Lesley
University Birmingham
(Hoover),
AL
Teaching and Learning With Multimedia, Spring - 2006
Weekend
1:
Weekend 2:
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ECOMP 5016 http://www.barry.haines.net/ |
SYLLABUS
ECOMP
6016 TEACHING AND LEARNING WITH DIGITAL MEDIA [3 Credits]
This
is a combination of the two related courses formerly known as:
ECOMP
5016 Teaching and Learning with Multimedia &ECOMP 6010 Video as Educational
Technology
OVERVIEW
This course will help educators to harness the power of digital
media for teaching and learning. They will learn to use that power to transform
traditional teacher-centered classrooms into student-focused learning environments
where students use digital media for the acquisition, analysis, construction,
and presentation of knowledge. Hands on experiences will also help them
develop proficiency with the tools and skills needed for authoring and
publishing digital media in a variety of formats. Through research, discussion,
and practice, participants will discover how to integrate existing technologies
across the curriculum.
GOAL AND OBJECTIVES*
Overall Goal
Learn to create rich learning environments in which students
use digital media for the acquisition, analysis, construction, and presentation
of knowledge.
Theory & Practice Objectives
● Gain functional knowledge about educational media
resources and associated teacher support materials. (ISTE
II-C)
● Know rationales and methods for using constructivist,
inquiry and project based learning activities. (ISTE II-A, B, III-B)
● Devise
digital media experiences for the classroom that address both content and
technology standards. (ISTE III-A)
● Know the definition, rationales and strategies for
developing media literacy in the classroom. (ISTE VI-D)
● Know and use a variety of planning and design techniques
and principles for digital media projects. (ISTE II-A)
● Incorporate learning theory and research into the
design and planning of digital media activities. (ISTE
II-B, V-B)
● Know rationales and approaches for alternative assessment
strategies for digital media projects. (ISTE IV,
IV-C, V-B)
Tools & Skills Objectives
● Develop proficiency at tools and skills for authoring
and publishing digital media. (ISTE I-A, B, II-C,
V-A, C, D, VI-A)
● Use web authoring tools for constructing rich digital learning
environments. (ISTE I-A, B)
● Examine and appreciate issues
of intellectual property and copyright as it relates to using digital
media. (ISTE VI-A)
● Find, repurpose and generate original text, graphics,
audio and video. (ISTE I-A, II-C, V-A, C, D)
● Construct complex, powerful video segments incorporating
text, visual, audio and video files. (ISTE I-A & B,
II-C)
● Master strategies for publishing digital media using
mass storage devices and the web. (ISTE I-A)
READINGS
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Required Text
Simkins, M., Cole, K., Tavalin, F. & Means, B. (2002). Increasing
Student Learning Through Multimedia Projects. Alexandria, VA: ASCD. http://www.ascd.org/publications/books/2002simkins/2002simkinstoc.html
Recommended Texts
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Lamb
A. (1999). Building
treehouses for learning (2nd Ed.).
Emporia, Kansas: Vision to Action.
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Green, T. D. & Brown, A. (2002). Multimedia
projects in the classroom: A guide to development and evaluation. Thousand Oaks, CA: Corwin Press, Inc.
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Theodosakis,
N. (2001). The director in the classroom: How filmmaking inspires
learning. San Diego, CA: Tech4Learning.
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Brunner,
C. & Talley, W. (1999). The new media literacy handbook: An educator's guide to bringing new
media into the classroom. New York, NY: Doubleday.
