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COURSE SYLLABUS
Spring Semester 2017January 9, 2017 - May 5, 2017

TECHNOLOGICAL LITERACYEDU 10201, Sections 01 and 02Bunce School of Education

Professor
Dr. Mary Jane Wolfe

Phone
(740) 245-7243

Office
304A Anniversary Hal

Course-Related email Address
mjwolfe@rio.edu

Office Hours
Monday 10:00-11:00 Except: April 17
Tuesday 8:00-12:00 Except: Feb 21
March 14, 21, 27
April 11, 18
Additional Office Hours
Monday 8:00-12:00 March 13, 20, 26
Wednesday 12:00-4:00 February 22
April 5, 12
Thursday 12:00-5:00 April 27
Additional hours by appointment.

Class Wiki
http://edu10201-techliteracy.wikispaces.com

Texts

W. Ferriter & A. Garry, Teaching the iGeneration: 5 Easy Ways to Introduce Essential Skills with Web 2.0 Tools.

Teaching the iGeneration Study Guide ,
Teaching the i Generation Online Reproducibles
Additional resources are provided on this wiki's pages

Supplies

Please bring ear buds to each class.


Class Sessions

January: 9, 23, 30
February: 6, 13, 27
March: 13, 20, 27
April: 3, 10, 24

Final Exam
1:00 Section 01 - Monday, May 1 at 1:30 PM
2:30 Section 02 - Wednesday, May 3 at 1:30 PM


Course Description

This course studies the impact of technology on general education. Methods and applications of computer usage in an integrated program will also be discussed. Focus is placed on word processing as well as database and spreadsheet applications.


Course Objectives

In harmony with ISTE’s National Education Teaching Standards for students

  1. Students demonstrate creative thinking, construct knowledge, and develop innovative product and processes using technology.
  2. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  3. Students apply digital tools to gather, evaluate, and use information.
  4. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Related Standards

Ohio Teacher Education Standards


Standard 4: Instruction - Teachers plan and deliver effective instruction that advances the learning of each individual student.
** 4.7 Teachers use resources effectively, including technology, to enhance student learning.

ISTE Standards for Teachers:

Standard 1. Facilitate and Inspire Student Learning and Creativity

1b engage students in exploring real-world issues and solving authentic problems using digital tools and resources

Standard 2. Design and Develop Digital-Age Learning Experiences and Assessments
2a design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
2c customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources

Standard 3. Model Digital-Age Work and Learning
3a demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
3c communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
3d model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use resources to support research and learning

Standard 4. Promote and Model Digital Citizenship and Responsibility
4b address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
4c promote and model digital etiquette and responsible social interactions related to the use of technology and information
4d develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

University of Rio Grande Bunce School of Education Goals

Knowledge 3 The University of Rio Grade teacher candidate will have a basic knowledge of technological processes and applications
Skills 1 The University of Rio Grande teacher candidate will develop skills that foster collaboration with parents/family members, professional colleagues, community members, community agencies and other learning communities to foster and encourage student learning.
Skills 3 The University of Rio Grande teacher candidate will select and create learning environments to meet the developmental and individual needs of diverse learners.
Skill 6 The University of Rio Grande candidate will use technology as an instructional support to promote student academic achievement.
Disposition 7 The University of Rio Grande teacher candidate will appreciate the importance of technology in teaching and learning

Assignments

Homework may be turned in within one week after the due date without loss of credit. Homework received more than one week late may not be graded and may receive no credit. Special arrangements to submit work late must be made with the professor before the due date.

  • Session 1: Welcome and completion of the TRAIL Survey, Create a free Prezi student account and a Google account (if you do not have one already.) Read the Introduction to Ferriter & Garry's Teaching the iGeneration (pages 1-15). Plan to share your thoughts about what you read at Session 2.
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Teaching the iGeneration Presentation



  • Session 2: Explore characteristics of digital natives and 21st century classrooms. Learn how to create Prezis. In class and on your own Create an autobiographical Prezi containing at least two images to be presented at Session 5. (URG K-1, K-3 & D-7) (25 points) Outside of class Read Chapter 1 in Ferriter & Garry's Teaching the iGeneration. Your completed Chapter 1 Study Guide's URL must be placed in the table on our Class Wiki at the start of class,January 30. (10 bonus points)

  • Sessions 3 & 4: Develop an understanding of the nature of 21st Century Skills by participating as a student in an abbreviated form of William Ferriter's Kiva Microloans lesson. (NETS•S 1b & 4d) (URG D-7)

Read Chapter 3 in Ferriter & Garry's Teaching the iGeneration. Your Completed Chapter 3 Study Guide's URL must be placed in the table
on our Class Wiki by 1:59 PM, February 20. (10 bonus points) After you finishing your assigned reading, you might enjoy
__reading this monograph: What is Image Reading, and How Can It Lead to Deeper Thinking?

