LHU Teacher Education Program | Course Description | Course Objectives | Course Structure and Expectations | Class Participation& Policies | Contract for Learning |Theme | Textbook | Recommended Study Habits & Tips|Paper-Based Portfolio & ePortfolio | Class Activities, Assignments & Due Dates | Possible Points for Assignments & Projects |Grading Scale | Final Exam Period | Assignment Sheets | Self- Evaluation Forms |  Classroom Behavior|Academic Honesty Policy | Reasonable Accommodations  | EDTF200Blogspot | WPBlog | Student Web Sites | Fall04_Student Web Sites | The Evaluation Form | Students | Student Movie | Sounds | Butterflies | Web Version | PowerPoint II | (ISTE) | Website Building | Poster |

LHU Teacher Education Program

Our pre-service teacher education program within the LHU College of Education (COE) adheres to the COE's conceptual framework theme, "The Effective Teacher in a Changing Society: A Reflective Decision-Maker".  The model has a teacher as a reflective decision maker as its core.  We provide educational experiences that prepare future teachers who understand that productive students must engage in problem-solving, fill leadership roles, and serve as cooperative group members within an environment that fosters the self-esteem of all involved.  This course endorses the mission of the college by providing leadership and scholarship for the development of a new generation of educational professionals prepared to use instructional media and technologies to meet challenges and solve problems for the betterment of education and human development.  The course supports that the effective teachers in a changing society must:

                1) know the content they teach,
                2) engage in caring communication,
                3) be able to implement a variety of teaching strategies, and
                4) be able to self-evaluate. 

Our emphasis is placed on the student as a thinking, evaluative professional who takes action within a changing environment - a social, economic, technological and professional environment.

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Course Description

Designed to use the LHU COE's conceptual framework as a basis to meet the Pennsylvania State Department of Education certification and accreditation requirements, the course introduces pre-service teacher candidates to the various forms of electronic and digital technology and provides opportunities for engagement and reflection on the role these technology tools can play in the teaching/learning processes in the classroom.  The students will become skilled in some of the many digital tools used in today's schools.  In addition, this course focuses on the creation of a learning environment through the use of technology.  Students will be exposed to basic learning theory and will be assisted in determining appropriate applications of these theories and techniques in educational settings.  The plan is to anchor the use of technology for the creation of a learner-centered, safe and developmentally stimulating learning environment. 

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Course Objectives

Teacher candidates completing this course should be able to:

• Develop an exploratory, experimental approach to technology with a willingness to try new applications and tools

• Define various types of learning styles and strategies and explain how technology can support the diverse needs of learners

• Operate available technology tools including computer hardware and associated peripherals

• Evaluate resources for their potential for achieving instructional objectives

• Plan instruction that incorporates technology in appropriate ways

• Use technology as a personal productivity tool

• Create learning activities and products with the following software that will enhance instruction and personal productivity:

  Word processing software

• Spreadsheet software

• Presentation software

• Web development software

• Graphic design software

• Graphic organizer software

• Curriculum-specific software

Recognize various implications for computer use in K-12 schools and other educational settings

Select and utilize appropriate technology for the purpose of meeting content and Pennsylvania Academic standards.

Reflect on literature related to using technology in educational settings

Access, evaluate, and utilize online educational resources

Explain and give concrete examples of how all the technologies learned in this class can be used to enhance instruction and personal productivity

Note: Course Objectives reflect NETS and NCATE standards:reate learning activities and products with the following software that will enhance instruction and personal productivity:

Interstate New Teacher Assessment and Support Consortium

National Education Technology Standards for Teachers (NETS-T)

National Education Technology Standards for Students (NETS-S)

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Course Structure and Expectations

There are 41 class sessions in this course over 14 weeks.  The course is based on adult learning theory.  Any session may include lectures, discussions, group activities, demonstrations, hands-on guided practice, and lots of hands-on independent work.  The optimal amount of in-class work time will be provided with direct assistance from the instructor.   However,  you must spend out-of-class time preparing for class and working on projects.  For teachers learning about instructional technology and media, the most precious commodity is time to use the software, take advantage of in-class and out-of-class time to get as much as you can.  If you have a lap-top, bring it to class.