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Recommended Websites
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Lamb,
A. (2005). Multimedia Seeds (Based on Building Treehouses for Learning) http://eduscapes.com/seeds/
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i,
cringely, Robert X. Cringely http://www.pbs.org/cringely/ |
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Consider This Articles (David Thornburg)
http://teacherline.pbs.org/teacherline/resources/archive_thornburg.cfm
The Encyclopedia of Educational Technology
From Now On, The Educational Technology Journal
The George Lucas Educational Foundation
Information Today’s Multimedia & Internet @ Schools!
http://www.infotoday.com/MMSchools/
Journal of Technology Education
http://scholar.lib.vt.edu/ejournals/JTE/
Kathy Schrock’s Guide for Educator’s
http://school.discovery.com/schrockguide/
Multimedia Schools
http://www.infotoday.com/mmschools/default.htm
New Horizons for Learning
Partnership for
21st Century Skills
http://www.21stcenturyskills.org
T.H.E. Journal
Other Required
and Recommended Readings and Resources
There will be other readings marked in the syllabus as required
readings.
There will also be a number of recommended books, articles
and web sites introduced during class.
KEY CONTENT ITEMS AND PRINCIPLES
THEORY & PRACTICE OF USING DIGITAL MEDIA IN THE CLASSROOM
I. Digital media resources and support materials for teachers
a. History and types of resources
b. Overview of current sources
II. Student centered approaches to using digital media in
the classroom
a. Constructivist Learning Theory
b. Inquiry Learning Activities
c. Project Based Learning
III. Media literacy in the classroom
a. Introduction to media literacy
b. Developing skills in critically analyzing media messages
c. Key questions and resources
IV. Design and planning
a. Team roles
b. Planning the project’s rationale, goals and objectives
c. Storyboarding
V. Learning theory
a. Multimedia information and learning
b. Multiple Intelligences, revisited
c. Accessibility and Universal Design
VI. Assessment of student digital media projects
a. Alternative assessments and rubrics, review
b. Digital media portfolios for students
c. Digital media portfolios for teachers
VII.
Integrating digital media experiences with content and technology standards
a.
Basic integration strategies
b. Challenges
c. Local
and national opportunities
DIGITAL
MEDIA TOOLS AND SKILLS
I. Digital
media basics
a. Overview
of digital media tools and techniques
b. Why
use built-in, free or low cost tools relative to equity and access
c. Repurposing,
copyright and fair use
d. Finding,
viewing, creating, editing and imbedding in projects
II. Digital Media Types
a. Text
b. Images
c. Audio
d. Video
III. Authoring and Publishing
a. Web authoring tools review (Free Web e.g. Mozilla, etc.,
MS Front Page)
b. Web authoring skills, links for linear, branching and menus
a. Publishing to R/W CD & DVD
b. Publishing to drop box (WinZip)
c. Publishing to web (FTP)
ASSESSMENT AND COURSE POLICIES
Assessment
of student work will be evident throughout the class but detailed assignment
criteria for major assignments will be provided in class. All in class
assignments will be evaluated on their completeness, amount of positive
participation, and involvement. All
written work will be evaluated on the quality of thought, completeness,
adherence to guidelines, word processing style, and ability to effectively
communicate ideas and information.
All other
projects will be evaluated on the appropriate use of technology, originality
and practicality for use in
the classroom,
as well as adherence to guidelines
Assignment Evaluation
Criteria
Graduate work must be above average, earn an A or B grade,
to be acceptable for receiving credit.
The characteristics of graduate work
are outlined below. For all
assignments, work must meet assignment specifications. This constitutes the necessary conditions
for acceptable work (regardless of quantity).
Participation and
In-Class Activities (20% of final grade – 20 points)
Active
participation is a vital element for success in this course. It includes
active, constructive contributions to all in-class discussions and activities.
You should read all required and some recommended readings and actively
contribute to discussions. Patience, perseverance, active problem-solving
and mutual support, especially in cases of unexpected technical problems
or set-backs is a sign of quality participation in a Learning Studio environment.
Assignments (40% of final grade – 40
points)
The following is the specific break down of points for participation
in the four individual assignments:
Media Safari (10 Points)
Write a short essay describing the
results of your process of creating a personal digital media collection
with a minimum of 10 resources with notes on any accompanying lesson plans
and resources. Also include one in-depth evaluation and brief lesson plan
for one selected resource appropriate to your own classroom curriculum.
