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Course Name/Number: CI1001 Educational TechnologyDescription: This course encompasses effectively analyzing, designing, developing, implementing, and evaluating educational technology as an instructional resource in the classroom as related to principles of learning and assessment. Students will develop increased classroom communication and management skills through discussions, modeling, laboratory experiences, and completion of a comprehensive project.Credit Hours: 3Required or Elective: Required TAGFaculty Members who Teach the course: Janet Zydney, Ph. D.; Kay Seo, Ph. D.Prerequisites: NoneTextbook(s): None – Required readings listed as resources.Resource Materials: Educational Broadcasting Corporation (2004). Constructivism as a paradigm for teaching and learning. Retrieved from , G. (2003). How to thrive – not just survive – in a one computer classroom. Education World. Retrieved from , W. (2005). That’s not a drinking fountain: How to survive in a once computer classroom. Retrieved from , J. (1998). Problem based learning: An introduction. National Teaching and Learning Forum, 8(1). Retrieved from , R., Jaszi, P., & Aufderheide, P. (2007). The cost of copyright confusion for media literacy. Center for Social Media. Retrieved from Education Lab (2008). Code of best practices for fair use in media literacy education. Retrieved from HYPERLINK "", K. (2001). How young is too young? American School Board Journal, 188(6), p14-17.Zydney, J.M. (2005, September). Modeling the web. Leading & Learning with Technology, 33, p. 30-31. Marker Assignments: NoneLearning Outcomes:Upon completion of this course, the student will be able to: How is this outcome assessed?* Demonstrate technology skills and competencies for a variety of applications in educational contexts.Projects and performance assessments* Prepare lessons plans that select and integrate appropriate educational technology applications that make a difference in the teaching and learning process.* Develop a reflective understanding of social, ethical, and copyright issues affecting technology decisions.* Design and develop electronic multimedia products that align curricular goals and instructional purposes??through the principles of effective visual design and specification of clear learning objectives and outcomes* Critically evaluate existing and emerging educational technologies that are used to support curricular goals and effectively incorporate them into instruction.Alignment with Transformation Initiative:In view of this conceptual framework and our urban mission, the goal for our Transformation Initiative is to improve the performance of students in high needs schools by preparing educators who recognize the moral imperative to meet the needs of each student. We will prepare educators who are committed to each student, caring about each individual, and competent in evidence-based and data driven instruction. Themes addressed:Preparing teachers for urban schools. Implementation of research-based strategies. Academic language development Alignment with Conceptual Framework:This course addresses these institutional standards: Preparing candidates who are able to use technology to support their practice.Alignment with Specialized Program Association:The course addresses The National Educational Technology Standards for Teachers (NETS-T) and The National Educational Technology Standards for Students (NETS-S): with Ohio Standards for the Teaching Profession:4. 7 Teachers use resources effectively, including technology, to enhance student learning. 5.5 Teachers maintain an environment that is conducive to the learning of all studentsAlignment with State Requirements: Meets TAG requirementsAttendance Policies: Attendance for this class is required. Missing more than one class will negatively affect your final grade in the course. For class preparation, students are expected to come on time, complete the reading/assignments, prepare answers to the questions in preparation of the meeting, complete in-class assignments, and participate in a lively class discussion. Academic Integrity Policy The University Rules, including the Student Code of Conduct, and other policies of the department, college, and university related to academic integrity will be enforced. Any violation of these regulations, including acts of plagiarism, cheating, or falsifying field work will be dealt with according to the severity of the misconduct. Dishonesty in any form may result in a failing grade in a course and/or suspension or dismissal from a program (e.g., graduate or undergraduate).Electronic Communication Policy; All communication outside of class will be conducted via email to the student’s bearcat online account. Replies will be within 72 hours, whenever possible. At times I am engaged in national activities that preclude access to email.Grading: Description of Assessment and/or Evaluation of Student Learning:* Lesson Plan Design and Development: Students will design a lesson plan for a technology-based project. This lesson plan must address a rationale for the use of technology, explain the alignment of the educational