript. Course Calendar/Agenda Course Requirements: 1. Meet with Advisor prior to investigating practicum placements 2. Complete Graduate Intent to Complete Practicum form 3. Pass Exam 4. Coordinate final practicum plans with PSU Advisor and Mentor 5. Complete Student Learning Project, log, and reflective journal

4 Student Learning Project Student Learning Project (20 points): Requires student to formally assess, analyze, and reflect on student learning as a result of planning for and delivering instruction based on a pre-assessment approved by the mentor. Project should be summarized in a one page paper using the following procedure: Procedure: Discuss project goals/objectives Administer pre-assessment Deliver lesson Administer post-assessment Analyze results The Student Learning Project will be included in your Mahara Portfolio. Student Learning Project Rubric Skills Matched to Standards Overview (Ed ;Ed ; 1.4; 5.2) Administration (Ed610.02;Ed ; 1.4) Effect of Student Learning (Ed610.02;Ed ; 2.4;5.2) Reflection (Ed ;Ed ) Does Not Meet Target (0-2 points) Assessment task does not align with project goals Minimal or no explanation of how the assessment was administered. No information on results or analysis are included Minimal reflection on goals and objectives of student learning project Target (3-5 points) Assessment task clearly described and aligned with goals. Clear explanation of the assessment and how it was administered, including preand post assessment Analysis of results, including whether learning objectives/goals were met. Thoughtful reflection on whether goals were met, including what could/should be done in future instruction

5 Conceptual Framework PSU College of Graduate Studies Program Hallmarks Plymouth State is dedicated to providing learning experiences that promote understanding and respect for all people, and constructive discourse that includes a range of perspectives. The University strives to create an environment that embraces diversity, equity, and inclusiveness for the entire community. The College of Graduate Studies is dedicated to providing a learning environment that supports development of the mind, body, and spirit. By providing a solid foundation for continuous learning, students are encouraged to grow and serve as scholars and professionals. The College of Graduate Studies recognizes the contributions of faculty and students to disciplinary and interdisciplinary best practices. The purpose of graduate study is to: promote intellectual curiosity; investigate advanced subject matter in depth and breadth; master scholarly techniques and developmental research; cultivate an atmosphere of intellectual discipline that facilitates faculty and student scholarship and research; and contribute to the knowledge base of professionals and improve society s understanding of the systems in which people, organizations, and communities thrive. Learners in the College of Graduate Studies are encouraged to be active agents in their graduate programs through dynamic collaboration with our diverse faculty of scholars and practitioners. The graduate programs foster inquiry and critical thinking through a commitment to the following hallmarks: 1. Leadership and advocacy 2. Scholarship and action/application 3. Reflection and innovation 4. Professionalism and service 5. Global awareness and social responsibility

6 University Policies and Procedures ADA Policy: Plymouth State University is committed to providing students with documented disabilities equal access to all university programs and facilities. If you think you have a disability requiring accommodations, you should contact the PASS office in Lamson library ( ) to determine whether you are eligible for such accommodations. Academic accommodations will only be considered for students who have registered with the PASS Office. If you have a Letter of Academic Accommodation for this course from the PASS office, please provide the instructor with that information privately so that adaptations can be made to meet your needs. Course materials online comply with the Web-based Intranet and Internet Information and Applications Standards in accordance with ADA Section 508. Academic Integrity: Academic integrity is the foundation of the pursuit of knowledge. All members of the academic community are expected to be dedicated to the pursuit of knowledge in an honest, responsible, respectful, and ethical manner. Every violation of academic integrity is an affront to the academic community. Violations of academic integrity make fair evaluation impossible and cast doubt upon the seriousness with which students accept the responsibility of acquiring an education. Members of the academic community are expected to report all instances of those violations of academic integrity that come to their attention. Both faculty and administration consider it their duty, as guardians of academic standards and intellectual honesty, to enforce the academic integrity policy by prosecuting all cases of violation of academic integrity to the fullest extent. Students are urged to consider that it is the toleration of violations of academic integrity, and not the reporting of it, that is dishonorable. Please refer to the Graduate Catalog for more information and the entire policy. Sensitive Materials: Material in this course, in some instances, may be sensitive or emotionally provocative. As you review the syllabus, or at any time during the course, please let your instructor know if you anticipate, or are having, a problem with any assignment or classroom activity. We can then discuss how this assignment or activity is necessary for meeting course competencies and whether an alternative assignment or activity can be considered. We can also discuss campus resources that you may find helpful in dealing with your concerns. Plymouth State University Curtailed Operations Information: Plymouth State University normally remains open through inclement weather. Because most students live within minutes of the campus, every effort is made to avoid an official closing. There may be times, however, when an emergency or extreme weather conditions necessitate a general closing of the University. Please sign up for PSU Alert Emergency Text Messaging at: plymouth.edu/alerts Following are the PSU curtailed operations and/or class cancellation notification procedures: In the event of severe weather or an emergency, the University Administration will do all it can to decide on and post notifications of class/event cancellations and/or facility EP 7XXX AD5XXX 6