Potluck Studio (10 Points)
Write a
short essay describing what resources you contributed to the in-class production
studio and what personal technical challenges you addressed during the
course. It should include a report of your efforts to locate equipment
and facilities to do media production at your home or school.
Learning Theory Reflection (10
Points)
Write a
short essay in which you explain how learning theory can be applied to
practical classroom situations to increase quality and purpose of student
learning. Begin from a personal perspective--consider how your own learning
styles and Intelligences have influenced your educational successes or
frustrations. Reflect upon conclusions you have drawn for yourself and
how you have seen evidence of these truths in your students. Then find
evidence to support your conclusions from at least three published sources
and refer to these in your paper.
Media Literacy Reflection (10 Points)
Write a
short essay summarizing your understanding of Media Literacy and it’s personal
relevance to you and your life. Then describe how you feel media literacy
and production relate to your own classroom curriculum. Integrate readings
into your summary.
Course Project (40%
of final grade – 40 points)
This course project will require you to use the knowledge
you have gained to create something useful for your classroom. For your
course project, you will create a mini-unit containing 3 or more lessons
that you will teach in your classroom. The
mini-unit must be grounded in your classroom curriculum and require students
to create a product.
During this course you are learning a variety of ways to use
digital media in educational contexts. Of
the possible uses, the most powerful are those in which students are actively
engaged in creating their own media. For your course project, you will create a mini-unit
containing 3 or more lessons that you will teach in your classroom. It must be grounded in your classroom
curriculum and must clearly engage your students in using digital media
for the acquisition, analysis, construction, and presentation of knowledge.
Part 1, Project Proposal,
Sunday First Weekend (5 %, 5 Points)
Create a short preliminary 1-2 page description of your mini-unit
by answering the following questions:
a. What is your chosen subject area,
theme or topic?
b. Who is your intended audience?
c. How does this project fit within
your curriculum? What standards
will you address?
d. What is the educational rationale
for the project?
e. What are the educational goal(s)
and objective(s)?
f. What is the specific problem or
question you will pose?
g. What will be the specific assignment
the students must accomplish?
h. What is the expected outcome of
the lesson?
i. What will be the evaluation criteria? How
will it be assessed and by whom?
Part 2, Exemplar
Video, Friday Second Weekend (15 % of Final Grade, 15 Points)
Using the skills
and tools learned in this weekend, create a preliminary exemplar of what
you would like students to produce based on your lesson. You should first
create the storyboard and then generate the digital media product.
Storyboard: Produce a description of the content
of each page/card/screen/slide. You may use Inspiration, Word, Photoshop
Elements or any application which allows you to include graphics and text. Include
the following:
a. Title
b. Type (Title, Index/ToC, Body)
c. Draft text. If narration, draft
script.
e. Indication of type and/or description
of media and approximate placement. At a minimum, include the following:
·
1 personally acquired image per
card/slide (scanned, captured, internet or other archive).
·
1 personally acquired sound (narration,
music clip, internet or other archive).
·
1 personally acquired video (from
camera, internet or other archive).
Please include any original
pre-modified files (graphic, audio, video) with an explanation of modifications
made.
f. Credits which also must include non-published contributions - ie things you own, were given
or have made.
g. Bibliography/References (to cite
sources of published works).
Product: Create and edit your exemplar digital
media project.
Presentation: You must share your draft of your
project with the class Friday night of the second weekend.
Part
3, Revision and Report, Due Three Weeks After 2nd Weekend
(20% of final grade – 20 points)
For the completion of your course project, you will revise
and finish your mini-unit and create supporting documentation.
Your project should be bound together and presented as a complete
unit and must include a cover sheet, contents sheet, separate sections
for each of the following components:
a. Rationale (1 Page)
Briefly describe what you did for
the project and why.
b. Revised Description
Based on feedback received in class
during your presentation, prepare a revised narrative describing your project.
c. Mini-unit with Lessons (see provided format)
Create your mini-unit with three or more lessons. Include
any handouts, overheads or other materials you create.
d. Evaluation Rubric(s)
Create a rubric which will be used to evaluate products created
by the students as a result of your lesson.
e. Revised Storyboard
Based on feedback on your presentation,
prepare a revised storyboard describing your exemplar.
f. Revised Exemplar
Based on feedback on your presentation,
prepare a revised exemplar video (if necessary).
