Craig A. Cunningham, Ph.D.


 

Integrating Technology Across the Curriculum (TIE 536)

National College of Education
National-Louis University
Spring 2006; Disney Cluster

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

Learning to Solve Problems with Technology: A Constructivist Perspective (2nd Edition) by David H. Jonassen, Jane Howland, Joi Moore, Rose M. Marra

http://vig.pearsoned.com/store/product/1,1207,store-8561_isbn-0130484032,00.html

Referred to as LSPT below.


Technology for Inclusion: Meeting the Special Needs of All Students, 4/E, Mary Male

http://www.ablongman.com/catalog/academic/product/0,1144,0205342205,00.html

Referred to as T4I below.

Both required texts are available at http://direct.mbsbooks.com/nlu.htm..

Course web site: http://craigcunningham.com/nlu/itac. NOTE that the paper syllabus will not be updated; however, the current syllabus and links to resources will always be available on the course web site.

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

Email account (required). NLU provides an email account to each student. To get starteed, click https://serverlp1.nl.edu/misc/getpass.html. (You should check your NLU email regularly even if you prefer to use another account for daily use.)

You are required to s ubscribe to the cluster listserv: visit http://listserv.nl.edu/archives/tieclusternc027ge-l.html.

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/

A helpful resource will be Atomic Learning at http://www.atomiclearning.com which offers a variety of tutorials for learning software (and other stuff). Your login is ****** (email to find out) and the password is ****** (email to find out).

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)
  • Explore a range of instructional frameworks for using technology in the classroom – Apple Unit of Practice, Understanding by Design, and ASSURE.
  • Designs and implements 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. 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.

  • Weekly Participations. 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. (20 points)
  • Analysis of Current Status. Analyze the present state of technology in your classroom or school of integration and the learning environment; a reflective paper. This will require two versions; a beginning reflection (due by April 18) and again at the end of the course (due by June 13). (10 points)
  • Building a Professional Library on the technology integration process and student-centered learning environments. Submit at least 10 annotated links to articles or other resources related to technology integration or student-centered learning. (These are not to be lesson plans, but more general resources such as resource lists, overviews, or theoretical articles.) due to instructor (as Word or HTML file) by May 16. (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 (via Wiki) 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 May 16 and 23. (30 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 May 2. Plan for meeting special needs due May 23. Final unit plan due June 6. Share your unit plan with the class on June 6.(65 points) Be sure to teach a lesson from the unit before May 30.
  • 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. (45 points)
  • Additional required field work: the sample lesson should be delivered in a classroom setting and an associated professional development activity is delivered to colleagues in your school. Provide feedback to the class on your experience with this field based experience during your presentation on June 6 or 13. (20 points)

Attendance

  • Regular and punctual class attendance is expected. Absences will be noted. If you miss more than two class periods, your participation grade will be cut by 20% for each additional absence.
  • Students who know they must be absent from class should notify the instructor in advance..
  • You are responsible for completing any work missed.

Grading Scale (Based on Points)

200 - 185

A

Re-submission: There is always opportunity to rework any assignment to improve the grade if the student wishes to do so. Make an appointment to talk with me with me if you wish to take advantage of this possibility. All work must be turned in by June 15.

184 - 170

B

169 - 150

C

Below 150

Unacceptable

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, at http://craigcunningham/nlu/itac.

April 4

Orientation to course and assignments; What is meant by a "complete curriculum unit"? group activity defining technology integration.

April 11 (NO CLASS)

APRIL 18: LSPT chapters 1 and 2. T4I chapter 1. Beginning reflection (analysis of current status) due.

Start of class activity: What is meaningful learning?

Inquiry as meaningful learning. What is "pedagogy"? A philosophy of empowerment. Group assignments for pedagogical approach discussions.

April 25: LSPT chapters 3 and 4. T4I chapter 3 and chapter 8 (optional).

Start of class activity: read all the definitions posted on the course message board (at http://my.nl.edu). Think about which of these pedagogical approaches you have used recently in your classes. Be prepared to discuss how you've implemented the approach.

Group Assignments for pedagogical approach discussions.

Introduction to Apple Unit of Practice (and here; example lesson), ASSURE (example), and Understanding by Design (ppt, indicators, and templates (and here) and a resource about essential questions) frameworks. Learning communities as a support for meaningful learning.

May 2: LSPT chapters 5 and 6. T4I chapter 4 and chapter 9. Draft of Teaching Guide for unit due.

Start of class activity: read my latest blog entry and post a comment. I am especially interested in your reactions to what I said about the "natural selection" of teachers: is it true, in your experience?

Universal design for learning. What did we learn about Universal Design for Learning? How would we apply these lessons to the units we are constructing?

May 9: LSPT chapters 7 and 8. Learning communities article; T4I chapter 5 and chapter 10.

Discussion of Learning Communities article. Work time on pedagogical approach discussions.

May 16: LSPT chapter 9. T4I chapters 6 and 7. Deadline to submit 10 annotated links to instructor.

Start of class activity: Write instructor an email discussing how your use of technologies in your curriculum unit will increase either the meaningfulness of the learning or the empowerment of the learners.

Work time on pedagogical approach Wiki; be sure to include the annotated bibliography described in the assignment. Pedagogical approach demonstrations (groups 1 and 2).Virtual realities as meaningful learning.

May 23: T4I chapters 11 and 12.

Start of class activity: click here.

Pedagogical approach demonstrations (groups 3 and 4). Adaptive technologies.

May 30: T4I chapters 13 and 14. Plan for meeting special needs due.

Adult learning theory.Work time.

June 6: Final unit plans due

Student presentations of curriculum units, professional development plans.

June 13: Final reflection (analysis of current status) due.

LiveText; portolio session.

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.

Internet Web Sites