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Merrimack Education Center/Fitchburg State College SEED 8250, BIOL 8250, ENGL 8250, ESCI 8250, HIST 8250, SCED 8250

Curriculum and Technology Fall 2012 Instructor: Eric Groves Telephone: 978-726-7612 E-mail: Office Hours: Before and after class COURSE DESCRIPTION: This course looks at the integration of educational technology in the classroom and its relationship to effective, child-centered learning. Participants will explore the use of the internet as a classroom resource, the hardware and software necessary to go on line, search engines, browsers, URLs, online journals, education web sites, online interest groups, and will develop the skills needed to design an integrated word document, a Movie Maker presentation, a power point presentation, and a Webquest. This course will enable participants to integrate curriculum and instructional technology that enables students to develop in-depth projects pertaining to their own grade level, academic discipline, or school-based priorities. Participants will develop advanced projects by using a multiplicity if technologies and present their results through multimedia formats. Participants will develop projects that require direct involvement with students in their own classrooms. Participants will make use of advanced telecommunication platforms such a and Google Blogspot to engage in on-line asynchronous threaded discussions and virtual groups. RECOMMENDED READINGS: (Inasmuch as this is a skills and productivity based course there are no actual textbooks. Instructional support comes in the form of tutorials available in the help section of the following Microsoft programs, and guidelines are articulated in the associated rubrics in the Appendix of the course syllabus. Word, Movie-Maker, Powerpoint, and the Webquest website at San Diego State University and ( and Google Bellanca, J. (2010). Enriched Learning Projects: A Pathway to 21st Century Skills. Bloomington, IN: Solution Tree Press, Collins, A., Halverson, R. (2009). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling, New York: Teachers College Press. Pearlman, B. (2009). “Making 21st Century Schools: Creating Learner-Centered Schoolplaces/Workplaces for the New of Culture of Students at Work� Educational Technology

2 Turkle, S. (2010). Alone Together: Why We Expect More from Technology and Less from Each Other, Basic Books. New York: Basic Books.

Fitchburg State College Teacher Education Conceptual Framework

LEARNING OUTCOMES / OBJECTIVES: 1. Review and survey technology use in public schools. 2. Develop skills to enable teachers to use technology as a tool to address differentiated instruction and learning styles. 3. Explore, identify, and learn how to use various adaptive technology tools to support students with specific learning disabilities. 4. Design and organization of an expository essay using Microsoft Word, image transfer, and wrap-around text organization 5. Long-term impact of the exponential expansion of technology for both schools and the workplace 6. Asynchronous threaded discussions and virtual groups via 7. Backward design & project-based learning and technology-based curriculum projects, lessons, units of study, writing and homework assignments and the use of various technological tools to assess learning in the context of instruction. 8. How does the internet work? URL description protocols and the pitfalls embedded within them. What are the legal and ethical issue that apply to the use of the internet as an instructional tool. 9. Power point production (Slide show, audio, quick-time video and web-based integration) 10. Creation and design of a Webquest 11. Classroom presentations of Power Point Enhance Lessons and Webquests (To be spread out over the last 7 sessions.) 12. Survey of the value of personal teacher websites and blogs. 13. Electronic Portfolio Design This course will address the dispositions of the Conceptual Framework in the following way(s): Knowledge: As a result of the learning experiences in the course, you will become more cognizant of: • Current technology use in the schools • Emerging trends in the use of technology in the schools • Specific computer applications which will enhance productivity and creativity • The global networking capacities of the internet and its power to enhance the classroom experience Skill: As a result of the learning experiences in the course, you will become better able to:

3 • •

Manipulate various applications such as Microsoft Word, Powerpoint, Excel, Web usage and integration, and n-line networking with other students Creatively integrate technological tools into creative unit and lesson design

Caring: As a result of the learning experiences in the course, you will become more competent in your ability to: • Assess and improve how technology can enhance the curriculum • Train students to create knowledge and present it effectively • Build student self-confidence in facing an increasingly technological world Ethical: As a result of the learning experiences in the course, you will become more competent in your ability to: • Discern appropriate use of technology as a social tool for knowledge building and for social communication • Understand the ethical limits and proper protocols in providing proper attribution for discovered and applied resources INSTRUCTIONAL STRATEGIES [Use this format for indicating strategies. Then, we can compile data more readily.] X X __ X X __ X X X