Apply the rubric to your own exemplar.
g. Teacher Notes
Create a supplement for the teacher. It may include but is
not limited to materials, textbooks, periodicals, Internet sites, hardware/software
needed, management, integration for teacher, time for lesson implementation,
grade level, standards addressed by lesson, cautions, options, extensions
h. Reflection (3 Pages)
Reflect upon the process of creating
the project and what you learned. Address the following:
a. What did you take into consideration
from the course readings?
b. What obstacles did you encounter
and what solutions did you use to resolve those issues?
c. How could you make the presentation
better with more time, skill or resources?
i. Bibliography
You may turn it in using the
following methods:
Save
presentation to thumb drive (it can be returned to you upon request)
Burn presentation on CD (be sure to include all audio/video
files)
Official Format for Student Work
The Lesley University School of Education has adopted the
Publication Manual of the American Psychological Association, 5th Edition
[2001] as the official format for student papers, citations and bibliographies,
effective September 2001. Students are encouraged to obtain a personal
copy of the APA's 5th Edition for the first course in their program of
study. The Ludcke Library APA page also provides helpful information
on APA guidelines.
Academic Integrity
One of the responsibilities of the Lesley community is to
uphold the integrity of our academic programs. In order to do this, we must refuse to allow plagiarism or
cheating. This responsibility
belongs to all members of the community – to faculty and students
alike. Some of the student
responsibilities are paraphrased from the University policy below.
As students, it is your responsibility first to learn proper
citation of sources. The American
Psychological Association Handbook defines plagiarism and give complete
descriptions. You should report
observed cases of cheating or plagiarism to the faculty member who teaches
the course in which the incident took place. To
protect yourself, you should keep any incremental work on each submitted
paper until the paper has been graded and returned (e.g,. notes, rough
drafts, and a copy of each paper you submit for course credit). Finally, you must submit original work
for each assignment, both within and between courses. You may not submit one piece of work to more than one course.
If you wish special consideration to share projects between courses, you
must request and receive written permission from the instructors of the
courses involved.
These are but a few of the student responsibilities. I strongly advise all students to obtain
and become familiar with a complete description of University policies
and procedures on academic integrity, which includes definitions of plagiarism
and cheating. Violations of
these policies hold severe academic consequences, including but not limited
to course failure or dismissal from the University. Academic
Integrity policies and procedures are available online: http://www.lesley.edu/policies/catalog/integrity.html.
Attendance
This graduate level course, for three credits, requires 45
in-class hours of attendance. Attendance for all sessions is mandatory,
except for "milestone" or emergency circumstances. For this class, "milestone" circumstances
are those generally defined as "rare" important events such as
weddings, funerals etc. Recreational events such as vacations and ballgames
etc. do not qualify. Emergencies are, by definition, unforeseeable. However,
key terms to keep in mind are "serious" and "unavoidable". Serious
emergency and significant "milestone" circumstances may warrant
exception and will be considered on a case-by-case basis in consultation
with your Academic Advisor (listed on your schedule) and the Program Director.
If you will miss class for any reason, then you are responsible for contacting
me to discuss the nature of the emergency and "milestone" circumstance,
whether the course attendance expectations will permit make-up work and/or
whether there may be an adverse effect on your final grade. If
you miss more than the equivalent of one full day over the two weekends,
it will result in a grade of technical fail (TF) on your transcript. You
will need to take the class, and pay tuition again.
Incomplete Grades (Highly Discouraged!)
Students who find it impossible to complete course requirements
by the due date may request a grade of "incomplete". To do this
you must notify your instructor, in writing, prior to the end of the class
and explain your need for a grade of incomplete. Incomplete grades must
be taken care of no later than the end of the semester immediately following
the current semester. After this, the incomplete grade becomes a permanent
grade of “F” that will remain
on the student’s transcript, and the course must be repeated by the student-quite
possibly traveling to another site.
Class Cancellation and Make-up Policy
In the event of severely inclement weather,
students will be notified by the site coordinator and the times when the
class will be rescheduled to fulfill the required hours. In the event of
an extreme personal emergency, individual students must confer with the
instructor to arrange for fulfilling the required hours.
Special Needs
Lesley University is committed to ensuring the full participation
of all students in its programs. Accordingly, if a student has a documented
disability, and, as a result, needs some accommodation to complete course
requirements, he/she should inform the instructor at the beginning of the
course. For further information about services through Lesley University
for students with disabilities, please contact Manju Banerjee, Coordinator
of Disability Services, at (617) 349-8194 or (617) 349-8530 (message),
or e-mail: banerjee@mail.lesley.edu
Further Information
More information about Lesley University policies can be found
here on the web:
http://www.lesley.edu/policies.html
BRIEF COURSE SCHEDULE, CONTENT AND ACTIVITIES
WEEKEND 1
FRIDAY, PM
1. INTRODUCTIONS & COURSE OVERVIEW
a. Introductions
b. Overview of uses of digital media in the classroom.
c. Course syllabus, readings and resources
2. THEORY & PRACTICE – RESOURCES
a. History and types of resources
b. Overview of current sources
Assignment — Media Safari
3. TOOLS & SKILLS – STUDIO SET-UP
a. Overview
of digital media tools and techniques
b. Why
use built-in, free or low cost tools relative to equity and access
c. Repurposing,
copyright and fair use
Assignment — Potluck Studio
SATURDAY, AM
4. THEORY & PRACTICE – STUDENT
CENTERED APPROACHES
a. Constructivist Learning Theory
b. Inquiry Learning Activities
c. Project Based Learning
Activity – Student
Produced Video, Search & Share Mission
5. THEORY & PRACTICE – COURSE PROJECT
ASSIGNMENT
SATURDAY, PM
6. THEORY & PRACTICE – MEDIA LITERACY,
PART 1
a. Introduction to media literacy
b. Developing skills in critically analyzing media messages
c. Key questions
Activity — Magazines, the good, the
bad and the ugly
7. TOOLS & SKILLS – TEXT AND IMAGES
a. Finding and viewing
b. Editing and saving
c. Creating your own pictures
d. Scanning originals
Activity — Text and Images Lab
SUNDAY, AM
8. THEORY & PRACTICE – DESIGN AND
PLANNING
a. Team roles
b. Planning the project’s rationale, goals and objectives
c. Storyboarding
Activity — Analyze
Sample Course Project
9. THEORY & PRACTICE – LEARNING
THEORY
a. Multimedia information and learning
b. Multiple Intelligences, revisited
c. Accessibility and Universal Design
Assignment – Learning Theory Brief
Reflection
SUNDAY, PM
10. TOOLS & SKILLS – WEB AUTHORING
WORKSHOP
a. Web authoring tools review (Free Web e.g. Mozilla, etc., MS Front Page)
b. Web authoring skills, links for linear, branching and menus
Activity — Web Skills Lab
11. TOOLS & SKILLS – AUDIO & VIDEO
BASICS
a. Finding & Playing
b. Recording Audio & Video
c. Built-in Editing Tools
Activity — Media Montage
WEEKEND 2
FRIDAY, PM
12. COURSE PROJECT – SHARING
13. THEORY & PRACTICE – MEDIA LITERACY,
PART 2
Activity — Reel to Real?
Assignment – Media Literacy Brief Reflection
14. TOOLS & SKILLS – FUTURE MEDIA
a. Media convergence
b. Issues of the moment
SATURDAY, AM
15. THEORY & PRACTICE – ASSESSMENT
a. Alternative assessments and rubrics, review
b. Digital media portfolios for students
c. Digital media portfolios for teachers
16. THEORY & PRACTICE – INTEGRATION,
PART 2
a. Challenges
b. Where
to from here?