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Class Participation & Policies

1. Students are expected to attend all classes.  More than three excused/unexcused absences throughout the semester will result in the loss of 10 points from the final grade.  Specifically, missing more than three classes will lower your grade to no more than a B.  In any case, students are responsible for all information missed and work assigned at each class period and late assignments lose 10% per calendar day. 
2. All excused absences require written documentation.  There are no exceptions.  Excused absences include: LHU sponsored functions, doctor's excuse, or a death in the immediate family.  Assistance during office hours is available for those with excused absences.

3. Participation in asynchronous, online discussions and other course activities is mandatory.  This course will require significant weekly participation in the online environment.

4. Students are expected to maintain high standards of ethical conduct and academic integrity.  They must exhibit the professionalism and ethical behavior of a pre-service teacher throughout the course.  Cheating and plagiarism in any form are unacceptable and will result in a grade reduction and possibly grounds for a failing grade.

5. Participation points are provided for those who become a part of class community: contribute to class discussion, arrive to class on time, stay for the entire class period, exhibit the professionalism, maintain computer etiquettes, etc...

6. Computer use during class time is restricted to course-specific applications.  Use of the computer at inappropriate times will keep you from receiving and/or understanding class material which is key to completing assignments.

7. Improper computer use during class time, will result in the loss of two percentage points (per instance) from the final grade.  This includes Internet surfing, email, cell texting, chat, and/or typing and printing papers. 

8. Students are responsible to save all assignments and their backup copies on a USB flash memory drive (required) , email attachments, the hard drive of your computer at home, or your network drive (H: Drive and/or W:Drive).  The instructor may ask to see the electronic copy of an assignment.
9. Students must demonstrate an understanding of technology as a tool for learning and research through completion of subject area projects.
10. Students must exhibit integration of technology into subject areas through development of a technology portfolio, simulated subject area website, and maintenance of a simulated electronic gradebook.
11. Students must demonstrate acquisition of the course objectives and expectations by completing a final cumulative project exhibiting computer knowledge and integration of technology through creation of a subject area unit plan and presentation.

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Contract for Learning

Each student will set goals for your own learning for the course.  In order to help you to do this, I am requiring you to draft a contract for learning, which is described in greater detail in the assignments section. 

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Theme

Each student will select a topic and devise a thematic unit of instruction and, using the technology and media skills obtained during the course to effectively integrate existing and student-created media into the unit.  This project will be used by each person to anchor the skills and knowledge learned in this course.

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Textbook

Roblyer, M.D. & Edwards, J., (2005) Integrating Educational Technology into Teaching (Fourth Edition).  Upper Saddle River, NJ: Prentice Hall, 2000.
NOTE: Companion website for this text:  http://www.prenhall.com/roblyer

Integrating Educational Technology Into Teaching, Fourth Edition by M. D. Roblyer - University of Maryland University College Publisher: Allyn & Bacon Copyright Year: 2006 Publishing Date: 2005/07/25 Print ISBN-10: 0-13-119572-7   Print ISBN-13: 978-0-13-119572-1   eText ISBN-10: 0-13-171449-X   eText ISBN-13: 978-0-13-171449-6   Course: Educational Technology, Curriculum and Instruction Pages: 480   eTextbook $54.00 (180 day subscription)

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Recommended Study Habits & Tips

You can succeed in this course by:

• Consulting/reading your textbook for project ideas.
• Keeping an open mind to new possibilities.
• Choosing your own learning goals and developing a learning contract that will help you meet these goals.
• Creating a Personal Learning Network and using it to further your knowledge of course related topics.
• Thinking about how to apply what you are learning in and out of this class to your future classroom.
• Asking thoughtful questions and actively pursuing your own answers.
• Getting the phone numbers of at least two classmates in your major whom you can contact if you have questions or if you want someone to collaborate with.
• Checking eCollege at least weekly for announcements and other information.
• Participating/contributing to the course blogger periodically.

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Paper-Based Portfolio & e-Portfolio

At the end of the course: 1) all your work in hard copy must be compiled in a three-ring binder [See: Tip to Set a Minimum Goal]; and 2)  all your work in electronic format must be linked from your website under the link name "Technology Online Portfolio".  

"Why Web 2.0 is Critical to the Future of Education" | (Web 2.0 Resources) | Classroom2.0 |

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Class Activities, Assignments & Due Dates

Week/Date		Activities, Assignmen	ts, & Due Dates
Week 1: August 25, 27, & 29	TOPIC 1:  Technologies in Teaching & Learning Collaborative Activities:  Introduction, course overview/orientation.  ASSIGNMENTS: Confirm an active account on Shrike (LHU W: drive), Gmail,  Google doc, and Blogger by Wednesday, August 27.  Bring USB flash drive to class on Friday, August 29.  Enroll in eCollege at http://www.lhup.net  on August 27.  Read Chapter 1.  Construct an autobiography web page by Wednesday, August 27. Complete three online (http://www.prenhall.com/roblyer) Chapter 1 Self Assessment Questions: Multiple Choice -14, True-False -10, and Short Answer -3 by September 3 at the beginning of class. Friday Fun: Readings: 1)  Lesson Plan on The Giver 2)  ASSURE Model WebQuest       WebQuest Lesson: About Evaluating Websites Helpful Websites:  - WebQuest Concept Map  - Searching for China
Week 2: September 3, & 5	TOPIC 2:  Technology Integration Planning Model Reading:  Chapter 2 ASSIGNMENT: Inspiration® will be used to visually organize student understanding of the integration of technology into the curriculum.  Instructor will review Inspiration® graphic during class session on September 3.  Upload responses to Ch. 1 Short Answers, Inspiration graphic and PA Teacher Technology Standards to LHU web server (W:) drive as initial phase of Online Instructional Technology Portfolio.  Your Blogger Account (http://www.blogger.com) must be secured.  Once you created a blog and finished your first post, submit your blog URL (It is usually in <<yourblogname>>.blogspot.com) format in Webliography tab under "Blogs" category (see below) by 6:00 PM on September 3. Read Chapter 2.  Working in a group of 3 - 4 to complete the online (http://www.prenhall.com/roblyer) Chapter 2 Self Assessment Questions: Short Answer -3, Web Enrichment Activities - 3, and Making the Case for Technology Integration- 2  by September 8 at the beginning of class.  Upload all the answers (8) to a page linked to your website.
Week 3: September 8, 10, & 12
TOPIC 3:  Learning Theories and Integration Strategies ASSIGNMENT 1:  Work in small groups to complete a document summarizing the behaviorist and constructivist theories of learning.  Include an individual description of one's philosophy of teaching with technology.  Upload theory assignment to your W: drive and later organize the  file on a webpage to be linked to your Online Technology Portfolio by September 10 at the end of class.  Read Chapter 3> Self-assessment items>Multiple Choice.  Submit to instructor via the online textbook companion (http://www.prenhall.com/roblyer ) by the beginning of class on Monday, September 15.  =================== ASSIGNMENT 2:  Explore the Items/Concepts below and write a brief report on each explaining what it is, who created it, for whom, and why.  Also elaborate on how each can be used to enhance the teaching and learning process.  Save the file to a new created folder in your W: drive.  Print out the hard copy of your finished report to be included in your portfolio at the end of the semester.        1 - WebQuest       2 - Concept Map       3 - Crossword Puzzle       4 - Web 2.0       5 - Digital Storytelling       6 - Virtual Field Trip       7 - Blogs       8 - MultiMedia       9 - PodCast |(Using Podcast  for Learning)      10 - You Tube      11 - Wiki     12 - Google Apps     13 - Google Docs DELIVERABLES: The findings/report must be saved as a file to a folder in your W: drive.  Print out a hard copy of your finished report and bring it to class on Monday September 22.  The same printout will be kept on a three-ring binder to be included in your portfolio at the end of the semester.  Special Request from your Instructor:  Think about a classroom of your choice where you would like to be teaching in.   Use your BLOG to share your wish with others.  Be ready to share your thoughts with the class f2f as well.
Week 4: September 15, 17, & 19
TOPIC 4:  Instructional Software and Classroom Publications ASSIGNMENT: Read Chapter 3. Work with a partner to use the guidelines in the textbook to develop a detailed form to evaluate instructional software.   Submit by uploading assignment to the online technology portfolio by September 19 at the end of class.  Compare the system approach from the ASSURE model with the Technology Integration in your textbook (Page 74 - 75).  Discuss the similarities and differences between the two approaches to determine the strategies you may use when planning lesson activities that integrate technology to include in your final project.  Include a brief summary of your "Technology Integration Plan" on the final project page of your online portfolio by portfolio due date.  Blog Entry-Discuss instructional software tools in technology integration strategies that are based on constructivist models you have learned from Chapter 3 to include one or two examples of them, their features, and functions  -Due September 22 at the beginning of class.
