Course Description:
This course is an introductory course in the use of new media and technologies as tools to foster critical and creative thinking in the context of hands-on exploration. Its purpose is to provide students with a broad understanding of professional issues related to literacy, technology and instruction. This course focuses on infusing technology and media literacy skills in the classrooms across grades and curricula in consonant with the NJCCCS. The course uses a hands-on approach to enable students to have practical applications for their learning and integrate pedagogy with academic subject matter during twenty hours tutoring K-12 students or WPU freshmen and sophomores in their academic majors. The students will explore, investigate, evaluate, and analyze the educational software and online resources relevant to the curriculum of their assigned students and develop and implement cooperative, technology based learning experiences. Students will discuss contemporary technology issues, read relevant literature, and use technology appropriately in an interdisciplinary lesson plan.
The impact of media and various technologies on society will be examined. There will be a special emphasis placed on developing understandings of what it means to be literate in a multimedia culture. Throughout the course, a variety of instructional methods will be used; students are encouraged to examine their own learning processes as part of this instruction. The course is based on the assumption that all knowledge is socially constructed, and that learning is achieved through active engagement of the learner. This theoretical view will be addressed directly and modeled as the predominant instructional approach. Students are expected to become active members of this learning community, in preparation for their role, in and out of the classroom, as professional educators. We will meet both as a whole group and as smaller break out groups throughout the semester.
Course Objectives:
Upon completion of the course, teacher candidates will be able to demonstrate:
A. Current research, theory, trends, themes, and social, legal, and political issues such as the digital equity, copyright, special needs populations, first amendment & filtering, privacy and security issues in the teaching of literacy to adolescents (IRA Standard 1.1, 1.2; NJPTS 1, 2; WPUNJ B1, B2, B3, B4, ISTE/NCATE Technology Facilitator TF-V.C, V.D, VI.A, VI.E)
B. A range of literacy curriculum and instructional practices and materials including technology-based practices for adolescent learners at different stages of reading and writing development and with special learning needs and differing cultural and linguistic backgrounds (IRA Standard 1.4, 2.2, 2.3, 4.1; NJPTS 3, 4, 6, 7; WPUNJ D4, D5, D6).
C. How to enhance instructional practices through informal assessment and by integrating grade and content specific (NJCCCS) reading and writing strategies including study skills and comprehension monitoring strategies. (IRA Standards 2.3; NJPTS 4,5; WPUNJ D2, D3, D6).
E. How to use instructional grouping options including individual, small-group, whole-class and computer based groupings to enhance and improve instructional practices (literature circles, role playing, readers’ theatre, shared reading and writing, cooperative learning, recreational reading) that engage students in lifelong literacy habits (IRA Standards 1.4, 2.1, 2.2, 2.3, 4.4; NJPTS 4, 6; WPUNJ D2, D3, D4, D5).
F. How to use students’ interests, reading abilities and backgrounds as foundations for the reading and writing including student difficulties across grade levels and content areas (IRA Standard 4.1; NJPTS 4,6; WPUNJ D2, D3).
G. How to use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds (IRA Standard 4.2; NJPTS 4,6;WPUNJ C3, D4, D5, D6).
H. How to model reading and writing enthusiastically as valued lifelong activities and demonstrate how to select appropriate grade, interest, and ability-level multicultural literature for diverse learners (IRA Standards 2.3, 4.3, 4.4; NJPTS 6, 8; WPUNJ A2, D4).
Student Learning Outcomes:
Candidates will be able to:
A. Use current research, theory, trends, themes, and social and political issues in literacy teaching of adolescent learners to interview a freshman or sophomore, prepare a series of lesson plans, and reflect on this student in an essay. (IRA Standards 2.3, 5.2; NJPTS 1,8; WPUNJ B1, B2, B3, B4)
B. Use instructional grouping options and a range of instructional materials and practices, including technology-based practices, in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds to prepare lesson plans and critical issues presentations (IRA Standards 1.4, 2.1; NJPTS 4,6; WPUNJ D2, D3, D4, D5, D6).
C. Use computer-based grouping and non-print technology and media to prepare media reviews reflecting multicultural framework (IRA Standards 2.1; NJPTS 6; WPUNJ D2, D3, D6).
D. Use knowledge and understandings of reading difficulties of adolescents to develop lesson plans that target students’ strengths and prepare critical issues presentations based on research. (IRA Standards 4.3, 4.4; NJPTS 4, 6; WPUNJ D2, D3).
E. Display positive dispositions related to reading and the teaching of reading by working with classmates and students, enthusiastically modeling proficient reading behaviors. (IRA Stand 5.1, NJPTS 8, 9; WPUNJ D2, D3)
Course Content:
1. Introduction to learning theory /communication theory
2. Use e-mail, Blackboard and the web (getting and account, sending, receiving and attaching)
3. Discussion of contemporary computer/technology issues
4. Hardware, software and network basics
5. Use of multimedia software and general purpose office applications including presentation and word editing software
6. Appropriate use of technology in the classroom
7. Evaluation of educational software and new technologies
8. Evaluation and use of educational websites
9. Lesson presentation using technology
Teaching/Learning Methods:
Instructor(s) will be available either before or after each class for questions and hands- on experience.Instructor presents the topic at the beginning of the class and the students practice and work on their project.
1. Lecture with whole group and small group discussions
2. Computer demonstration
3. Computer lab participation
4. Assigned readings
5. Multi-media presentations
6. Asynchronous learning including online discussions—pair, small and whole group work
7. Online demonstrations, presentations, conferencing
8. Hands-on experiences
9. Demonstration, modeling and analysis of various instructional formats
10. Discussion of all presented topics and issues (in class/online)
11. Online research on a contemporary issues
12. Multimedia oral presentation
13. Reading reflections and writing journals
Suggested
Gary B. Shelly, Thomas J. Cashman, Randoph Gunter (2002). Teachers Discovering Computers, Integrating Technology in the Classroom 2nd Edition. SHELLY CASHMAN SERIES Website: http://www.scsite.com/tdc2/-- http://www.scsite.com/catalog/viewtitle.cfm?isbn=0-7895-6492-0
The rest of the reading material and educational websites will be posted on blackboard.
METHODS OF STUDENT ASSESSMENT
Please read Syllabus and fill out the form and bring it to by Jan 30th.
a. Experiential Learning Activity- Community Service or Tutoring with Reflections (25%)
i. Proposal
ii. Reflections
b. Curriculum Project- (40 %)
i. 10 Journals- Process Paper (3 pts each 30 pts total)
ii. Lesson Plan (5)
iii. LP Presentation (5)
c. Reading reflections (5 %)
d. Literacy Autobiography- Digital Storytelling/Learning Object (10%)
e. Interview Librarian (5%)
f. Technical Skills and E-portfolio (5 %)
g. Attendance (online/ in class), participation, disposition (10%)
Assessment (Performance Based): Student Learning Outcomes
(Rubrics and instructions will be provided on blackboard.com and also on EP portfolio[1])
- Quality of completed thematic unit- curriculum project/ lesson plan
- Quality of lesson presentation
- Quality of Reflections/ reading responses presented in the E-portfolio.
- Quality of response to Experiential Learning Activity/ Report.
- Quality of Educational Media and Websites evaluations and reviews.
Grading Scale:
|
A = 105-95 |
A- = 94-90 |
B+ = 89-86 |
B = 85-83 |
B- = 82-80 |
C+= 79-76 |
C.= 75-73 |
C-= 72-70 |
D=69-65 |
F > 64 |
Course Expectations and Evaluation Methods:
Evaluation will be based on an assessment of the components in the electronic portfolio. (E-Portfolios will be posted on google pages account or on blackboard (content) and shared with the instructor or all the projects linked and burned on a CD form.)
|
|
See due dates for each section |
% |
|
ELA- Experiential Learning Activity Proposal |
Feb 6 |
5 |
|
Experiential Learning Activity Paper/ Journals |
Apr 30 |
20 |
|
CP- Curriculum Project Lesson Plan Presentation |
Apr 21/23 |
5 |
|
10 Journals-Process Paper with annotated bibliography- April 16 see details at http://mnyildiz.googlepages.com/eje CP Proposal- EJ 1- due Feb 6 Online resources and evaluation plan Media Review: Educational Software Media Selection/ Evaluation |
Ongoing see list below |
30 |
|
LP- Lesson Plan or WebQuest Completion of a lesson plan, aligned to NJ core curriculum standards. Integrate technology into the lesson plan. Integrate multicultural literature into the lesson plan |
April 2 |
5 |
|
LA/MLO- Literacy Autobiography/Multimedia Learning Object |
Mar 26 |
10 |
|
IL- Interview Librarian |
Apr 9 |
5 |
|
RR_ details at http://mnyildiz.googlepages.com/readingreflections |
Ongoing see list below |
5 |
|
An assessment of the technical skills demonstrated by the development of the electronic portfolio EP- E-portfolio Presentation of the portfolio in class and/or via distance learning systems |
May 7 |
5 |
|
Class attendance and participation, disposition |
Ongoing |
10 |
|
Extra points:
· Attend a FREE workshop/ tutoring from IRT http://www.wpunj.edu/stc/tws/ |
On going |
|
Course Requirements
Students are required to examine all readings in advance of participating in discussions for which they are assigned.
Some of the class meetings will take place on-line -- in a hypermedia context, as a virtual classroom. You must have access to a computer with a web browser and Internet access. If you do not have computer with an Internet access, you can use the computer labs for online class meetings. We will use blackboard system http://bb.wpunj.edu for our discussions, weekly journals, etc. In order to participate blackboard system, you need to have an email account (free with tuition at WPU, or you can use your own). Your blackboard account is the same as your student email account at WPU; the initial password is your social security number.
There are special discussion board forums created on the blackboard for posting all your work. All your journals and reading assignments need to be posted on blackboard and ALSO you can send an email to the instructor if you need a quick feedback. If you send attachments on a discussion board, test to make sure it works.
You must use APA style to credit resources used in your projects and papers. See APA Citing Guide, http://www.wpunj.edu/library/pdf_files/apa.pdf.
Save your work in different places; a floppy, hard drive, and/ or on the
All your work will be assessed based on a rubric and your self assessment. You are highly encouraged to resubmit your course work for a higher grade.
Before each class, read the posted material on blackboard. It is fundamental in your success. If you think you are technically challenged, this class will make you successful. This course is not about technical skills, it is about how to bring new media and technologies into your classroom with limited equipment and material.You are not going to learn software in this class. If you are not familiar with MS office products, you are strongly urged to take one of the free IRT workshops in campus. Or attend one of the optional lab sessions to have hands on experience.Your assessment will be based on both the product (your e-portfolio) and your process (your process paper, self assessment, and your reactions to class activities and your reading material.)This class is a safe environment to make mistakes. Please allow yourself to try new things and make mistakes. Your job is to search everything and anything on your topic and prepare yourself for your teaching. You are welcome to write your reflections as if I am your future employer. The goal is to make you ready for your job search.
*** See extensive bibliography and resources at online http://mnyildiz.googlepages.com/onlineresources2 version of this syllabus- http://mnyildiz.googlepages.com/cirl335-spring08 . General assessment rubric, checklist for your portfolio, and e-portfolio template at http://mnyildiz.googlepages.com/e-portfoliotemplate and sample e-portfolios at http://mnyildiz.googlepages.com/e-portfoliosamples
Details for each assignment and project are at http://mnyildiz.googlepages.com/cirl335 and e-journals at http://mnyildiz.googlepages.com/eje
Details for digital storytelling projects are at http://mnyildiz.googlepages.com/digitalstorytelling
Study Schedule/ Checklist of Activities***
*** This schedule is subject to change as we go. Unless otherwise noted, all assignments are due the following session. Please check Blackboard.com for recent updates.