EDU 331 INSTRUCTIONAL MEDIA              AND TECHNOLOGY

Dr. Richard Porr

Office:   Murphy 111  Hours:   By appointment with Janice Office Phone:  271-4332 e-mail:  porr@missouriwestern.edu http://staff.missouriwestern.edu/~porr

 

 

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1.  begin the synthesis of the content knowledge and pedagogical skills gained from your majors classes and education courses at this point in your program into the electronic portions of a social web portfolio, beginning with a PBWiki home page.. [Western Teacher Education Goals 1, 7, 9, 11 and the professional goals embraced by your major discipline] 

2.  create and publish a discipline-specific, web-based, social curriclum activity. [ISTENets Std V, Western Teacher Education Goals 1, 3, 4, 5, 7, 11 and the professional goals embraced by your major discipline] 

3.  create and publish a web-based, standards-aligned, social curriculum project (VoiceThread) [ISTENets Stds 1, II, III, IV, and VI; Western Teacher Education Goals 1, 2, 3, 4, 5, 7, 8, 11, MO GLEs, and the professional goals embraced by your major discipline] 

4.  create and present a PBWiki page of professional web links that can be integrated into your classroom teaching [ISTENets Std II; Western Teacher Education Goals 7, 11 and the professional goals embraced by your major discipline] 

5.  explore the use of technology tools to engage in social collaborations with colleagues and parents to have a positive effect upon student learning [ISTENets Std. V; Western Teacher Education Goals 7 and 10]

6.  demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students) [ISTENets Std I, Western Teacher Education Goal 11]

 

CATALOG DESCRIPTION:

 

EDU 331 Instructional Media and Technology (2) F, Sp. Survey of appropriate pedagogical applications of computer technology to the K-12 classroom. Emphasis on the use of the internet in the classroom and the local development of electronic instructional materials. Basic word processing skills assumed. Two hours lecture, one hour lab. Prerequisite: Formal admission to the Education Department and three of the following courses: EDU 320, 330, 340, and MAT 351.

 

MEETING TIMES:  10:30 - 1:20 daily during the first four week session of the summer semester, 1.5 hours TR during a regular semester

 

TEXTS:  No texts---you will be directed to free Web 2.0 onine resources. However, you may choose to buy or borrow a computer headset with microphone, depending on your choice of a critical learning project. You will have time to order one over the Web (cheaper) or you can find inexpensive ones that work well from $17.95 on up if you choose that option. If possible, get one with noise cancelling ability (about $22.00 at Office Max).

 

COURSE METHODOLOGY:  In order to help you accomplish the objectives stated above, we will work recursively with demonstrations and hands-on applications.

 

 

GENERAL INFORMATION:

Attendance:  Learning is a social activity.  Someone has said that education is caught, not taught.  It is in the context of participation and cooperation that one really learns, for learning does not come solely by reading an assignment or by writing.  Learning is full, rich and rewarding when the learner is fully engaged, engaged with the teacher, the text, the assignments, and with other learners.  Surely, it is this kind of learning you desire for your students when you are teaching in your own classroom.  Therefore, it is important that you start your career as an educator in a responsible and professional manner.  Attend all classes and be on time.  Absences cannot, in reality, be made up since the missed class can never be duplicated.  However, if you miss class due to circumstances beyond your control (and for which you have been formally excused), check with another class member regarding class notes and assignments and then talk with me about possible make-up work. Unexcused absences will result in a 2% reduction in the overall grade for each day missed (5% per day during the Summer session). 

Assignments:   It is vitally important that you view each assignment as something more than just an assignment. Each assignment is an opportunity to participate in and benefit from a learning experience that may be crucial for your success and satisfaction as a student teacher.  In essence, you will be practicing some aspects of your chosen profession. Your participation should include thoughtful contributions to class discussions and activities. And, your preparation for class activities should not be limited to attention to content only, but to your relationships with class members and myself.  Teaching is a relational activity and how relationships are built and nurtured can determine success or failure, satisfaction or discouragement.  Much of what you do now can preclude problems later, when more is at stake. 

Please note the following: 

Spelling and/or grammatical errors in written and web-based productions will result in lowered grades (see rubrics). In all ways, teachers should be professionals. Moreover, sloppy or shallow thinking will not be accepted and may result in returned projects or a reduced participation grade. The instructor will warn any students who fall into this kind of unprofessional behavior before the grade is reduced. 

A Caution:  Please read and listen to the particulars of each assignment very carefully. Ask questions if you are unsure of what is required. Note that when an assignment specifies aspects that must be included you will lose credit if ANY of the required parts of the assignment are missing or have not been given appropriate attention. 

