Course+Syllabus

=EDUC 310 Computer Applications in Teaching - (3 Credits)=

Course Description
This course presents major instructional design concepts that students will use in developing their own curricular materials. It describes various kinds of teacher-developed instructional tools in relation to appropriate instructional task or learning environment.

Course Objectives
Through this course students will demonstrate achievement of the following learning objectives: · Demonstrate understanding of state and national general professional standards for teachers and students (particularly national technology-specific standards), and ability to use those standards. · Develop a technology performance portfolio that demonstrates student has met relevant standards for technology-literate teachers. · Develop a proposal for integrating technology into an instructional unit. · Contribute thoughtful and insightful commentaries on weekly reading assignments and thoughtful and insightful reactions to the commentaries of co-learners to online reading discussion groups. · Think critically, creatively, and reflectively. · Communicate ideas and learnings effectively to others in writing, orally, and through online communications, iPods, and other appropriate technologies. · Use active listening skills to learn from others. · Support the learning of others through collaborative learning activities.

Core Content for the Course and Associated Performance Indicators
Students will demonstrate that they have developed the knowledge, understanding, and skills related to the core content of EDUC 310 through specific performance indicators associated with each area of core content. The core content and associated performance indicators for EDUC 310 are based on the National Educational Technology Standards for Teachers at the General Preparation Stage of Professional Development developed by the International Society for Technology in Education (ISTE). The attached table presents the core content and associated performance indicators for the course. The final version of the table will show the relationships among the ISTE/NETS technology standards and the general INTASC standards. Required Textbook:

Required Textbook:
Gary G. Bitter & Jane M. Legacy (2007). Using Technology in the Classroom (7th Edition). Boston, MA: Allyn & Bacon.

ISBN 0205508944

Course Assignments, Evaluation of Student Learning, and Grading: Overview
Evaluation of student learning and the course grade will be based on:

Course Assignments, Evaluation of Student Learning, and Grading: Details
Evaluation of student learning and the course grade will be based on the following: ** Online Learning Activities (10%) ** : Students are expected to complete all online learning activities and participate in online discussions related to these activities. ** Online Analysis/Discussion of Course-Related Readings (20%) ** : Students will participate in online discussion groups that analyze and discuss issues and ideas presented in assigned readings from the required textbook for the course. Approximately every other week (beginning around week 2), students will contribute (1) a brief (approximately 200 words) thoughtful and insightful __commentary__ on some aspect of course reading assignments, and (2) a brief (approximately 100-150 words) thoughtful and insightful __reaction__ to the commentary of a co-learner. See the discussion comments rubric (the last section of this syllabus) for details on how discussion group commentaries and reactions are evaluated. ** Other Online Discussions (10%) ** : Students will participate in an online discussion group that analyzes and discusses issues and ideas presented in assigned readings from the required textbook for the course, and in class meetings and discussions. Approximately every other week (beginning in week 2), students will contribute (1) a brief (approximately 200 words) thoughtful and insightful __commentary__ on some aspect of course reading assignments, and (2) a brief (approximately 100-150 words) thoughtful and insightful __reaction__ to the commentary of a co-learner. See attached rubric for evaluating discussion group commentaries and reactions. ** Individual Technology Portfolio (34%): ** The portfolio will provide evidence of your learning process and the outcomes of that process. The portfolio will be organized according to the ISTE NETS-T performance profile appropriate for your level of professional development (general preparation, professional preparation, student teaching/internship, or first/year teacher). Refer to Bitter & Legacy, pp 4-12 for a list of performance indicators. We will develop specific assessment criteria for the performance indicators as a group project.

Proposal for Integrating Technology into an Instructional Unit (Group Project) (20%):
As a “Capstone Activity” that integrates all of what you learned in the course, you will work in small groups to develop a proposal that demonstrates that you understand the principles of integrating technology into instruction and that you can apply these principles. The proposal will also demonstrate your ability to use basic technology applications. ** Summary Reflective Analysis of Course (6%): ** During the last week of the term, students will reflect on the entire course experience, then submit a brief (approx. 500 words) statement summarizing 1) what they learned from the course and how they learned it: 2) what they think about what they learned and how they learned it; 3) how they feel about what they learned and how they learned it.  ** Computation of Course Letter Grade: ** The Drexel University grading policy (including the use of plus or minus grades) will be used in this course. The following table shows how course percentage grades are related to letter grades


 * ** Letter Grade ** || ** Percentage Grade ** ||
 * A+ || 96-100 ||
 * A || 93-96 ||
 * A- || 90-93 ||
 * B+ || 87-90 ||
 * B || 84-87 ||
 * B- || 81-84 ||
 * C+ || 78-81 ||
 * C || 75-78 ||
 * C- || 72-75 ||
 * D || 65-72 ||
 * F || Less than 65 ||

** Course-Related E-mail and Online Resources: ** Every Drexel student is required to activate his or her official Drexel e-mail account. Information about activating your account is available on the Drexel IRT web at the [|www.drexel.edu/computeraccounts] site. Drexel policy requires that the official Drexel e-mail address be used for all official correspondence except course-related communications. Students who regularly use another e-mail address should activate their Drexel account, and then set the Drexel account to automatically forward e-mail to the student’s preferred account. __All course-related communication__s will be conducted using the mail function on the WebCT site for this course.

Ongoing Course Evaluation and Feedback
Students are encouraged to provide feedback to the instructor on the course content, course delivery, assignments, and any other course-related topic at any time during the term. Students will have the opportunity to provide anonymous feedback to the instructor at any time using an open-ended feedback form.

**Policy for Late Assignments**

Course assignments are **__due at the beginning of class on the date specified__** in the following course schedule. Course assignments received within one week after the due date will be graded with a 10% penalty. Assignments received more than one week after the due date will receive no credit.

Deadline for Dropping the Course
The last date students may drop a class is the Friday of the 6th week of class.

Standards for Pennsylvania Teacher Certification
Chapter 354, "General Standards and Procedures for Institutional Preparation of Professional Educators," has been put into implementation to address Gov. Ridge's "Teachers for the 21st Century Initiative." All undergraduate Teacher Education majors and undergraduate and graduate students considering Pennsylvania Teacher Certification must review the information listed on either of the following two websites, 1) Drexel University School of Education's website -- Go to [] and scroll down to "Teacher Certification" or 2) PA Department of Education's web site -- Go to [|https://www.tcs.ed.state.pa.us].

Procedures for Students with Disabilities
Students with disabilities requesting accommodations and services at Drexel University need to present a current accommodation verification letter (AVL) to faculty before accommodations can be made. AVL's are issued by the Office of Disability Services (ODS). For additional information, contact the ODS at [|www.drexel.edu/disability], 3201 Arch St., Ste. 210, Philadelphia, PA 19104, V 215-895-401 or TTY 215-895-2299.

Academic Honesty Policy
All students are expected to abide by Drexel University’s policies. Sanctions will be imposed, depending on the severity of the offense, for any act of academic dishonesty, including for a first offense. For further information, go to [].

Preliminary Course Schedule
The preliminary term schedule (included as a separate document in the “Course Info” section) describes the topics to be covered each week, the reading assignments, and the dates for completion of each major course assignment. Readings are to be completed **__in preparation for__** the date on which they are listed. The schedule is **__tentative__** and will be adjusted during the term to accommodate the needs and interests of students in the course.

Rubrics for Individual Online Discussion Comments and Reactions
Student name: _

__Discussion(s) evaluated__ Date __

2.5 Messages contain clear communication, contribute substantially to discussion, relate to topic of discussion, and provide considerable evidence of higher order thinking (e.g. explain issues; provide supporting evidence; provide new perspective; elaborate, modify, or challenge existing comments). 1.5 Messages are mostly clear, contribute somewhat to discussion, relate in some way to topic of discussion, and provide some evidence of higher order thinking (e.g. explain issues; provide supporting evidence; provide new perspective; elaborate, modify, or challenge existing comments). 0 Message is confusing, disconnected, redundant, and/or not related to discussion topic; arguments unsupported or supported by hearsay or personal beliefs; little evidence of higher order thinking.

Comments:

1. Content Pedagogy
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

2. Student Development
The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.

3. Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

4. Multiple Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

5. Motivation and Management
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.

6. Communication and Technology
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. Planning
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

8. Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

9. Reflective Practice: Professional Growth
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

10. School and Community Involvement
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.