EME 4401: Integrating Technology into the Elementary Classroom Spring 2015

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1 EME 4401: Integrating Technology into the Elementary Classroom Spring 2015 Krista Ruggles G518 Norman Hall Office Hours: Tuesday and Friday 11:30-12:30 (By Appointment) Course Overview It has long been argued that technology will revolutionize learning, teaching and schooling, benefiting both students and teachers in ways essential to success in the 21 st century (Levin & Wadmany, 2008). Technology is said to spark interest and excitement in learners, to promote collaborative learning opportunities, and to foster the development of new intellectual skills. Technology allows teachers to access new information, to collaborate with peers across space and time, and to develop lessons with more authentic tasks for students. While it is unclear the degree to which technology has impacted schooling today, it is clear that technology alone cannot and will not change teaching and learning. It is only through teachers integration of these tools within their pedagogical practice that change will occur. In this course, we will focus on developing the knowledge needed to successfully utilize technology in the elementary classroom, apply that knowledge to practical lesson design, and prepare for continued, career-long professional learning in this area. Course Objectives In this course, students will develop an understanding about the following big ideas from NETS*T and be able to apply that learning to related area(s). They will engage in scholarly discussion and practical application related to these concepts. 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital Age Learning Experiences and Assignments 3. Model Digital Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership Course Meeting Days/Times The class is scheduled from 8:30-11:30 in Norman G518. While we will always have 3 hours of interaction each week, most weeks will be blended, with a combination of online and face-to-face activities. There will also be several online only classes. If you are interested in using the lab equipment and space, it will always be available to you on your scheduled class day. More information will be shared during the first week of class. PART I: Laying the Foundation (Modules 1-3) Tentative Course Schedule During the three modules that constitute Part I of EME 4401: Integrating Technology into the Elementary Curriculum, we ll be exploring three areas of intersecting knowledge teachers use when integrating technology into their lesson design: Technological Pedagogical Content Knowledge (TPACK). As we begin our study of TPACK, we will reflect on our own knowledge within these categories and use this framework as a guide for developing our knowledge throughout this course. We will investigate the need for technology integration into modern curriculum and explore how to prepare for technology integration in the elementary classroom. PART II: Technology Tools for the Classroom (Modules 4-11) For the next eight modules, we will dive more deeply into potential tools for integrating technology into the elementary curriculum. During each module, you will learn about a tool, or genre of tools, by exploring: 1) what it is and what it is used for, 2) how to use it, and 3) how to integrate it into the classroom.

2 2 PART III: Issues in Teaching with Technology (Modules 12-14) As a teacher in the 21 st century, it is essential that you are familiar with the issues and expectations associated with integrating technology into the elementary curriculum. There is one special event (Inquiry Showcase) in part three to ensure you are supported by a community of professionals and reminded that teaching, while deeply personal, cannot happen in isolation. Readings Course Textbook Dana, N. F. & Yendol-Hoppey, D. (2014). The reflective educator s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press. Additional course readings and other multimedia materials for each module will be available for you online. Inquiry Reading Be prepared to search for and read at least 4-7 additional resources for your inquiry. These readings will support your inquiry findings and should reflect a range of literature including: empirical articles, books or book chapters, and contemporary literature such as blogs or periodicals. You will list these readings in the reference section of your inquiry paper. Course Requirements Grading Scale A = 94.0 or above A- = B+ = B = B- = C+ = C = C- = D+ = D = D- = F = 59.9 or below For greater detail on the meaning of letter grades and university policies related to them, see the Registrar s Grade Policy regulations at Assignment Details Assignment Grade Percentage Due Date ipad Mini-Grant 10% Tues. 2/3 Fri. 2/6 Technology Integration Plans 20% Tues. 2/17 & 3/24 Fri. 2/20 & 3/27 Peer Presentations: Contemporary Issue & Cool Tool 20% Varies Practitioner Inquiry 30% Ongoing Class Participation 10% Ongoing Technology Practicum & February & March (TBA) 10% Reflection Tues. 4/10 *All assignments are due at 11:55PM ipad App Mini Grant Application (10%): Grants are a great way to obtain technology for your classroom that might not be available at your school. You will complete a grant application for one ipad app that might be purchased for our class ipads. The grant application and rubric is available for you on Canvas. Technology Integration Plans (20% = 10% each): You will write two technology integration plans based on lesson plans you have written for your other courses. These plans must reflect your knowledge and skill in integrating technology into a lesson. Each plan should use a different technology tool and should include an example of the technology integration. You will find the technology integration plan, rubric, and an example on Canvas.

3 Peer Presentations (20% = 10% each): You will prepare and present to your peers twice this semester (see more details about each presentation below). These presentations should be approximately ten minutes each. Please sign up for the dates of your presentations during the first two weeks of class. You are encouraged to select topics that interest you, but they do need to be approved ahead of time and should be related to technology integration in the elementary classroom. You may also select the way in which you present your information. Be creative and try incorporating some new presentation tools. While PowerPoints are acceptable, consider unfamiliar presentation software (i.e., Prezi, Keynote, SlideRocket, GoogleDocs etc.). Your presentations should be well prepared, professionally presented, and engaging. You are expected to teach something new and facilitate discussion. More specific expectations for each presentation are as follows. Collaborative Contemporary Issues Presentation: Select two or three peers to work with you on this presentation. Identify a resource to critically analyze and present. This resource can be a current article/podcast/video/blog post (print or online) that addresses a contemporary issue related to technology and teaching/learning in an elementary classroom. At least one week prior to your presentation, post the topic to the Contemporary Issues Forum on the course website along with its related resource (there should not be repeated topics during the semester). The actual presentation will be recorded or presented through an online tool, and will be viewed by your peers outside of class. The presentation must include: an overview of the issue a summary of the resource your reaction and reflective thoughts related to the issue questions that facilitate a discussion with your peers Cool Tools Presentation: Select a cool tool and post your chosen topic to the peer presentation GoogleDoc (linked in the course site) at least one week prior to your presentation. You will then conduct a SWOT analysis (strengths, weaknesses, opportunities, threats) of your chosen cool technology tool and share your analysis with your peers during class. Your presentation should address the following questions and give your peers time to ask questions and engage in discussion. Steps of a SWOT Analysis - Address each of these four points: 1. S: What are the strengths of the tool? (These strengths typically come from within the tool.) 2. W: What are the weaknesses of the tool? (These weaknesses typically come from within the tool.) 3. O: What opportunities exist for using this tool in a learning environment? (This should address the TPACK framework discussed within the first few weeks of class.) 4. T: What threats exist for using this tool in a learning environment? (These threats would typically stem from outside the tool.) By the morning of your presentation date, you must post the file or link for your presentation. Practitioner Inquiry (30%): During this course you will engage in a series of exercises to help you reflect deeply on your own development as an elementary school teacher by conducting a self-study inquiry related to technology integration. We will discuss the inquiry process in detail during the first few weeks of class and more extensively throughout the semester. There are several checkpoints assigned that will lead to your final inquiry write up and our inquiry showcase at the end of the semester. These assignments must be completed by the due date to receive full points. The inquiry checkpoints include: Initial Wondering Statement (5) Inquiry Brief (20) Data Collection Progress Report (5) Inquiry Showcase Abstract and Handout (10) Inquiry Write-Up (50) Participation in Inquiry Showcase (10) 3

4 Participation (10%): In addition to meeting in class and participating in (and often leading) interactive discussions, you should also expect to spend time interacting online to extend the ideas discussed in class. Participation expectations and online structures will be explained in more detail during the first week of class. Within our discussions, you will be expected to synthesize readings and discussions, push the thinking of yourself and the group, and connect readings and activities within and beyond the class. This grade includes, but is not limited to, overall participation in class discussions (face-to-face and online), and reflections. Technology Practicum and Mentorship (10%): You will participate in two hands-on technology practicum experiences where you will be mentoring a first semester Proteach preservice teacher and a student from Kids Count in ways mobile technology can be integrated in a variety of ways. This practicum is directly tied to your practitioner inquiry assignment. Your first visit will take place in February where you will observe and discuss academic goals for your assigned student. We will visit as a whole class in March to collect data for your practitioner inquiry. You will also be required to communicate with your first semester partner on a regular basis. These communications, along with a final reflection, will be collected in a document that you will turn in at the end of the semester. Resubmission & Late Work Policies and Professional Skill Development Late work (papers or discussions) will not receive full credit. Late work turned within 24-hours after the deadline will lose 5%. Beyond that, 10% per additional day. No late assignment will be accepted after one week. If you receive an 85% or below on any assignment, you are encouraged to resubmit the assignment based on feedback. Furthermore, coursework instills in the preservice teacher much more than course content. Students learn content, but they also develop professional skills related to their career aspirations. Every assignment should have an authentic connection to your future career. (See the instructor if you don t feel this is accurate, so you can ensure your learning is tightly connected to your goals). We will have time in class throughout the semester to discuss professional issues and skills. You will be held to high professional standards in this class in order to best prepare you for your upcoming careers in the teaching profession. Course and University Policies Standards met in this course Florida Educator Accomplished Practice #12 o The preprofessional teacher uses technology as available at the school site and as appropriate to the learner. S/he provides students with opportunities to actively use technology and facilitates access to the electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. ESOL Performance Standards EME 4401 Standard 1 Standard 2 Standard 3 Domain 1 N/A N/A Domain 2 4 Domain 3 3.3a-c Domain 4 4.2a-c N/A Domain 5 o Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL) Standard 3: Effective Use of Resources and Technologies: Teachers will be familiar with and be able to select, adapt and use a wide range of standardsbased materials, resources, and technologies.

5 3.3.a. Use culturally responsive/sensitive, age-appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. 3.3.b. Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills. 3.3.c. Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels. o Domain 4: ESOL Curriculum and Materials Development Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies. 4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible materials. 4.2.b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs developing English language and literacy. 4.2.c. Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels. College of Education Educator Assessment System (EAS) for Florida Educator Accomplished Practices (FEAP), Reading Competencies, and ESOL Standards o The state of Florida requires all entry-level educators to master the knowledge, skills and dispositions of 12 Florida Educator Accomplished Practices (FEAP). For each key task, your performance will be rated as Met, Met with Weakness, or Not Met (as are all FEAP s that are assessed throughout the program). Mastery of each indicator addressed in this course will be measured by your work on key tasks. To pass this course, you must complete successfully all these tasks and receive a rating of Met or Met with Weakness. No exceptions are made to this rule, even if you do not plan to teach after graduation. Students who receive a Not Met rating will have the opportunity to redo a Key Task or remediate and in some cases, complete a comparable task assigned by the instructor. (*Please note: Resubmitting work in order to complete Mastery of a Key Task does not change the grade received on the original assignment.) Students who do not complete their alternate work with a satisfactory rating ( Met or Met with Weakness ), will receive either an Incomplete or a failing grade for the course and must repeat it later. Assignments in EME 4401 are not explicitly tied to the Practicum. However, students will be encouraged to integrate course assignments into the Practicum experience as much as they are able. Students will also be asked to discuss relevant Practicum experiences during class conversations. U.F. Computer Policy In keeping with the University of Florida s student computer policy, all assignments completed for this class must be typed using a word processing program. Use of spell-checking and grammar-checking programs is strongly encouraged. Points will be deducted from assignments with excessive spelling/grammar errors. Academic Integrity All students registered at the University of Florida have agreed to comply with the following statement: I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University. In addition, on all work submitted for credit the following pledge is either required or implied: On my honor I have neither given nor received unauthorized aid in doing this assignment. If you witness any instances of academic dishonesty in this class, please notify the instructor or contact the Student Honor Court ( ) or Cheating Hotline ( ). For additional information on Academic Honesty, please refer to the University of Florida Academic Honesty Guidelines at: 5

6 6 Cheating, lying, misrepresentation, or plagiarism in any form is unacceptable and inexcusable behavior and may result in a reduction of course grade and a report to university officials. Please note that plagiarism from the Internet, from any published or unpublished manuscript, or from any current or former student s work will be considered a violation of the UF Academic Honesty policy. If you are not certain of the definition of plagiarism, please speak with your instructor. NOTE: Submission of work completed to fulfill requirements for other classes may not be used for assignments in this class UNLESS you have specific permission from the instructor. Attendance and Make-up Exams and Assignments Students are expected to attend all class sessions. Much of the work in this course occurs during class sessions and cannot be repeated outside class in an equivalent manner. Students who have difficulty meeting this expectation should speak with the instructor to determine whether make-up assignments or exams are possible. Absence for permitted religious reasons, documented medical concerns, and other reasons as documented in University policy will be handled accordingly. Requirements for class attendance and make up exams, assignments, and other work are consistent with university policies that can be found at: Accommodations for Students with Disabilities If you require classroom accommodation because of a disability, you must first register with the Dean of Students Office ( The Dean of Students Office will provide documentation to you, which you then give to the instructor when requesting accommodation. The College is committed to providing reasonable accommodations to assist students in their coursework. Counseling and Student Health Students with academic concerns related to this course should contact the instructor in person or via . Students also may occasionally have personal issues that arise in the course of pursuing higher education or that may interfere with their academic performance. If you find yourself facing problems affecting your coursework, you are encouraged to talk with an instructor and to seek confidential assistance at the UF Counseling & Wellness Center, Visit their web site for more information: Also, crisis intervention is always available 24/7 from: Alachua County Crisis Center: (352)

7 7 Course Schedule Spring 2015 (Tuesday and Friday Classes) MODULE WEEKLY TOPIC & READINGS ASSIGNMENT DUE ONE 1/6 & 9 TWO 1/13 & 16 THREE 1/20 & 23 Web 2.0 Tools (i.e., blogs, wikis, and social bookmarking) Professional Learning Environments (PLE) Building Our Blended Learning Community Technological Pedagogical Content Knowledge (TPACK) Introduction to Practitioner Inquiry Technology Integration Matrix (TIM) Technology & Common Core State Standards (CCSS) Class Wondering Read Chapter 1- Teacher Inquiry Defined Begin Cool Tool Presentations Read Chapter 2 The Start of Your Journey: Finding a Wondering FOUR 1/27 & 30 FIVE 2/3 & 6 SIX 2/10 & 13 SEVEN (ONLINE) 2/17 & 20 EIGHT 2/24 & 27 NINE 3/10 & 13 TEN 3/17 & 20 ELEVEN 3/24 & 27 Mobile Technologies Planning for Technology Integration Grant Writing Class Inquiry Plan Telling Stories with Technology/ Multigenre Book Universal Design for Learning (UDL) Wonderings Workshop Problem Solving/Coding/3D Printing Authentic Assessment Google & Productivity Tools [i.e., Microsoft Office Word, Excel, PowerPont, Prezi, screencasting] Video Production and Stop-Motion Animation Interactive Whiteboards and SMART Exchange Kids Count Data Analysis Mapping Tools Inquiry Writing-up Read Chapter 4- Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice Mini-Grant Initial Wondering Inquiry Brief Technology Integration Plan #1 Data Collection Progress Report by 11:55 PM Chapter 6- Finding Your Findings Technology Integration Plan

8 8 Course Schedule Spring 2015 (Tuesday and Friday Classes) MODULE WEEKLY TOPIC & READINGS ASSIGNMENT DUE #2 TWELVE (ONLINE) 3/31 & 4/3 THIRTEEN 4/7 & 10 FOURTEEN (ONLINE) 4/14 & 17 FIFTEEN Digital Citizenship Safe and Smart Internet Searching Copyright, Fair Use & Creative Commons In-Class Inquiry Classroom Management when using Technology Current Topics-Blended Learning, Virtual Schooling, Home-School Communication Inquiry Showcase-April 24 th 3:00-7:00, Location TBA Chapter 7- Extending Your Learning: The Inquiry Write-Up Inquiry Abstract Inquiry Handout Inquiry Write-Up Communication Log and Reflection