CSUEB Teacher Education TED5110
TED5110 - Computer-based Technology in the Classroom
felipe.razo@csueastbay.edu
Telephone (510) 885-3940
Office Hours - 1 hour before class
Other times by appointment

Fall 2010
Go to class Schedule >>

Course Syllabus Preliminary
DESCRIPTION:

This course focuses on general and specific computer and technology knowledge and skills appropriate for beginning K-12 teachers, such as hardware and software terminology, operation, troubleshooting, record management, e-mail, collaborative tools, copyrights, privacy, security, and safety issues. The course fulfills Level One California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Multiple and Single Subject credential, such as described in the National Educational Technology Standards for Teachers (NETS) 2008 - document. Samples of required knowledge can be found through the Preliminary Educational Technology Test Guide of the California Subject Examination for Teachers (CSET), found at http://www.cset.nesinc.com/CS_testguide_PETopener.asp.

In general, the course emphasizes on increasing the general awareness of new teachers of the nature, and potential applications of current electronic information technology tools in the classroom. A follow up course, TED5120 Computer-Based Technology in the Classroom II, listing TED5110 as a prerequisite, concentrates on the range of successful applications of these technologies in support of curricular subject-matter learning in the classroom.

To credit both courses, students need to demonstrate a clear understanding of the pedagogical, technical, social and ethical issues surrounding the application of current technologies in the classroom. Because both the fields of education and information technology are constantly under profound and non-trivial development, the course emphasizes more on a proper understanding of the basic issues of education and technology, rather than on particular tools, which often prove obsolete from one day to the next. Still, students are required to produce quality work of educational value, using the available tools.

Alternative accreditation for this course can be obtained by passing the Preliminary Educational Technology Test of the California Subject Examination for Teachers (CSET).

Required textbook:"Integrating Educational Technology into Teaching", Fifth Edition, Roblyer & Doering, Pearson, 2010

Other suggested reference textbooks:

  • "Educational Technology for Teaching and Learning", Newby, T., Pearson Merrill Prentice Hall, 2006
  • "Teaching and Learning with Microsoft Office 2007 and Expression Web", Newby T., Allyn & Bacon, 2009
  • "Teaching With Technology", Norton, P., Thompson Wadsworth, 2003
  • The web - Information on topics can be found through corresponding web searches

Blackboard Access: Each student needs to to ensure you have access to Blackboard, to be able to perform the necessary activities of the class, from the first day. Registered students are automatically assigned a Blackboard and CSUEB Mail account - Open University students are enrolled after they pay their fees.

Email Account: Please activate your CSUEB Horizon account, which can be done by accessing the opening page of BlackBoard. Your Horizons email will be the primary means of communication with the instructor, so make sure to maintain this account as uncluttered as possible to prevent loss of messages due to violations of your disk space quota.

Supplies: A USB flash drive or similar data storage device can be useful to archive your work in progress. The Blackboard "My Online Storage" option can also provide similar storage assistance.

Special accommodations: If you have a documented disability and wish to discuss your SDRC-approved academic accommodations, or if you would need assistance in the event of an emergency, please make an appointment to meet with me as soon as possible.

Grading: The grade for the class will consist of 3 parts, evaluated in a 1-100 scale:

Activities
Weight
I – Class Assignments (6)
60 %
II – TI LP & Classroom Obs
30 %
III - Final quiz
10 %
+XTRA Cr
...
 
100%
  Letter Grades  
A = (95-100) A - = (90-94)  
B+ = (87-89) B = (83-86) B - = (80-82)
C+ = (77-79) C = (73-76) C - = (70-72)
D+ = (67-69) D = (63-66)  
F = (0-62)    

(I) Class Assignments are opportunities given to the students that to demonstrate their clear and effective understanding of issues and uses of information technology in the classroom by completing corresponding assignments either in class, or independently

(II) TILP & Classroom Observation gives students the opportunity to design and teach using a technology infused lesson plan in their placement classroom environment. This activity will allow practicing planning and executing 21st Century lessons in current classroom conditions. The plan and delivery of the lesson is to be supervised and signed off (TILP&D form) by either the instructor, their University Supervisor or their classroom Master-teacher.

