Course Syllabus
Course Description
EDLF 545 is a unique opportunity for students to learn about the use and integration of leading edge technologies and apply technology to support learning in a K-12 setting. The highlight of the course is the Technology Infusion Program (TIP), which partners each EDLF 545 student with a mentor teacher in an Albemarle County school to design and implement a technology-enhanced instructional module. The internship provides the students with practical classroom experience and the Albemarle County teachers with professional development on educational technologies and their applications. Students work as part of a cohort and often go on to be leaders and innovators in implementing technology in education.
Course Goal and Objectives
The goal of this course is to help students increase their theory-based and applied knowledge and skills in integrating technology as part of a K-12 learning environment.
More specifically, students will
- Identify opportunities where educational technologies can extend and enrich a
K-12 classroom- Work with a mentor teacher to plan and design an effective learning module that is supported or enhanced by technology
- Use various software and technologies to produce quality educational products and publish the products to a class Website
- Help to establish and then participate in a community of practice by communicating with colleagues, sharing resources, and collaborating on projects via technology-supported mechanisms
- Evaluate and reflect on their own implementation of educational technologies to support student learning in a K-12 classroom
Participants
Students enroll in this course from varied backgrounds, but all share a common curiosity about technology and the desire to use it to enhance instructional methods and strategies in order to maximize student learning in the K-12 classroom. Students who take EDLF 545 include
- Preservice teachers who have taken EDLF 345 and want to learn advanced skills in teaching with technology and apply the skills they have learned in a real classroom
- Preservice teachers who are taking EDLF 545 in lieu of EDLF 345 because they feel they are prepared for and want to learn advanced skills in teaching with technology and apply them in a real classroom
- Graduate students in education who have an interest in the theoretical and practical benMonday, January 8, 2007 implement technology applications
Expectations
The students and the instructors will work together as a community of practice. Since the majority of the activities will be a collective effort, do your best to attend all classes and complete assignments in a timely fashion. If you need to miss a class or an extension on an assignment, please notify one of the instructors in advance. Otherwise, points will be deducted for late work.
If at any time during the semester you have suggestions for how the course could be improved, please let the instructors know or use the anonymous feedback mechanism via toolkit. It is our goal to make EDLF 545 the best experience possible for all of the participants.
Class Format
The weekly classes are designed to be highly interactive and hands-on. Each class will loosely follow a three-tired framework:
- Class discussion – Each week we will focus on a different “big picture” theme prompted by assigned readings or podcasts. Initially discussions will be facilitated by the instructor(s). Later in the semester the students will have a chance to select topics and lead the class discussions.
- Skill building – Over the course of the semester you will learn how to use a range of tools from basic Website management utilities to leading edge technologies like SmartBoards and podcasting. Then you’ll get to use your skills, working individually or as part of a team, to produce educational products to be posted to a collaborative Website.
- Practical application – We’ll conclude each class with a discussion about practical uses for the technologies in a K-12 classroom based on theoretical and applied knowledge. A portion of this time will also be left for students to talk about their internships, projects, and how their experiences relate to the class topics.
Note: As students start spending more time in the schools, portions of some classes may take place virtually. Please check the schedule on the class home page regularly for updates.
Course Materials
A flash drive is strongly recommended for transferring files between class, school, and home. You are not required to purchase a textbook for this course; we will be reading portions of How People Learn: Brain, Mind, Experience, and School (1999), made available at http://www.nap.edu/openbook/0309065577/html/index.html by the National Academies Press. Journal articles and other readings will also be provided in electronic format.
Grading System
The course is designed to fit the needs of the students; therefore, some of the assignments may change as the semester progresses. The following is a general outline of the grading system for this course. Check the home page for updates.
The grading structure of the course is based on a point system. You will earn points for each component, and your final grade is determined by calculating the percentage of the total possible points earned.
Course Components Points Participation/Attendance (online and face-to-face) 25 Class assignments (5 @ 10 points each) 50 Internship 100
Project contract/proposal with rubric (10) Lesson plans (2) (10) Reflective blog (20) Project (60) Final course project (digital narrative) 25 Total Points Possible
200Final grades will be determined using the scale below.
*Graduate students must earn a B- or better to receive credit for the course