Course Syllabus Guide

EDUC 215 Education Technology 3 CREDIT HOURS Spring Summer 2007 Dr. Dave Makings Aspen 125 208 732-6866 [email protected] Schedule Contact me by e-mail any time Schedule

CSI MISSION STATEMENT The College of Southern Idaho, a comprehensive community college, provides educational, social, and cultural opportunities for a diverse population of South Central Idaho. In this rapidly changing world, CSI encourages our students to lead enriched, productive, and responsible lives

1. Course Description: This course addresses technology related components of the Idaho Core Teacher Standards. Based on the National Education Technology Standards, this class is one of several designed to help prepare students pass the Idaho Teacher Technology Competency Assessment. In addition, students are exposed to some of the most recent developments in Education Technology. This course includes Portfolio Entry Technology. This class addresses Idaho Core Teacher Standards: 3, 4, 6, 8, 9, 10.

Please see catalog description Scroll down to EDUC 215

2. Pre-requisites:

3. Required Textbooks and Supplies:

Revised 8/03 There is no required textbook. Students are provided information on a variety of valuable resources via Blackboard. The following are required:  A set of headphones  At least one USB drive (minimum 100mb)  Commitment and Effort: The typical college level course requires 2 hours of outside work (reading, studying, preparing assignments etc.) for each 1 hour in class. Since there is no textbook for this course you will not have assigned readings. However, in order to successfully complete this course you will need to spend considerable time with the screen capture videos and other resources provided.

4. List pre-requisite skills where applicable: The skills necessary to successfully complete the course is a sub set of the skills required of a GOOD teacher. These include:  At least moderate computer skills  Ability to learn on your own  Commitment to excellence and the dedication to work long hours  Critical thinking  Ability to Transfer knowledge for example apply knowledge acquired in a math setting to the development of a spreadsheet  Communication skills  Assume Responsibility and Accountability for your actions and decisions

5. Course Outcomes: and Course Assessment CSI Portfolio Entry 4

EDUC 215 1. Students will demonstrate a sound understanding Computer Skills Assessment (CSA);and or Educational of technology operations and concepts (ISTE 1). holistic scoring rubric applied to entire Technology portfolio 2. Students will plan and design effective learning environments and experiences supported by Virtual learning environment technology.

3. Students will implement curriculum plans that include methods and strategies for applying Slide presentation and written assignment technology to maximize student learning.

4. Students will apply technology to facilitate a variety of effective assessment and evaluation Evaluation and assessment assignment strategies.

5. Students will use technology to enhance their productivity and professional practice. Written responses

6. Students will understand the social, ethical, legal, and human issues surrounding the use of Written responses technology in PK-12 schools and apply those principles in practice.

Revised 8/03 7. Policies and Procedures: Attendance policy This is a standards based course. All students (including independent study) are welcome and encouraged to attend any or all presentations. However, attendance per se will NOT affect your grade.

Required assignments See Blackboard, course documents, technology portfolio for list and description of assignments

Late policy No portfolios (or any part) will be evaluated after 4:00 p.m. on Tuesday of Finals Week.

Plagiarism statement If there is reasonable evidence indicating that students have plagiarized ANY part of the Technology Portfolio that student will FAIL EDUC 215.

8. Grading Practices: Grading Policy: This course is standards or outcome based. You (students) may submit assignments and portfolio components anytime prior to the deadline. Your material will be evaluated. If you have not demonstrated proficiency in any of the standards, you have the option of redoing the material and re-submitting before the final deadline.

Sample scenario A. You submit part of your portfolio 3 weeks into the semester and I find a couple of little errors, or your file and folder structure is not correct, I will indicate your errors and return your portfolio to you. You will then have time to fix the problems.

Sample scenario B. You submit part of your portfolio to me 1 day before the final deadline and I find a couple of little errors. I will indicate your errors and return your portfolio to you. However, you may not have time to resubmit. Further there may be other errors in you portfolio that I have not yet seen.

If your portfolio is not complete (ALL entries have met standard) by the deadline FINAL deadline (4:00 p.m. on Tuesday of Finals week) you will

Revised 8/03 earn a lower grade in the course.

The best approach is for you is to 1) get right to work on your portfolio 2) submit parts of your portfolio as early as possible and then 3) fix any and all errors as soon as possible and resubmit.