In-Class Discussion, Local, Regional & National
Opportunities
SATURDAY, PM
17. TOOLS & SKILLS – VIDEO PRODUCTION
a. Video sources and resources, repurposing revisited
b. Capturing video clips, revisited
c. Video editing, integrating media in a digital video stream
Activity — Video Commercial
SUNDAY, AM
18. COMMERCIAL, SHOOTING & PRODUCTION
SUNDAY, PM
19. TOOLS & SKILLS – PUBLISHING
a. Publishing to R/W CD & DVD
b. Publishing to drop box (WinZip)
c. Publishing to web (FTP)
20. COMMERCIAL PRIMERE!
21. COURSE EVALUATION
EXTENDED BIBLIOGRAPHY
George Lucas Foundation (2005). Project Based Learning, An Integral Approach:
CSI Module. The World of Learning: Eductopia. Retrieved February 18, 2005, from http://www.edutopia.org/modules/PBL/index.php
George Lucas Foundation (2005). Technology Integration: Language Arts & Social
Studies Module. The World of Learning: Eductopia. Retrieved February 18, 2005, from http://www.edutopia.org/modules/LASS/index.php
George Lucas Foundation (2005). Technology Integration: Math & Science
Module. The World of Learning: Eductopia. Retrieved February 18, 2005, from http://www.edutopia.org/modules/ms/index.php
George Lucas Foundation (2005). Theory of Multiple Intelligences Module. The
World of Learning: Eductopia. Retrieved February 18, 2005, from http://www.edutopia.org/modules/mi/index.php
Graham, D. and Mason,
D. (2000, January). Multimedia applications on a shoestring budget [Online]. Retrieved February 18, 2005, from http://www.techlearning.com/db_area/archives/WCE/archives/donnas.htm
Hobbs, R.(2003). Changing what, why, and how you watch:
Nine critical questions to help you know TV. Media Literacy Clearninghouse.
Retrieved from: http://medialit.med.sc.edu/knowtv.htm
Lehman, B.A. (1998, November). Specific
The Conference on Fair Use: final report to the commissioner on the conclusion
of the Conference on Fair Use. Retrieved February 18, 2005, from http://www.uspto.gov/web/offices/dcom/olia/confu/index.html
Limpus, B. (1994). Lights, Camera,
Action! A Guide to Using Video Production and Instruction in the Classroom. Prufrock Press.
Martin, G.P. & Burnette, C. (2000,
October). Maximizing multiple
intelligence through multimedia: A real application of gardner’s theories. MultiMedia
Schools 7(5). Retrieved February 18, 2005, from http://www.infotoday.com/MMSchools/oct00/martin&burnette.htm
Najjar, L. J. (1996). Multimedia information
and learning. Journal of Educational Multimedia and Hypermedia, 5(2), 129-150.
November, A. (2001). Empowering
students with technology. Glenview, IL: Skylight Professional Development.
Richardson, K.W. (2002, January).
Copyright in the classroom: A workshop for educators. Technology & Learning.
Retrieved February 18, 2005, from http://www.techlearning.com/db_area/archives/WCE/archives/kwrich.htm
Soos, R. (2001, August). Multimedia projects:
An effective use of technology as a tool in elementary education. Technology & Learning.
Retrieved February 18, 2005, from http://www.techlearning.com/db_area/archives/WCE/archives/soos.htm
Szul, L. F., & Woodland, D. E.
(1998, February). Does the right software a great designer make? T.H.E.
Journal, 25(7).