(II) FINAL QUIZ - An opportunity to experience an on-line quiz, and showing off what was learned in class

Up to 10% XTRA Credit will be considered for other extraordinary contributions provided to the class. Special CLASS FEEDBACK (TED5110 Suggestions and feedback Form) can also be rewarded with extra credit points.

The course must be repeated for any grade of “D” or lower. Candidates must maintain a GPA of 3.0 or better to remain in the program.

To maintain fairness, all coursework requested will be due ON or BEFORE the specified deadline, which is the start time of the following class. Late work submissions will therefore be penalized, automatically reducing its value to 50% when finally submitted. PLEASE WORK CONSISTENTLY THROUGHOUT THE QUARTER, TURN YOUR ASSIGMENTS ON TIME, AND DO NOT MISS ANY TEST.

Class Schedule
TED5110 - Fall 2010
 Clock
Dates
Assgn Due
  
#1
#2
#3
#4
#5
#6
  
FinalQ

 

 

 

INTRODUCTION - INTRODUCTION to the class, and STUDENTS

Computer Lab - Rules

Independent Work - Rules

Communications Rules

Other - Suggestions

---------- BREAKS AS NEEDED (+ 10 minutes @ around mid class) ----------

TED5110 - DISCUSSION ITEMS : Students READ AHEAD INDEPENDENTLY (Working in groups of 2, students communicates in whichever mode considers convenient) - IN CLASS, students discuss and write A CLEAR ANSWER to questions FOR - the assigned TIP MODEL CASES >>>> each student submits INDEPENDENTLY WRITTEN REPORT - Please NAME PARTNER in your report):

Chapter TIP Model Cases Page #'s
1 - Big Picture
Case 3 and Case 9
28 - 30
2 - Effective integration
One of 2-6
69 - 72
3 - Instr Software
One of 2-5
73 - 108
4 - Word/Excel/Dbase
One of 2-5
135 - 136
5 - Beyond basic sw
One of 2-5
164
6 - Multimedia
One of 2-5
167 - 206
7 - Distance access
One of 2-5
207 - 236
8 - Internet & curriculum
One of 2-5
237 - 272
9-15 - Content areas
SELECT one CHAPTER - One case
-

 

START

Each session will consist of INTRODUCTORY segments (about 1 hour), and HANDS-ON segments (about 2 hours)
Date
Topic
Assignments
Sep 23

ACTIVITY 1: Introductions.
ACTIVITY 2: Discussion:
What is education? The purpose of schools, classrooms, and teachers. Academic Standards.
How are our students doing? (STAR test results).
Technology in schools. Why? Why not?
Education Technology Standards.Typical number of computers and academic use in classrooms (Alameda County, 2006).
In the news (Related to Chapters 1, 2 in textbook) Case 1 , Case 2 , Case 3

Typical classroom environment and routines, personal, social and academic - Primary vs. secondary. The role of administrators, parents, and community. Teachers running schools?, Commentary.

How much can children learn ? ...When ? Child 1 - guitar , Child 2 - violin , Child 3 - violin , Child 4 - violin , Child 5 - Piano , Child 6 - violin , Child 7 - violin , Zapateado , Zapateado 1 , Zapateado 2 , Zapateado 3 , Toyota robot , "bird-brain" flight controls , The brain, learning and language , Testing, the Chinese way.. , "A hole in the wall.." , About teaching children

The role of technology in the classroom - CHAP 1 Textbook (link below) - READ FOR 20 minutes.

What works in the classroom? (12/2010)

- - - - BREAK - - - -

15 minutes: Discussion of CHAP 1 reading, and TIP Case Analysis (3, 9) - first part of Assignment #1c.

Assignment #1a: Create a school flyer in the computer using MS Word. Consider the costs of paper and ink, if to be printed! Save as standard text document file - Using standard file name -, e.g. JSmith#1a.

Lessons (a definition), lesson plans (Discovery, Yahoo, Microsoft, ... etc.), and technology infused lessons and plans (Sample lesson plan)

Assignment #1b: Find an interesting lesson plan on the Internet, copy it into an MS Word document, and insert motivating images (copy>paste, or Insert>Clip Art or Picture) to create an attractive lesson plan. Save as standard text document file - Using standard class file name -, e.g. JSmith#1b.