Course Grades Above Proficient (letter grade A) AP on ALL sections of the Technology Portfolio

Proficient (letter grade B) 2 to 4 errors in final submission of Technology Portfolio

Basic (letter grade C) 4 to 6 errors in final submission of Technology Portfolio

Not Proficient (letter grade F)

Final Grade Final grade is based on Technology Portfolio

NOTE: There are a few practice or enhancement activities that are designed to extend and enhance your skills and knowledge of education technology. Depending on the Standards you have selected to address you may incorporate these directly into your portfolio. MarcoPolo is a good example. We will spend time in a general overview of MarcoPolo. Depending on the Standards you have selected you may find an outstanding learning activity in MarcoPolo and want to incorporate all or parts of it into you portfolio. Some students may already have a Learning Activity designed. For those MarcoPolo is a great resource available for use at some other time in your college of teaching career.

Incomplete A grade of Incomplete is given ONLY to students who have shown satisfactory progress throughout the semester but for unforeseen and unavoidable reasons are unable to satisfactorily complete the final assignments.

Revised 8/03 Graduation Requirements & Outcomes Assessment Policy Statement

Graduation Requirements for an Associate of Arts degree in Teacher Education:  Students must complete all program requirements for the Associate of Arts degree (see program advising checklist).  Students must have a 2.75 cumulative GPA upon completion of the degree.  Students must pass EDUC 290 Exit Seminar. Successful completion requires the following o Students must submit a completed Outcomes Assessment Portfolio. All portfolio entries must demonstrate “acceptable” work as evaluated by the EDUC 290 instructor and the Teacher Education Portfolio Review Committee.  Students must complete an Exit Survey in EDUC 290.

Outcomes Assessment General Overview: Outcomes assessment is a Teacher Education outcomes assessment process to ensure that each student’s outcomes portfolio proves proficient (“acceptable according to a holistic grading rubric) and to ensure the portfolio is justly reviewed. Students are required to submit five portfolio entries from the following five teacher education courses:  EDUC 201 Foundations of Education (Autobiographical Essay)  EDUC 202 Field Experience (Performance Form)  EDUC 204 Families, Communities, and Culture (Diversity Statement of Informed Beliefs)  EDUC 205 Development/Individual Differences (Student Profile Essay)  EDUC 215 Educational Technology (Technology Portfolio)

Portfolio Entries: Within each course, the respective portfolio entry is evaluated by the course instructor (or supervising teacher) using a holistic scoring rubric. The entry is also evaluated on how well it meets the identified Idaho Core Teacher Standards (ICTS) or International Society for Technology in Education (ISTE) standards. The student must earn a grade of “C” or better on the portfolio entry in EDUC 201, 204, 205, and 215. Students who do not earn a grade of “C” or better will receive a grade of No Credit (NC) for the course and must retake the course. Students must earn a grade of Pass “P” in EDUC 202. Students who do not earn a grade of “P” must retake the course.

Portfolio Review: In EDUC 290 Exit Seminar, the student revisits, revises, and resubmits each portfolio entry by applying what he/she has learned or would like to change since originally submitting the assignment. The EDUC 290 instructor reviews the portfolio (each entry) using the same holistic scoring rubric that was used in the respective course. The 290 instructor recommends the student’s work as “not acceptable” or “acceptable.” Students who do not submit a completed portfolio receive a course grade of No Pass (NP) and must repeat the course.

After the student’s portfolio is reviewed by the EDUC 290 instructor, it is anonymously submitted to the Teacher Education Portfolio Review Committee for evaluation, regardless of the instructor’s recommendation. Each portfolio entry is reviewed by one member of the committee using the same holistic scoring rubric as mentioned above. If the committee member’s recommendation matches the instructor’s recommendation, the student successfully passes (P) EDUC 290 or the student does not pass (NP) 290 and must retake the course. If the instructor’s recommendation does not coincide with the committee member’s recommendation, a second committee member reviews the portfolio. If the portfolio proves “acceptable,” the student will receive a Pass (P) for the EDUC 290 course. If the portfolio proves “not acceptable,” the student has the opportunity resubmit

Revised 8/03 “not acceptable” portfolio entries.

Portfolio Review (resubmitted portfolios): Students whose portfolios are evaluated as “not acceptable” have the opportunity to resubmit “not acceptable” portfolio entries. These entries are reviewed by a committee member who recommends the entry as “acceptable” or “not acceptable.” Students whose resubmitted portfolios prove “acceptable” will receive a Pass (P) for the EDUC 290 course; students whose resubmitted portfolios prove “not acceptable” will receive a No Pass (NP) and must retake the 290 course. The committee’s recommendation is final.

