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Syllabus

Page history last edited by Kimberly McCollum 12 years, 8 months ago

 

IP&T 286, Section 1: Instructional Technology in Teaching

Winter Semester 2009, Credit Hours: 1 Credit Hour

THIS SECTION IS OFFERED ENTIRELY ONLINE

Instructor: Kimberly McCollum

 

Required Materials

  • Textbook: There is no textbook required for this course.

  • Hardware: Because this is a web-based course, you will need the following in order to participate: 

    • a computer with reliable Internet access, and
    • a webcam. A major part of the class is communicating with the instructor, and with other students via video-mail using the webcams (this will not be live skype communication, but video-mail). The webcam may be built into your computer/laptop or can be purchased separately. We recommend purchasing a Logitech Quickcam Connect. This webcam has a built in microphone, we strongly encourage you not to have a webcam and a separate microphone. The Quickcam Connect costs around $30. You are required to have your webcam for the first week of class if you wish to remain in the flexible online sections. 

  • Software: The projects for this class will require you to download and install some free applications from the Internet.  You must have the ability to download and install software from the Internet.

 

Prerequisites

Before entering this class you should have completed the McKay School of Education Technology Skills Assessment.  For most of you this is a prerequisite to being admitted into a teaching program. This performance assessment assures that you enter your program with a set of baseline technology skills. In IPT286 we assume that you have learned these baseline skills, and focus on helping you use them effectively in your teaching.  Additionally, you must be majoring in secondary education. 

 

Course Description and Purpose

 

This course is designed to contribute to the aims of a BYU education by preparing you for lifelong learning and service as a teacher by developing knowledge and skills related to the use of technology inside and outside of the classroom. Although there is some technology training in this course, IPT286 is primarily concerned with methods of integrating technology into education. Most of the goals for this course are related to the International Society for Technology in Education (ISTE) National Educational Technology Standards for Teachers(NETS-T). Other goals relate to the aims of a BYU education. We hope that your testimony will be strengthened as you gain the skills to act on the suggestions given in Elder Ballard's recent article, “Sharing the Gospel Using the Internet”. You will build your character as you participate in planning your own learning and exercise integrity in following both the letter and the spirit of copyright and fair use laws. Additionally, you will have the opportunity to enlarge your intellect as you use higher order thinking skills to synthesize different techniques and technologies to create innovative and effective lessons for your future students.   

 

Couse Learning Outcomes 

These Outcomes are taken from the NETS-T.

  • OUTCOME 1: Facilitate and Inspire Student Learning and Creativity - Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
    • promote, support, and model creative and innovative thinking and inventiveness
    • engage students in exploring real-world issues and solving authentic problems using digital tools and resources
    • promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
    • model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
  • OUTCOME 2: Design and Develop Digital-Age Learning Experiences and Assessments - Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
    • design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
    • develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
    • customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
    • provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
  • OUTCOME 3: Model Digital-Age Work and Learning - Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
    • demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
    • collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
    • communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
    • model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
  • OUTCOME 4: Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
    • advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
    • address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
    • promote and model digital etiquette and responsible social interactions related to the use of technology and information
    • develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
  • OUTCOME 5: Engage in Professional Growth and Leadership - Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
    • participate in local and global learning communities to explore creative applications of technology to improve student learning
    • exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
    • evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
    • contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

 

Student Learning Goals

I encourage you to set goals for your own learning for the course.  In order to help you to do this, I am requiring you to draft a contract for learning, which is described in greater detail in the assignments section. 

 

Course Policies and Procedures

 

Participation

This course will not have any face-to-face class meetings.  Instead, you will participate in class activities through a combination of Internet tools including email, instant messaging, blogs, wikis, webconferencing, and other web-based services.  When you interact with your classmates or the instructor, please remember that there is a person at the other end of the technology and follow the principles of netiquette.

 

In the face to face version of this course, students spend an hour in class each week and 1 to 2 hours a week completing projects outside of class time.  Similarly, you should allow yourself between 1 and 3 hours to complete the assignments for this course.   If you are able, you may complete the individual assignments for this course at a faster pace than shown on the course schedule.

 

Late Work

Due dates for assignments are posted on the course calendar.  Unless prior arrangements have been made between the student and instructor, late work will be considered a breech of contract and I will assess a 10% late penalty for each week that the work is late.  I will NOT accept late work after the final exam.

 

Backing up work

 It is your responsibility to back up all of the work you do in class. This means that you should save a copy of all your work in at least two locations until you receive your final course grade. Any of the following storage options can be effective for you:

 

  • USB Flash Memory Drive (required)
  • BYU online webpub space
  • LiveText
  • A Zip Disk , CD-RW, or DVD-RW
  • The hard drive of your computer at home
  • Email attachments

 

Recommended Study Habits & Tips

You can succeed in this course by:

  • Keeping an open mind to new possibilities.
  • Choosing your own learning goals and developing a learning contract that will help you meet these goals.
  • Creating a Personal Learning Network and using it to further your knowledge of course related topics.
  • Thinking about how to apply what you are learning in and out of this class to your future classroom.
  • Asking thoughtful questions and actively pursuing your own answers.
  • Getting the phone numbers of at least two classmates in your subject whom you can contact if you have questions or if you want someone to collaborate with.
  • Checking Blackboard at least weekly for announcements and other information.

 

Course Schedule and List of Topics

Descriptions for each week's assignments are availble by clicking on the course topics.  You can also view the Overview of Assignments.

 

Grading Procedures

Student grades will be determined by completion of the work described in their learning contracts.  If you complete the work as described in the approved version of the learning contract that you submitted, then you will earn the grade you contracted for.  As a general rule, completing all contracted work by the contracted deadlines at a "Stellar" level of quality guarantees an A.  "Adequate" work, is generally "B" level work.  Work at the "Unacceptable" level is equivalent to a D-.  Failing to complete any one of the major assignments (Class Web Presence, Podcasting/Video Project, Content Specific Technology Project) will drop your grade by a full letter.  Failing to complete one of the other assignments drops your grade by a step (A to A-, etc.)

 


 

University and College Policies

 

Honor Code Standards

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

 

Preventing Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.

 

Students with Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

 

Diversity

The David O. McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and with diverse linguistic and cultural backgrounds.

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