Integrating Technology Across the Curriculum
TIE 536
Craig A. Cunningham, Ph.D.


 

 

Integrating Technology Across the Curriculum (TIE 536)

National College of Education
National-Louis University
Winter 2005; Elgin 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: Tuesdays or Wednesdays 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

NLU seeks to ensure that its programs are accessible to all persons. Please let me know during the first class session if you will need special accommodations to succeed in this course. You may also nee to discuss these accommodations with the Center for Academic Development

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. The preferred way of turning in assignments is to email them to the professor. Written assignments must be done with a word processor.

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. (30 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 January 26) and again at the end of the course (due by March 16). (10 points)
  • Building a Professional Library on the technology integration process and student-centered learning environments. Submit at least 5 annotated links to course web site by February 16. (Annotations must be at least 80 words and include mention of the relevant Illinois or national standards. Be specific about how the resource is helpful to creating a student-centered learning environment.) (10 points)
  • Discussion of a Variety of Pedagogical Approaches. Presenting overview view of instructional strategy and leading discussion. 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. (30 points)
  • Develop a Complete Curriculum Unit. Includes several types of technology as well as at least 2 different instructional strategies discussed and read about during class. Draft teaching guide due February 2. Plan for meeting special needs due February 23. Final unit plan due March 9 (NOTE CHANGE). Share your unit plan with the class on March 2 or March 9.(65 points) Be sure to teach a lesson from the unit before March 9.
  • Develop a Professional Development Experience which relates to or draws from what you created in your unit of instruction. A rubric for evaluating this experience is available here. Provide feedback to the class on your experience with this field based experience. (55 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 with me if you wish to take advantage of this possibility.

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.

January 12:

Completion of student profile. Introductions of students and instructor; orientation to course and assignments; subscribing to course listserv; group activity defining technology integration;

January 19: LSPT chapters 1 and 2. T4I chapter 1.

What is meant by a "complete curriculum unit"? What is meaningful learning? Group assignments for pedagogical approach discussions.

January 26: LSPT chapters 3 and 4. T4I chapter 3 and chapter 8 (optional). Beginning reflection (analysis of current status) due.

What is "pedagogy"?. Group Assignments for pedagogical approach discussions. Introduction to Apple Unit of Practice (and here; example lesson), ASSURE (example), and Understanding by Design (ppt and template and a resource about essential questions) frameworks. A philosophy of empowerment. Inquiry as meaningful learning. Learning communities as a support for meaningful learning.

February 2: LSPT chapters 5 and 6. T4I chapter 4 and chapter 9 (optional). Draft of Teaching Guide for unit due.

Discussion of Learning Communities article. Universal design for learning.

February 9: LSPT chapters 7 and 8. T4I chapter 5 and chapter 10 (optional).

What did we learn about Universal Design for Learning? How would we apply these lessons to the units we are constructing? Virtual realities as meaningful learning. Work time on pedagogical approach discussions.

February 16: LSPT chapter 9. T4I chapters 6 and 7. Deadline to submit 5 annotated links to "links" section of course website.

The link to the rubric for evaluating your professional development experience now works. It's here. (Also, note changes in due date of unit plans.)

Adaptive technologies. Pedagogical discussions (groups 1 and 2).

February 23: T4I chapters 11 and 12. Plan for meeting special needs due.

Pedagogical discussions (groups 3 and 4)

March 2: T4I chapters 13 and 14.

Adult learning theory.

March 9: Final unit plans due (note change in due date!!)

CLASS CANCELLED! Instructor will be in 'chat" area of http://my.nl.edu from 4:30 to 5:30 to answer questions about the presentations that will be given next week.

March 16: Final reflection (analysis of current status) due.

Student presentations on unit plans and professional development experiences. We will go in reverse alphabetical order by first name.

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