48-49 [On-line]. Retrieved February 18, 2005, from http://www.thejournal.com/magazine/vault/A2012.cfm
Thoman,
E. (2003). Skills & strategies for media education. Retrieved February
18, 2005, from
http://www.medialit.org/reading_room/pdf/CMLskillsandstrat.pdf
Thornburg,
D. (2002, February). Images first, text second. PBS TeacherLine: Consider
This. Retrieved February 18, 2005, from http://teacherline.pbs.org/teacherline/resources/thornburg/thornburg0202.cfm
Thibodeau, P. (1997,
February). Design standards for visual elements and interactivity for courseware.
T.H.E. Journal, 24(7), 84-85 [On-line]. Retrieved February 18, 2005, from http://www.thejournal.com/magazine/vault/A1536.cfm
ISTE NETS-T Alignment Key (See Red Indicators Above)
I TECHNOLOGY
OPERATIONS AND CONCEPTS.
Teachers
demonstrate a sound understanding of technology operations and concepts.
Teachers:
I-A demonstrate
introductory knowledge, skills, and understanding of concepts related to
technology (as described in the ISTE National Education Technology Standards
for Students)
I-B demonstrate
continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies.
II PLANNING AND
DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers
plan and design effective learning environments and experiences supported
by technology. Teachers:
II-A design developmentally
appropriate learning opportunities that apply technology-enhanced instructional
strategies to support the diverse needs of learners.
II-B apply current
research on teaching and learning with technology when planning learning
environments and experiences.
II-C identify
and locate technology resources and evaluate them for accuracy and suitability.
II-D plan for
the management of technology resources within the context of learning activities.
II-E plan strategies
to manage student learning in a technology-enhanced environment.
III TEACHING,
LEARNING, AND THE CURRICULUM.
Teachers
implement curriculum plans, that include methods and strategies for applying
technology to maximize student learning. Teachers:
III-A facilitate technology-enhanced
experiences that address content standards and student technology standards.
III-B use technology
to support learner-centered strategies that address the diverse needs of
students.
III-C apply technology
to develop students' higher order skills and creativity.
III-D manage student
learning activities in a technology-enhanced environment.
IV ASSESSMENT AND EVALUATION.
Teachers
apply technology to facilitate a variety of effective assessment and evaluation
strategies. Teachers:
IV-A apply technology in assessing
student learning of subject matter using a variety of assessment techniques.
IV-B use technology resources
to collect and analyze data, interpret results, and communicate findings
to improve instructional practice and maximize student learning.
IV-C apply multiple methods
of evaluation to determine students' appropriate use of technology resources
for learning, communication,and productivity.
V PRODUCTIVITY
AND PROFESSIONAL PRACTICE.
Teachers
use technology to enhance their productivity and professional practice.
Teachers:
V-A use technology
resources to engage in ongoing professional development and lifelong learning.
V-B continually evaluate
and reflect on professional practice to make informed decisions regarding
the use of technology in support of student learning.
V-C apply technology
to increase productivity.
V-D use technology
to communicate and collaborate with peers, parents, and the larger community
in order to nurture student learning.
VI SOCIAL, ETHICAL, LEGAL,
AND HUMAN ISSUES.
Teachers
understand the social,ethical,legal,and human issues surrounding the use
of technology in PK-12 schools and apply those principles in practice.
Teachers:
VI-A model and teach legal
and ethical practice related to technology use.
VI-B apply technology resources
to enable and empower learners with diverse backgrounds, characteristics,
and abilities.
VI-C identify and use technology
resources that affirm diversity
VI-D promote safe and healthy
use of technology resources.
VI-E facilitate equitable
access to technology resources for all students.
* The goals in this syllabus
are followed references to the ISTE Educational Technology Standards
and Performance Indicators for
Teachers, with reference numbers. Example:
(ISTE-T I. A.)
Please refer to the ISTE NETS-T
Alignment Key on the last page for a full list of the standards.
MULTIMEDIA
WEB LINKS - see
barry.haines.net/templates.html
BIBLIOGRAPHY
Here is a listing of some other
resource books that you may wish to purchase for this course. You may
also find resources at the web site:
SELECTED BIBLIOGRAPHY found at:
barry.haines.net/OnlineArticles.htm