George Mason University Graduate Council Graduate Course Approval Form

George Mason University – Graduate Council Graduate Course Approval Form

All courses numbered 500 or above must be submitted to the Graduate Council for final approval after approval by the sponsoring College, School or Institute.

Graduate Council requires submission of this form for a new course or any change to existing courses. For a new course, please attach a copy of the syllabus and catalog description (with catalog credit format, e.g. 3:2:1). The designated representative of the College, School or Institute should forward the form along with the syllabus and catalog description, if required, as an email attachment (in one file) to the secretary of the Graduate Council. A printed copy of the form with signatures and the attachments should be brought to the Graduate Council meeting. Please complete the Graduate Course Coordinator Form if the proposed changes will affect other units.

Note: Colleges, Schools or Institutes are responsible for submitting new or modified catalog descriptions (35 words or less, using catalog format) to Creative Services by deadlines outlined in the yearly Catalog production calendar.

Please indicate: New___X____ Modify______Delete______

Department/Unit:__Elementary Education___ Course Subject/Number:__EDCI 547______

Submitted by:___Lynne Schrum______Ext:_3-4047____ Email:[email protected]______

Course Title:__ Integrating Technology in Elementary Classrooms: Mathematics ______

Effective Term (New/Modified Courses only): _Fall 2009____ Final Term (deleted courses only):__

Credit Hours: (Fixed) __1 (Var.) __ to __ Grade Type (check one): __X___ Regular graduate (A, B, C, etc.) _____ Satisfactory/No Credit only _____ Special graduate (A, B, C, etc. + IP)

Repeat Status*(check one): NR-Not repeatable _ RD-Repeatable within degree _ RT-Repeatable within term *Note: Used only for special topics, independent study, or internships coursesTotal Number of Hours Allowed Schedule Type Code(s): 1._LEC_ LEC=Lecture SEM=Seminar STU=Studio INT=Internship IND=Independent Study 2.__ LAB=Lab RCT=Recitation (second code used only for courses with Lab or Rct component)

Prereq X Admission into Elementary Education graduate program Coreq X EDCI 552 Note: Modified courses - review prereq or coreq for necessary changes; Deleted courses - review other courses to correct prereqs that list the deleted course.

Description of Modification (for modified courses): ______Special Instructions (major/college/class code restrictions, if needed):______

Department/Unit Approval Signature: _____Lynne Schrum______Date: 11/19/07

College/School Committee Approval Signature: Ellen Rodgers, Associate DeanDate: 11/19/07

Graduate Council Approval Date: ______Provost Office Signature:______George Mason University Graduate Course Coordination Form

Approval from other units: This course is part of the elementary licensure and masters program and thus, does not impact any other units on campus

Please list those units outside of your own who may be affected by this new, modified, or deleted course. Each of these units must approve this change prior to its being submitted to the Graduate Council for approval.

Unit: Head of Unit’s Signature: Date:

Unit: Head of Units Signature: Date:

Graduate Council approval: ______Date: ______

Graduate Council representative: ______Date: ______

Provost Office representative: ______Date: ______EDCI 547 Integrating Technology in Elementary Classrooms: Mathematics (1:1:0) Prerequisite: Admission into Elementary Education graduate program; Corequisite: EDCI 552. Studies the development and integration of technology in the Elementary Education Mathematics curriculum.

Course Rationale: As part of the elementary education redesign, the faculty decided to integrate technology throughout the program. To accomplish this, the Elementary Program will offer a series of one credit hour courses to be taken in conjunction with specific methods courses. These three one credit hour courses will replace the current three credit hour course currently taken at the end of the licensure program. The integration of the technology courses with the Methods courses will enable the teacher candidates to explore a variety of technologies appropriate for the specific content area, in line with current research that suggests this is a more appropriate way to prepare educators for teaching 21st Century learners.

EDCI 547: Integrating Technology in Elementary Classrooms: Mathematics will be taught in conjunction with EDCI 552: Mathematics Methods for the Elementary Classroom. EDCI 547 will focus on a variety of resources and technologies for teaching Mathematics concepts. GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT ELEMENTARY EDUCATION

EDCI 547 Integrating Technology in Elementary Classrooms: Mathematics

PROFESSOR(S): Debra Sprague, Lynne Schrum

COURSE DESCRIPTION: A. Prerequisite: Admission into Elementary Education graduate program B. Corequisite: EDCI 552. C. Course description from the university catalog: Studies the development and integration of technology in the Elementary Education Mathematics curriculum.

NATURE OF COURSE DELIVERY: Students in this course will participate in individual and group activities that focus on the integration of technology by using computers in class. Students will also participate in large group discussions led by the instructor and in small group discussions and activities with their classmates.