 

GRADES:

Grades can alert you to areas of strength and areas of weakness and can indicate the degree of professional effort you are investing into the development of teacher skills, knowledges, and strategies.  This is a professional course and professional performance is expected.  Keep in mind that prospective employers will look at grades in order to forecast future success.  The following descriptors are examples of performance indicators commensurate with each assignment grade and with the overall course grade: 

Exemplary Performance (Advanced): When there exist a numbers of correct "facts", "propositions", "steps" or "points" that could be included in an answer, the pre-service teacher mentions more than one, and in addition each is presented in correct relationship or connection with the others, and in addition the student demonstrates their grasp of some larger model, or body of theory, or perspective from which the whole can be viewed, or correctly extends the central principle of the answer into additional areas of relevant application not explicitly stipulated in the question. In breadth, depth, and connectedness, the responses are cover from 92% to 100% of the total possible points. [The SOLO Extended Abstract performance level] 

Superior Performance (Proficient): When there exist a numbers of correct "facts", "propositions", "steps" or "points" that could be included in an answer, the pre-service teacher mentions more than one, and in addition each is presented in correct relationship or connection with the others, in explaining, justifying, or establishing the outcome. In breadth, depth, and connectedness, the responses are cover from 84% to 91% of the total possible points. [The SOLO Relational performance level] 

Acceptable Performance (Basic): When there exist a numbers of correct "facts", "propositions", "steps" or "points" that could be included in an answer, the pre-service teacher mentions more than one, but each is presented in isolation from the others, as though they were all unrelated or unconnected in explaining, proving, or establishing the outcome. In breadth, depth, and connectedness, the responses are cover from 76% to 83% of the total possible points. [The SOLO Multistructural performance level] 

Sub-standard Performance (Below Basic): When there exist a numbers of correct "facts", "propositions", "steps" or "points" that could be included in an answer, the pre-service teacher mentions only one, as though it were all that was necessary to explain, prove, or establish the outcome. In breadth, depth, and connectedness, the responses are cover from 68% to 75% of the total possible points. [The SOLO Unistructural performance level] 

Unacceptable Performance: When there exist a numbers of correct "facts", "propositions", "steps" or "points" that could be included in an answer, the pre-service teacher fails to address any and misses the main idea(s) of the assignment/course. In breadth, depth, and connectedness, the responses cover below 68% of the total possible points. [The SOLO Prestructural performance level] 

Exemplary work is the professional expectation for all students at this point in their coursework. 

Web Page:  All items in this syllabus are also available linked off of my web site:  http://staff.missouriwestern.edu/~porr 

Choose the selections you wish to view under 331. 

Center for Academic Support:  Located in the Northeast corner of the library building (LRC 213), the Center for Academic Support is a free service of the college.  The Center offers help primarily for writing and math.  Should you need help, you may wish to call the Center for an appointment at 271-4524 or drop by to make an appointment. 

Special Needs:  If you have a special need, e.g. hearing loss, learning disability, etc. that requires special arrangements, please inform the instructor after the first class meeting so that proper arrangements can be made. 

Appeals:  If at any time you feel that I have treated you or your work unfairly, either make an appointment with me to discuss the issue or provide me with a written description of your perceptions and position.  If discussions with me fail to resolve the matter, please make an appointment with the dean of professional studies. 

Academic Honesty Policy and Due Process:  Academic honesty is required in all academic endeavors. Violations of academic honesty include any instance of plagiarism, cheating, seeking credit for another’s work, falsifying documents or academic records, or any other fraudulent activity. Violations of academic honesty may result in a failing grade on the assignment, failure in the course, or expulsion from the University. When a student’s grade has been affected, violations of academic honesty will be reported to the Provost or designated representative on the Academic Honesty Violation Report forms.

Please see the Western Student Handbook and Calendar for specific activities identified as violations of this policy and the student due process procedure or visit the Student Development website at

http://www.missouriwestern.edu/StudentDev

and click on Code of Conduct. This handbook is also available online at

http://www.missouriwestern.edu/handbook/index.pdf

 

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GRADED TASKS/PROJECTS:

 

1. BigHugeLabs/Flickr Curriculum Tool. After signing up for various Web 2.0 online tools, use BigHugeLabs in conjunction with your Flickr account to create a lesson plan for using a BigHugeLabs tool. Use the supplied lesson plan guide to complete the assignment. You will want to sign up to use Stock.xchng for a source of photos beyond Google search.

(20%)

 

2. PBWiki Home Page. Set up your PBWiki Home Page to serve as the front page of your certificaton portfolio. Be sure to pay attention to the sidebar and how to link to uploaded files and external URLs.

(10%)

 

3. PBWiki Links Page. Create a new page entitled, "Links." After the in-class discussion about this assignment, determine the categories of links you will include on this page. Google your topics and create links to web sites that can provide rich curriculum content and/or professional references to be used by you, your students and your colleagues.

(20%)

 

4. Ed Tech Journal. Begin your Ed Tech Journal (on your PBWiki):

 

Create a new page on your PBWiki. Name it "Journal."

Create a section (use the horizontal bar) for each technology tool we investigate in class.

Include the following information for each technology tool or resource:

    * Name: (e.g., Animoto

    * Description: (copy and paste if you wish)

    * At least two specific teaching/learning applications (e.g., "students would . . .")

    * The equivalent of at least a half page reflection of the strengths and weaknesses associated with using this in the classroom

     * A link to any application you created using this tool (or embed it into the PBWiki page)

(10%)

 

5. VoiceThread or Mixbook Project. This is a major piece of curriclum that must be aligned to standards (in most cases, to the GLEs).

(40%)