Lecture Discussion/Questioning Laboratory Problem Finding/Solving Discovery Interviewing Collaborative Learning Groups Reflective Responses Creating Visual Illustrations of Concepts

X X _ X _ X X

Data Collection and Analysis Pre-Practicum Role Playing/Simulation Independent Learning Field Trips Computer Applications Viewing or Listening to Followed by Discussing Other______________

Technology Initiatives: Users of the Fitchburg State College computer systems are subject to all applicable federal, state, and international computer laws. Questions regarding regulations may be directed to the office of Information Technology Systems. Candidates will utilize technology as: • • • • • •

a research tool; a communication method (email); a Movie Maker and a PowerPoint presentation an enhancement tool for the design of lessons and curriculum units a WebQuest a context for networking, web-based discussion and virtual grouping


4 A 2-3 page Word document w/embedded scanned and internet retrieved images on a topic related to and as introduction to the subject of the enhance lesson and the WebQuest A 4-5 minute Movie Maker Presentation A PowerPoint Enhanced Lesson which follows appropriate Understanding by Design Principles (The lesson will be delivered in the classroom and will be subject to a specific assessment rubric.) A fully developed Webquest as a tool in your academic discipline (The Webquest will be shared with the class and will be subject to a specific assessment rubric.) For self-selected advanced students: For students who wish to earn an A instead of an A-, a PowerPoint based version of the Zunal Webquest Classroom discussions & Google Blogger participation on general topics and questions The entire sequence of assignments and projects completed by individual teacher candidates will focus on content and subject matter, which explicitly support the curriculum frameworks in the particular field that the teacher candidates represent. EVALUATION OR GRADING POLICY: Word document w/embedded scanned and internet retrieved images………....20 points Movie Maker Presentation……………………………………………………...25 points PowerPoint Enhanced Lesson……………………………………………… .....25 points Webquest/Teacher Web Page as a tool in your academic discipline…. ……….20 points Classroom discussions & Google Blogger participation……………..………...10 points


4.0 95 – 100 A 3.7 92 – 94 A3.5 89 – 91 A-/B+ 3.3 86 - 88 B+ 3.0 83 - 85 B 2.7 80 – 82 B2.5 77 – 79 B-/C+ 2.3 74 – 76 C+ 2.0 71 – 73 C 0.0 0 – 70 F W Withdrawn IN Incomplete IP In-Progress *Grades that fall between intervals will be rounded to the higher number. COURSE CONTENT / TOPICAL OUTLINE

5 SESSION I: (All Classes Meet from 4:00-7:45) Introduction and review of various models for technology integration in the curriculum The purpose of the first half of this session is to provide the class with a broad overview of the ways in which technology can be integrated into classroom learning. The second half will be devoted to a detailed overview of student expectations by way of explanation and modeling of prior products. Class Activities: A. Review of syllabus B. View video: “High Tech High” (19 min.) This is a charter high school in San Diego, CA which has created a total technology environment and relies heavily on Project-based learning. C. Present an integrated learning unit including a word document, Movie Maker Presentation, a PowerPoint presentation and a Webquest about the Amoskeag Knitting Mills in Manchester, N.H. and Child Labor in Lawrence, Massachusetts in 1912. D. View a 5 minute student-produced video “Ashland Down Under” and examine concrete research products from a school-wide technology based project in a Middle School E. Review of student expectations: a. Expository Word Document b. Participation in Online discussions through c. Movie Maker Presentation d. Powerpoint Presentation e. Webquest SESSION II: The Design of an Expository Word Document Pre-Class Preparation: Prepare a “rough draft” of the expository paper. This should be a 2-3 page, single-space paper about a topic which will become the basis or an introduction to the learning unit within which the later power point presentation and Webquest will be part of. Please bring in any photographs you wish to have included and know which websites you need to visit to download images from the web. Class Activities: A. Laboratory time for the completion of the Expository Paper C. On-Line Review of a variety of Web-Based Resources SESSION III: Movie Maker Design Workshop Pre-Class Preparation: Prepare a tentative outline for your movie. This movie should be designed to be an actual introductory activity for the lesson you will later design.

