COURSE+OUTLINE

=**CURR 316_04 Integrating Technology across the School Curriculum**=

Campus Weather Hotline: (973) 655-7810
CATALOG DESCRIPTION: This one-credit course introduces pre-service teachers to the dimensions of educational technology for teaching and learning. It exposes them to the history of educational technology as well as pedagogical and practical implementation of educational technologies. It enables the students to draw upon field-based experiences in READ 411 to plan instructional technology environments that are student-centered, collaborative, and inquiry-based; that emphasize critical thinking; and that support specific curricular goals—as stated in institutional, state and national standards for technology in education. **Pre-requisites:** CURR 210, READ 210, **OR** EDFD 210; CURR 305, READ 305, **OR** EDFD 305; and admission to teacher education program. **Co-requisites:** READ 411, CURR 314.

COURSE CONTENT & SCOPE: This course will give pre-service teachers a historical overview of the technology in education, provide them with a learner-centered understanding of the 21st century learner, and give them a practical and pedagogical lens for planning and implementing technology-mediated teaching and learning. The ultimate aim is to ensure that pre-service teachers develop the proficiency to critically and analytically integrate technology into their curricular areas. This includes exhibiting the ability to explain and support the integration of a variety of print, video and digital technologies into instruction to support specific curricular goals and diverse learning needs as they relate to institutional, state and national standards for technology in education.

We begin by examining the backdrop of educational technology and locating technology’s place in the history of formalized education in the United States. In addition to a brief overview of history, we’ll identify current definitions of //technology// enacted through local, state and national standards. Throughout the 10-week module, we’ll identify traditional as well as emerging educational technologies and locate those that are available and accessible to schools. We’ll also explore the technology planning process and how it impacts schooling and curriculum. Important issues to address include copyright and fair use as well as legal and ethical issues surrounding Acceptable Use Policies. Administrators and teachers face significant practical stumbling blocks in implementing technology in education, so we’ll explore ways to overcome these challenges. What do we mean by technology //integration// and how do we go about achieving it in schools? What goals and strategies must we consider before selecting and implementing technology in the classroom? To answer these questions, we’ll identify a curriculum design model that aligns specific instructional strategies with supporting technologies to arrive at unit of study.
 * I. //Philosophical// **
 * II. //Practical// **
 * III. ****// Pedagogical //**

METHODS OF ACHIEVING COURSE GOALS Upon successful completion of the course, you will have accomplished the following: || ** Essential Concepts/Questions ** || ** Performance Indicators ** || ** Products Assessed ** || **PHILOSOPHICAL** || 1. What role does technology have in schools? 2. What technology-related knowledge and 21st century skills are required for students, teachers, and administrators? || Readings based on current research and professional practice (to be completed prior to class discussion) Full participation in online professional community. Implementation of productivity tools of a Digital Teacher Reflective journal writing that draws connections across field observations, readings, class discussions, and coursework in CURR 314 and READ 411. Alignment of curriculum goals, assessments, learning strategies, and specific technologies. || Class Participation (10%) Academic Blog (20%) Electronic Portfolio (30%) Integrated Unit of Study (40%) || ** PRACTICAL ** || 1. Identify and understand the legal and ethical issues surrounding technology in schools. 2. What are the barriers and challenges in implementing technology in education? 3. Identify technology resources. ||^  ||^   || ** PEDAGOGICAL ** || 1. What is technology integration? 2. Identify and implement a curriculum design process that aligns curriculum goals, assessments, instructional practices, and specific technologies. ||^  ||^   || During our abbreviated time together (10 weeks) you will **read, respond to, and critically analyze various “texts”** on the philosophical, practical and pedagogical dimensions of educational technology. Beyond that, you will use your understanding to enhance your **field observations** and work this semester within CURR 314 and READ 411. You will share your understandings and insights through **weekly face-to-face class discussion** and **blogging**. Although I encourage you to comment on blogs from other students in this course, I will be looking primarily to see the connections that you, as an individual, are making between the material in this course and your own observations and experiences in CURR 314 and READ 411. For my own instructional purposes, I will maintain a //course blog// ([]) and class //Wikispace// (http://curr316msu.wikispaces.com/) to provide you with weekly announcements, course updates, and course-relevant web links. The course sites will also provide you with a menu of (easy access to) classmates’ blogs and websites (working electronic portfolios). // It is essential that you contribute to the classroom community by preparing to discuss the readings in class and using your electronic portfolio as a tool to draw powerful connections across the readings, class discussions and your other coursework. // The semester will culminate in your submission of your **electronic portfolio which will include** an integrated unit and lesson of study that align curriculum goals, assessments, strategies and technologies. A series of preparatory activities will assist you in developing the unit.
 * A note about blogging ** : A //blog// (web log) is essentially an online journal where you will express your understanding of the readings, discussions and your field observations gleaned from your work in READ 411.

