Tech Enhanced Learning
EDUC 330

Spring 2007

INSTRUCTOR FOR THIS COURSE:


Sheryl Nussbaum-Beach
E-mail: sxnuss at wm dot edu or snbeach at cox dotnet
Office Hours: call or email to arrange a time

ABOUT THE INSTRUCTOR:
Sheryl Nussbaum-Beach, a 23 year educator, serves as an adjunct instructor for The College of William and Mary teaching graduate and undergraduate instructional technology courses. She has been a classroom teacher, school leader, district administrator, and digital learning consultant. Currently, Sheryl is co-leading a statewide 21st Century Skills initiative in the state of Alabama, funded by a major grant from the Microsoft Partners in Learning program. She recently served as an organizer and convener of the inaugural 2006 K-12Online Conference, "Unleashing the Potential," which sought to help educators around the world contextualize and integrate emerging technologies into their schools and classrooms. Sheryl has spoken to audiences throughout the U.S., Europe, and Central America on topics of teacher leadership, virtual community building, 21st Century learning, and homelessness. Sheryl lives near the Atlantic Ocean in Virginia Beach with her four children, all of whom are avid bloggers.

TEXT:
There is no text required for this course. But there are online required readings and other resources on the class wiki, Blackboard and Tapped In.
All course objectives, requirements, and criteria for evaluating your performance will be available via Blackboard.

COURSE DESCRIPTION AND PURPOSE:
An introduction to computer-based and networked educational technologies, emphasizing instructional designs for their curriculum-based uses in teaching and learning
COURSE OUTCOMES:
Course Objectives:
Students will:
  1. learn how to access and use a variety of computer- and Web-based educational technology tools and resources.
  2. learn how to plan curriculum standards-based, technology enhanced learning activities for elementary or secondary students.
  3. further their understanding of and reflection upon the School of Education’s teaching competencies by developing a Web-based professional portfolio structure.
  4. participate in meaningful online communication within and outside of an electronic learning community.
  5. increase their awareness and comprehension of copyright and acceptable use issues and policies.
  6. prepare to use educational technologies independently and on an ongoing basis to support and enhance elementary or secondary instruction.
  7. document their work to satisfy the Virginia Technology Standards for Instructional Personnel (TSIP).
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COURSE PROCEDURES AND POLICIES:

This is a fast paced survey course designed to expose you to many different technologies, rather than offering an in-depth study of any single instructional technology, It is a two-credit course and will be delivered in a blended format: Monday’s class will be a virtual meeting and Wednesday’s class will be face-to-face in Jones 307 from 3:00pm -3:50.

Students will be expected to spend quality time outside of class on the material in order to complete the assignments with academic excellence. In addition to our face to face meetings you will also meet online to collaborate and share with both highly accomplished teacher leaders and other William and Mary secondary pre-service education students. The course requirements are aligned with the Virginia Technology Standards for Instructional Personnel, which are required for all licensed personnel in the state. You can review the standards by visiting the Department of Education website: http://www.pen.k12.va.us/VDOE/Compliance/TeacherED/tech.html
The virtual meetings will be delivered in both synchronous (we are online at the same time in the same place) and asynchronous formats. Synchronous meetings will take place in Elluminate on Mondays at 3:00 -3:50 pm unless otherwise stated.

NATURE OF COURSE DELIVERY- Demonstrations, discussions, group projects, interactive creation of online/web-based materials, and virtual interactions will make up course delivery. What you learn in class will be vital for your work outside of class. Your active involvement and questions will determine how well you do in this course overall.

EMAILING THE PROFESSOR- all students are encouraged to email the professor with any questions or concerns relating to this course. All assignments or URLs of assignments should be emailed to the professor, as well as uploaded to the digital drop box. The subject line of all email related to this course should include the course number. (330)

ATTENDANCE - Attendance is required in this course and absences will effect your grade.
HONOR CODE - You are expected to be familiar with and abide by the College of William and Mary honor code.
AVAILABILITY- I am here for you. We can meet online, on phone, in person whatever it takes.

Course Expectations:
As students in this class you are expected to:
• Attend all classes. If you miss class, your grade will be impacted.
• Participate in class discussions
• Complete any readings and online tasks/projects assigned during the semester.
Poor performance in any of these citizenship areas will adversely affect your grade.


Relationship to Speciality Professional Association Standards:
All course learning activities and assignments are designed to help students meet the International Society for Technology in Education National Educational Technology Standards for Teachers (NETS-T) and the Virginia Technology Standards for Instructional Personnel (TSIP). Specifically, the standards addressed in this course are:
(ISTE NETS-T Standards)
1 TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
Ø demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)

2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
Ø design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
Ø identify and locate technology resources and evaluate them for accuracy and suitability.
Ø plan for the management of technology resources within the context of learning activities.

3 TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
Ø facilitate technology-enhanced experiences that address content standards and student technology standards.
Ø apply technology to develop students' higher order skills and creativity.