Week 5: September 22, 24, & 26	TOPIC 5:  Productivity Tools Monday: Continue working on WebQuest, Web Pages, and the Blogs. Wednes day:  Oral presentation on Assignment 2 from Week 3. Friday: Discussion & Demonstration on the week's assignments. ASSIGNMENT 1: MS Word (Word Processing) -  Office Tools & Tips  (Must Reading!) -  Setup Exercise:  Setup Folders on H: & W: drive -  Project 1:  Instructional Booklet  DUE Date: Friday, October 3rd. at the end of class. NOTE: Students will be introduced to the creation and production of the booklet on September 19.  The project Contents and/or ideas from the classroom or lesson plan of your choice can be used as the booklet contents.  Be prepare to have all information needed on a Word file to work with while creating your first instructional booklet during our lab time this week. ASSIGNMENT 2: Read Chapter 4. (1) In your blog, identify productivity applications of software tools that educators would  find valuable to make their work more efficient and productive.  Describe specific kinds of teaching and learning tasks for both teachers and students that each kind of tool can support.
Week 6: September 29 October 1 & 3	TOPIC 6:  Productivity Tools (Continued) ASSIGNMENT: Read Chapter 5.  (1) Create and develop a useful database. Merge information between a word-processing document and a database. Write a summary statement about how you can use databases in your future classroom and check the Teacher Technology Standards page to reflect which standards were addressed by this and other learning activities.  Upload three visual representations of the database activity (& statement & standards) to the online teaching portfolio by October 3 at the end of class.
Week 7: October 8 & 10	TOPIC 7:  Teaching & Learning with the Internet & Assistive Technologies Online Session TOPIC: Web resources, the internet and its applications to school settings, search strategies, web site evaluation.  Click here to download template for web evaluation assignment.   ASSIGNMENT: Develop an annotated list of ten (10) educational websites that correlate with identified specific content area.  Evaluate two (2) useful web resources for subject area instruction. Upload annotated list of educational websites and web evaluations to online teaching portfolio by the beginning of class on October 10.     October 10 Assignments:  Complete web evaluation and 10 websites assignments.  Blog Entry - Software tools in content areas: What kinds of classroom activities can be enhanced with software applications and how?  (see examples in text, online textbook companion short essay items, and search online).  Blog Entry due on or before *Monday, October 13*.
Week 8: October 13, 15, & 17	TOPIC 8:  Digital Photography, Digital Video and Multimedia Presentations  ASSIGNMENT:  Gain practical experience in developing an original multimedia presentation including photographic images and video segments.  Submit multimedia presentation to the instructor by Thursday, October 17 at the beginning of class (due date extension may be granted).
Week 9: October 20, 22, & 24	TOPIC 8:  Professional Development for Teachers (October 24 is an online session for virtual meetings) ASSIGNMENT:  TappedIn Orientation will be held in class on October 20.  Become a member of TappedIn - an online community for education professionals. Create a virtual office within TappedIn by October 22.  Participate in a virtual meeting with classmates on October 24 (meeting times will be announced).
Week 10: October 27, 29, & 31	TOPIC 9:  Change Agents in the Schools~ Becoming Instructional Technology Leaders ASSIGNMENT:   Work collaboratively to develop a Instructional Technology Lesson Plan for Practical Teaching Experience. Draft Lesson plan is due at the end of the class session on October 29.  Continue to collaborate with team to prepare for Practical Teaching Experience.
Week 11: November 3, 5, & 7	TOPIC10: Effectively using online resources for cooperative planning.  Online Class for Team Meetings-- Planning for Practical Teaching Experience ASSIGNMENT: Prepare for instructional technology practical teaching experience.  Be sure to identify specific: Voluntary State Curriculum (MD Content Standards) and Maryland Teacher Technology Standards.  Reserve lab for team lesson rehearsal.
	Week 12: November 10, 12, & 14	TOPIC:  Cooperative teams will present technology enhanced lessons to the class. Blog Entry:  Teaching with Technology Report.  Due November 17.
Week 13: November 17, 19, & 21	TOPIC:  Educational Electronic Magazines ASSIGNMENT:  Work collaboratively to incorporate instructional digital audio and video into the Eezine and online portfolio.  Include photographic images from a digital camera and/or scanner to enhance the structure of the online teaching portfolio. Eezine due on November 21.
	Week 14: November 24, 26, & 28	November 26 & 28 - No Class.  Thanksgiving Break TOPIC:  Assistive Technology and Universal Design:  Designing Web Pages for Individuals with Disabilities.  Out of Class Optional ASSIGNMENT:  Collaborative Work Session:  Blog Entry:  Blogs in the Classroom.  Due December 1.
Week 15:
December 1, 3, & 5
TOPIC:  Continue to develop Standards Based Online Instructional Technology Portfolios that respond to individual learning differences.  Online Instructional Portfolio due on December 10 at the end of class. Course evaluation and feedback.
Exam Week

