Department of Curriculum and Instruction

ED350/520 - Technology in the Classroom

Course Credit: 3 hours
University of Alabama in Huntsville Spring 2017
(ED350/ED520 Thursday 4:157:05)

Room: Library 211

Instructor Dr. Matt Dean (mdean@madison.k12.al.us)

824-6180

Textbook Readings and other course materials will be made available online.
No textbook is required.

Other USB Jump Drive. Bring to each class each day. Save all
Materials assignments on the drive and on the local computer hard drive.
Web Site https://canvas.uah.edu
You are responsible for checking the class web site for
announcements concerning each class.
Important 1st day of classThursday, January 12
Dates Last day to withdraw and receive a refundJanuary 23
Last day to withdraw: March 27
Last regular class meetingApril 27
Final project (in lieu of a final exam) will be turned in and
presented on either April 6, April 13, April 20, or April 27
during regular class hours.
No classes will meet on March 16 (spring break)
Class on February 23 will be held from 5:309:00 and will
involve watching a departmental video on standardized
testing.

Course Description
This course is designed to introduce education students to the fundamentals of
educational computing. It is designed as a laboratory course in which extensive hands-
on experiences with computers and other emerging technologies are provided.
Emphasis is on enabling the student to effectively integrate technology into
instructional settings, for both special and regular students.

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Course Objectives

Upon completion of this course, students will be able to:

Identify basic computer hardware components and describe their purpose(s).

Create, organize, and manage files using the Windows operating system.
Use local networks and the Internet to send and receive information, including
e-mail, uploading/downloading files, and copying files to/from a network server.
Locate and evaluate education-related Internet resources.
Systematically evaluate instructional and technical aspects of educational
software.
Use and integrate instructional technologies and software applications
including:
o Internet applications: e-mail, web browsers, online bulletin boards
o productivity tools: word processing and spreadsheets
o multimedia/graphics tools: presentation graphics, draw & paint programs,
web page editors, visual diagramming tools
o devices such as a digital camera, color scanner, and/or video capture
card to create digital images and/or video
Identify strategies for integrating computers into classrooms for both regular and
special students.
Describe the impact of copyright law on educational uses of intellectual
property.
Demonstrate an understanding of legal, ethical, and social issues regarding the
use of technology.
Create and edit digital video and audio files.
Use educational technology devices such as clickers, Smartboards, and
Elmos.
Use online class management systems such as CANVAS and Edmodo.

Technology proficiencies. With regard to designing, implementing, and assessing

technology-based learning experiences to engage students and improve learning;
prepare students for successive education, careers and college; enrich professional
practice; and provide positive models for students, colleagues, and the community,
individuals enrolled in Class A programs shall demonstrate ability to:
 1. Facilitate and inspire student learning and creativity by providing a variety of
learning environments that foster collaboration and innovative thinking to solve real
world issues and authentic problems using digital tools and resources.

2. Design, develop, use, manage, and assess authentic digital-age learning

experiences that are aligned with subject-area content and the Alabama Course of
Study: Technology Education to maximize content learning and address diverse
learning styles, incorporating the use of formative and summative measurement tools to
better inform learning.
3. Model and facilitate innovative digital-age work and learning experiences
through the effective use of current and emerging tools to ensure success in a global
and digital world whereby the teacher and learner locate, analyze, evaluate, manage,
and report information as well as communicate and collaborate online fluently using a
variety of technology-based media formats.
4. Promote, model, and communicate the safe, legal and ethical principles of
digital citizenship, equitable access, digital etiquette, and responsible online social
interactions in a global culture including respect for copyright, intellectual property, the
appropriate documentation of sources, and Internet user protection policies.
5. Engage in professional growth and leadership activities, including modeling
lifelong learning by participating in face to face and online learning communities to
continuously improve professional practice using existing and emerging digital tools,
resources, and current research that focuses on improved student learning, as well as
promotes professional development of other educators.

UAH Candidate Competencies/Dispositions Covered in this Course:

Content

Demonstrates a clear understanding of the content being taught. Differentiates

instruction and assessments to accommodate the needs of all learners
including special needs, gifted, ELL.
Differentiates instruction based on learning style assessments.
Embraces cultural, ethnic, and social differences to enrich the learning
environment. Differentiates instruction and assessments to accommodate the
needs of all learners including special needs, gifted, ELL.
Differentiates instruction based on learning style assessments.
Embraces cultural, ethnic, and social differences to enrich the learning
environment.
Elicits students prior knowledge and makes connections to new concepts.
Uses multiple representations to illustrate crucial concepts.
 Selects curricular materials that are accurate, in-depth, comprehensive, and
appealing to the students.
Seeks out and uses supplementary materials that go beyond the text.
Develops and teaches interdisciplinary lessons as part of a larger unit.
Seeks out and uses other resources/research to develop own content expertise.

