Of course! My name is Dr. Aaron Bruewer
Instructor Information:
Website:
Email:
Google Phone:
Phone: (202)-753-0693
Location:
Building 71
Office Hours:
Tuesday 3 pm – 4 pm Wednesday 8 am - 10 am
Or by appointment
*Students may contact the instructor(s) via email or phone at any time. If a response is not received within 48 business hours, please feel free to follow up to ensure your message was indeed received by the instructor.
Develop teacher candidates ability to integrate technology into their curriculum AND communicate that knowledge to peers and administrators
This course is designed to prepare you to teach with - not about - technology in the k – 12 classroom, by developing your understandings of theory and its connection to practice in the educational environment and then to communicate this knowledge to your peers to influence your school and educational arena. This is not a computer literacy course, and as such will not be a “cool tech of the week” or a “step by step” how to course. Instead, this course focuses on how technology is naturally emergent from pedagogy, which itself is emergent and one with content – the underlying belief for this course is that there is no true separation of technology from the content it is used to learn – they exist as one and the same. It is driven by the need to think critically about education and provide evidence and reason to bring about change through your actions. In this course we focus on a central statement: Learning First, Technology Second (Kolb, 2018) in order to ground our actions and expectations for technology use in the reality of our educational endeavors including communication with peers and administrators.
It is the belief of the instructor that the purpose of computers and digital technology in today’s classrooms is to enhance and expand learning opportunities for students which requires teachers to place technology at the disposal of students for the construction of understanding and not merely as a conveyance of information. As a teacher, you will need skills to apply both digital and analog technology tools to instructional challenges, adapting the tools that are emergent naturally from the challenges you face. This course will stimulate thoughts on each teacher’s theoretical and practical knowledge of technology and its role in teaching and learning, with a central question:
How do we allow students to use technology to Engage, Enhance and Extend learning? (Kolb, 2018).
Instructional technology not only applies to hardware and software; it pertains to the process of planning and designing instruction to facilitate teaching with technology in a way that best enhances student learning – putting technology in the hands of students so they can show how they understand, more so than how teachers use it themselves to deliver instruction. New ways of teaching and learning have been made possible by instructional technologies, with specific focus on - and attention to- student centered instruction, cooperating leaving and authentic assessment all accompanying the expanded concept of instructional technology. Direct instruction is replaced with 21st century skills:
Cooperation, Communication, Critical Thinking and Creation.
Goals and Objectives
The overall goal of this educational technology course is for each student to develop an understanding and appreciation of the role of instructional technology in learning and teaching environments; rooted in a strong theoretical foundation. We will use the International Society for Technology in Education (ISTE) National Educational Standards for Teachers. These standards define the fundamental concepts, knowledge, skills, and attitudes teachers should have when using technology in educational settings. These standards will provide the instructional framework within this course, as specific objective and performance indicators are met by students in all of these areas. You will be asked to explore these throughout the course – you can find them online here:
ISTE STANDARDS FOR TEACHERS ISTE STANDARDS FOR STUDENTS
Objectives: (ISTE Standards for Educators in Parenthesis)
1. Examine current frameworks of technology integration developing a learning focused vision of a technology integration. (2.1,
2.5)
2. Explore and align ISTE Standards for Teachers with content and pedagogical planning for technology integration. (2.1, 2.2,
2.3, 2.4, 2.5, 2.6, 2.7)
3. Explore and develop competencies in using digital tools to create and express knowledge in multiple formats. (2.1, 2.5)
4. Locate and evaluate digital tools for their use in content and grade level classrooms to engage, enhance and extend learning. (2.1, 2.5)
5. Practice and experience how technology can develop students 21st century skills to Communicate, Collaborate, Critically Think and Create for Authentic Assessment (2.3, 2.4)
6. Design authentic content/grade level assignments, projects and assessments that integrate digital tools for student learning. (2.6, 2.7)
7. Reflect on personal experience as it interacts with new knowledge to reconceptualize their view of teaching, learning and assessment with technology. (2.1,2.3)
8. Generate a portfolio of work that contains a philosophy of educational technology exploring the integration of technology, content, pedagogy, assessment, and their own continued professional development. (2.2, 2.4)
THERE ARE TWO BOOKS TO PURCHASE:
Thomas, D., Brown, J.S., (2011). A New Culture of Learning: Cultivating the Imagination For a World of Constant Change
In problem-based inquiry learning, individuals work together to address issues and solve problems, creating a product greater than the sum of its parts. Thus, your attendance and participation is a very important component of the course as we build a democratic experience of our own to learn about inquiry in social studies and science. Please come to class prepared* to engage in discussion, ask questions, and provide informed comments about the week's topic while completing collaborative assignments that build on your knowledge gaining new understandings from each other and ourselves. The tenor of this course is guided by several ideas: tolerance, respect, and enlightenment. We look forward to learning from each of you.
