Integrating Technology Across the Curriculum (TIE 536)

National College of Education
National-Louis University
Fall 2008, Lisle

3 Semester Hours (including 15 Hours of Fieldwork)

Instructor

Craig A. Cunningham. Ph.D.
Associate Professor, Technology in Education Program
office: 312-261-3605; cell: 773-505-1133
craig.cunningham@nl.edu
Web site: http://craigcunningham.com
Office Hours: by appointment

Skip to Schedule of Assignments and Topics

Course Materials

Required texts: none

Course web site: http://craigcunningham.com/nlu/tie536fall08/index.htm. NOTE the current syllabus and links to resources will always be available on the course web site. NO PAPER WILL BE DISTRIBUTED.

USB drive and/or 3.5" diskettes to store course projects.

NLU e mail account (required). Use your email account to submit all required work.

Illinois Learning Standards. Available from: http://www.isbe.state.il.us/ils/

NETS-S Standards (National Technology Standards for All Students).   Available from http://cnets.iste.org/students/  

NETS-T Standards (National Technology Standards for All Teachers).   Available from http://cnets.iste.org/teachers/

Program Mission Statement

The mission of the Technology in Education program is to prepare educators to use technology in their schools and to provide instructional leadership and technical support to other educators who wish to integrate technology in teaching and learning.

Accessibility

Please Note:  National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work.  Students may be asked to submit their papers electronically to a third party plagiarism detection service.  Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography.  When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure.  See Policy on Academic Honesty in the University Catalog and Student Guidebook (hard copy and online).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

Catalog Description

This course will focus on strategies for integration of technology into classroom practice. Students will explore a variety of teaching strategies and pedagogical approaches for implementing technology use across the curriculum. The student will design and implement lessons demonstrating appropriate ways to use technology to meet existing curricular objectives and to expand curricular options. Students will design and implement professional development plans for helping other teachers develop these skills. Students are expected to complete a minimum of 15 hours of field experiences as part of this course. These hours are a part of the program benchmark assignment completed in this course. Students may not receive credit for both TIE535 and TIE536. Prerequisites: TIE533, TIE544, and TIE542 or equivalent. Non-TIE majors who wish to register for this course must have prior permission of instructor. 3 semester hours. The master course outline for this course is available here.

Course Objectives

As a part of this course students will:

• Examine a variety of pedagogical approaches that support the integration of technology into the curriculum and are designed to meet the needs of all learners. (Engaged Learning, Problem-based Learning, Anchored Instruction, Constructivism, Collaborative groups, etc.)
• Explore a range of instructional frameworks for using technology in the classroom – Apple Unit of Practice, Understanding by Design, and ASSURE.
• Designs and implement lessons, which integrate computer use and other technologies into the curriculum to improve instructional effectiveness.
• Demonstrate how technology tools can be used to provide for individual differences among students of varying ability levels.
• Link designed lessons to state learning standards and the NETS standards.
• Explore a variety of strategies that assess learning involving the use of technology.
• Design appropriate assessment materials for learning experiences that consider content and technology competencies.
• Understand the importance of legal, ethical and responsible use of technology resources.
• Uses research to support the use of a variety of pedagogical approaches and the ways in which they link to the use of technology as a curricular tool.
• Design a professional development component to introduce the unit and lesson created in benchmark project and support teacher’s use of unit/lessons developed.
• Understand the importance of communicating with stakeholders (classroom teachers and administrators) groups in order to improve student learning.
• Identify resources for a professional library that will support technology facilitators and specialists in their own professional growth as well as in the work to support others. (This is part of an ongoing portfolio (TIE 592) requirement across courses)

Field Component/Experiences (1/3 of your time should be devoted to this project)

1. Implement a technology-based lesson in a school setting, assessing the success of the lesson, revising for future use.
2. Implement a professional development experience based upon the fully implemented lesson in 1.

The field experienced will be assessed through a rubric to be used for all elements of this course, as these two experiences constitute one of the required benchmark assignments for the ISTE Technology Facilitator Program Approval.

