Integrating Technology Across the Curriculum (TIE 536)
National College of Education
National-Louis University
Fall 2009, Lisle (Thursdays 4:30 - 7:20)
2+1 Semester Hours (including 15 Hours of Fieldwork)
List of blogs
Instructor
Craig A. Cunningham. Ph.D.
Associate Professor, Technology in Education Program
office: 312-261-3605 (for voice messages only); cell: 773-505-1133 (if you need me immediately)
craig.cunningham@nl.edu (best way to contact me)
Web site: http://craigcunningham.com
Office Hours: by appointment
Course Materials
Required texts: Articles as linked to this syllabus or emailed during the quarter.
Course web site: http://craigcunningham.com/nlu/tie536fall09. NOTE the current syllabus and links to resources will always be available on the course web site. No paper will be distributed.
Illinois Learning Standards. Available from: http://www.isbe.state.il.us/ils/
NETS-S Standards (National Technology Standards for All Students). Available from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm
NETS-T Standards (National Technology Standards for All Teachers). Available from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/NETS_for_Teachers.htm
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. (TS 1G, TS-1H, TF- III B )
Explore a range of instructional frameworks for using technology in the classroom. (TS- 5A, TS-5C, TF-II.E. 1)
Designs and implements lessons, which integrate computer use and other technologies into the curriculum to improve instructional effectiveness. ( TS-7A, TS-7B, TS-12D ,TF-II.A 3., TF-II.C)
Demonstrate how technology tools can be used to provide for individual differences among students of varying ability levels. (TS-3F, TS-7G, TF-II.A., TF-VI.B. 1,2)
Link designed lessons to state learning standards and the NETS standards. (TS-4.A.,D., TS- 8A, TF-II.C. 1,2)
Explore a variety of strategies that assess learning involving the use of technology. (TS-1N, TF-IV.A. 1,2)
Design appropriate assessment materials for learning experiences that consider content and technology competencies. ( TS ≠ 1N, TF-IV.A. 1)
Understand the importance of legal, ethical and responsible use of technology resources. (TS ≠1O, TF-VI.A. )
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. ( TF- III E )
Design a professional development component to introduce the unit and lesson created in benchmark project and support teacherπs use of unit/lessons developed. (TS-1M, TS≠ 9; TS-12A, TS-12B, TF ≠ II.B, TF-IIE1., TF-IV.A. 2.)
Understand the importance of communicating with stakeholders (classroom teachers and administrators) groups in order to improve student learning. (TS-12A,E, TF-V.D.)
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) (TF ≠VIIC)
( ISBE: Technology Specialist (TS) ISTE: Technology Facilitator Standards (TF))
Field Component/Experiences (1/3 of your time should be devoted to this project)
- Implement a technology-based lesson in a school setting, assessing the success of the lesson, and revising it for future use.
- Implement a professional development experience based upon the fully implemented lesson from part 1.
- A personal reflection on the implementation of the professional development experience will also be done.
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.
Please make arrangements at the BEGINNING of the quarter for doing the professional development workshop or experience at least a week before the final assignment is due. This will involveearly initial planning of your technology-infused lesson (specifically what technology you will decide to use) so that you can obtain any necessary permissions from administrators and recruit participants.) If you choose, you may create an online professional development experience or do it informally (without official permission); however, you still must document participation by at least three teachers and get their feedback on the experience afterwards. If you are not currently working in a school, this may require special arrangements. Please talk to the instructor individually if this applies to you.
Overview of Course Requirements
All work must be original. All assignments are due at the beginning of the class period and must be emailed to the instructor. No paper will be accepted. Please turn assignment in on time so that the instructor can arrange to provide feedback in a timely manner.
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.
- Readings and class p articipation. 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 whether face-to-face or online. This includes meaningful and ongoing participation in class discussions, responding appropriately 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. (15 points)
Note: if you wish to substitute any of the following articles for any of the assigned readings, you may do so. You may only exercise the substitution option twice during the quarter.
- Blog Entries. If you don't already have a blog, you'll have to establish one for this class. (I recommend http://blogspot.com; you'll need a Google account to set up a blog.) In the first class, you'll write your first post, iintroducing yourself and talking about your experiences with technology integration. Prior to each class (beginniing September 24), write a blog entry (250 - 500 words) reflecting on the reading that is due that week (or one that is listed above) and relating it to other experiences in class or in your professional life. 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. (15 points)
- "Tech Buzz" presentation: make a short (10-15 minutes) presentation to the class on a technology that has "buzz" in educational or professional circles. Sign up for your Tech Buzz topic on September 24, and deliver the presentation on October 8 or October 15. Prior to your presentation, send an email to the members of the class and the instructor with at least three annotated links related to your presentation. (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 on September 17. Groups will cover at least the following approaches: Directed Instruction, Collaborative Groups, Constructivism, Anchored Instruction, and Engaged Learning. Presentations will be given October 29 and November 5. (20 points)
[The following requirements are part of the Benchmark Assignment and are related to your fieldwork.]
- 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 15. Plan for
meeting special needs due October 29. Final unit plan due November 5. (20
points)
- Design 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 12. (15 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 to the members of the class on November 19. (5 points)
NOTE: final complete benchmark assignment with artifacts and reflections submitted via LiveText to the instructor's account due before midnigth on November 22.
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 or to all members of the class including the instructor (as appropriate) prior to the start of class.
This schedule may change during the course. Please refer weekly to the online version of the syllabus.
September 17: Orientation to course and assignments
set up groups and topics for pedagogical approach presentations.
group activities: defining technology integration.
set up blogs at http://blogspot.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! Send an email to all members of the class and the instructor using http://my.nl.edu with the URL of your initial blog entry.
September 24: Reading: "Curriculum Integration" and blog reflection on it. Sign up for Tech Buzz topic by sending an email with the topic and whether you'd like to do it on October 8 or October 15 to the instructor before the end of class (some ideas here.)
What is "curriculum integration"? What is meant by a "complete curriculum unit"?
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
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.
Rank the activities in terms of "technology integration."
Email your rank-ordered list ("best technology integration at the top) to the calss and instructor Be prepared to defend your list in class discussion.
Start of class activity: Finish up your ranking of the seven activities on Edutopia site using the rubric, from two weeks ago.
Tech Buzz Presentations (part I)
Kim: Voice Recognition with Vista
Angie: Jing
Dianne Rowe: mimio
Jeremy: Wii-mote
What is meaningful
learning? Class discussion on "meaningful learning".
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 15. Reading: "Assistive Technology and UDL" and reflective blog post on it. Draft Teaching Guide for Unit of Instruction due to instructor by start of class.
Start of class activity: Please submit your rankings of the activities from Sept 28 and Oct 8 using this form.
Tech Buzz presentations (Part II)
Rebecca: Animoto
Cathe: Visual Search Engines for Students
Andy: Yoostar
Stephanie: LiveScribe
What is "pedagogy"?
Universal design for learning.
Adaptive technologies.
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.
Information about PORTFOLIO process.
October 22. NO CLASS (Instructor at departmental retreat). Reading: "Politics of Curriculum" and reflective blog post on it.
Start of class activity: rate your own draft unit of instruction according to this rubric of meaningful learning
Pedagogical approach demonstrations:
- Dianne (Engaged Learning)
- Cathe, Andy, Stephanie (Constructivism and Directed Instruction)
- Rebecca, Jeremy (Anchored Instruction)
- Angie, Kim (Socratic Seminar)
Adult learning theory. (Lots of resources on that page, including this important list of 30 things we know.)
Instructional frameworks:
Leftover pedagogical frameworks:
Virtual realities for meaningful learning.
Write instructor an email discussing how your use of technologies in your curriculum unit will increase student learning.
NO CLASS.
November 12. Reading: "Media and Attention" and reflective blog post on it.
NO CLASS.
November 19. Reading: "Dynamic Learning Communities " and reflective blog post on it. Professional development plan due.
Learning communities as a support for meaningful learning
Student presentations of curriculum units.
November 22. All work due (and shared to the instructor's personal LiveText account) by midnight. If you need to request an in-progress grade, please do so in writing from your NLU email account 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.
Kim: http://oswalds5.blogspot.com
Jeremy: http://vrtis.blogspot.com/
Dianne: http://mrsrowestieblog.blogspot.com/
Stephanie P: http://tieblogs.blogspot.com/
Andy: http://purduebowler.blogspot.com/
Cathe: http://cathektieblog.blogspot.com/
Angela: http://stevenang60510.blogspot.com/
Rebecca: http://rivan-nlu-tie.blogspot.com/
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