technology to learning outcomes and objectives, include electronic media and supporting materials, provide a plan for how to assess student learning with technology, and offer a plan for how to address the technology issues that may arise with the implementation of their project. This may be the same lesson plan used for the lesson plan facilitation. As part of developing this lesson, students will need to evaluate educational technologies in order to incorporate them into their instruction. Students’ lesson plans will be assessed with a rubric that will evaluate the effectiveness of the rationale, learning outcomes, incorporation and design of electronic media and technology, assessment plan, and back-up plan for technology issues. * Lesson Plan Facilitation: Students will be assigned a type of technology and will teach an activity using that technology. For this assignment, students will play the role of the teacher and the class will act as their students. Observations of students’ teaching will be graded with a rubric to assess the following criteria: fluency of use of technology, effective classroom management with technology, and ability to reflect on how to improve the lesson for the future. * Digital Portfolio: Students will create a digital portfolio of all their work in class. The purpose of this assignment is to learn how to develop a web page that markets students’ knowledge and experience with technology to perspective employers and demonstrates evidence of how they have mastered the ISTE technology standards (e.g., modeling safe, legal, and ethical digital information and technology). Each portfolio will contain artifacts of students’ work and reflections on their learning and how it connects to the technology standards. E-portfolios will be evaluated with a rubric to assess the following criteria: visual design of the e-portfolio and artifacts, the quality of their reflections, and ability to make connections to the standardsGrading ScaleA = 950 - 1000 pointsA- = 900 – 949.9 pointsB+ = 850 – 899.9 pointsB = 800 – 849.9 pointsB- = 750 – 799.9 pointsC+ = 700 – 749.9 pointsC = 650 – 699.9 pointsC- = 600 – 649.9 pointsF= <600 pointsTopics:WeekCourse Introductions and Digital Divide1Learning Theories for Technology-Based Classrooms2Library Tour: Educational Technology Materials and Databases3Ethical Uses of Technology4Classroom Management of a Technology-Based Classroom5Technology Troubleshooting6Teacher Productivity Tools for Creating Lessons7Teacher Productivity Tools for Assessment 8Teacher Productivity Tools for Grading9Use of Multimedia in the Classroom10Technology-Based Learning Games11Web 2.0 for Education12Electronic Devices for Enhancing Student Learning and Engagement13Emerging Technologies 14Emerging Technologies – Part 2Exam WeekExamination Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability, etc.) which may influence your performance in this course, you must meet with the Disability Services Office (DSO) to arrange for reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure your accommodation needs are discussed, agreed upon, and provided.‖ (see ). Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or participate in any examination, study or work requirement on some particular day(s) because of his or her religious belief should be given the opportunity either to make up the work that was missed or to do alternative work that is intrinsically no more difficult than the original exam or assignment — provided that the makeup work does not create an unreasonable burden upon University of Cincinnati and its faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see ). "I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances AND a contract to complete the work is developed and signed by the student and the instructor prior to the last week of class. It is the student’s responsibility to approach the instructor with the request for an incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one calendar year after the initial grade was assigned. (see ). Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of Information Technology. Students who are found to be illegally sharing files will be subject to a procedural review to determine responsibility under the Code. If responsible, this offense will become part of each student's permanent judicial file with the University.‖ (see ). “AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and university-wide programs, resources and services designed to promote transformative academic excellence through individual and group support. AESS comprises Disability Services and the Learning Assistance Center. We encourage any student with a disability who needs academic assistance to contact Disability Services. Learning Assistance is here to help all students who need help with tutoring, study skills, or other services. Additionally, our services are designed to help all UC students become successful independent learners, as well as assist in the retention and graduation of all students. Disability services, tutoring, and other learning resources are free to students!‖ (see ). ................
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