7 closures by 6:00 a.m. for classes running during the day. For canceling evening classes, the decision is usually made and communicated no later than 3:00 p.m. Every effort will be made to make the decision as early as possible. If you are wondering, call the storm line ( ) or check the PSU website. Use your own judgment about travel during inclement weather; the best choice is the one that keeps you safe. Notify your instructor(s) if you have to miss a class. Lamson Library and Learning Commons Access to the IT Help Desk is available at Log in to MyPlymouth to access all of the Lamson Library and Learning Common resources and services. The Wrting Center and the PASS office are located in the lower level of Lamson; the Help Desk in on the Main Floor. EP 7XXX AD5XXX 7

8 Electronic Portfolio Rubric INDICATORS Developing Meets Exceeds Summative Introduction The introduction may accurately summarize the statements and connections, but it does not discuss insights gained or connect the statements as a whole. Statements documenting achievement of standards Introduces and summarizes theories and connections to artifacts presented in the statements. This provides the reader with an overview of your accomplishments as well as a context for the statements that follow. In addition to summarizing the connections between the artifacts and the statements, the introduction includes a reflection on how your perspective as a teacher has been impacted by the process of meeting the NETS-T standards. (circle rating) (circle one rating per standard) Ed Education Program Standard 1 NETS-T Standard 2 Ed Education Program Standard 2 NETS-T Standard 2 Artifacts may demonstrate proficiency, but their value to the candidate's practice and theorybase is not clear. Artifacts may be of high quality showing good use of integrated technology, but their connection with the ISTE standards is not explicit or the artifacts are of limited value. Artifacts are not given a context or are evaluated only to a limited extent by the candidate. More artifacts are needed to support proficiency in one or more standards. Two or three significant artifacts are cited for each standard, and artifacts are used for multiple standards. For each artifact cited there is an abstract which provides (1) a description of the artifact and how it relates to you (context/date), and (2) an analysis of how the artifact demonstrates evidence for one or more particular standards. In addition to citing two or three significant artifacts for each standard, selections or portions are chosen from artifacts to illustrate more salient points. In addition to explaining how each artifact demonstrates evidence for one or more standards, the abstract includes a reflection on how the artifact has contributed to your growth as a more informed, reflective, and/or responsive teacher consistent with the conceptual framework. EP 7XXX AD5XXX 8

9 Ed Education Program Standard 3 NETS-T Standard 3 Ed Education Program Standard 4 NETS-T Standard 4 Ed Education Program Standard 5 NETS-T Standard 5 Ed Professional Education Standards Technical Quality of eportfolio Design Proper use of type and size may be used, but consistency in design is weak, or the document is not carefully edited for spelling and grammar. The writing style may create comprehension difficulties, or the user may get lost due to poor site design. The portfolio is easy to navigate and follows design principles covered in the multimedia literacy and eportfolio Web design courses. Writing is concise, clear, and well organized. Navigation is seamless because the design elements consistently locate the reader in the portfolio structure and provide intuitive controls to navigate the portfolio. The candidate's writing integrates into the site structure by making logical connections between portfolio sections and the artifacts. (circle rating) EP 7XXX AD5XXX 9