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Indiana University Northwest School of Education
COURSE SYLLABUS EDUC-W200: Computer Use in Education |
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Course Description This complete online course is a foundation course, and the course goal is to provide students with fundamental information of educational technology integration into education. Throughout the class sessions with Oncourse, covered are instructional technology skills, pedagogical knowledge, utilization of computer, Internet, software applications, & other types of electronic resources, and etc. in order for us to enhance k-12 education outcomes in contemporary learning environment. Also, you are expected to participate in online forums, blogging posts, and chat room entries, along with creating electronic artifacts such as e-portfolios.
Course Goals and Objectives Throughout online activities, students in EDUC-W200 will: 1. demonstrate a sound understanding of technology operations and concepts.
Course Materials Required Text Bitter, G. & Legacy, J. (2011). Using technology in the classroom. Needham Heights, NJ: Allyn and Bacon. Currently, the campus book store has stored the used copies of this book. You may purchase this book through other venues, if desired. Please do not purchase a short version of this book. You may also purchase e-book in which you can have full access for 6 months; if interested, ask me how. Recommended Texts
O’Bannon, B. & Puckett, K. (2010). Preparing to use technology: A practical guide to curriculum integration. Boston: Pearson.
A jump drive (jump stick; memory stick; flash drive) for your data management. You may store data in a lab computer’s public folder, if needed, but are responsible for using this public folder. Earphone or headphone for better sound quality.
Grading Information Grades will be determined as shown in the following assignment chart. Detailed descriptions of assignments are available in Oncourse’ assignments 2. Due dates are detailed in Oncourse’ assignment 2, as well. The final grade is made, based upon the combined scores on assignments, class participation including forum activity, and other factors such as attendance and the required PRAXIS I exam info. As indicated in the course schedule web page, you are required to submit Praxis I test registration info (test date, test location, and candidate number/registration number).
Class Policies Regarding Graded Work **The following policies are in effect for all individual deliverables throughout the semester, unless noted otherwise. **
IU Academic Policies This course is governed by IU academic policies in the following areas:
Additional Information SUCCESSFUL STUDY USING ONCOURSE The home page of Oncourse has links, video tutorials and several tips and updates to help you navigate the website. IU has prepared a reference page containing links to information about a variety of resources to help you function successfully in your online Oncourse class. Right to Accommodation for Individuals with Disabilities Indiana University is committed to creating a learning environment and academic community that promotes educational opportunities for all individuals, including those with disabilities. Course directors are asked to make reasonable accommodations, upon request by the student or the university, for such disabilities. It is the responsibility of students with documented physical or learning disabilities seeking accommodation to notify their course directors and the relevant campus office that deals with such cases in a timely manner concerning the need for such accommodation. Indiana University will make reasonable accommodations for access to programs, services, and facilities as outlined by applicable state and federal laws.
Campus support office:
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SCHOOL OF EDUCATION MODEL
This course is part of the IU Northwest School of Education's Teacher Education Program. This program is based upon a research-based conceptual framework that incorporates nine themes, all of which are designed to prepare a "Reflective Professional."
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Reflective Professional (Initial) “Agents of Change” |
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Conceptual Framework Outcomes |
Course Objectives |
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1,3,4 |
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2,3 |
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1,3,5 |
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2,3,4,5 |
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3,6 |
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1,3,5 |
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5 |
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3,4 |
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9. Professional Development |
1,3,5 |
*This course provides an opportunity for students to create artifacts addressing the IU Northwest School of Education Instructional Media and Technology rubric. This rubric is linked to the Indiana Department of Education Computer Education Standards 3, 4, 6, & 7 associated with ISTE-National Educational Technology Standards for Teachers(refer to pages 9-10 in this document).
This course also reflects the principles of the Interstate Teacher Assessment and Support Consortium (InTASC) and the Grade Level Standards of the Indiana Department of Education. See Sections VII and VIII.
Initial Program Dispositions
The SOE is committed to the values of academic integrity in teacher preparation. You are expected to consign yourself to each of the following dispositions throughout this semester in your IUN classroom participation and in your school-based field activities:
- Attends regularly, is punctual, has a professional appearance, and conducts him or herself professionally with students, peers, parents, and all P-12 and University personnel.