4 PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice. Teachers:
Ø apply technology to increase productivity.

5 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
Ø model and teach legal and ethical practice related to technology use.
Ø identify and use technology resources that affirm diversity
(Source: http://cnets.iste.org/teachers/t_stands.html)

(VA TSIP Standards)
A. Instructional personnel shall be able to demonstrate effective use of a computer system and utilize computer software.
B. Instructional personnel shall be able to apply knowledge of terms associated with educational computing and technology.
C. Instructional personnel shall be able to apply computer productivity tools for professional use.
D. Instructional personnel shall be able to use electronic technologies to access and exchange information.
E. Instructional personnel shall be able to identify, locate, evaluate, and use appropriate instructional hardware and software to support Virginia’s Standards of Learning and other instructional objectives.
F. Instructional personnel shall be able to use educational technologies for data collection, information management, problem solving, decision making, communication, and presentation within the curriculum.
G. Instructional personnel shall be able to plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings.
H. Instructional personnel shall demonstrate knowledge of ethical and legal issues relating to the use of technology.

SCHEDULED ASSIGNMENTS:

Electronic Mentorship—Ongoing (25%)
1. Each student is expected to be an active member of the electronic learning community via Tapped In. You will be responsible for reading and posting each week. Questions will be posted each Monday. In addition to answering questions, you are expected to ask questions of your mentors or fellow mentees.

2. New threads and responses cannot exceed 200 words. More than 200 words frustrates other readers and they will be less likely to respond to your submission. I am not looking for responses such as, "That was a great comment Jason, good job." or "I agree." Responses should be academic in nature and add to the discussion. You should be referencing material discussed in the courses you are taking or relating to your student/cooperating teaching experience.

3. Each student should contribute at least two posts per week (You are welcome to post more). You should also answer any questions that are posted to you. That means that your contributions should be made throughout the week and not all at one time. Try and log on to Tapped In at least 2-3 times per week so you can follow the discussions.
The teachers who will be mentoring you are highly accomplished and will prove to be an enormous asset. Ask them questions. They have endless resources that they are willing to share. Pose your problems, issues, and share your celebrations with each other! As a community we will work hard to help each other. Past cohorts have said that keeping up with each other via Tapped In during student teaching was very helpful. Just remember you are not alone.
As a Result:
A. Each student will write a substantial reflection about their electronic mentorship experience and how Tapped In could be used to enhance your classroom teaching. (post these to your blog).

Technology Inventory (5%)
Conduct a Technology Inventory of your placement school using the Technology Inventory Sheet to be provided on the wiki.

Lesson Plan- (25%) For this assignment, you will use a lesson plan for one of your content area teachers since they are requiring that you use technology for one of their lessons. Please give me a copy of the lesson and in your blog, reflect on why you chose the technology you did and what experiences you had incorporating that technology in the lesson. This will probably be your longest, most reflective blog entry. What went well? What didn't go so well? What did you learn about using technology? Details will be posted in Blackboard and on class wiki.

Electronic Portfolios- (10%) Each student will develop and publish a Web site. (Electronic Portfolio) This site will link your instructional products from your past courses, this course, plus any other instructional resources you want to share. In this course, we will create the structure for that portfolio.

We will be using the templates provided by William and Mary to create three pages:
  • Homepage
  • Resume
  • Professional Competencies
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Professional Practice Blog (15%)
Read about and reflect upon professional articles or blogs relating to an area of practice highlighted below:
· Legal, Ethical, and Copyright
· Social Networking Tools
· Web 2.0
· Digital Divide
· Using Technology in the Elementary Classroom
· Diversity
· 21st Century Teaching and Learning
· Assistive Technologies

You will create a weblog ("blog" for short). You will post to this blog throughout the semester to reflect on instructional technology as you are learning about it through readings and class activities. We will be using a free tool to set up our blogs. Using a news aggregator called bloglines, we will be able to read each others' blogs.
You will make at least eight substantial entries in your weblog. A few entries will be related to specific readings or activities. However, several entries will be "free choice" where you use the blog to reflect on a topic of interest to you related to instructional technology and curriculum. In addition, you will be expected to read the blogs of others in the class as well as well-known educational bloggers, commenting on their entries and using them as springboards for your own entries. Details will be on the class wiki and in Blackboard.

Design Project and Presentation (20%)
Create something content-related with any of the tools we've used in class: a multimedia presentation, digital video, website, wiki project or webquest. We'll be sharing these on the last day of class although final drafts will be accepted during finals. Because you will each be doing something different, grades will be based generally on the following criteria:
  • Appropriate use of technology
  • Curriculum aligned
  • Age appropriate
  • Creativity

Academic Accommodations
Consistent with the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, if you feel that you have a disability and need special accommodations of any nature whatsoever, I will work with you and the College's Office of Disabilities Services (Campus Center 109) to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise me of such a disability and the desired accommodations within the first two weeks of class.