A personal reflection on the implementation of the professional development experience will also be done.

Overview of Course Requirements

All work must be completed on time or points will be deducted. All work must be original. All assignments are due at the beginning of the class period and must be emailed to the instructor.

A brief overview of course assignments are provided here. Detailed descriptions will be added to the syllabus as links at the appropriate time during the course. Assignments may be adjusted following class discussions.

• Participation. Complete assigned readings on-time, participate in meeting the class norms to make our class work, and contribute on a regular basis to class discussions and in the on-line environments. This includes meaningful and ongoing participation in class discussions in each, responding to the assigned readings and bringing your knowledge of practice to the discussions. We are trying to build a better understanding of the variety of technologies, strategies and assessment issues that are foundational of technology integration across the curriculum. There will be a variety of in-class and on-line projects where your full participation will be required. (10 points)
• Blog Entries. Prior to each class (beginniing September 22), write a blog entry (at least 250 words) reflecting on the reading and/or the previous class discussion, or something else related to the topic of the course. Send an email to all members of the class (using http://my.nl.edu, My Courses, Email) with the title and URL of your blog entry before midnight the day before each class. (10 points)
• "Tech Buzz" presentation: make a short (5-10 minutes) presentation to the class on a technology that has "buzz" in educational circles. Sign up for your Tech Buzz topic on September 22, and deliver the presentation on October 6 or October 13. (10 points)
• Analysis of Current Status. Analyze your classroom or school in terms of the present state of technology integration in the learning environment, and describe in a reflective essay to be sent to the instructor. This will require two versions; a beginning reflection (due by September 29) and again at the end of the course (due by November 17). (10 points)
• Building a Professional Library on the technology integration process and student-centered learning environments. Use http://del.icio.us to colllect at least 20 annotated links to articles or other resources related to technology integration, student-centered learning, or adult learning. (These are not to be lesson plans, but more general resources such as resource lists, overviews, or theoretical articles.) URL sent to all members of the class via email by the start of class on October 20. (Annotations must be at least 50 words. Be specific about how the resource is helpful to creating a student-centered learning environment.) (10 points)
• Discussion and Demonstration of Pedagogical Approaches. In a group of 2 or 3, present the class with an overview of an instructional strategy and lead the class through a demonstration lesson that shows the key features of your approach. Groups and topics to be determined in class. Groups will cover at least the following topics: Directed Instruction, Collaborative Groups, Constructivism, Anchored Instruction, Problem Based Learning, and Engaged Learning. Presentations will be given October 27 and November 3. (20 points)
• Develop a Framework for a Unit of Instruction, that includes at least one complete sample lesson plan. Includes several types of technology as well as at least 2 different instructional strategies discussed and read about during class. Draft teaching guide due October 13. Plan for meeting special needs due October 27. Final unit plan due November 3. (65 points)
• Design of a professional development activity based upon the completed sample lesson intended to relay to colleagues the nature of the ways in which the technology enhancements and associated pedagogical approach will improve the prospects for student achievement throughout the unit. Due November 17. NOTE: final complete unit plan with artifacts and reflections due by midnigth on November 24. (45 points)
• Final presentation: Provide feedback to the class on your experience with the field based experience (delivering both the lesson plan and the professional development activity) in a final presentation on November 17. (20 points)

Grading Scale (Based on Points)

TENTATIVE Schedule of Assignments and Topics

Assignments are listed on the day they are due. To receive full credit, assignments must be emailed to the instructor prior to the start of class. This section may change during the course. The most up-to-date list will always be found on the web..

The course URL (on Blackboard CE8) is: http://nlu6.collegis.com/webct/logon/24121436001

September 15 : Orientation to course and assignments

group activity defining technology integration.

set up blogs at http://blogger.com; create initial blog entry, introducing yourself and your interest in, and experience with, technology integration. Be sure to include the definition that we created as a group!

set up http://del.icio.us accounts.

September 22 :

What is "curriculum integration"? What is meant by a "complete curriculum unit"?

Sign up for Tech Buzz topic on Blackboard forum. (Some ideas here.)

Start of class activity: What is curriculum?

Do schools kill creativity? http://www.youtube.com/watch?v=iG9CE55wbtY

A list of potentially useful web technologies http://learnweb.harvard.edu/ent/library/list.cfm?category=Integrating%20Technology%20with%20Curriculum&reviewed=N

September 29: Beginning reflection (analysis of current status) due.

Start of class activity: What is meaningful learning?

Note that I've posted a list of class blogs and delicious accounts here.

Class discussion on "meaningful learning".

Activity:

Divide into groups of two

Visit the ACTIVITIES section of Edutopia's module on "technology integration"

Under "Explore and Discuss," visit the seven activities. ("Art Tales" is not available anymore.)

Discuss each activity in terms of where you think the use of technology in the activities fall on this rubric: http://fcit.usf.edu/matrix/index.html. Also discuss whether you think the activity includes the qualities of meaningful learning listed here.

Rank the activities in terms of "technology integration" and "meaningful learning".

Come up with a way to combine the rankings into one scale. Post your ranking on the Discussion Board under "Activity Rankings." Be prepared to defend your list in class discussion.

Review of Content-Area Standards related to this course.

The revisions to the NETS-S standards (2007).

old version

new version

What's changed? http://www.districtadministration.com/viewarticle.aspx?articleid=1186&p=1#0

ISTE's NETS-S wiki: http://nets-implementation.iste.wikispaces.net/

What does this look like in the classroom?

October 6

Start of class activity: What is "pedagogy"? Post your definition on the Discussion forum under "What is pedagogy?" on Blackboard. (Give your source or sources, always!)

Continue Activity:

Divide into groups of two

Visit the ACTIVITIES section of Edutopia's module on "technology integration"

Under "Explore and Discuss," visit the seven activities. ("Art Tales" is not available anymore.)

Discuss each activity in terms of where you think the use of technology in the activities fall on this rubric: http://fcit.usf.edu/matrix/index.html. Also discuss whether you think the activity includes the qualities of meaningful learning listed here.

Rank the activities in terms of "technology integration" and "meaningful learning".

Come up with a way to combine the rankings into one scale. Post your ranking on the Discussion Board under "Activity Rankings." Be prepared to defend your list in class discussion.

Tech Buzz presentations

1. Margaret on Digital Books
2. Sarah on Twitter
3. Mary on Student Response Systems
4. Lucy on monitoring software

How can technology improve student achievement (this is taken from CARET web site):

• Technology improves student performance when the application directly supports the curriculum objectives being assessed.
• Technology improves performance when the application provides opportunities for student collaboration.
• Technology improves performance when the application adjusts for student ability and prior experience, and provides feedback to the student and teacher about student performance or progress with the application.
• Technology improves performance when the application is integrated into the typical instructional day.
• Technology improves performance when the application provides opportunities for students to design and implement projects that extend the curriculum content being assessed by a particular standardized test.
• Technology improves performance when used in environments where teachers, the school community, and school and district administrators support the use of technology.
• Technology can enable the development of higher order thinking skills when students are taught to apply the process of problem solving and are then allowed opportunities to apply technology in development of solutions.
• Technology can enable the development of higher order thinking skills when students work in collaborative groups while using computers to solve problems.
• Technology can enable the development of critical thinking skills when students use technology presentation and communication tools to present, publish, and share results of projects.
• Technology improves motivation, attitude, and interest when students use computer applications that adjust problems and tasks to maximize students' experience of success.
• Technology improves motivation, attitude, and interest when students use technology applications to produce, demonstrate, and share their work with peers, teachers, and parents.
• Technology improves motivation, attitude, and interest when students use challenging, game-like programs and technology applications designed to develop basic skills and knowledge.
• Technology helps prepare students for the workforce when they learn to use and apply applications used in the world of work, such as word processors, spreadsheets, computer-aided drawing, website development programs, and the Internet.
• Technology helps prepare students for the workforce when they are provided information regarding the use and benefit of technology and telecommunications for the workplace.
• Technology is most effective for low performing, at-risk, or students with learning disabilities when students utilize instructional programs that continuously assess individual performance by adjusting the task difficulty to the ability and experience level of the student.
• Technology is most effective for low performing, at-risk, or students with learning disabilities when students utilize technology applications selected to address the unique needs, strengths and weaknesses of the student.
• Technology is most effective for low performing, at-risk, or students with learning disabilities when students utilize programs which are appropriate to their own language experience.
• Technology is most effective for low performing, at-risk, or students with learning disabilities when students utilize technology applications guided by diagnostic educational assessments to determine which programs are aligned with their documented academic needs.
• Carefully chosen technology applications that provide immediate student feedback and progress monitoring can be more effective than regular group instruction for students with learning disabilities.

 

Examine pedagogical approaches. (Note: form different groups from what you used in the lesson-evaluation activity above.)

October 13. Draft of Teaching Guide for unit due.

Start of class activity: Read and be prepared to discuss: http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf

Rankings of Activities

Pegagogy assignments and groups:

1. October 27: Luci and Christine: Problem-based learning (and tell us about anchored instruction as well)
2. October 27: Laura and Sandy: Direct instruction vs. Constructivsm (figure out a way to teach us the contrasts)
3. November 3: Sarah and Mary: Collaborative Groups (and tell us when this is useful as opposed to whole-class or individual learning)
4. November 3: Margaret and Al: Engaged Learning (and tell us the differences between that and "meaningful learning")

Tech Buzz presentations:

1. Al Petrosky on GPS
2. Sandy on online graphics applications
3. Christine on gaming in the curriculum
4. Laura on iPod Touc

October 20. Deadline to submit del.ici.us URL of 20 annotated links ("Professional Library") to all members of the class.

Start of class activity: rate your own draft unit according to this rubric of meaningful learning

Instructional frameworks:

• ADDIE (example)
• ASSURE (example)
• Understanding by Design (ppt, indicators, and templates)
• Apple Unit of Practice (example lesson)
• Essential questions

Universal design for learning.

Adaptive technologies.

Edutopia article on empowerment; another.

Continua of progress in various "literacies"

Inquiry as meaningful learning.

Work time on pedagogical approaches; be sure to include the annotated bibliography described in the assignment.

October 27. Plan for meeting special needs due by start of class.

Start of class activity: Write instructor an email discussing how your use of technologies in your curriculum unit will increase student learning.

Then, read this article...be prepared to discuss.

Learning communities as a support for meaningful learning

Pedagogical approach demonstrations (groups 1 and 2).

Adult learning theory.

November 3. Final unit plan due by start of class. (NOTE)

Pedagogical approach demonstrations (groups 3 and 4).

Virtual realities for meaningful learning.

November 10. NO CLASS.

November 17. Final reflection (analysis of current status) due. Professional development plan due.

Student presentations of curriculum units.

November 24. All work due by midnight. If you need to request an in-progress grade, please do so in writing before this date.

Reference List

Books

• Bazil, M. & Heintz, J. (1997).  Technology Across the Curriculum: Activities and Ideas.  Englewood, CO: Libraries Unlimited, Inc.
• Brooks, J. & Brooks, M. (1993).  In Search of Understanding: The Case for Constructivist Classrooms.  Alexandria, VA:  Association for Supervision and Curriculum Development.
• Chan, B. (1993).  Kid Pix Around the World: A Multicultural Computer Activity Book.  Reading, MA:  Addison-Wesley Publishing Company.
• Costa, A. (1991).  The School as a Home for the Mind.  Palatine, IL:  Skylight Publishing.
• Cuban, L. (1986).  Teachers and Machines: The Classroom Use of Technology Since 1920.  New York:  Teachers College Press.
• Cunningham, C. and M. Billingsley. (2003). Curriculum Webs: A Practical Guide to Weaving the Web into Teaching and Learning. Boston: Allyn & Bacon.
• Danielson, C. (1996).  Enhancing Professional Practice: A Framework for Teaching.  Alexandria, VA:  Association for Supervision and Curriculum Development.
• Dede, C. (1998).  ASCD Year Book: 1998 Learning With Technology.   Alexandria, VA:  Association for Supervision and Curriculum Development.
• Ditson, L., Kessler, R., Anderson-Inman, L. & Mafit, D. (1998).  Concept Mapping Meanion.  Eugene, Oregon:  International Society for Technology in Education.
• Grabe, M. & Grabe, C. (1993).  Integrating Technology for Meaningful Learning.  Boston:  Houghton Mifflin Company.
• Harris, J. ( 1998).  Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing.  Eugene, Oregon:  International Society for Technology in Education.
• Holcomb, E. (1996). Asking the Right Questions: Tools and Techniques for Teamwork.  Thousand Oaks, CA: Corwin Press, Inc.
• Hyerle, D. (1996).  Visual Tools for Constructing Knowledge.  Alexandria, VA:  Association for Supervision and Curriculum Development.
• Johassen, D. (1996).  Computers in the Classroom: Mindtools for Critical Thinking.  Englewood Cliffs, New Jersey:  Merrill.
• Jones, B. F., Valdez, G., Nowakowski, J., & Rasmussen, C. (nd). Plugging In. Oakbrook, IL: NCREL.
• Kahn, J. (1998).  Ideas and Strategies for the One-Computer Classroom.   Eugene, Oregon:  International Society for Technology in Education.
• Lamb, A. (1997).  The Magic Carpet Ride: Integrating Technology into the K-12 Classroom.  Emporia, Kansas:  Vision to Action.
• Lamb, A. (1998).  Spinnin' the Web: Designing and Developing Web Projects.  Emporia, Kansas:  Vision to Action.
• Male, M. ( 1997).  Technology for Inclusion: Meeting the Special Needs of All Students.  Boston: Allyn & Bacon.
• Martorella, P. (1997).  Interactive Technologies and the Social Studies: Emerging Issues and Applications.  Albania, NY:  State University of New York Press.
• Marzano, R., Pickering, D. & McTighe. ( 1993).  Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model.  Alexandria, VA:  Association for Supervision and Curriculum Development.
• Marzano, R. (1992).  A Different Kind of Classroom: Teaching with Dimensions of Learning.   Alexandria, VA:  Association for Supervision and Curriculum Development.
• Marzano, R., Brandt, R., Hughes, C., Jones, B., Presseisen, B., Rankin, S. & Suhor, C. (1988).  Dimensions of Thinking: A Framework for Curriculum and Instruction.  Alexandria, VA: Association for Supervision and Curriculum Development.
• Moursund, D. (1996).  Increasing Your Expertise as a Problem Solver: Some Roles of Computers.  Eugene, Oregon:  International Society for Technology in Education.
• McGrath, P. & Axelson, J. (1993).  Accessing Awareness and Developing Knowledge: Foundations for Skill in a Multicultural Society.  Pacific Grove, CA:  Brooks/Cole Publishing Company.
• Newby, T., Stepich, D., Lehman, J. & Russel, J. (1996).  Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media.  Englewood Cliffs, New Jersey:  Merrill.
• Reynolds, K. & Barba, R. (1996).  Technology for the Teaching and Learning of Science.  Boston: Allyn and Bacon.
• Roblyer, M., Edwards, J. & Havriluk, M. (1997).  Integrating Educational Technology into Teaching.  Upper Saddle River, NJ: Merrill.
• Sanholtz, J., Ringstaff, C. & Dwyer, D. (1997).  Teaching with Technology: Creating Student Centered Classrooms.  New York: Teachers College Press.
• Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners, Alexandria, VA: ASCD
• Wiggins, G. & McTighe, J. (1998).  Understanding by Design.  Alexandria, VA: Association for Supervision and Curriculum Development.