LEARNER OUTCOMES: This course is designed to enable teacher candidates to: 1. plan interdisciplinary learning experiences that enable elementary students to integrate knowledge, skills, and methods of inquiry within the Mathematics curriculum; 2. identify how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners; 3. select appropriate materials, tools, and technologies to achieve instructional goals with all learners.

PROFESSIONAL STANDARDS: This course addresses the following National and State Standards: INTASC 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Other INTASC Standards identified on rubric are addressed in the companion method course.

The Virginia State Technology Standards for Instructional Personnel: 1. Instructional personnel shall be able to demonstrate effective use of a computer system and utilize computer software. 2. Instructional personnel shall be able to apply knowledge of terms associated with educational computing and technology. 3. Instructional personnel shall be able to apply computer productivity tools for professional use. 4. Instructional personnel shall be able to use electronic technologies to access and exchange information. 5. Instructional personnel shall be able to identify, locate, evaluate, and use appropriate instructional hardware and software to support Virginia's Standards of Learning and other instructional objectives. 6. Instructional personnel shall be able to use educational technologies for data collection, information management, problem solving, decision making, communication, and presentation within the curriculum. 7. Instructional personnel shall be able to plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings. 8. Instructional personnel shall demonstrate knowledge of ethical and legal issues relating to the use of technology.

International Society for Technology in Education (ISTE) National Educational Technology Standards:

1. TECHNOLOGY OPERATIONS AND CONCEPTS - Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: 1. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students). 2. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. 2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES - Teachers plan and design effective learning environments and experiences supported by technology. Teachers: 1. identify and locate technology resources and evaluate them for accuracy and suitability. 3. PRODUCTIVITY AND PROFESSIONAL PRACTICE - Teachers use technology to enhance their productivity and professional practice. Teachers: 1. use technology resources to engage in ongoing professional development and lifelong learning. 2. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. 3. use computer-based technologies including telecommunications to access information and enhance personal and professional productivity. 4. apply technology to increase productivity. 5. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

REQUIRED TEXTS: Resecco, A. and Orrill, C. (2008). Integrating Technology into Teaching. Houghton Mifflin Co.

COURSE REQUIREMENTS, PERFORMANCE-BASED ASSESSMENT, AND EVALUATION CRITERIA: A. Requirement #1: Students will attend a TappedIn discussion related to Mathematics (see http://tappedin.org and click on calendar for list of topics. Be sure to change the time zone to Eastern Standard Time). Students will post in Blackboard one new idea or resource they learned. (30 points) B. Requirement #2: Students will design and create an activity involving the use of a spreadsheet. The activity should be appropriate for Elementary students. The Spreadsheet activity would be evaluated based on originality, creativity, and appropriateness of the task. (30 points) C. Performance-based assessments: Students will use PowerPoint or another multimedia tool to create a game that teaches a Mathematic concept. The game should be interactive and use multimedia functions in an appropriate manner. The game would be evaluated based on originality, creativity, and correctness of the mathematic concepts. (40 points)

Criteria for evaluation: Since this is a graduate level course, high quality work is expected on all assignments and in class. Points for all graded assignments will be based on the scope, quality, and creativity of the assignments. All assignments are due at the beginning of class. Late assignments will not be accepted without making arrangements with the instructor. Points will be assigned to all graded assignments using a rubric process. Both class participants and the course instructor will be involved in assessment of graded assignments. Prior to the due date for any assignment, the class will participate in the development of an assessment rubric. This rubric will result from a discussion of applicable course objectives and an elaboration of qualities and components associated with excellence in completion of the assignment.

The following criteria will be used in the form of a grading criteria sheet or a rubric:

Is the required information presented? Is the content of the submission accurate? Does the paper cover the issues discussed in class and in the readings? Are the ideas presented in a thoughtful, integrated manner? Does the project show creativity and original thought?

Grading scale: 94-100 = A 90-93 = A- 86-89 = B+ 80-85 = B 70-79 = C below 70 = F COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT STATEMENT OF EXPECTATIONS:

All students must abide by the following:

Students are expected to exhibit professional behavior and dispositions. See http://gse.gmu.edu/facultystaffres/profdisp.htm for a listing of these dispositions.

Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#Anchor12 for the full honor code.

Students must agree to abide by the university policy for Responsible Use of Computing. See http://www.gmu.edu/facstaff/policy/newpolicy/1301gen.html. Click on responsible Use of Computing Policy at the bottom of the screen.

Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the semester. See http://www.gmu.edu/student/drc/ or call 703-993-2474 to access the DRC.

