CS 145: Introduction to Computing - Personal/Professional



LME 537: Principles of Technology Applications

Spring 2008 Syllabus

Instructor: Dr. Marge Maxwell Office: Tate Page Hall - 365

Office Hours: 9:00am-3:00pm T, Th Telephone Numbers: Off. 270-745-2435

Address: Western Kentucky University Fax: 745-6435

1906 College Heights Blvd. #71030 Prerequisite: LME 535 recommended (FYI: soon LME 535

Bowling Green, KY 42101-1030 will be a prerequisite)

Email: marge.maxwell@wku.edu

Course Websites: ; wku.edu/~marge.maxwell;

Required Text: none; all course material will be posted on BlackBoard

Required Special Instructional Materials Needed:

Required hardware: PC/Windows-based computer with Internet Access or Macintosh with OS 10

Required Software and File Formats: Microsoft Office Pro XP, 2003 or 2007 for Windows (Word, Excel, Access, PowerPoint), web browser, If you are a Macintosh user, you should use MS Office 2004. However, one assignment in this course requires you to use MS Access which is not part of the Office 2004 for Mac suite. Therefore, you will need to use a PC computer for this one activity. For Office 2007 for Windows users, you must save files in the 1997-2003 format. In other words, save Word files as .doc (not .docx), Excel files as .xls (not .xlsx), PowerPoint files as .ppt (not .pptx), and Access files as .mdb (not .accdb). All Word files must be submitted as .doc, not .docx or .rtf.

Media: USB Drive (flash drive) highly recommended. Since many students work on more than one computer, a flash drive makes it more convenient to transport files you are working on.

Other materials: Teaching materials (teacher’s guides, curriculum, anything to help create instructional projects, available in schools or the Education Resource Center)

Course Rationale:

This course is designed to follow LME 535 Survey of Educational Technology, an introduction to educational technology. This course introduces the process of the integration of technology into teaching and learning.

Course Description:

This course provides the student with a fundamental understanding of the uses of microcomputers in instruction and instructional management. Students will use productivity tools (word processing, databases, spreadsheets, and presentation graphics) and the Internet in designing and teaching an instructional unit.

Course Objectives:

1. Graduate students will create research papers and discuss educational technology topics and concepts in an interactive discussion forum scoring 3 or higher on the rubric.

2. Graduate students will evaluate educational classroom videos for Level of Teaching Innovation and justify their selection scoring 3 or higher on the rubric.

3. Graduate students will evaluate educational classroom videos for HEAT Analysis and justify their selection scoring 3 or higher on the rubric.

4. Graduate students will create three original technology products of their choice given appropriate software and tools scoring 3 or higher on the rubric.

5. Graduate students will create one lesson plan that incorporates technology, uses the modified KTIP lesson plan template, meets the LoTi 3 requirements, 45o HEAT analysis, and scores 3 or higher on the rubric.

6. Graduate students will use teach an integrated technology lesson in collaboration with another educator demonstrating K-12 pupil learning, earning a score of 3 or higher on the scoring rubric.

Instructional Methods:

Demonstrations, discussions, reading assignments, written assignments, technology demonstrations, use of computer software and productivity tools, tutorials, informational videos, field experience, teaching P-12 pupils

Course Topics:

Educational Technology: definition and origin; Overview of current technology systems and applications in education; Issues in educational technology; Productivity tools: definitions, characteristics, issues, assessment, integration strategies, lesson activities; Integrating the Internet into Education; Locating Internet resources for educational and instructional applications; Collaboration with other educators; Diverse needs of pupils; Assessment of instructional technology and strategies.

Course Disposition Statements: (Disposition means natural tendency, emotional constitution of the mind, inclination, or propensity.)

Level 1 |Level 2 | |

|Indicator |Description of Target |Indicator |Description of Target |

| |Level 5 | |Level 5 |

|a. Values learning: |Consistently attends class and is on time. |g. Values diversity |Willingly works with others from different |

|Attendance |Usually notifies instructor in advance and | |ability, race, gender, or ethnic groups. |

| |arranges to meet instructor following a missed| |Welcomes feedback and interaction with others.|

| |class. Usually gives reason for planned | |Listens carefully to others and respects the |

| |absence. | |views of those perceived as different from |

| | | |self. |

|b. Values learning: |Actively engaged and interested in the class |h. Values collaboration |Actively seeks out and incorporates ideas of |

|Class participation |activities. Volunteers to respond to | |others. Willingly works with others to |

| |questions. Participates in discussions. | |improve the overall environment. Regularly |

| | | |shares information and ideas. |

|c. Values learning: |Work is completed with attention to detail, is|i. Values professionalism: |Knows school rules and policies. Follows them|

|Class preparation |sequential, and is logical. Shows evidence of|Respect for school rules, |consistently. Understands the purpose of |

| |thoughtful analysis of the assignment. Work |policies, and norms |regulations and respects their intent. |

| |shows that adequate time and planning were | |Accepts responsibility for personally |

| |allocated. Consistently comes to class well | |following them in patterns of dress, behavior,|

| |prepared. | |etc. |

|d. Values learning: |Uses correct grammar in oral and/or written |j. Values professionalism: |Recognizes personal limitations and strengths |

|Communication |communication. Communication is free of |Commitment to self-reflection|and uses them to best professional advantage. |

| |offensive or inappropriate language. Uses |and growth |Actively seeks suggestions and constructive |

| |language to express ideas very effectively | |criticism. Regularly practices critical |

| |regardless of the age of the listener. | |thinking. Regularly engages in learning |

| | | |through self-reflection. |

|e. Values personal |Displays steady emotional temperament. Is |k. Values professionalism: |Regularly and actively participates in |

|integrity: Emotional |receptive to viewpoints of others and their |Professional development and |professional activities or events that promote|

|control |suggestions. Holds self accountable for |involvement |professional development. Makes use of |

| |emotions and behaviors. Displays a sense of | |information from professional organizations, |

| |humor and/or willingness to get along with | |professional publications, and educational |

| |others. | |resources. |

|f. Values personal |Is honest in dealing with others. Puts truth |l. Values professionalism: |Accepts responsibility for own actions and for|

|integrity: Ethical |above personal need or advantage. Always |Professional responsibility |helping all students learn and actively seeks |

|behavior |dependable in terms of keeping personal and | |self-improvement. Consistently holds high |

| |professional confidences. Can be counted on | |expectations for the success of all students. |

| |to follow through and keep word. Shows self | |Consistently looks to explain and remedy |

| |to be a person of strong character. | |student lack of success by factors within the |

| | | |control of self. |

Standards addressed in this course and Critical Performance Indicator:

Kentucky Experienced Teacher Standards

Standard I: Designs/Plans Instruction

Standard III: Implements/Manages Instruction

Standard IV: Assesses and Communicates Learning Results

Standard V: Reflects/Evaluates Teaching/Learning

Standard VI: Collaborates with Colleagues/Parents/Others

Standard VIII: Knowledge of Content

Standard IX: Demonstrates Implementation of Technology

American Association of School Libraries (AASL),

Standard 9.0 Instructional Leadership.  The ability to serve as a learning facilitator within schools and as a leader of faculty, administration, and students in the development of effective strategies for teaching and learning

Association of Educational Communications and Technology (AECT),

Standard 1: design conditions for learning

Standard 2: development of instructional materials and experiences

Standard 3: utilization of processes and resources for learning

Standard 5: evaluation of the adequacy of instruction and learning

International Society of Technology Education (ISTE)

1. Technology operations and concepts.

2. Planning and designing learning environments and experiences.

3. Teaching, learning, and the curriculum.

4. Assessment and evaluation.

5. Productivity and professional practice.

6. Social, ethical, legal, and human issues.

Course Schedule for Spring 2008 Semester:

Link to WKU Spring Academic Calendar:

All assignments are submitted under Assignments on BlackBoard with the exception of the

Orientation Activity (which is emailed to instructor) and CPI (which is uploaded to EPS).

|Week of: |WKU Calendar Events |Assignment Due Dates for Students |Assignment Due Dates for Students |

| |You Should Know |who have NOT completed the revised LME 535 course |who HAVE completed the revised |

| | |(Winter 2008) |LME 535 course (Winter 2008) |

|T 1/22 | |Email Orientation Activity and Scavenger Hunt to |Email Orientation Activity and Scavenger Hunt to |

| | |Instructor no later than Sun. 1/27/08 |Instructor no later than Sun. 1/27/08 |

| | |Orientation email due Sun. 1/27/08 |Orientation email due Sun. 1/27/08 |

| | |Update your student homepage on BlackBoard by Sun. |Update your student homepage on BlackBoard by Sun. |

| | |1/27/08 |1/27/08 |

| | |Information about yourself |Information about yourself |

| | |Picture on homepage |Picture on homepage |

|M 1/28 |(1/29/08 – Last day of drop/add) |Content Discussion Forum: Part 1 paper due Sunday, |Content Discussion Forum: Part 1 paper due Sunday, |

| |(2/1/08 – Last day to apply for May |2/3/08 |2/3/08 |

| |2008 graduation) | | |

|M 2/4 | |Module TI-1: LoTi due Sun. 2/10/08 |TI-3: CIP/PCU due Sun. 2/10/08 |

|M 2/11 | |TI-2: HEAT due Sun. 2/17/08 |ID-3: Differentiated Instruction due Sun. 2/17/08 |

|M 2/18 | |Content Discussion Forum: Part 2 |Content Discussion Forum: Part 2 |

| | |Interview and responses to two other papers due Sun. |Interview and responses to two other papers due Sun. |

| | |2/24 |2/24/08 |

|M 2/25 | |ID-1: Objectives Tutorial (let you instructor know if |ID-2: Assessment Tutorial due Sun. 3/2/08 |

| | |you have completed it before) due Sun. 3/2/08 | |

| | |ID-2: Assessment Tutorial due Sun. 3/2/08 | |

|M 3/3 |(March 7 – Last day to withdraw from |TI-4: Lesson Plan Assessment and Enhancement due Sun. |TI-4: Lesson Plan Assessment and Enhancement due Sun. |

| |any full semester course with a W) |3/9/08 |3/9/08 |

|M 3/10 |Spring Break – 3/10-3/14/08 | | |

|M 3/17 |(March 17 – Summer registration |Email your instructor by Wed. 3/19/08 your lesson plan|Email your instructor by Wed. 3/19/08 your proposed |

| |begins) |topic, intended audience and setting, short |changes to your lesson plan you created in LME 535.|

| | |description of lesson activities, and why it will be a| |

| | |LoTi 3 lesson. |Select and complete one: due Sun 3/30/08 |

| | |Select and complete one: due Sun 3/30/08 |TS-6: Databases |

| | |TS-6: Databases |TS-7: Spreadsheets |

| | |TS-7: Spreadsheets | |

|M 3/24 | |TS-11: Google Apps due Sun. 3/23/08 |TS-11: Google Apps due Sun. 3/23/08 |

|M 3/31 |(March 31 – 60% point, if a student |Select and complete one: due Sun. 4/6/08 |Select and complete one: due Sun. 4/6/08 |

| |does no class work after this date, a|TS-8: Desktop Publishing |TS-8: Desktop Publishing |

| |grade of FN is given.) |TS-10: Advanced PowerPoint |TS-10: Advanced PowerPoint |

| | | | |

| | |10 points extra credit if ACTION part of lesson plan |10 points extra credit if ACTION part of lesson plan |

| | |is submitted by Sun. 4/6/08 |is submitted by Sun. 4/6/08 |

|M 4/7 | (April 9 – Fall registration begins)|Complete ACTION part of lesson plan by Sun. 4/13/08 |Complete ACTION part of lesson plan by Sun. 4/13/08 |

| | |You must have feedback and approval from your |You must have feedback and approval from your |

| | |instructor before you teach this lesson. |instructor before you teach this lesson. |

|M 4/14 |(April 14 – last day to remove |Work on CPI: teach lesson, and complete IMPACT and |Work on CPI: teach lesson, and complete IMPACT and |

| |Incomplete from fall term) |REFINEMENT |REFINEMENT |

|M 4/21 | |Work on CPI: teach lesson, and complete IMPACT and |Work on CPI: teach lesson, and complete IMPACT and |

| | |REFINEMENT |REFINEMENT |

| | | | |

| | |20 points extra credit for submission of CPI by Sun. |20 points extra credit for submission of CPI by Sun. |

| | |4/27/08 |4/27/08 |

|M 4/28 | (May 1 – last day to apply for |Final due date Sun. 5/4/08 for CPI: Technology |Final due date Sun. 5/4/08 for CPI: Technology |

| |August graduation) |Integration Lesson |Integration Lesson |

|M 5/5 | |Watch your email: You will be given feedback on your |Watch your email: You will be given feedback on your |

| | |CPI. You may be given the opportunity to make |CPI. You may be given the opportunity to make |

| | |revisions to improve your grade if your unit does not |revisions to improve your grade if your unit does not |

| | |score at least a 3.0. |score at least a 3.0. |

| |Grades due by noon | | |

| |May 13, 2008 | | |

Course Evaluation: (based on accumulated points throughout the semester)

Evaluation (NOT taken revised LME 535) Evaluation (HAVE taken revised LME 535)

Content Forum 200 Content Forum 200

Three TS Projects (100 ea) 300 Three TS Projects (100 ea) 300

Three TI Modules (50 ea.) 150 Two TI Modules (50 ea) 100

Two ID Modules (50 ea) 100 Two ID Modules (50 ea) 100

CPI 300 CPI 300

Orientation Activity 25 Orientation Activity 25

Participation 25 Participation 25

TOTAL 1100 TOTAL 1050

Grading Scale (NOT taken revised LME 535) Grading Scale (HAVE taken revised LME 535)

A = 90% = 990 – 1100 A = 90% = 945 - 1050

B = 80% = 880 – 989 B = 80% = 840 - 944

C = 70% = 770 – 879 C = 70% = 735 - 839

Grades and Student Feedback: Your instructor keeps grades on an MS Excel spreadsheet, not in BlackBoard’s grade book. You will be sent a personal Student Feedback Form after each project is graded providing you with grades and feedback.

Class Time Management:

Management of your personal “class time” is one of the most difficult issues for students in an online class. Most face-to-face classes meet three hours a week and students are expected to spend up to six hours per week in class preparation and assignments. Therefore, you can expect to spend up to nine hours per week on any university course whether face-to-face or online. (Travel time has been a major consideration for many of you in face-to-face classes.) You will be working on different components of your TIU throughout the semester. It is not advisable to procrastinate not only because of the time involved but the technical issues you may face and the time required to teach your lesson. You should probably plan to teach your lesson sometime in April.

Submission of Assignments:

1. WKU subscribes to TurnItIn, a plagiarism service which gives professors an originality report for each student paper turned in. Your assignments may be checked through this service.

2. The preferred method for submission of your assignments (except final CPI) is to upload your assignment file through BlackBoard.

a. View the assignment description under Assignments in our BlackBoard course.

b. Click on the link “View/Complete Assignment: AssignmentName” under the assignment description.

c. Type a comment to your instructor about your assignment. It will not submit if you do not type something.

d. Click “Browse” and locate your assignment file on your hard drive or diskette.

e. If you have another file to upload, click “Add Another File” and Browse to locate your file. Be sure to add all files that you need to submit before you click Submit. You cannot come back to this screen.

f. Click “Submit” to send your file to your instructor.

3. Your final TIU must be submitted to the Electronic Portfolio System. See instructions under the Technology Integration Unit.

Emails to Instructor:

1. ALL emails to your instructor MUST be in the following format:

LME 537, Last Name, Topic

Emails without this format will (gently) be returned to you to revise the subject. I am not trying to be rude! My email program sorts mail according to the class number. If you do not use this standard email format, your message may get lost and many have been lost in past courses. Please help me with this!

2. Please set your email options such that when you reply to any message, it will include the original message. When you email me, my email software (Outlook) will retain your original message when I reply. If you reply back, your message should retain both your original message and my response. This helps to remind me of our ongoing conversations. Thanks!!

3. Please avoid emails with "humorous" attachments or emoticons, viruses by using virus checking software, and using floppies that have been used on public machines. Use correct English grammar and spelling in all emails to your instructor.

Field Experience: Ten hours of field experience have been planned for the TIU in this course. In these ten hours you will arrange to teach the unit, collaborate with teachers, teach the unit, etc. The student is responsible for making arrangements with the school, principal, teacher(s) and/or media specialist. You will provide a log and discussion of this field experience in the Personal Reflection for the final TIU.

Naming Files: In general, all files submitted should begin with your last name, then a period, then the module code, and a description of the assignment. For example, “Maxwell.TS-6.Database.doc”.

Late Assignments: Assignments turned in after due dates during the semester will result in a 10% reduction per day unless prior arrangements were made with the instructor. Any assignments turned in after the last due date (see course calendar) will result in a 20% reduction per day unless prior arrangements were made with the instructor. Technical problems are NOT an excuse unless reported to the instructor prior to 24 hours before due date.

Online Thematic Unit/lesson Library: After the conclusion of the class, all lessons will be posted on Dr. Maxwell’s website () providing you with a valuable educational resource in student teaching and/or in your teaching career. You are asked on the Orientation Activity if you give permission to leave your name on your lesson or not. Due to the amount of time it takes to open files, remove names and resave files, you are asked not to put your name within the file if you do not want your name on your lesson. You are encouraged to browse units/lessons on Dr. Maxwell’s site.

Plagiarism: To represent work for course assignments or projects taken from another source (INCLUDING WEB SOURCES) as one's own is Plagiarism. Plagiarism is a serious offense at WKU. The academic work of a student must give an author credit for borrowed source material from his/her material. To lift content directly from a source [INCLUDING THE INTERNET] without giving credit is a flagrant act. To present a borrowed passage without reference to the source after having changed a few words is also plagiarism. Plagiarism also includes submission of the same assignment for more than one class. Plagiarism could result in a grade of an “F” for the assignment and /or the course.

WKU subscribes to TurnItIn, a plagiarism service which gives professors an originality report for each student paper turned in. Your assignments may be checked through this service.

Participation and Communication: Students in this online course are not expected to attend any class at WKU; however, student class participation is required. You ARE a part of a distributed class, i.e., you and your classmates are spread around the US and even the world! Each time you come to class via Blackboard on the web, please check Announcements for any current or relevant new information. You must discipline yourself to complete assignments on time. It is strongly suggested that the student notify the instructor in advance of a possible absence for three or more days.

Students’ participation grade includes completion of class assignments, reading all assigned materials, turning in assignments on time, maintaining contact with the instructor, use of the Q & A Discussion board, and maintaining a positive professional attitude. Your instructor is happy to make an appointment (either in person or by phone) with any student to help with any assignment or answer any questions. However, it is easier for your instructor to respond more quickly to email than regular postal mail or phone messages.

Due to the fact that: (a) it is often difficult to correctly interpret the intended tone of an email message/discussion board posting; (b) it is often too easy to quickly zip off a rude communication to someone without first finding out “the whole story” or thinking through the possible consequences of doing so; and (c) people sometimes will communicate things electronically that they would never say in a face-to-face conversation, students should take care to be polite, to-the-point, professional, and respectful in all communication in this course. In the case that inappropriate/disrespectful student communication is received by the professor or posted on a discussion board, the professor reserves the right to deduct points, delete it without answering questions or responding in any way, retain copies to be used as evidence in student disciplinary proceedings, or take any other appropriate action she sees fit. Please review the following netiquette website for more information about ethical and considerate online behavior: .

Disability Accommodations Statement: "Students with disabilities who require accommodations (academic adjustment and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter hall. The Office for Student Disability Services (OFSDS) telephone number is 270-745-5004. Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the OFSDS."

Definition of Key Terms used in this course:

Difference and “Student” and “Pupil”: In this course and all course documents, the term “student” refers to YOU—students in WKU courses. The term “pupil” refers to children or students in grades preschool through twelfth grade (P-12).

TIU: Technology Integration Unit. This is a modified version of the Teacher Work Sample, a research based system of designing and teaching a unit of instruction.

Critical Performance: A critical performance is a multi-task, learning-centered project which is critical to the academic standards and goals of a program area (in this case, the LME program). In most cases, it is the culmination of semester-long activities into one final multifaceted demonstration of mastery of the course objectives.

Abbreviations commonly used by your instructor:

PP: PowerPoint

DB: database

SS: spreadsheet

GE: Google Earth

VE: video editing

US: United Streaming

PRE: Pre-assessment

POST: Post-assessment

Course Assignments, Projects, and Evaluation

Orientation Activity. (25 points)

1. Posting information on Student Homepage 5 points

2. Picture on Student Homepage 3 points

2. Email with all components to instructor 5 points

3. Completed, signed Orientation Activity 7 points

4. Email unit topic to instructor by due date 5 points

Participation (25 points, given at the end of the semester)

1. Participation in Discussion boards including the Q & A Discussion Board.

2. Completing and turning in assignments on time.

3. Maintaining contact with the instructor.

4. Maintaining positive professional attitude. (No derogatory comments concerning other students or the instructor will be tolerated on the public discussion board. This type of comment should be addressed privately to the individual in concern only.)

Content Discussion Board

Part 1: 3-4 page paper (100 points):

We will generate our own content for this course. Select one of the topics below and create a 3-4 page professional paper on your findings. Your paper will be professional, research-based and include four or more reputable sources. You should use published information only that you find at the WKU Libraries, KYVL, or Google Scholar. Do not just Google the topic and do not use Wikipedia. Each student should select a different topic. You need to select and post your topic early on discussion forum by typing your selection number and topic as the subject of a response (see course calendar for due date). You can go back later and post your paper. Do not duplicate topics. (You may be asked to create another paper if you duplicate a topic.) Your paper should be 3-4 pages, double-spaced, Bookman or Times font, size 12, margins 1” all four sides. APA writing style, citations, and references (3 or more) are required. Post your papers as attached files (MS Word format [.doc] only). Be sure to review the scoring rubric below to determine student expectations.

Part 2: Field Experience and response to other posts (100 points): Interview a technology leader and use this information you gathered to respond to two other papers on the discussion forum.

a. (50 points) Send an email to your instructor about who you interviewed, their position, and discuss your interview questions and the responses.

b. (50 points) Respond to two other papers posted on the forum with at least 400 words or more. You should comment on the paper while adding observations and information you learned at your interview.

Topics:

1. Essential Conditions for Technology Integration

2. Word Processing: Definition, Research on effectiveness on student learning, recommended skills and activities

3. Databases: Definition, Research on effectiveness on student learning, recommended skills and activities

4. Spreadsheets: Definition, Research on effectiveness on student learning, recommended skills and activities

5. Presentation Graphics: Definition, Research on effectiveness on student learning, recommended skills and activities

6. Other Software Tools (Material generators like desktop publishing, test generators, worksheet and puzzle generators, IEP generators, graphic document makers, PDF and forms makers): Definition, Research on effectiveness on student learning, recommended skills and activities

7. Other Software Tools (Data Collection and Analysis Tools like electronic gradebooks, statistical packages, student information systems, computer-based testing systems, student response systems): Definition, Research on effectiveness on student learning, recommended skills and activities

8. Other Software Tools (Graphic Tools like drawing/painting software, image editing tools like PhotoShop, charting/graphing tools, art/photo/sound/animations/video/font collections): Definition, Research on effectiveness on student learning, recommended skills and activities

9. Other Software Tools (Planning and Organizing tools like outlining tools/concept mapping, lesson planning software, scheduling and time management tools): Definition, Research on effectiveness on student learning, recommended skills and activities

10. Other Software Tools (Research and Reference Tools like electronic encyclopedias, atlases and mapping tools, electronic dictionaries): Definition, Research on effectiveness on student learning, recommended skills and activities

11. Other Software Tools (Specific Content Tools like CAD and 3-D Modeling/animation systems; Music Editors, Sequencers, and MIDI Tools; Reading Tools; Computer-Based Labs with Probeware; Graphing Calculators; and Geographic Information Systems and Global Positioning Systems): Definition, Research on effectiveness on student learning, recommended skills and activities

12. Integrating Assessment and Learning in student technology integration projects

13. Engaging families in technology at schools

14. Teacher attitudes toward technology

15. Use of technology in assessment

16. Creating rubrics to assess technology integration, higher order thinking, and student engagement

17. Student attitudes toward technology

18. Effective Technology Integration into English and Language Arts: Issues and problems, research-based technology integration strategies

19. Effective Technology Integration into Language Learning: Issues and problems, research-based technology integration strategies

20. Effective Technology Integration into Math and Science: Issues and problems, research-based technology integration strategies

21. Effective Technology Integration into Social Studies: Issues and problems, research-based technology integration strategies

22. Effective Technology Integration into the Arts: Issues and problems, research-based technology integration strategies

23. Effective Technology Integration into PE and Health: Issues and problems, research-based technology integration strategies

24. Effective Technology Integration into Special Education: Issues and problems, research-based technology integration strategies

25. Online courses in P-12

26. The advantages and disadvantages of the role of a library media specialist as building technology coordinator

27. Characteristics of quality library media center web pages

28. Advantages and disadvantages of Web-based online catalogs for library media centers.

29. Characteristics of effective collaborative technology integration activities between media specialists and classroom teachers

30. Levels of collaboration between media specialists and classroom teachers related to technology integration activities (Montel-Overall, Loertscher)

31. Technology and School Reform

32. Cooperative Learning Strategies in Technology Integration

33. Learning Communities in Technology Integration

Scoring Rubric for Content Discussion Forum

| |0 = Unacceptable |1 = Needs Much |2 = Needs Some Improvement |3 = Good or Acceptable |4 = Excellent |

| | |Improvement | | | |

|Part 1 |No response or less |Up to one page response; |1-2 page response; needs |2-4 page response, |3-4 page response; |

| |than one page |inadequate coverage of |more information, two |adequate coverage of |comprehensive coverage of |

| |response, inadequate |topic; one reference, not|references; writing in APA |topic; three APA |topic; three or more APA |

| |coverage of topic, or|in APA style; |style with several mistakes;|references; adequate APA |references; at least two from|

| |no references; | | |style with a few mistakes;|refereed journals; excellent |

| | | | | |APA writing style |

|Part 2 |no responses to other|very short responses to |1 response to other posts |2 adequate responses to |insightful, 2 or more |

| |posts, no report |other posts, no APA |which does not demonstrate |other posts, one APA |in-depth, comprehensive |

| |about interview |reference, very little |knowledge of content, no APA|reference included, |response to other posts, one |

| | |discussion of interview |reference, very short |adequate discussion of |or more APA references |

| | |questions and responses |discussion of interview |interview questions and |included, comprehensive |

| | | |questions and responses |responses |discussion of interview |

| | | | | |questions and responses |

All Module assignment information will be located

under Course Documents on the BlackBoard course site.

See course calendar on page 3 to determine which modules you should complete and due dates. All modules have scoring rubrics to assist in completing module assignments.

Technology Integration (TI) Modules (50 points each)

TI-1: LoTi Framework (Levels of Teaching Innovation)

TI-2: HEAT (Higher order thinking, Engagement in 21st Century Skills, Authentic, Technology) (50 points)

TI-3: CIP/PCU (Current Instructional Practices/Personal Computer Use)

TI-4: Lesson Plan Assessment and Enhancement

Technology Skills (TS) Modules (100 points each)

You are encouraged to open and review all modules before making a decision on which modules to complete.

Everyone completes TS-11

TS-11: Google Earth Apps

Select and complete ONE of the following TS modules

TS-6: Databases

TS-7: Spreadsheets

Select and complete ONE of the following TS modules

TS-8: Desktop Publishing

TS-10: Advanced PowerPoint

Instructional Design (ID) Modules (50 points each)

ID-1: Objectives Tutorial

ID-2: Assessment Tutorial

ID-3: Learning Styles Inventories

LME 537 Critical Performance Indicator (CPI)

Technology Integration Lesson (300 points)

Product Task: Develop a lesson plan that meets the following requirements:

1. a LoTi level of 3 or higher

2. HEAT index of 45o or higher

3. Follows the modified KTIP lesson plan format (posted on BlackBoard)

4. Your pupils must use at least one software program you used in the TS modules (Google Apps, database, spreadsheet, desktop publishing, or presentation graphics) to create a project. If you have completed the revised LME 535 course, you may use Google Earth, MS Producer, or MS Photo Story.

Teaching is teaching is teaching. You may be a P-12 teacher and your unit will be designed and taught for a specified age/grade/ability level. You may work for a business, organization, a branch of the armed forces, or university; therefore, you will probably design a unit to teach adults. It could be a training session on any topic but remember that you will be using technology to teach the topic.

You may select any authentic topic for your lesson plan. Email your selection of topic, intended audience, setting, short description of lesson activities and why it is a LoTi 3 lesson to your instructor by due date (see course schedule on page 3).

Standards addressed in this course and Critical Performance Indicator (see standards correlation on page 2):

Kentucky Experienced Teacher Standards,

American Association of School Libraries (AASL),

Association of Educational Communications and Technology (AECT),

International Society of Technology Education (ISTE).

Materials Needed: Computer, Microsoft Office

Specific contents of Lesson Plan:

Use the Modified KTIP Lesson Plan format posted on BlackBoard. Be sure to review the scoring rubric below as you are creating each part of this lesson to determine student expections.

1. ACTIONS

a. Goals and Objectives: Clearly state your broad goals and specific objectives (each objective must have all four parts) that identify the content and technology skills/processes to be taught and formally assessed. Identify essential questions you want to address. You must have at least one but no more than two technology objectives and at least one but no more than two content objectives

b. Connections: List your learning objectives in column one and the correlated standard in column 2. Be sure to give the standard number and text. In column 3 explain how your objectives relate to the standard you selected from Kentucky Core Content for Assessment and the Technology Skills in the Kentucky Program of Studies.

c. Context: Clearly describe how these objectives and this lesson relate to your broad goals for teaching about the topic. Explain how this lesson addresses authentic learning, student collaboration, and diversity of students. Address any personal, social, cultural, and global concerns that will be relevant to student learning.

d. Resources: Use bullets to list all resources (i.e., all materials, software, files, including specific technology applications) that will be used during the lesson. Include worksheets to be used with students in the Appendix of this lesson plan file. Give one sentence for each resource telling how it will be used in the lesson.

e. Procedures: Describe the strategies and activities you will use to involve students toward mastery of your objectives including how you will trigger prior knowledge and adapt strategies to meet individual student needs and the diversity in your classroom. Be sure to describe higher level thinking requirements in your activities. All worksheets you use must be included in the Appendix of this lesson file (not a separate file). Bullets or numbered items preferred over lengthy paragraphs. Be sure that your pupils use software you used in the TS modules (Google Apps, database, spreadsheet, desktop publishing, or PowerPoint) to create a project.

f. Student Assessment: List each objective that you created for the lesson. Clearly state how you will assess student progress in meeting each objective, including performance criteria you will use. Include all written assessment measures and rubrics in the Appendix of this lesson file (not a separate file).

g. LoTi Level and HEAT: Give the LoTi level and justify your rating with examples of higher level thinking that is required of pupils in your lesson. Conduct a HEAT analysis for your lesson as a whole and give specific justification for each area.

h. References: Include at least five annotated APA references. Annotations should describe source contents and how source was used in creating lesson.

i. Appendix: Include all student worksheets, assessments, and rubrics in this section.

2. IMPACT

a. Instructional Decisions: Identify and explain an incident where instruction had to be changed from your original plan and how the change affected learning. Describe one occasion when pupil responses or other performance/ behavior required a change (adaptation) in your instruction from the original lesson plan. Do not describe administrative activities such as setting up equipment. Describe changes made in your instruction for pupils. Explain what was done, for which objective, and how the change improved pupil learning for that objective. Was it done for one pupil or for the whole group?

b. Analysis of Pupil Learning: The teacher uses assessment data to profile pupil learning and communicate information about pupil progress and achievement.

i. Data and charts of five pupils

Select five pupils of varying performance levels from the class. Using tables and/or charts, present their progress from the pre-assessment to post-assessment for each instructional content and technology objective. In your charts or graphs, also give numerical data. It can be difficult to determine progress from graphs alone.

ii. Narrative describing performance

Describe the relationship between the pre and post-assessment performances of pupils.

iii. Conclusions about overall pupil performance in unit

From the data shown in the tables and/or charts, draw conclusions about the differences in their achievement. Draw conclusions about pupil mastery of all of your objectives. Did pupils meet your criteria?

c. Lesson Reflection:

i. Select the instructional objective for which pupils had the greatest success. Explain possible reasons for this success. What things under the control of the teacher were done well?

ii. Select the instructional objective on which pupils had the least success. Explain possible reasons for this. What things under the control of the teacher could have been managed more effectively?

iii. Reflect on possibilities for your professional development based on the designing, implementing, and assessing instruction for this project. Discuss at least two areas of your professional competence that should be a focus for further training for you.

iv. Discuss how you considered the diversity of pupils in planning and teaching this unit. Diversity can include special populations, ELL, different learning styles, ethnic differences, gender, economic differences, etc.

v. Discuss your role in this unit. Were you the classroom teacher, library media specialist, TRT (technology resource teacher), or other? Discuss how you collaborated with other professionals in creating and/or teaching this unit.

vi. Select three Level 2 disposition statements for the course (page 2 of the syllabus) and discuss how you demonstrated those positive dispositions in teaching this unit. Copy each disposition statement and discuss it.

3. REFINEMENT

a. Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for students who did not make satisfactory progress.

b. How would you improve this lesson to teach it again next year?

c. How could you raise the LoTi level and HEAT of this lesson?

4. Complete the Personal Reflection for Lesson Plan. This file is posted on BlackBoard. Email it to your instructor after completion of your lesson plan. Do not upload it to EPS because of its personal nature.

a. Describe your teaching experience in this lesson: (when, where, who, how long did you teach, describe the support you had from personnel, reception from pupils, prior permission to teach the unit etc.)

b. Lesson Project Alignment: answer the questions on the Personal Reflection file about your TIU.

c. Self evaluation

Process for Submission, Evaluation, and Feedback:

1. Submission of CPI: Technology Integration Lesson to instructor by the due date (see course schedule.)

a. Submit only one file for your CPI to EPS (Electronic Portfolio System). See the link in External Links in the BlackBoard course site.

b. Put all instructional worksheets, assessments, and rubrics at the end of the lesson plan file in an Appendix.

c. Email your Personal Reflection for Lesson Plan to your instructor. This file is posted in BlackBoard.

2. The instructor will score your CPI and email you.

a. If the CPI is scored below 3.0,

i. the instructor will email the student with opportunity to revise if there is time.

ii. The student sends revisions to the instructor or declines the opportunity. Please make all revisions in Bold RED.

iii. The instructor scores the CPI again and gives feedback to the student.

3. When your CPI receives a score of 3.0 or better, you are encouraged to upload your CPI to the EPS again.

First, remove all color from revised text on your CPI so that all text is black.

TO RECEIVE A FINAL GRADE FOR THE COURSE, YOU MUST COMPLY WITH BOTH OF THE FOLLOWING:

1. Receive a score of 3 or higher (225 points or more) on this Critical Performance Indicator.

2. The CPI must be uploaded to the Electronic Portfolio System prior to receiving a grade for the course.

IF YOU DO NOT MEET BOTH OF THESE CRITERIA, YOU MAY RECEIVE A GRADE OF “INCOMPLETE” (an X) AS YOUR FINAL GRADE. This can be changed when you do meet these requirements but the X will remain on your transcript along with the changed grade.

ASSESSMENT RUBRIC FOR CPI: TECHNOLOGY INTEGRATION LESSON

| |1. Indicator Not Met; Needs |2. Indicator Partially Met; |3. Indicator Met; Acceptable |4. Exceeds Indicator; Excellent|

| |Much Improvement |Needs Improvement | | |

|GOALS and OBJECTIVES (30 |Goal(s) reflect only the type |Some goal(s) reflect both the |Learning goal(s) reflect the |Learning goal(s) clearly |

|points) |or the level of learning but |type and the level of learning |appropriate type and level of |reflect the appropriate type |

| |not both, are not clearly |with some clarity, are somewhat|learning that are clearly |and level of learning that are |

| |stated, are not appropriate for|appropriate for the skills or |appropriate for the skills/ |clearly appropriate for the |

| |the skills or content or |content or |content; |skills/ content; |

| |no or few instructional |Only some instructional |Most instructional objectives |All instructional objectives |

| |objectives contain all four |objectives contain all four |contain all four part |contain all four parts |

| |part (Audience, Behavior, |part (Audience, Behavior, |(Audience, Behavior, Condition,|(Audience, Behavior, Condition,|

| |Condition, and Degree) or |Condition, and Degree) or |and Degree) |and Degree) and |

| |objectives unclear whether they|Either content or technology |Minimum of one content |Minimum of one content |

| |are content or technology |objective is missing |objective and one technology |objective and one technology |

| |Poor essential question(s) or |Poor essential question(s) |objective |objective |

| |irrelevant to lesson | |Adequate essential question(s) |Good essential question(s) |

|CONNECTIONS (30 points) |Poor correlation of content |Some content objective(s) not |Content objective(s) correlated|Comprehensive correlation of |

| |objective(s) to correct KY Core|correlated to correct KY Core |to correct KY Core Content for |content objective(s) to correct|

| |Content for Assessment |Content for Assessment |Assessment |KY Core Content for Assessment |

| |Poore correlation of technology|Some technology objective(s) |Technology objective(s) |Comprehensive correlation of |

| |objective(s) to correct KY |not correlated to correct KY |correlated to correct KY |technology objective(s) to |

| |Program of Studies – Technology|Program of Studies – Technology|Program of Studies – Technology|correct KY Program of Studies –|

| |Skills |Skills |Skills |Technology Skills |

| |Little or no justification of |Some justification of |Adequate justification of |Comprehensive justification of |

| |correlation of objectives to |correlation of objectives to |correlation of objectives to |correlation of objectives to |

| |standards |standards |standards |standards |

|CONTEXT and RESOURCES (30 |Poor discussion of how the |Limited discussion of how the |Adequate discussion of how the |Comprehensive discussion of how|

|points) |objectives and this lesson |objectives and this lesson |objectives and this lesson |the objectives and this lesson |

| |relate to your broad goals for |relate to your broad goals for |relate to your broad goals for |relate to your broad goals for |

| |teaching about the topic. |teaching about the topic. |teaching about the topic. |teaching about the topic. |

| |Poor discussion explaining how |Limited discussion explaining |Adequate discussion explaining |Comprehensive discussion |

| |this lesson is addresses |how this lesson is addresses |how this lesson is addresses |explaining how this lesson is |

| |authentic learning, student |authentic learning, student |authentic learning, student |addresses authentic learning, |

| |collaboration, and diversity of|collaboration, and diversity of|collaboration, and diversity of|student collaboration, and |

| |students. |students. |students. |diversity of students. |

| |Poor discussion addressing |Limited discussion addressing |Adequate discussion addressing |Comprehensive discussion |

| |personal, social, cultural, and|personal, social, cultural, and|personal, social, cultural, and|addressing personal, social, |

| |global concerns that will be |global concerns that will be |global concerns that will be |cultural, and global concerns |

| |relevant to student learning in|relevant to student learning in|relevant to student learning in|that will be relevant to |

| |this lesson |this lesson |this lesson |student learning in this lesson|

| |Few media/ technology resources|Not all specific media/ |All specific media/ technology |All specific media/ technology |

| |are listed. |technology are listed. |are listed. |are listed. |

| |Poor description telling how |Limited description telling how|Adequate description telling |Comprehensive description |

| |resources are used in the |resources are used in the |how resources are used in the |telling how resources are used |

| |lesson. |lesson. |lesson. |in the lesson. |

| |Most media/technology are not |Some media/technology are not |Media/technology used |Media/technology used |

| |used effectively. |used effectively. |effectively. |effectively and creatively. |

| |Few materials necessary for |Not all materials necessary for|All materials necessary for |All materials necessary for |

| |student and teacher to complete|student and teacher to complete|student and teacher to complete|student and teacher to complete|

| |lesson listed. |lesson listed. |lesson listed. |lesson clearly listed. |

|PROCEDURES (30 points) |Inadequate description of |Limited description of all |Adequate description of all |Detailed, comprehensive |

| |learning activities. |learning activities. |learning activities. |description of all learning |

| |Inadequate instructional |Some instructional activities |Adequate instructional |activities. |

| |activities that are not |that are not appropriate for |activities that are appropriate|Excellent instructional |

| |appropriate for two two or more|one or more of the following: |for objectives, age/ability |activities that are appropriate|

| |of the following: objectives, |objectives, age/ability level, |level, identified standards, |for objectives, age/ability |

| |age/ability level, identified |identified standards, correct |correct LoTi and HEAT level. |level, identified standards, |

| |standards, correct LoTi and |LoTi and HEAT level. |Content is accurate and |correct LoTi and HEAT level. |

| |HEAT level. |Content is sometimes accurate |activities vary for individual |Content is excellent and |

| |Much of the content is |and activities are not varied |and diverse needs. |activities vary for individual |

| |inaccurate and activities are |very much for individual and |All lesson requirements met. |and diverse needs. |

| |not varied for individual and |diverse needs. |Discussion provides adequate |All lesson requirements met. |

| |diverse needs. |One lesson requirement not met.|evidence of pupils using higher|Discussion provides clear |

| |Lesson requirements are not |(For example, pupils do not use|level thinking. |evidence of pupils using higher|

| |met. |either GE, Producer, or Photo |Lesson includes an adequate |level thinking. |

| |Discussion provides little or |Story) to create project. |activity where pupils create an|Lesson includes an excellent |

| |no evidence of pupils using |Discussion provides some |original project using one |activity where pupils create an|

| |higher level thinking. |evidence of pupils using higher|software programs from a TS |original project using one |

| |Lesson includes pupil use of |level thinking. |module in this course |software programs from a TS |

| |technology but students are not|Lesson includes a pupil project| |module in this course |

| |creating an original project |using technology but it is not | | |

| | |a software programs from a TS | | |

| | |module in this course | | |

|ASSESSMENT (30 points) |Assessment plan does not |Assessment plan does include |Assessments do include all |Assessments address all |

| |include all elements or not |all elements or but are not |elements in clear form. |elements in comprehensive form.|

| |clearly expressed. Assessments |clearly expressed. Some |Assessments appropriate to |Assessments are creative and |

| |not appropriate to goals and |assessments appropriate to |goals and learning |clearly address |

| |learning characteristics of |goals and learning |characteristics of pupils. |goals/objectives and learning |

| |pupils. Assessment instruments |characteristics of pupils. Some|Assessment instruments provided|characteristics of pupils. All|

| |not provided in Lessons are not|assessment instruments provided|in Lessons are clearly |assessment instruments and |

| |clearly described and are not |in Some lessons are clearly |described and linked to |scoring rubrics are provided in|

| |clearly linked to learning |described and generally linked |learning goals. |Appendix and linked from the |

| |goals. |to learning goals. |Adequate alignment with |Design for Assessment and |

| |No alignment with |Limited alignment with |pre-assessment, instructional |Instruction table. |

| |pre-assessment, instructional |pre-assessment, instructional |activities, and post-assessment|Excellent alignment with |

| |activities, and post-assessment|activities, and post-assessment| |pre-assessment, instructional |

| | | | |activities, and post-assessment|

|REFLECTION AND SELF- |Poor insight about own |Limited insight about own |Adequate insight about own |Critical insight about own |

|EVALUATION (30 points) |professional development needs.|professional development needs.|professional development needs.|professional development needs.|

| | | | | |

| |Poor discussion about |Limited discussion about |Adequate, clear, appropriate |Comprehensive, clear, |

| |diversity of pupils. |diversity of pupils. |consideration for diversity of |appropriate consideration for |

| |Poor discussion of possible |Limited discussion of possible |pupils. |diversity of pupils. |

| |collaboration with other |collaboration with other |Adequate discussion of possible|Comprehensive discussion of |

| |professionals |professionals |collaboration with other |possible collaboration with |

| |Poor or incomplete discussion |Limited discussion of |professionals |other professionals |

| |of dispositions. |dispositions. |Adequate discussion of positive|Excellent discussion of |

| |Incomplete self-evaluation. |Very limited self-evaluation. |dispositions. |positive dispositions. |

| | | |Adequate self-evaluation. |Comprehensive self-evaluation. |

|REFERENCES (30 points) |Listed at least two references,|Listed at least three |Listed five references, used |Listed more than five |

| |used APA format with many |references, used APA format |correct APA format with few |references, used correct APA |

| |errors; |with some errors; |errors; |format; |

| |No annotations or give very |Annotations give little detail |Annotations give detail of |Annotations give comprehensive |

| |little detail of source |of source contents and how |source contents and how source |detail of source contents and |

| |contents and how source was |source was used in creating |was used in creating unit |how source was used in creating|

| |used in creating unit |unit |All “borrowed” information |lesson |

| |Very few citations |Not all “borrowed” information |cited in correct APA format |All “borrowed” information |

| | |was cited or incorrect APA |with 1-2 mistakes |cited in correct APA format |

| | |format | | |

|LoTi LEVEL and HEAT (30 |The lesson plan reflects a LoTi|The lesson plan reflects a LoTi|The lesson plan reflects a LoTi|The lesson plan clearly reflect|

|points) |0 or 1 level |2 level |3 level |a LoTi 3 level or higher |

| |The lesson plan reflects a HEAT|The lesson plan reflects a HEAT|The lesson plan reflects a HEAT|The lesson plan clearly reflect|

| |analysis of less than 40o |analysis of 40o |analysis of 45o |a HEAT analysis of 45o or |

| | | | |higher |

|IMPACT (30 points) |Decisions are inappropriate, |Some decisions are |Decisions are appropriate and |Decisions are outstanding, |

| |not pedagogically sound. |inappropriate, not |pedagogically sound. |appropriate, and pedagogically |

| |No adaptations for individual |pedagogically sound. |Adaptations made for individual|sound. |

| |differences. |Some adaptations for individual|differences. |Adaptations made for individual|

| |Modifications not related to |differences. |Modifications are somewhat |differences. |

| |learning goals/objectives. |Some modifications are related |related to learning |Description of modifications |

| |Presentation is not clear and |to learning goals/objectives. |goals/objectives. |provides reasons that are |

| |connections to pupil learning |Presentation is generally clear|Presentation is clear and |clearly related to learning |

| |not understandable. |and connections to pupil |connections to pupil learning |goals/objectives. |

| |Not indication of how much |learning understandable. |understandable. |Presentation is clear and |

| |learning occurred. |Some indication of how much |Clear indication of how much |connections to pupil learning |

| |No conclusions of pupil mastery|learning occurred. |learning occurred. |understandable. |

| |of objectives. |Some conclusions of pupil |Adequate conclusions of pupil |Clear indication of how much |

| |Little connection to contextual|mastery of objectives. |mastery of objectives. |learning occurred on all |

| |factors, learning styles, |Some connection to contextual |Adequate connection to |objectives. |

| |instructional design and |factors, learning styles, |contextual factors, learning |Clear conclusions of pupil |

| |assessment strategies |instructional design and |styles, instructional design |mastery of objectives. |

| | |assessment strategies. |and assessment strategies. |Comprehensive connection to |

| | | | |contextual factors, learning |

| | | | |styles, instructional design |

| | | | |and assessment strategies. |

|REFINEMENT (30 points) |Incomplete discussion of plans |Some discussion of plans for |Adequate discussion of plans |Comprehensive discussion of |

| |for subsequent lessons to |subsequent lessons to reinforce|for subsequent lessons to |plans for subsequent lessons to|

| |reinforce and extend pupil |and extend pupil understanding |reinforce and extend pupil |reinforce and extend pupil |

| |understanding |Some discussion of possible |understanding |understanding |

| |Incomplete discussion of |improvements for your lesson to|Adequate discussion of possible|Comprehensive discussion of |

| |possible improvements for your |teach it again |improvements for your lesson to|possible improvements for your |

| |lesson to teach it again |Some discussion of possible |teach it again |lesson to teach it again |

| |Incomplete discussion of |improvements to increase LoTi |Adequate discussion of possible|Comprehensive discussion of |

| |possible improvements to |level and HEAT |improvements to increase LoTi |possible improvements to |

| |increase LoTi level and HEAT | |level and HEAT. |increase LoTi level and HEAT. |

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