6 Class Activities: In-class tutorial on Movie Maker and the demonstration of several models SESSION IV: Pre-Class Preparation: Read the article “Five Riveting Ideas” on-line from the following URL The “Five Riveting Ideas” article presents a variety of ideas, classroom applications and solutions relevant to the emerging technology needs of our culture and our students. Which of these do you find relevant to your needs as a teacher and how could these be utilized as practical solutions in your classrooms. (I realize that we all work in imperfect environments, so please do not use up energy explaining all the reasons why these ideas cannot be implemented. Try to be positive and see if you can cull from these ideas ways in which you can move forward in your own particular educational environment. Also, please acknowledge and validate ideas from your classmates which you have found useful. This way we can use this forum as a means to do some productive sharing.) Be prepared to discuss the role technology will play in expanding relationships between and among students, teachers and the larger community. To what extent will technology allow control of learning to shift from teacher to student? Class Activities: A. Socratic Seminar on “Five Riveting Ideas” B. Laboratory time to complete and present your Movie Maker to the class SESSION V: Introduction and Tutorial for the Enhance PowerPoint Lesson SESSION VI: PowerPoint Production Workshop SESSION VII Completion and Presentation of Completed PowerPoints SESSION VIII: Zunal-Based Webquest Tutorial and Workshop SESSION IX: a. Presentation of Zunal Webquest b. Discussion and demonstration of WEB 2.0 technologies SESSION X: Transformation of Zunal Webquests into PowerPoint-Based Webquests


USEFUL WEB SITES FOR ACTIVE AND PROBLEM/PROJECT-BASED LEARNING Instuctional Strategies Resource Troves Media Resources Project-based Learning

FITCHBURG STATE UNIVERSITY ON-LINE LIBRARY SERVICES The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services including borrowing privileges, document delivery (books and articles mailed to your home), Interlibrary Loans, online and phone reference assistance, access to subscription databases, library instruction, and more. Any questions relating to library services should be directed to the Access Services Librarian at 978-665-3062 or DLLIBRARY@FITCHBURGSTATE.EDU. There is also a special section for Distributed Learning Library Services at outlining the wide range of services available to you and how to access them. Students who are currently registered with the college may access any of the library’s subscription databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library’s homepage at and clicking on the All Research Databases link to select the resource you want to access from the alphabetical listing or clicking on the Research Guides for Majors link and select from the subject listing. Once you click on the database title you will be prompted

8 for your Falcon Key logon information; this is the same logon you will use for your Fitchburg State email account and if you have any online Blackboard courses. If you do not know your Falcon Key username and password or if you have any problems logging in, contact the college’s Information Technology Help Desk at 978-665-4500. The Library can issue you a temporary guest Falcon Key to use while the Information Technology Department is setting up your account: contact us at 978-665-3062 or DLLIBRARY@FITCHBURGSTATE.EDU. All registered Fitchburg State students are eligible for a Fitchburg State One Card ID which also serves as his/her library card. If you have not received your One Card yet, you can still access all of our online services as long as you have activated your library account. Activate your library account online at or in person at the Circulation Desk. After activation by the Gallucci-Cirio Library and receipt of your One Card, students may also use any Massachusetts State College and University Library and participating libraries in the Academic and Research Collaborative (ARC) during the current semester. ID cards are available on campus all year round. To obtain an ID card, students must either complete the online Photo-less One Card request form ( or present a course registration confirmation at One Card Office in the Anthony Building of the main campus. Please call 978-665-3039 for available times or if you have any questions about your One Card. COLLEGE AND EDUCATION UNIT POLICIES Policy on Disability Disability Services is the primary support system for students with disabilities taking classes in the day and evening divisions. The office is located on the third floor of the Hammond Building and can be reached at 978/6653427 or 978/665-3575 TTY. If you need course adaptations or accommodations because of a disability, if you have emergency medication information, or if you need special arrangements in case the building must be evacuated, please make an appointment at the beginning of the course to talk with me. It is important that the issues relating to disabilities be discussed with me as soon as possible. Attendance and Participation 1. As an emerging professional, you are expected to attend every class session, to be on time, and to communicate with the instructor regarding any absences. Absences and tardiness may result in a permanent grade change. Attendance at all pre-practicum sessions is mandatory. 2.