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Possible Points for Assignments & Projects

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Grading Scale

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Academic Honesty Policy

The LHU Academic Honesty Policy will be enforced in this course.  The policy is published on pp. 55-60 of the 2002-2003 Student Handbook, in the “Guidelines for Conduct” section. You can also find the Academic Honesty Policy on the LHU web site [http://www.lhup.edu/stulife/student_handbook/conduct.htm#honesty].  Pay special attention to the definition and examples given for academic dishonesty.

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Classroom Behavior

Students and faculty share responsibility for maintaining an appropriate learning environment in the classroom.  Civility and respect create a safe and productive atmosphere in which students can achieve.  Disruptive behavior hinders the educational process and is unacceptable at Lock Haven University of Pennsylvania.

Faculty have the discretion to impose sanctions for disruptive behavior in their classrooms.  Some of the sanctions may include:

• a formal apology

• dismissal from the class in which the disruptive behavior occurs

• referral to Student Affairs for resolution of the situation, which action could

• result in dismissal from the University

Source:  http://www.lhup.edu/provost/Classroom%20Behavior.doc

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Reasonable Accommodations

Lock Haven University is committed to ensuring that no otherwise qualified individual with a disability be denied participation in or benefits from any of its programs on the basis of a disability. Students with disabilities are encouraged to discuss requests for reasonable accommodations with the professor at the beginning of the semester. In order for accommodations to be provided, your disability must be verified by Dr. Reynol Junco, Director of the Office for Disability Services,104 Russell Hall,(570)484-2926.

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Last Updated: Monday, September 22, 2008 09:06:03 AM  
Updated by: Dr. P.  Hossain

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Participation and In-Class Assignments

Consistent attendance and class participation is expected and will be crucial to your success.  It will be virtually impossible to complete the various projects satisfactorily without cumulatively developing and applying the necessary knowledge base.