*have all materials read, notes and questions ready, and all assignments completed prior to class time
Students should be professional in their behavior, and approach to all participation, and projects in this course.
This means:
Complete all work prior to class time including readings
Be on time to class and do not leave early
Respect each other and yourself in the pursuit of knowledge
Graduate Students: Focus and Expectations
Taking a graduate course can be very intensive, and this course will require you to spend a considerable amount of time reading, thinking, discussing, and sharing, while learning and troubleshooting software and developing various lesson packets that require them to apply the concepts being covered. It is very important that students stay focused and devote the time necessary during the semester to do graduate level work. It is the expectation that Masters students produce work at a level higher than an undergraduate, and are able to effectively evaluate, and synthesize ideas and concepts in the various assignments for the course, keeping in mind the mission statement of the department- students are expected to become critical interpreters of the material who look for ways to provide equitable and socially just ways to integrate technology in their classroom. All material should be cited, supported with evidence and display critical thinking; please work to explain your thoughts fully using the text to support your ideas.
Netiquette
The proliferation of digital devices has in many ways altered how we communicate, and our expectations from that communication. To address this, we will consider the concept of netiquette, or proper etiquette for online behavior (part of being digital citizens)
General Greetings - Remember there are humans on the other side of the screen, and speak with an appropriate sense of humanity. Start all messages with a salutation and end all messages with a signature of similar tone. Clearly share who you are and how you can best be reached.
Content: Electronic messages should be concise - there is no need for lengthy diatribes or pontification. Be clear in your question, your explanation and if needed seek a face to face conversation with the person you are communicating with. Electronic messages like email and text are designed for short and quick lines of information, not lengthy conversations.
Tone - Be cautious in your digital expressions, as there is very little context in electronic communication, in particular when it is written. Be mindful of your word use, check your spelling as best you can, and avoid the use of sarcasm or other humor that relies on context and further elaboration to make sense.
Response Time - Respect others time constraints, and do not expect instant responses to emails or follow up rapidly with multiple messages.
There are 5 projects to complete in this course - two skill development projects, two skill demonstration projects and a reading blog, philosophy and resume. Please see below for brief descriptions and links to the project page for further information.
Skill Development Projects 20%
Student Skill Development projects developed through the semester will apply course content to the development of authentic activities designed for use with students in classrooms or the larger school community.
1. Learning Environment Digital Communication
This is a multimedia representation of the learning environment you would create for your students or parents expressed in a digital form. Using your resources and other material, you will provide a digital introduction to you and your classroom, and the learning environment you intend to create for your students. Assignment Guide and Rubric Available HERE
2. T.E.W.L.S. Website – Evaluating Web Tools
Students will work in groups to evaluate a webtool related to their content or grade level, creating a website that displays this assessment via digital products. Students will be required to also develop and describe a lesson idea that utilizes the tool in their classroom. Assignments Guide and Rubric Available HERE)
Skill Demonstration Projects 30%
Student major projects developed through the semester will apply course content to the development of authentic assessment and inquiry projects designed for use with students in classrooms and will require lesson plans and project assignment guides with assessment rubrics.