Participation in class discussions and cooperative groups is expected. All candidates are responsible for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely fashion demonstrates professional maturity and an ability to organize and manage time. Completion of assigned reading is imperative to your individual development as a professional.

3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for successful teaching and thus are factored into the final grade. Education Unit Computer Literacy Requirement All assignments must be typed, doubled-spaced; follow the Department Writing Guide; and use APA format when appropriate.

9 You are expected to use word processing for all assignments (unless otherwise instructed). Cellular Telephones Kindly turn-off cellular telephones during class time and pre-practicum experiences. For emergency messages please set the telephone device to vibrate. Thank you in advance for your consideration of colleagues and children. Grade Appeal If you disagree with the evaluation of your work or believe an improper grade has been assigned, an appeal may be followed. Please discuss the matter with the instructor and refer to the FSC Grade Appeal Policy in your Student Handbook. Policy on Honesty The faculty in the Education Unit at Fitchburg State College that work submitted in fulfillment of course requirements will be solely that of the individual candidate and all other sources will be cited appropriately. College Academic Dishonesty Policy, as outlined in the College Catalogue, will be strictly adhered to. Copyright Policy You are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted material without permission of the copyright owner is illegal. Such unauthorized copying may violate the rights of the author or publisher. Fitchburg State College adheres to federal laws regarding use of copyrighted materials. See the Student Handbook for more details.

Name of Pre-Practicum/Practicum Student: ____________________________________________________ Date of Lesson: ________ Location/School: ____________________________________________________ Age/Grade Level of Students:_________ Supervising Practitioner:____________________________________ Lesson Focus: ______________________________________________________________________________ I. Essential Question(s) and/or Goal including Rationale: What essential question do you want students to answer and/or what is it that you want students to learn? Why do students need to learn this content and/or skills?

10 II. Objective(s): What will students be able to do at the end of this lesson? Include the conditions, the behavior, and the criterion (proficiency level) for each objective. III. Assessment: What formative assessment will you make throughout this lesson? What summative assessment/evaluation will you make at the conclusion of this lesson? These assessments should determine whether your objective(s) was/were met. IV. State Framework(s): What is/are the state framework(s), the strand(s), and the learning standard(s) addressed during this lesson? When quoting from the frameworks, use {} to replace words and … to omit words. V. Connections across the Curriculum (where applicable): How will you integrate subjects (disciplines) into this lesson? VI. Materials: What materials/technology are needed for this lesson? Include a copy of any worksheet, handout, or rubric if used for the lesson. If specific references were used for this lesson, be sure to cite them. VII. Outline the Lesson Process: What are the steps that you will need to take in order to implement this lesson? Give enough detail so another person could implement the lesson. In this section, you should include the following information:  Organization of the classroom, transitions, and estimated timing of each lesson part  Source for motivating students  Source for activating students’ prior knowledge  Teaching of terms/vocabulary and key/guiding questions asked should be incorporated into this section of the lesson plan  Method of instruction and student response (e.g., teacher modeling, student written response, student discussion with peer)  Adaptations: How will you differentiate instruction to meet the diverse needs (cognitive, social, language, physical, multicultural, etc.) of your students during this lesson?  Closure for the lesson VIII. Reflection: If you implemented this lesson, be sure to complete the Teacher Candidate Reflection on Practice Form. Please note that this form includes the minimum expectations for a Fitchburg State College lesson plan. Faculty members may require an addendum or additional components to your lesson plan as needed for their courses. For all appropriate lesson plan guidelines and rubrics please go to the following web link:

Curriculum and Technology  

Syllabus Integration Curriculum and Technology