  • Session 5: Autobiographical Prezi presentations.

  • Session 6: Explore opportunities presented via Web 2.0 Tools. During and after class research your assigned Web 2.0 resource. Create a Prezi to share what you learned with the class. Complete each of the 3 following tasks; write a 1-2 page report describing how your assigned resource addresses the needs of 21st Century students (50 points). Write a description - not a formal lesson plan - of a classroom lesson that incorporates the use of your assigned tool (50 points). Create a Prezi to share with the class what you learned (50 points). (NETS•S 2a, 3a & 3d) (URG S-3)

  • Sessions 7 & 8: Web 2.0 Tools Prezi Presentations. The written report and the lesson's description are also due.

  • Session 9 & 10: Use Google Sites to create the initial pages of an electronic professional portfolio that includes OTES Standards evidence pages (50 points). Be sure to Learn how to insert graphics, videos, and files. Due at the beginning of Session 12.

  • Sessions 11 & 12: Finish your portfolio. Begin work on the Technology Webpage designed to advocate the use of technology to increase student achievement. Use the content of your webpage to address the concerns of parents and other caregivers who may believe that no learning is taking place when a student uses technology, e.g., calculators, computers, or video games. In order to obtain full credit be sure to also provide support for your statements by including references to reliable Internet resources, academic research, and professional organizations (75 points). See the Technology Webpage Rubric for more information about the expectations for this assignment.(NETS•S 3c, 4b & 4c)(URG S-1) (OTES 4-7)

  • Final Exam (as scheduled by the university) Technology Webpage Sharing -Remember to enter your website's URL in the table on this Wiki's Technology Webpage's page before attending the Final Exam. Also, remember to make your page viewable by people with its URL.

Grading Policy

Attendance and full, active participation contributes 20% toward the final grade. Obtaining course averages in the following range should result in receiving a grade not lower than the grade listed; 100%-90% A, 89%–80% B, 79%–70% C, 69%–60% D.
See the Attendance Policy for additional information.

Attendance Policy

It is expected that all students will attend class regularly and come to class prepared to participate actively in the class activities. This includes thoughtful interactions with class members and the course instructor, completing the readings for the class as assigned, participation in class discussions-both small group and large group, and careful attention to the contributions of classmates.
If you must miss a class for any reason, please notify the instructor and arrange with a classmate to catch up on what you missed.

Note: A student with more than 2 unexcused absences will receive an automatic reduction of one letter grade in their course grade, more than 4 unexcused absences, two letter grades. Refer to the Student Handbook for the university's policy on excused absences.

A student whose participation during class is not acceptable will receive a verbal warning including suggestions for improving performance.If the student does not improve the quality of their participation, their grade for this course will be lowered up to two letter grades

Academic Honesty

All work submitted for credit must be your own. The submission of another's work as your own will be considered cheating, and will be dealt with according to university policy.

Students are encouraged to work together on and to discuss homework assignments. Work turned in for credit must be composed entirely by the student whose name appears on it. Information obtained from other sources must be credited to the source. If the work submitted is a group project, the quantity and quality of the work must be representative of the number of members in the group.

Extenuating Circumstances

Specific components or requirements of this course may change due to extenuating circumstances or specific learner needs. If this happens, those changes will not jeopardize the students’ success in terms of the quantity of work involved to meet the new requirements or the amount of time allowed to complete assignments.

ADA Statement
If a student wishes to be identified as having a physical, mental, or learning disability that may require accommodation(s), that student must register with the Office of Accessibility as soon as reasonably possible.
The registered student should identify himself/herself to each instructor in a reasonable timeframe by providing a written statement from the Accessibility Office which indicates the appropriate accommodations. The Office of Accessibility phone number is (740) 245-7339external image call_skype_logo.png(740) 245-7339 is located in Rhodes Hall, Room 116.

FERPA Statement
The University of Rio Grande and Rio Grande Community College are committed to fully respecting and protecting the rights of students under the Family Educational Rights and Privacy Act (FERPA). These rights generally include the right to inspect, review and seek amendment to the student's education records and the right to provide written consent before personally identifiable information from education records is disclosed. Under FERPA, students have the right to file a complaint with the US Department of Education concerning alleged failures to comply with FERPA. Please see the Student Records Confidentiality/Rights Under FERPA section of the Student Handbook for details and more information.