PROPOSED CLASS SCHEDULE

Week Topic/Learning Experiences Readings and Assignments 1 Introduction to class Read, Ch. 10: Productivity Tools Review syllabus Check out the TappedIn Calendar and find a Introduction to TappedIn topic. Mark the date and time (be sure to Exploration on PowerPoint and its various change the time to Eastern Standard Time). functions. http://tappedin.org Sketch out idea for Math game. (Use of shared imagery to teach mathematical concepts) 2 Explore various Math games Read pgs 267 – 274 Create storyboard for Powerpoint Math game. Complete storyboard (Connection to appropriate reinforcement activities for whole class, small groups, individuals) 3 Introduction to Spreadsheets Read pg. 249-254 Develop Math game Work on Spreadsheet idea (Use of spreadsheets to understand examination of Wok on Math game. data, displays of graphical representations, reinforcement) 4 Exploring tessellations and virtual manipulatives Post in Blackboard about your TappedIn Finish Math game experience. – http://blackboard.gmu.edu and (connection of manipulatives and virtual http://tappedin.org manipulatives; extensions and differentiation) Post in Blackboard your Spreadsheet idea. 5 Share Math game. Integrating Technology in Elementary Classrooms: Mathematics Mathematic Game rubric

Name: ______Date: ______

No Beginning Developing Accomplished SCORE Evidence (Limited (Clear evidence) (Clear, convincing, 0 evidence) 3 substantial evidence) 1 5 Is the game an The game is The game is not The game is an The game is a original idea? not an original an original idea, original idea. completely unique Standard 4 idea. It but does Although it may idea. It duplicates a incorporate some incorporate some demonstrates game already unique features. features of other creativity on the designed by games, attempts part of the designer. teachers (i.e. have been made Jeopardy) or a to integrate these game format in a unique way. that lacks creativity (i.e. Drill and Practice) Does the game The game The game does The game does The game does present an does not not present an present an present an accurate accurate present an accurate accurate Mathematical Mathematic accurate Mathematical Mathematical concept. The concept? Mathematical concept. concept. The concept is accurate Standard 1 concept. It Although Math is concept is and complete. An does not included, the accurate and explanation of the address a concept presented complete. concept is provided Math concept. is incorrect or However, no to the user. incomplete. explanation of the concept is provided to the user. Is the game The game is The game is not The game is grade The game is grade grade not grade grade appropriate. The appropriate. The appropriate? appropriate. appropriate. The Math concept and Math concept is Standards 1,2 The game Math concept is structure is adjustable and structure is too advanced or applicable to the applicable to a too advanced too easy for the stated grade. range of grades. or too easy for stated grade the stated grade. Is the game The game is The game is may The game is The game is interactive and not interactive be interactive, but interactive and interactive and engaging? or engaging. it is not engaging. engaging. User’s engaging. User’s Standards 2, 6 The user It does not hold attention is attention is merely clicks the users maintained until maintained until the mouse to attention for long. game is game is completed. move completed. User’s are likely to forward. User’s are not return to the game likely to return to once completed in the game once order to play again. completed. Does the game Game does Game does not Game does take Game does take take advantage not take take advantage of advantage of advantage of of multimedia advantage of multimedia multimedia multimedia features? multimedia features. Some features. Features features. Features Standard 6 features. features are are included and are included and Sound, music, included, but not integrated into the fully integrated into video, etc. are fully integrated game. Some the game. Such not included. into the game. features distract features enhance from game play. the gaming experience. Are the screens Screens are Screens are not Screens are well Screens are well well designed not well well designed. designed. Only designed. None of and easy to designed. At least two of one of the the aforementioned read? Color the four aforementioned problems exist. It Standard 6 schemes make aforementioned problems exists. is clear that the it difficult to problems exist. designer considered read the color choices and screens. The the amount of text screens are to include. too busy. The Graphics enhance text is too the game. small. Graphics are not included or are distracting. Is feedback No feedback Feedback Feedback is Feedback is encouraging? or negative provided encouraging and encouraging and Standard 9 feedback is encourages user positive. positive. Users are provided. to choose an However, the scaffolded to learn incorrect answer. correct answer is the Mathematical given too soon or concept in order to not enough be successful at explanation of obtaining the how to obtain the correct answer. correct answer provided. Is the game The game is The game is The game is The game is inquiry-based not inquiry- inquiry-based, inquiry-based and inquiry-based and and promotes based and but does not does promote does promote higher thinking does not promote higher- higher-thinking. higher-thinking. skills? promote thinking. However, the Because the game Standards 2, 4 higher game may be too can be modified, it thinking easy for some is easy to skills. It is a learners and is not differentiate drill-and- easily modified. instruction for all practice or learners. tutorial game.

Comments: