Instructors:
| Dr.
Colleen Anne Finegan PHD Finegan's Web Page |
Marguerite
Veres |
| Course Content and Projects | |
Department:
Department of Professional Development
Catalog Description:
The technology Academic Content Standars identify what
all students should know and be able to do in the area of technology at all
grade levels. The Standards address a broad range of experiences with application
in computer and multimedia literacy, information literacy and technological
literacy. What are these standards andhow will they affect you, your students
and your teaching? How can you be sure you are meeting them? You will explore
these new technology standards and discover techniques and resources to integrate
and implement them across the curriculum. Opportunities to utilize technology
to design exemplary projects and effective lessons to enrich instruction and
meet these standards will be provided.
Prerequisites:
None
Enrollment Restrictions for this Course:
None
Purpose of this Course:
To involve the developing professional in the process of selecting, evaluating, and utilizing educational technology in order to facilitate the enhancement of current technology standards in selected subject areas/
Course Objectives:
The student will
K 1. demonstrate a knowledge of the Ohio Technology Standards as they apply to the educational process.
K 2. demonstrate knowledge of productivity software as they apply to technolgy standards.
K 3.demonstrate knowledge of integrating multimedia in the curriculum and instruction.
K 4. demonstrate knowledge of various assessment techniques as related to technology standards.
K 5. demonstrate knowledge of copyright issues as it applies to Internet and multimedia
Dispositions:
Students will
D 1. recognize that computer technology is a tool that can complement instruction but is not a panacea unto itself
D 2. exhibit a comfortable and confident attitude while using computer technology
D 3. encourage others to value the medium of educational technology as an instructional tool
D 4. influence appropriate utilization strategies
Performances:
Students will:
P 1 develop and evaluate projects for personal or classroom use utilizing tool software.
P 3. use the tools necessary to develop an technolgy inquiry activity
P 4. find and exhibit a WebQuest related to their content area
P 5. incorporate technology prepared media into lessons.
Suggested Instructional Strategies:
Demonstrations, hands-on activities on the computer/s, student projects
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A = 93% or higherB = 88% or higherC = 76% or higher F = 75% or lower |
How to do well in this course:
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There are phases in this course which parallel the forthcoming ISTE technology toolkit. The idea goes like this. Phase
I. Individual lessons or learning are acquired and provide a person
with competency and skills. This is done on a weekly basis. Often this
might be skill-based or content-based. In some classes you may be exposed
to prescriptive planning. Some teachers call this preparing "lesson
plans". So this is what teaching is all about? NO, not necessarily.
The greatest skill of content and the greatest ability to prepare lesson
plans can not guarantee excellent learning. |
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An A test, paper or project: [Full points or deduct up to 6%]
o
Demonstrates a level of excellence and depth of thought
as it meets the expectations of the assignment.
o
Shows original thought and/or innovative design.
o
Demonstrates exemplary knowledge and techniques
o
Is well organized.
o
Demonstrates higher level thinking (according to BloomÃs
Taxonomy).
o
Has almost no problems with mechanics
A B test, paper or project: [deduct up to 12%%]
o
Meets basic expectations of the assignment.
o
Shows technical proficiency.
o
Demonstrates sound knowledge and techniques
o
Is well organized.
o
Has few problems with mechanics.
A C test, paper or project: [deduct up to 24%]
o
Meets the minimum expectations of the assignment.
o
Has more than a few problems with mechanics, or
organization issues.
o
Demonstrates incomplete knowledge and techniques
An F test, paper or project: [deduct 25% or beyond]
o Does not meet the minimum expectations of the assignment.
Anti Plagiarism:
In our web-based culture individuals have easy and rapid access to the artistic and intellectual property of others. Academic leaders have added responsibilities in this culture to inform, protect, and defend artistic and intellectual property and to prepare educators to do likewise. Part of that responsibility is to use citations properly and respect copyrights. Educators may encounter students and workers who plagiarize or fail to cite the works of others properly. This course will use anti-plagiarism applications or web-site resources to assist future academic leaders in the development of professional understanding of their role as a force to counter plagiarism and the improper use of the intellectual or artistic work of others.
Statement of Civility:
Civility is a fragile construct that is not easily defined. Each of us must cherish and preserve reasonable rules or policies respecting the individual rights of all teachers and learners.
We will strive to create an environment where all individuals participate and succeed. This compels us to foster the best possible environment for doing our work as educators and learners within the educational arena. Therefore we commit to building a climate of civility and mutual respect regardless of race, gender, age, or status. We encourage everyone to speak, participate in the learning process, and act judiciously and with respect for each other's ideas and opinions. We condemn messages that promote divisiveness in our academic community, as being antithetical and contrary to our shared responsibility for each other's welfare.
We know that traditions based on fear and intimidation flourish when unopposed statements of racial divisiveness and diatribe are permitted. We must maintain a climate of trust and respect. Likewise we must not permit discrimination or harassment because it poisons the community of learning.