Honesty: The student’s portfolio must be exclusively his/her own work. If a portfolio entry is not the student’s work, he/she will receive an automatic “F” for the course and must retake the course. The student will be referred to the Executive Vice President/Chief Academic Officer. (See the honesty policy in the CSI catalog.)

Revised 8/03 10. Topical Outline for the Course: The Technology Portfolio is based on the 6 National Education Technology Standards (NETS) for teachers developed by the International Society for Technology in Education (ISTE). Below is a list of some of the things we do in the class

MS Excel Spread sheet MS Word MS Power Point Inspiration Blackboard As a CSI student Demonstrations of Instructor capabilities

Idaho State Standards Subject areas and Idaho Student Information Technology Standards ISTE NETS students ISTE NETS teachers ISAT and RIT MarcoPolo Internet content for the classroom Develop a learning activity which addresses both Idaho Achieves Standards (Power Standard where available) and ISIT standards as well as models selected Principles and Performances from Idaho’s MOST Core Teacher Standards.

Digital Camera

Idaho Plato Learning Network I PLN

Web resources Special emphasis on MarcoPolo Internet Content for the Classroom

Power School ClassPad

Revised 8/03 On-line course evaluation statement: Students are strongly encouraged to complete evaluations at the end of the course. Evaluations are very important to assist the teaching staff to continually improve the course. Evaluations are available online at: http://evaluation.csi.edu Evaluations open up two weeks prior to the end of the course. The last day to complete an evaluation is the last day of the course. During the time the evaluations are open, students can complete the course evaluations at their convenience from any computer with Internet access, including in the open lab in the Library and in the SUB. When students log in they should see the evaluations for the courses in which they are enrolled. Evaluations are anonymous. Filling out the evaluation should take only a few minutes. Your honest feedback is greatly appreciated!

Disabilities: Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class. Student Disability Services is located on the second floor of the Taylor Building on the Twin Falls Campus. 208.732.6260 (voice) or 208.734.9929 (TTY), or e-mail [email protected] .

Revised 8/03 EDUC 215 addresses the following Idaho Core Teacher Standards

For full list of the Idaho Core Teacher Standards http://www.sde.state.id.us/certification/resourceed.asp

Principle 3: Adapting Instruction for Individual Needs - The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to students with diverse needs.

Performance

3. The teacher accesses appropriate services or resources to meet students’ needs.

7. The teacher persists in helping all students achieve success.

Principle 4: Multiple Instructional Strategies - The teacher understands and uses a variety of instructional strategies to develop students’ critical thinking, problem solving, and performance skills.

Performance 4. The teacher helps students assume responsibility for identifying and using learning resources. 7. The teacher designs and implements lessons that enhance learning through the use of a variety of resources (e.g., computers, audio-visual technologies, new technologies, local experts, primary documents and artifacts, texts, reference books, literature, and other print documents). 9. The teacher plans and designs effective learning environments and experiences supported by technology.

Principle 6: Communication Skills - The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and beyond the classroom.

Performance 3. The teacher supports and expands student expression in speaking, writing, and other appropriate mediums. 4. The teacher demonstrates the ability to communicate effectively in writing. 6. The teacher uses a variety of communication tools, including audio-visual technologies, computers, and the Internet, to enrich learning opportunities.

Principle 8: Assessment of Student Learning - The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine program effectiveness.

Performance 2 The teacher uses multiple assessment strategies to determine students’ entry skills and establish appropriate

Revised 8/03 curriculum goals and objectives.(EDUC 215, model and demonstrate use of Blackboard in testing and portfolio) 6. The teacher maintains records of student work and performance, and communicates student progress to students, parents, colleagues, and others. 7. The teacher applies technology to facilitate a variety of effective assessment and evaluation strategies.

Principle 9: Professional Commitment and Responsibility - The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the art and science of teaching

Performance 4. The teacher stays abreast of professional literature, consults colleagues, and seeks other resources to support development as both a learner and a teacher. 6. The teacher uses technology to enhance productivity and professionalism.

Principle 10: Partnerships - The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students’ learning and well-being.

Performance 5. The teacher respects the privacy of students and the confidentiality of information. 9. The teacher applies an understanding of the social, ethical, legal, and human issues surrounding the use of technology in schools. 11. The teacher adheres to local, state, and federal laws.

Revised 8/03