- Uses knowledge of students’ family and community to connect learning to the students’ world.
- Believes all students can learn and differentiates instruction so that all students do learn.
- Aligns instruction with state and professional standards.
- Organizes instruction to engage students in active learning.
- Expresses ideas clearly and appropriately both verbally and in writing.
- Uses multiple teaching approaches and technology.
- Uses positive approaches to teach students’ self-discipline and responsibility; treats all students with respect and care.
- Treats all people fairly, equitably, and with dignity and respect.
- Cooperates in the classroom and throughout the school and community.
- Monitors students’ progress carefully, regularly, and in multiple ways, and reports that progress clearly and systematically, while making needed adjustments.
- Demonstrates commitment to teaching by receiving and acting upon constructive criticism.
BIBLIOGRAPHY
Beekman, G., & Beekman, B. (2010). Tomorrow's technology and you. Upper Saddle River, NJ: Prentice Hall.
Ribble, M., & Bailey, G. (2007). Digital citizenship in schools. Eugene, OR: International Society for Technology in Education.
Roblyer, M. D., & Doering, A. H. (2009). Integrating educational technology into teaching. Boston, MA: Allyn & Bacon.
Soloman, G., & Schrum, L. (2010). Web 2.0 how-to for educators. Eugene, OR: International Society for Technology in Education.
Jonassen, D. H., Howland, J., Marra, R. M., & Crismond, D. P. (2007). Meaningful learning with technology. Upper Saddle River, NJ: Prentice Hall.
Means, B. (2010). Technology and education change: Focus on student learning. Journal of Research on Technology in Education 42(3), 285–307.
Neiderhauser, D. S., & Lindstrom, D. (2006). Addressing the NETS for students through constructivist technology use in K–12 classrooms. Journal of Educational Computing Research, 34(1), 91–128.
Schrum, L. (2010). Considerations on teaching and teachers: The best of JRTE. Eugene, OR: International Society for Technology in Education.
InTASC STANDARDS
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Interstate Teacher Assessment and Support Consortium (InTASC) |
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Standard |
Course Objectives |
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The Learner and Learning |
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1) Learner Development |
3,5 |
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2) Learning Differences |
3 |
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3) Learning Environments |
1,2 |
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Content |
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4) Content Knowledge |
5 |
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5) Application of Content |
2 |
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Instructional Practice |
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6) Assessment |
4 |
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7) Planning for Instruction |
1,5 |
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8) Instructional Strategies |
1,2 |
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Professional Responsibility |
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9) Professional Learning and Ethical Practice |
5,6 |
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10) Leadership and Collaboration |
6 |
INDIANA DEVELOPMENTAL STANDARDS
School Setting–Elementary
This course addresses the Indiana Department of Education Developmental/Pedagogy standards. These standards can be found on the web at: http://www.doe.in.gov/educatorlicensing/ProfessionalTeacherStandards.html
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Standard |
Course Objective |
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1. Student Development and Diversity |
2 |
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2. Learning Processes |
1,2 |
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3. Instructional Planning and Delivery |
2,3 |
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4. Assessment |
4 |
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5. Learning Environment |
2,3,6 |
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6. The Professional Environment |
5,6 |
Artifact Score Sheet - Class: W200/531 Student:
-- Initial Program
INSTRUCTIONAL MEDIA & TECHNOLOGY
3
M501, W200, T550
4 = Excellent (clear, convincing, and consistent evidence)
3 = Quite Satisfactory (clear and convincing evidence)
2 = Needs Revision (limited evidence)
1 = Unacceptable (little or no evidence)
Score
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1. Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services |
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2. Identify and locate technology resources and evaluate them for accuracy and suitability |
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3. Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning |
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4. Use technology to locate, evaluate, and collect information from a variety of sources |
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5. Use technology tools to process data and report results |
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6. Demonstrate an understanding of the legal, ethical, cultural, and/or societal issues related to technology |
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7. Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity |
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8. Discuss diversity issues related to electronic media |
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9. Discuss the health and safety issues related to technology use |
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Artifacts must also pass IU Northwest Writing Competency standards.
See Web: http://www.iun.edu/~writenw/competencies.shtml
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ARTIFACT: |
SCORE: ____ |
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Reviewer’s Signature: |
DATE: |