Implementing multimedia and interactive technologies in the classroom - Cognitive considerations - TPACK considerations. Discussion of CHAP 2 (link below) - READ FOR 20 minutes.

As needed and time available, complete part for Assignment #1c.

Textbook Reading & Reporting: Ch 1 (Temporary Ch 1 image) Ch 2 (Temporary Ch 2 image)


 
ASSIGNMENT #1: Submit 3 document files:
 
  • #1a Flyer - DOC (20%)
  • #1b Lesson Plan file - DOC (40%)
  • #1c Discussion report page (Ch 1, 2) - DOC (40%)
Sep 30

REVIEW OF LAST CLASS
MULTIMEDIA / TECHNOLOGY INFUSED LESSON PLANNING
Review: The advantages of new media in the classroom. The senses, and learning , "concrete-to-abstract" , The brain, learning and language , gradual learning cycles , Ability of different classroom materials to stimulate the senses, and the brain

Media can be chosen so we can access and manage information more efficiently and reliably. Using powerful telecommunications, information processing, presentation and interaction that use virtual multimedia to enhance teaching and learning requires reasonable TPACK (technical, pedagogical, and content knowledge) awareness and skills. Are teachers to become qualified 21st Century media managers?

ACTIVITY 3: Dealing with digital images - Using WORD and PAINT (or other available compressed-graphics program) to create or modify an efficient (compressed, resized) image file to be used later in assignment documents. What is compression? Resizing?

PowerPoint & animation
a) Using POWERPOINT to create a classroom seating chart.
b) Creating an animated PPT overview of the insides of a computer.

Nice, student created PPT presentations:

The heart Music Fractions
Life cycle Parts of a cell More fractions

Inserting Multimedia in PowerPoint , (Microsoft Mouse mischief, MMM download)

Finding and availing pedagogically helpful images, animation, sound, and video, using content from the Internet, and from a local camera, microphone.

Technology infused Lesson Plan (TILP) samples A low-tech (TV) sample lesson plan, Sample1, Sample2, Sample 3, Life-cycle-butterfly. A MORE ELABORATE TILP: Basic measurement-geometry

Assignment #2a: Think of, find sample, or write own interesting lesson and plan (check for compliance with California Academic Standards), and describe a PowerPoint animation that can be used to enrich it.

MAKE SURE TO DESCRIBE IN THE BODY OF THE PLAN EXACTLY WHERE IN THE LESSON THE ANIMATION WILL BE USED

MAKE SURE TO INCLUDE ALL THE NECESSARY COMPUTER HARDWARE, SOFTWARE, AND ACESSORIES NECESSARY FOR THE COMPUTER PRESENTATION TO BE POSSIBLE (LIST DETAIL IN MATERIALS SECTION)

Assignment #2b: Create the animation described in part #2a using PowerPoint.

DISCUSSION TIP CASE: Ch 3

 
ASSIGNMENT #2: Submit 3 files:

#2a - Text document lesson plan that includes a specially-teacher-made animated Power Point presentation, able to occur in ANY classroom or hall - (30%) - DOC file

Please make sure to include:
NAME & TITLE -5% (if missing)
CA Standards -10%
Computer materials - 10%
Point of insertion in lesson -5%

#2b - A PowerPoint file containing a presentation created to support the lesson planned above (30%). The presentation should include a link to a web page with video - (10%) - PPT file

#2c Discussion report page (Ch 3) - (30%) - DOC file

Oct 7

ACTIVITY #3:
COMPLETE TOPIC FROM LAST CLASS:
ACTIVITY 3: Dealing with digital images - Using WORD and PAINT (or other available compressed-graphics program) to create or modify an efficient (compressed, resized) image file to be used later in assignment documents. What is compression? Resizing?

Introducing Excel spreadsheets, Access, and sample applications
EXCEL: Use EXCEL (or equivalent program) to:
a) Build a dynamic times-table < Include inserted Clip-Art image
b) Assist a teacher in managing and visually presenting student grade scores < Include inserted image from GOOGLE-images
c) Visually present and analyze imported (Internet accessed) STAR test data for a specific school

DATABASES: What are Databases? Using MS ACCESS Database to manage data.
What is different between using EXCEL and MS ACCESS

FREE-PLAY ACTIVITY: Use an EXCEL TABLE and a GRAPH to create a spreadsheet that can be used to teach HISTOGRAMS to children

DISCUSSION TIP CASES: Ch 4 and Ch 5

NOTE FOR NEXT WEEK:

 I) If do not have one already, each student CREATES a free GOOGLE account, in order to access GOOGLE-Documents and GOOGLE-Sites services

II) Bring to class a standard DIGITAL CAMERA or CAMCORDER, together with its corresponding computer link cable. Images will be downloaded and made available as part of documents, and web pages.

 

  
ASSIGNMENT #3: Submit 4 files (20% each):
  • #3a Excel file with dynamic multiplication table - XLS
  • #3b Excel file with class-scores & corresponding chart - XLS
  • #3c Excel file with School STAR Performance chart - XLS
  • #3d JPEG file with database page image - JPG
  • #3e Discussion report page (Ch 4, 5) - DOC
Oct 14

Students should have created already a GOOGLE account to access the Documents and Web Sites services
Students should have a digital camera and computer download cable available in class
NEW Coding Text , Coding color images & related lesson sample, Coding numbers: Counting & setting

ACTIVITY: Use your digital camera to snap an image - maybe yourself- download, edit, compress, resize, and use as appropriate, in documents, presentations and web pages.

ACTIVITY-ASSIGNMENT #4a INITIAL WEB PAGE: Designing and implementing a web page using a free - web page design and hosting service (e.g. Google Sites) to create customized, classroom related web pages (using classroom template) . Create:

1.- At least TWO (internal) PAGES (INCLUDED, WHEN USING TEMPLATE)
2.- A TABLE containing TEXT, and at least one IMAGE (created earlier with your digital camera in your web page - NOTE: Make sure to use a COMPRESSED format (JPG, GIF) and to RESIZE (can use MSPaint) to a reasonable size (less than 100 KBytes)
3.- Convert your ASSIGNMENT#2a Lesson Plan text document to a PDF format, UPLOAD it to your site and make it available for visitor access.
4.- UPLOAD your PowerPoint presentation from ASSIGNMENT#2b, and make it available for visitor access.
5.- Insert an embedded YOUTUBE VIDEO with content related to a classroom topic

Make your web pages and themes functionally useful to the students and parents of the classroom in which you are currently placed.

MAKE SURE TO CLEAN UP YOUR SITE FROM ALL IRRELEVANT CONTENT FROM THE ORIGINAL TEMPLATE

NOTE: Your web page URL's will be made available to other students to view through the links below

Team 25 Web sites Team 40 Web sites

DISCUSSION TIP CASES: Ch 6 & Ch 7.

 

ASSIGNMENT #4: Submit 1 URL and one DOC text file:

  • #4a - The URL (copy and paste the Internet Browser address of the Google sites landing page created during today's HANDS-ON exercise- "www.googlesites.. ..... " in the "User Comments" section of the Course Materials entry) . The page should include:

    TEXT - 10%
    IMAGE 10%
    TABLE 10%
    PDF 10%
    PPT 10%
    YOUTUBE VIDEO 10%
    LINK to external page(s) 10%
    LINK to other internal page(s) 10%
    - IRRELEVANT CONTENT -10 %

  • #4b - Discussion report pages (Ch 6 & 7) - DOC (20%)
Oct 21

ACTIVITY: Using Dreamweaver to create and maintain websites (Pending from last class - Dreamweaver are now installed in labs)

ACTIVITY: Using new classroom tools for teaching and for assessing learning in the classroom, e.g. :

  • USB cameras (e.g. Document cameras, microscope cameras, etc.)
  • GPS
  • Touch-screens & Smart boards
  • Clickers
  • TurnItIn (See Course Materials XTRA ASSIGN)
  • Computer multimedia, wireless and remote testing

Sample-1 technology infused lesson plan on the web

Sample-2 technology infused lesson plan on the web

BENEFITS and POSSIBLE DIFFICULTIES of including new MULTIMEDIA, and INTERNET-BASED tools for TEACHING and ASSESSMENT.

