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Dr. James E. Betts
(Office Wallace 206, phone 457-2382, email betts@monm.edu)
Section 1, 8:00-8:50 am M&F
Section 2, 9:00-9:50 am M&F
All sections held in Barnes Electronic Classroom, Hewes Library lower level
GOALS TEXT ACTIVITIES GRADING SCHEDULE ALIGNMENT
No familiarity with educational technology is assumed, although basic computer skills are necessary.
The central text will be Grabe & Grabe, Integrating Technology for Meaningful Learning, 5th edition (2007, Houghton Mifflin, ISBN 061863701X).
One of the most important parts of this class will be discussion of readings from the text (approximately 50-60 pages per week). This discussion may be verbal, or may be online responses to specific questions posted. There will also be quizzes over concepts the text and discussions explore. There will be weekly assignments designed to examine particular uses of educational technology, such as Web quests, instructional software, and online video. There will be regular assignments to review Web sites dealing with topics related to educational technology. There will also be exercises which explore several computer programs and other resources and utilize then in the design and development of educational materials. One of these ongoing exercises will be the use of an online course management system for submissions to this class; each student will enroll him- or herself in this system at http://lms.monm.edu/moodle/ before the second week of class. In order to ensure continuing interaction with the readings and the discussions, there will be occasional quizzes over recent activities; some of these quizzes will be handwritten, while others will be completed online. Finally, there will be a midterm on March 7 at the regular class time and a final on May 5 at the regular class time. There will be a review session after the final, to be held according to the college final exam schedule:
Section 1, Sunday, May 11, 6 pm;
Section 2, Monday, May 12, 6 pm.
LATE OR MISSED ASSIGNMENTS: The purpose of assigning ongoing activities is to determine the level of understanding of concepts as they are presented, in order to facilitate learning. Missing a due date or an in-class activity makes this determination invalid and therefore is not acceptable. Generally, any activity not submitted by the due time and date or any quiz on in-class activity missed will be counted as a zero, and no makeup provision will be offered. Exceptions may be granted at the instructor's discretion for serious situations beyond the student's control, but these must be supported by evidence from the Office of Student Services or a member of the Monmouth College faculty.
All exercises will be graded on a 10-point scale. The midterm and final, because of their relative importance, will be weighted at 50 and 80 points respectively. The following general rubric will be used to determine the grade for a particular exercise:
A (10 points) |
All requirements of the assignment are met successfully, with no typographical or grammatical errors. |
B (9 points) |
One requirement of the assignment is not met according to the directions, or there are a few typographical/ grammatical errors. |
C (7-8 points) |
Two or more of the assignment requirements are not met according to the directions and/or there are several typographical/grammatical errors. |
D (6 points) |
Multiple requirements of the assignment are not met according to the directions and/or there are significant typographical/grammatical errors. |
F (0-5 points) |
The assignment is not submitted by the due time and date or is so poorly written and/or constructed as to be unusable for instructional purposes. |
Grades will be posted for personal view on the course site.
Details of the weekly schedule are still in development, but weekly assignments and activities will be posted on the course site for reference and submission.
Monmouth College Department of Education Conceptual Framework
Expertise
Goal: The candidate constructs knowledge and is able to
transfer knowledge into student learning. (3)
Integration
Goal: The candidate is exposed to and makes use of a multidimensional, complex, and interrelated education. (1, 3, 4)Responsiveness
Goal: The candidate applies a variety of strategies to meet the needs of all learners. (1, 2, 3)
Empowerment
Goal: The candidate is exposed to and educated in cultural, racial, political and ethnic biases that enable him/her to transform learning through teaching and encouraging others to enrich, enliven, and expand their opportunities. (1, 2)
Community
Goal: The candidate builds a sense of communal belonging by engaging in the collaborative and interdependent aspects of teaching and learning. (1, 3, 4, 5)
Illinois Professional Teaching Standards
Standard 1: Content Knowledge
The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students. (I, K, M)
Standard 2: Human Development and Learning
The teacher understands how individuals grow, develop and learn and provides learning opportunities that support the intellectual, social, and personal development of all students. (C, F)
Standard 3: Diversity
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. (D, K)
Standard 4: Planning for Instruction
The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. (A, B, E, F, G, H, M, Q, R, S)
Standard 5: Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (C, D, K)
Standard 6: Instructional Delivery
The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. (A, C, E, G, K, N)
Standard 7: Communication
The teacher uses knowledge of effective written, verbal, nonverbal, and visual communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (D, F, G, I, K)
Standard 8: Assessment
The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students. (L, M, P)
Standard 9: Collaborative Relationships
The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being. (A, D, E, H, M, O)
Standard 10: Reflection and Professional Growth
The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. (B, C, F, H)
Standard 11: Professional Conduct and Leadership
The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being. (D)
Core Language Arts Standards
Standard 1: All teachers must know a broad range of literacy techniques and strategies for every aspect of communication and must be able to develop each student's ability to read, write, speak and listen to his or her potential within the demands of the discipline. (D, F)
Standard 2: All teachers should model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills. (C)
Standard 3: All teachers should give constructive instruction and feedback to students in both written and oral contexts while being aware of diverse learners' needs. Teachers should effectively provide a variety of instructional strategies, constructive feedback, criticism, and improvement strategies. (B, F, G)
Core Technology Standards
Standard 1: Basic Computer/Technology Operations and Concepts
The competent teacher will use computer systems to run software; to access, generate, and manipulate data; and to publish results. He or she will also evaluate performance of hardware and software components of computer systems and apply basic trouble-shooting strategies as needed. (A, B, C, D, E, F)
Standard 2: Personal and Professional Use of Technology
The competent teacher will apply tools for enhancing personal professional growth and productivity; will use technology in communicating, collaborating, conducting research, and solving problems and will promote equitable, ethical, and legal use of computer/technology resources. (A, B, C, D, E, F, G, H, J)
Standard 3: Application of Technology in Instruction
The competent teacher will apply learning technologies that support instruction in his or her grade level and subject areas. He or she must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations. (A, B, C, D, E, F)
Standard 4: Social, Ethical, and Human Issues
The competent teacher will apply concepts and skills in making decisions concerning the social, ethical, and human issues related to computing and technology. The competent teacher will understand the changes in information technologies, their effects on workplace and society, their potential to address life-long learning and workplace needs, and the consequences of misuse. (A, B, C)
Standard 5: Productivity Tools
The competent teacher will integrate advanced features of technology‑based productivity tools to support instruction, extend communication outside the classroom, enhance classroom management, perform administrative routines more effectively, and become more productive in daily tasks. (A, B, C, D, E, F, G, H)
Standard 6: Telecommunications and Information Access
The competent teacher will use telecommunications and information‑access resources to support instruction. (A, B, C, D)
Standard 7: Research, Problem Solving, and Product Development
The competent teacher will use computers and other technologies in research, problem solving, and product development. The competent teacher will appropriately use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed. (A, B, C, D, E, F, G, H, I, J)
Standard 8: Information Literacy Skills
The competent teacher will develop information literacy skills to be able to access, evaluate, and use information to improve teaching and learning. (A, D, E)