Pedagogy

Develops and documents instructional plans that are appropriately aligned with
the Alabama Courses of Study.
Develops and implements detailed lesson plans.
Implements developmentally appropriate curricular materials and activities.
Uses a variety of instructional models to promote higher-order thinking (e.g.
problem-based learning, group investigation, concept attainment, inductive
model, integrative model).
Uses technology to increase student engagement (ELMO, overhead projector,
digital projector, multimedia, SmartBoard).
Differentiates instruction to facilitate the attainment of learning objectives.
Identifies students learning styles and plans accordingly. Do we need this here
if it is in the Diversity competency?
Communicates assessment criteria, performance standards, and assessment
results to students, parents, and colleagues.
Develops and implements procedures and routines to enhance a positive
learning environment (time management, transition management).
Organizes space, materials, and activities to maximize teaching and learning.
Proactively implements positive behavior support strategies (e.g., exhibits high
levels of with-it-ness when teaching).
Provides appropriate positive reinforcement and feedback to all students

Critical Thinking

Creates and implements instructional units that promote critical thinking,

problem solving, and inquiry.
Synthesizes information to promote concept development.
Integrates engaging problems that are connected to students lives.
 Uses effective questioning methods that encourage higher order thinking.

Diversity

Differentiates instruction and assessments to accommodate the needs of all

learners including special needs, gifted, ELL.
Differentiates instruction based on learning style assessments.
Embraces cultural, ethnic, and social differences to enrich the learning
environment.

Communication

Speaks fluently and clearly; avoids vagueness, adjusts for learners levels.
Explains clearly: step-by-step; logical; understandable; makes connections;
uses visual as well as verbal cues.
Uses specific, clear and relevant details when teaching; provides clear
examples.
Uses active listening skills.
Displays writing samples that are grammatically correct, that convey information
effectively, and that are appropriately constructed for the intended purposes and
audiences.
Professionalism
Collaborates with school colleagues, parents, and other members of the larger
community.
Participates in professional development activities such as Alabama Reading
Initiative (ARI), Alabama Math, Science, and Technology Initiative (AMSTI) ,
faculty meetings, and school and/or university workshops.
Demonstrates the ability to communicate effectively in person, via phone, via
email, and in writing
RELATIONSHIP TO THE CONCEPTUAL FRAMEWORK

UAH Department of Curriculum and Instruction Mission Statement

The mission of the Department of Curriculum and Instruction is to prepare knowledgeable, caring,
and reflective teachers who are committed as leaders to serving the needs of all learners. As a faculty
we accomplish our mission through outstanding teaching, cutting-edge research, and meaningful
service.

The Department of Curriculum and Instruction at The University of Alabama in Huntsville prepares
prospective elementary and high school teachers at the graduate and undergraduate levels to assume
leadership roles in public and private schools. The faculty in the department is committed to the view
that educators are reflective decision-makers who facilitate student learning.

Our vision is led by the motto: Through Teaching We Lead. We believe that professional teaching
combines an imaginative and empathic understanding of learners with a rigorous, research-based body
of pedagogical knowledge. These components must be enfolded with a substantive preparation from the
disciplinary knowledge. We want our teacher candidates to become educators who are reflective leaders
committed to the continuing development of dispositions and skills that manifest in their own practices
as an elevated balance of both support and challenge for learners.

The establishment of the theme, Through Teaching We Lead, codifies the major purpose of our
department: to graduate teachers who are exceptionally well-prepared in disciplinary, pedagogical, and
professional knowledge; who understand and address the needs of all learners; and who are committed
to serving as leaders in the educational community to ensure that all students receive a high-quality
education. The vision and mission statements of the Department are realized through the goals and
outcomes for the program.

UAH ACTS Matrix Standards for ED350/520

(1) Learner Development. The candidate understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
(3h) The candidate intentionally builds learner capacity to collaborate in face-to- face and
virtual environments through applying effective interpersonal communication skills.

(3g) The candidate promotes responsible learner use of interactive technologies to extend the
possibilities for learning locally and globally.

(3m) The candidate knows how to use technologies and how to guide learners to apply them in
appropriate, safe, and effective ways.

(4g) The candidate uses supplementary resources and technologies effectively to ensure
accessibility and relevance for all learners.

(5c) The candidate facilitates learners use of current tools and resources to maximize content
learning in varied contexts.

(5l) The candidate understands how to use digital and interactive technologies for efficiently
and effectively achieving specific learning goals.

(6i) The candidate continually seeks appropriate ways to employ technology to support
assessment practice both to engage learners more fully and to assess and address learner needs.

(8g) The candidate engages all learners in using a range of learning skills and technology tools
to access, interpret, evaluate, and apply information.

(8n) The candidate knows how to use a wide variety of resources, including human and
technological, to engage students in learning.

(8o) The candidate understands how content and skill development can be supported by media
and technology and knows how to evaluate these resources for quality, accuracy, and
effectiveness.

(8r) The candidate is committed to exploring how the use of new and emerging technologies
can support and promote student learning.

(9f) The candidate advocates, models, and teaches safe, legal, and ethical use of information
and technology including appropriate documentation of sources and respect for others in the use
of social media.

(10g) The candidate uses technological tools and a variety of communication strategies to build
local and global learning communities that engage learners, families, and colleagues.

UNIVERSITY AND COLLEGE POLICIES

Disability Accommodations: The University of Alabama in Huntsville will make
reasonable accommodations for students with documented disabilities. If you need
support or assistance because of a disability, you may be eligible for academic
accommodations. Students should identify themselves to the Disability Support
 Services Office (256.824.1997 or 317 Wilson Hall) and their instructor as soon as
possible to coordinate accommodations.

Academic Integrity: It is the aim of the faculty of University of Alabama in Huntsville to

foster a spirit of complete honesty and a high standard of integrity. The attempt of students to
present as their own any work that they have not honestly performed is regarded by the faculty
and administration as a serious offense and renders the offenders liable to serious consequences,
possibly suspension. "Scholastic dishonesty includes, but is not limited to: cheating,
plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed
to give unfair academic advantage to the student or the attempt to commit such an act. To insure
that you are aware of what is considered academic misconduct, you should review carefully the
definition and examples provided in Article III. Code of Student Conduct, Student Handbook, p.
93. If you have questions in this regard, please contact me without delay.

Use of Prior Work: You may not submit in fulfillment of requirements in this course
any work submitted, presented, or used by you in any other course.

Cheating: Dishonesty on examinations, quizzes, or written assignments, illegal possession of

examinations, the use of unauthorized notes/text during an examination or quiz, obtaining
information before or during examinations from another examination paper or from another
student, assisting others to cheat, alteration of grade records, illegal entry to unauthorized
presence in an office are instances of cheating.

Plagiarism: Offering the work of another as ones own, without proper acknowledgment, is
plagiarism; therefore, any student who fails to give credit for quotations or an essentially
identical expression of material taken from publications, websites, and other reference works, or
from the themes, reports, or other writings of a fellow student, is considered plagiarism.

Collusion: The unauthorized collaboration with another person in preparing academic

assignments offered for credit, including papers or take-home tests, or collaboration with
another person to commit a violation of any section of university academic integrity policies, is
considered collusion.

Civility in the Classroom: Students are expected to assist in a classroom environment that is
conducive to learning. Students are expected to treat others in class (including the instructor)
with courtesy and respect, be attentive and actively involved, and talk with the instructor outside
of class regarding frustrations or grades. In order to insure that all students have the opportunity
to gain from time spent in class, students are prohibited from engaging in any form of
distraction. The following behaviors, among others, will not be tolerated and will be addressed:
verbal aggression, offensive remarks, chatting with other students, talking out of turn, reading
the newspaper, texting or sleeping.

Final Grades: In order to progress in any education program, students must earn a C or higher in
 all courses while maintaining a 2.75 Education GPA.

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Course Requirements

Prepare for class by reading assigned material and completing assigned lab
exercises.
Complete required online tutorials.
Complete the following projects: (70 percent of course grade)
o Teacher Technology Presentation/LMS Project (20 percent)
o PowerPoint Project (10 percent)
o Screencasting Project (10 percent)
o Class gradebook (spreadsheet) (10 percent)
o MovieMaker/YouTube Project (20 percent)
Maintain a reflective journal that includes reflections on readings, class
activities, and other observations related to educational technology. The
reflective journal will be posted on blogger.com. The reflective journal and the
reflection paper will compose 15 percent of your course grade. As part of the
journal (the final entry), complete a final reflection paper. The reflective journal
and the reflection paper, together, will compose 15 percent of your course
grade.