GRADING STANDARDS: The following evaluation criteria are applied to all oral, written, and digital assignments that comprise the course of study. Major assignments will be accompanied by more detailed rubrics for assessment. A—**//Demonstration of superior work//.** Work demonstrates deep and detailed understanding of material and is logically developed. Creativity or special insights are evident, and work is free from spelling, grammatical, and/or formatting errors. B—**//Very good work//**//.// Work demonstrates a clear understanding of the material and provides relevant details that ground theory in practice. Work displays coherent organization, addresses the purpose of the assignment, and is relatively free from spelling, grammatical, and/or formatting errors. C—**//Satisfactory work//**. Work, for the most part, demonstrates understanding of material and provides a few relevant details. Work displays a basic level of organization, mildly addresses the purpose of the assignment, and contains a few spelling, grammatical, and/or formatting errors. D—**//Unsatisfactory work//**//.// Student work displays a severe lack of understanding of material and provides little or no relevant detail. The work is poorly organized, does not meet the purpose of the assignment, and contains numerous spelling, grammatical, and/or formatting errors F—**//Work is neither satisfactory nor complete//**//.// Student work displays no understanding of material and provides no detail. The work lacks organization, does not meet the purpose of the assignment, and does not adhere to spelling, grammatical, and/or formatting guidelines. RESOURCES AVAILABLE: • **Emergency Evacuation Plan** There is a laminated floor plan posted in our room that outlines the safest route to evacuating the building in the case of emergency. Pay particular attention to which (enclosed) stairwell to use in case of building evacuation. • **Accommodating Students with Disabilities** Please note that Montclair State University accommodates students with disabilities. For more information, go to: [] • **ADP** **Center** **for Teacher Preparation & Learning Technologies** The first floor of University Hall houses the **Curriculum Resource Collection**, containing 10,000 curriculum guides, 400 videos, 200 software titles, sample tests, 100 journals and publications, and school publisher catalogs. The ADP Center staff also provides tutorials, training, one-on-one mentoring and monthly workshops for students and faculty interested in learning how to use technology as a teaching tool. (973) 655-5220. • **Office of Information Technology Training & Technology Group** now offers training events for students. They have designed several workshops that are //specifically// geared for students to assist you in your coursework. To sign up, go to: http://oit.montclair.edu/trainingandevents.html

COURSE POLICIES & PRACTICES: • **You are allotted a maximum of 1 absence during the semester.** Y**our grade will automatically default to “F” upon your second absence from class**. (Missing more than 30 minutes of a 75-minute class session is considered an absence). I have a “don’t ask, don’t tell” policy: I ask that you do not report your absences to me (with the exception of religious observances) and no doctor’s notes, please. There are no “repeat performances” of class sessions for individual students. In other words, do not ask me what you missed. Forming collaborative partnerships with your classmates will dramatically increase your chances of success in this course. You are solely responsible for finding out from the course blog and your classmates what you missed during your absence. • **Reliable internet access is required to fully participate in this course.** MSU provides numerous computer labs (both Mac and PC) to accommodate your time and tasks needs (http://oit.montclair.edu). A jammed printer, failure to save data or backup a file, or being “offline” is **not** a legitimate excuse for missing class or missing an assignment deadline. • **Check your email account and the class Wikispace frequently**. An unread e-mail is not a valid excuse for being uninformed about course changes and/or updates. Checking up on this information (via email and the web) every other day will ensure you do not miss important course related information. • **Refrain from text messaging or taking calls while class is in session**. Power-off (or set to silent mode) your cell phones upon entering the classroom. It is acceptable to bring laptops for use within the classroom, as long as it does not distract you or others from fully participating in group activities and discussion. • **Never give me your only copy of a project or assignment**. Always keep an extra //date-stamped// digital copy for your own records (send an email to yourself). If there is a discrepancy at the end of the semester, it may make a difference in your final grade if you are able to resubmit an otherwise lost assignment. • **I do not accept late submissions of assignments.** No exceptions. If you know you will be missing a particular class session, you should ask a classmate to submit a hard copy in class on your behalf. Do **not** submit otherwise late assignments via email. • **I expect you to do your own work for this course, work independently, and give credit for all materials used in your research**. As an MSU student and a future teacher you are responsible for knowing and adhering to the university policies on academic honesty, including citation of all source materials. All students who engage in dishonest acts such as cheating and/or plagiarism will be subject to disciplinary action, which includes failure of the course and possible expulsion from the university. Please see me if you have any questions about the academic violations described in the student code of conduct as they relate to particular requirements for this course. ( http://www.montclair.edu/studenthandbook/ ). If you are unsure of what constitutes plagiarism, Professor Hexham at the University of Calgary provides a useful set of definitions and examples at: [|http://www.ucalgary.ca/~hexham/study/plag.html] • **If you receive an assignment back and are confused or disagree with assigned grade, I encourage you to discuss it with me.** I do ask that you wait at least 24 hours (a “cooling period”) after receiving your assignment before contacting me so that our discussion can be the most fruitful. • **In the event of a campus power outage or inclement weather, phone the Weather Hotline** prior to coming to class or campus: **(973) 655-7810.**