DISCUSSION TIP CASES: Ch 8

NOTE: Proposal for TI LP - submission due on OCT 28 - Approval required from the instructor (TI-LP Requirement form (PDF) (Word doc) Classroom presentation COMPLETED & FORM due NOV 18


 

ASSIGNMENT #5: Submit 3 files:

  • #5a - A TEXT document of a Technology Infused Lesson Plan (TILP) that incorporates the use of at least one NEW TOOL for teaching and/or assessing learning. - DOC (60%)

  • #5b - A description of the benefits and possible difficulties of using the new tool selected in the first part (a) above - DOC (20%)

  • #5c - Discussion report pages (Ch 8) - DOC (20%)
Oct 28

DIGITAL and COMPUTER COMMUNICATIONS
Asynchronous vs. synchronous, (SEE ENCYCLOPEDIA or WIKIPEDIA FOR DEFINITIONS OF EACH). Individual vs. Group communications

Asynchronous (NOT IMMEDIATE, WHENEVER..)

Synchronous (IMMEDIATE, LIVE, NOW)

ACTIVITY: Finding and accessing resources from the Internet to be part of a lesson plan sequence

DISCUSSION TIP CASE - ONE from Chap 9 - 15

  

ASSIGNMENT #6: CREDIT for Chat room, and submit 1 document file:

  • #6a - Chat room communications - Instructor recorded entries of participation in chat session (50%)
  • #6b - ONE case from a any of Ch 9-15 - DOC (50%)
Nov 4

*****************************************************************************EACH STUDENT PRESENTS THEIR TECHNOLOGY INFUSIONS W/LESSON PLANS
TO THE CLASS - Share with the rest of the class by remotely accessing and editing the corresponding Google-document: Team 40 TILP Sharing - or - Team 25 TILP Sharing (On-line class)
*****************************************************************************

  

EXTRA CREDIT (5 POINTS) NO NEED TO SUBMIT INFORMATION - ALREADY AVAILABLE

Nov 18
Proposal for TI LP and classroom presentation Completed FORM- DUE

ACTIVITIES: A discussion of the practical issues affecting the integration of technology in the classroom, and at home. Class discussion:
- Information access and equity
- Internet security (1), (2) and copyrights

DEALING WITH A VIRTUAL WORLD

Physical vs. Virtual classroom materials

About the way we learn
- What is MMSSR?

About teaching children (also parents-help-needed)

Learning, education and the real world

TED Video real-math

What does it mean to be a 21st Century student? STUDENTS USING COMPUTERS, COMMUNICATIONS AND PRESENTATION TOOLS TO LEARN ON THEIR OWN

What does it mean to be a 21st Century teacher?

A slow process e.g.

Touch-boards (see "Criticisms" section)

Example of trouble 1

Example of trouble 2

Phased approaches to integrating virtual environments in the classroom. Starting today:

Expanding capabilities in the classroom. and
The "distributed school network".

New on-line free California textbooks

Dell's new classroom-oriented products

Technologies for SPECIAL EDUCATION and STUDENTS WITH DISABILITIES - What can computer technology do for students with disabilities?

Built-in MS Windows utilities ( for XP : Start > All Programs > Accessories > Accessibility >>
Accessibility Wizard - Magnifier - Narrator - On-Screen Keyboard - Utility Manager

California Department of Education – Assistive Technology
http://www.cde.ca.gov/sp/se/sr/astvtech.asp

California Department of Education - Assistive Technology Checklist – Examples of Assistive Technology
http://www.cde.ca.gov/sp/se/sr/atexmpl.asp

E-ssential Guide to Assistive Technology
http://www.schwablearning.org/pdfs/e_guide_at.pdf?date=3-13-06&status=new

LD On-Line
http://www.ldonline.org/indepth/technology

Books for students with disabilities: http://www.bookshare.org/web/Welcome.html

The classroom of the future (2030) - Students search for information sites and IMAGES in the web to find and propose ideas of feasible future classrooms. - CLASS DISCUSSION

Sample Quiz provided

 

 
Dec 2


FINAL QUIZ - On line
SAME TIME AS SCHEDULED CLASS