1. Problem Based Learning Inquiry Project (PBL WebQuest)
The design of a non-linear problem-based -or- project-based inquiry project can provide powerful learning opportunities for k-12 students. EdTech students will develop a PBL unit in which k-12 students use technology to represent their understanding of a complex, real-world problem/question/issue that addresses content areas standards. Assignments Guide and Rubric Available HERE)
2. Digital Story Telling
The use of images can convey a student’s understanding of complex concepts in unique and creative ways. Student projects within this category will develop a digital story using digital video, still images, or both that address content area standards. Assignments Guide and Rubric Available HERE)
Digital Resume: Blog and Philosophy: 25%
The culmination of this course is a personal career-oriented website that provides those interested with your own personal philosophy of educational technology and a representation of the work you have completed in this course. Each week you will develop your thoughts via discussion, collaborative or individual projects, adding this to your own vision of your future classroom expressed on this resume. This includes your reading blog. Assignments Guide and Rubric Available HERE)
Class Participation and Activities (25%)
See FAQ Page above: What will we DO in class?
Oh yes. Do not skip class!
(unless it is a University sanctioned reason for which university policy will be followed.)
Summary Points:
Class starts promptly at the scheduled time.
A pattern of showing up late - and leaving early - will constitute an absence.
Your grade will decrease a half letter grade for every class time you miss.
Communication is key - promptly inform the professor if and when situations arise.
Attendance and timeliness at class meetings is a basic requirement of post-secondary education, as is full class participation. You are allowed to make up activities for one class due to absence with advanced written notice to the professors and permission from the professors on a case-by-case basis. If you miss more than one class, you forfeit any points that may have been earned during the missed class session(s). You are responsible for any material covered during the absence.
Late Work
All assignments should be submitted on or before the due date. Over the duration of the course, you are permitted to submit one (1) late assignment. Ten percent of the total possible points will be deducted immediately after the deadline is missed. An additional ten percent of the total possible points will be deducted each day until the assignment is submitted. If the assignment is not submitted within five (5) days of the original due date it will not be accepted and the student will earn a zero for that assignment. No other late work will be permitted. No late submissions of course components will be accepted for any reason without prior written approval from the professors. Other Policies You can expect to receive instructor feedback within 5 business days after the stated due date in most circumstances. Feedback, including grades, are provided to students via Blackboard. Please be sure to follow APA 7th edition formatting guidelines for all references and citations and include a title page with each of your assignment submissions.
What this means is all work is "work in progress" and you must engage the conversation each week to earn top marks on your work.
Base Grade Contract: If you complete and submit all assignments as requested on time, come prepared to and participate in class each week - you will receive a B. To earn an A, you must engage with me and your peers in the democratic conversation, responding to questions and developing your skills beyond the B level throughout the semester, continually working to improve your pedagogical practice by exploring new ideas and correcting submissions based on feedback, pushing yourself beyond your base assumptions and beliefs to something evolved.
My Perspective:
Curriculum itself is a complicated conversation that takes place between student, content and teacher - and so to that end I believe that grading should be a developmental conversation between the student and teacher - not so much a negotiation or argument, but an exploration of the understandings taking place and the knowledge being constructed.
Grading should not be negative or detract from the learning experience, but instead should be used to gauge a students understanding and knowledge development at that moment in time, evolving through the overall course. We will work to develop your pedagogical thinking and implementation, and push us to generate conceptual understanding while finding your own personality and voice in the social studies classroom.
Ultimately:
There is no perfectly wrong way to do any of the work in this class - the intent is for you to develop something you can use when you enter your classrooms, so focus on your field placements, or work with teachers that you know in the field already. What do they need? How can you be an asset to them?
Categories:
I use categories to collet your points - meaning each component of the course is assigned a percentage of the final grade. All materials completed within that components designation are equal to that percentage of your grade. See the percetanges below for each category.