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Evaluation

Scale
Assignment Percent
A = 90+
B = 80 - 89+
Tutorials 15
C = 70 - 79+
Projects 70
D = 60 - 69+
Reflective Journal/Paper 15
F = below 60

Incomplete Grade Policy. A grade of incomplete (I) will be given only in unusual
circumstances, typically due to events beyond a student's control (e.g., automobile
accident, major family emergency, or serious illness).

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Participation/Class Attendance

Attendance is mandatory. Students are expected to attend all courses on time.

Students are expected to attend every class and to be present for scheduled
days and in-class assignments.
Attendance will be taken at the beginning of class.
After one (1) absence (one-day a week course); (2) absences (two-day a week
course), students final grade will be reduced by 10% for each additional
absence. Excessive absences can result in an F in the class.
Tardiness or an early departure (for any reason) of 20 minutes or more will be
considered an absence.
Three (3) tardies or early departure (for any reason) of less than 20 minutes will
be considered an absence.
If a student anticipates an absence for any serious reasons notify the instructor
ASAP. If you have a family situation or emergency that will hinder your ability
to attend class or to complete any assignments on time, please contact the
instructor immediately. Absences due to University sanctioned events, e.g.
athletics, should be accompanied by a letter from a University official prior to
the absence.
If a student is absent, it is still their responsibility to make up the assigned and
in-class work before the next class session.

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Lab Exercises

Lab exercises involve hands-on practice to help students learn the fundamental uses
and educational applications of various software tools. Exercises will generally be
started in class, but you may be asked to complete some exercises outside of class. If
you miss work on a lab exercise because of an absence, you are responsible for
completing the exercise outside of class. All lab exercises are available on CANVAS
and the dates on which they are assigned will be available on the class schedule in
CANVAS. Solutions to the lab exercises will be made available on CANVAS or given in
class sometime after they are assigned so that you can check your own work. Lab
exercises will help you prepare to complete the course project and the hands-on exam.

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Project Expectations

All projects must be completed using specified applications. Printed projects must be
properly labeled with your name and multiple-page copies should be stapled. Specific
criteria used to evaluate projects will be posted on the class web site. Projects should
be checked for spelling or grammar errors. Unless otherwise specified, projects are to
be completed individually. You are responsible for keeping backup copies of all project
files until the end of the term.

To earn full credit, projects must be submitted on time. Late projects will not be
accepted.

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Class Communication

Students are encouraged to communicate with the instructor and with one another
throughout the course using CANVAS e-mail, the class bulletin board, and in person.
Before you send an electronic message, however, consider the following guidelines:

Make sure that you have searched for the answer to your question in the
syllabus, on the course web site, or in other course materials.
If you have a question about a class policy, an assignment, or any other item
that would probably be of interest to another student, please post a message on
the bulletin board instead of sending me an e-mail. That way my response will
be available to all students; and, if I am unable to respond promptly, other
students may be able to answer your question as well (and you are encouraged
to do so). You may post messages anonymously in the Help and Suggestion
Box areas of the bulletin board.
If you need to let me know about a situation that is of a personal nature or
would like to discuss your grades, please DO NOT use the bulletin board, but
rather send the message via e-mail.

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Other Class Guidelines

Do... Don't

check your UAH e-mail use cell phones/pagers/instant

account, CANVAS e-mail
account, and the CANVAS
bulletin board on a regular basis.
sign messages with your full
name, especially when using
your personal e-mail account.
leave the lab properly.
o close all open applications
on your PC so that the
Desktop is visible
o remove your flash drive
from the computer
messengers during class.
play games or engage in other
activities that may distract other
students or the instructor.
remove a flash drive from a
computer until you have closed
all files that are open from the
drive.
Shut Down the computer
unless requested by your
instructor or lab assistant.
 o log off of the network bring food or drink into the
o slide your chairs neatly computer lab
under the computer
tables.

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THE INSTRUCTOR RESERVES THE RIGHT TO REVISE OR AUGMENT THIS

SYLLABUS AND SCHEDULE AT ANY TIME. STUDENTS WILL BE PROVIDED
WRITTEN AND ELECTRONIC DOCUMENTATION OF ANY CHANGES MADE
DURING THE COURSE IN A TIMELY MANNER.