I. Discussion Products/Class Participation 25%
II. Skill Development Projects 20%
III. Learning Environment Projects 30%
IV. Digital Resume: Philosophy/Blog 25%
Grades on individual assignments will be determined by the quality of work demonstrated by each student and will be administered based on the Universities marking system
“A” represents work of excellent quality and is recorded for students who do outstanding work.
“B” represents work of good quality and is recorded for those who do work which is clearly above the average.
“C” represents work of average quality and is recorded for students who do average work
“D” represents work which is below average but above failure
“F” represents work that is not of an acceptable quality
Grading Scale
93-100 is equivalent to an A
83-92 is equivalent to a B
73-82 is equivalent to a C
63-72 is equivalent to a D
Below 72 is equivalent to a F
NO. You may not.
Academic Dishonesty
This course will follow the policies on academic dishonesty as adopted by UDC. Academic dishonesty includes unauthorized use of information in taking an examination, submitting as one’s own work, work prepared by others, assisting another student in academic dishonesty, and other behaviors specified in the university policy. Instances of academic dishonesty will be handled in the manner prescribed in the university policy on academic dishonesty.
As the instructor, I expect you all to do your own work, and complete everything to the best of your ability. I know that you are busy and that you have a lot to do, but please know that there is nothing worse (as a teacher) than finding out that one of your students has been dishonest with you. The following section on ethics appears in the student handbook:
Honesty, trust, and personal responsibility are fundamental attributes of the University community. Academic dishonesty by a student will not be tolerated, for it threatens the foundation of an intuition dedicated to the pursuit of knowledge. To maintain its credibility and reputation, and to equitably assign evaluations of scholastic and creative performance, UDC is committed to maintaining a climate that upholds and values the highest standards of academic integrity.
· Academic dishonesty includes but is not limited to the following:
· Violations of procedures which prevent the integrity of a quiz, examination, or similar evaluation
· Plagiarism or violations of procedures designed to protect the integrity of an assignment
· Cooperation with another person in academic dishonesty either directly or indirectly as an intermediary agent or broker
· Knowingly destroying or altering another student’s work whether in written form, computer files, art work or other format
· Aiding, abetting or attempting to commit an act of action which would constitute academic dishonesty
Students who violate this code of ethics will not be tolerated. Any student who plagiarizes or cheats on any assignment, test or other work in the class will fail the course.
Yes, of course you can!
Course Accommodations for Students with Special Needs
If a student has a documented disability that may affect his/her ability to participate in the course or if he/she req2uires special accommodations, it is the responsibility of the student to let the instructors know as soon as possible so that the appropriate accommodations can be arranged.
There are specific policies and procedures that have been established at UDC relative to students with disabilities. The following statement is included to clarify how the civil rights of students with disabilities as well as the institutional standards of the university are protected: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. UDC’s disability services office coordinates services for students with disabilities; documentation of a disability needs to be on file in that office before any accommodations can be provided. Disability Services can be contracted at
The Family Educational Rights and Privacy Act (FERPA), is a federal law that protects the privacy of student education records. Education records are directly related to the student and are maintained by the University. Student educational records are confidential and will only be shared by University officials with other University faculty or staff or with lending agencies that have a legitimate interest to know certain information. FERPA prevents the release of information about a student, other than Directory Information, without the student's consent. http://docs.udc.edu/registrar/FERPA_OGC_1.pdf
Under FERPA, students are given certain rights regarding education records:
· The right to inspect and review education records pertaining to the student kept by the University.
· The right to request the amendment of education records the student believes to be inaccurate, misleading or otherwise in violation of his or her privacy rights.
· The right to limit disclosure of education records.
· The right to file with the U.S. Department of Education a complaint concerning alleged failures by the institution to comply with the requirements of FERPA and the regulations. The complaint should be in writing and contain specific allegations of fact. The complaint should be sent to: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-5920