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EDUC 515 Utilization of Computers in Teaching Morgan State University School of Education and Urban Studies Department of Teacher Education and Administration Spring 2012

Instructor (Lead Learner): Joquetta L. Johnson Primary Email: Mobile: 443-756-3314 Office Hours: By Appointment after 4PM Course Textbook: NONE Course Wiki: Course Diigo Group: Course YouTube Playlist: Course Overview: The Utilization of Computers in Teaching course will provide candidates with hands-on innovative experiences using technology in a variety of formats. The candidates will learn software, hardware, online resources, staff development, digital citizenship, assistive technologies and additional instructional tools and pedagogies that facilities teaching and learning in the 21st century. This course provides graduate candidates in educational administration and supervision with experiences in using and integrating 21st technologies into the classroom as well as strategies for purchasing technology and supervising and implementing the effective use of technology as an administrator. Purpose: The purpose of this course is to give students hands-on opportunities to emerging technologies used in schools and to provide them with the tools they will need as administrators to effectively fund, implement, and supervise the integration of technology into the school’s curriculum.

Rationale and Knowledge Base: The position of principal, instructional supervisor or classroom teacher is clearly a task-oriented function in which the effective use of technology is essential. Administrators and classroom teachers need to have a vision for technology implementation and integration within their classroom, building or district. They need to be effective in communicating and implementing their vision. Anyone who is preparing for a practice-oriented occupation must have an opportunity to observe, analyze, train, and experience the activities in which he or she will be involved. This course will provide candidates with opportunities to engage in these activities as they relate to technology integration and provide successful leadership in the area of technology integration within a school or at a district level. Course Objectives: Upon completion of this course, the student will be able to: 1. demonstrate digital citizenship and practice ethical use of resources 2. demonstrate sound instructional design and effective uses of technology 3. examine school system challenges as related to technology integration 4. identify essential conditions required for effective technology integration 5. formulate and articulate a vision for technology integration 6. model leadership in technology integration 7. identify and utilize essential productivity software and tools for administrators 8. discuss ways to integrate various technologies in the classroom 9. develop a staff development plan for the upcoming school year 10. identify funding sources for technology 11. locate, evaluate, organize, and share resources 12. supervise and evaluate teachers as they integrate technology into their lessons and 13. develop a web presence Standards: The six (6) Interstate School Leaders Licensure Consortium (ISLLC) are consistent with the National Council for the Accreditation of Teacher Education (NCATE) guidelines for Advanced Programs in Educational Leadership and Morgan State University’s PULSE Model.

ISLLC Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. NCATE Area I: Strategic Leadership: NCATE Area II: Instructional Leadership

PULSE Model: Strategic Leadership; Instructional Leadership •

ISLLC Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

NCATE Area II: Instructional Leadership PULSE Model: Instructional Leadership •

ISLLC Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

NCATE Area I: Strategic Leadership NCATE Area III: Organizational Leadership PULSE Model: Strategic Leadership; Organizational Leadership •

ISLLC Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

NCATE Area IV: Political and Community Leadership NCATE Area II: Instructional Leadership PULSE Model: Strategic Leadership; Instructional Leadership •

ISLLC Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

NCATE Area I Strategic Leadership PULSE Model: Strategic Leadership; Instructional Leadership


ISLLC Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

NCATE Area IV: Political and Community Leadership PULSE Model: Strategic Leadership; Instructional Leadership

International Society for Technology Education (ISTE) National Standards for Administrators 1. Visionary Leadership Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators: 2. Digital Age Learning Culture Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators: 3. Excellence in Professional Practice Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators: 4. Systemic Improvement Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators: 5. Digital Citizenship Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. Educational Administrators: National Standards for Teachers

1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

Maryland Teacher Technology Standards Maryland Technology Literacy Standards for Standards eracy_standards.pdf COURSE POLICIES: Participation (attendance, discussions, reading, opening rituals, etc.)

The instructor will serve as the “Lead Learner” in this course and will use a variety of instructional techniques. Your participation and contributions will determine the success of this course and your experience in it. Our classroom is an environment where you are free to share your views and opinions with other members of this class. However, at all times, we must be respectful to one another.

Attendance: All students must make every effort to be in attendance, on tine, and present for each class in order to fully participate and contribute to the class discussions and activities. If you miss a class, you must discuss it with the instructor prior to the class meeting. Absences (excused or unexcused), excessive tardiness, and late assignments may result in a lowered grade. Readings: Readings are assigned for in-depth discussions. To be prepared to engage in intelligent dialogue, students must read the assignments on time each week and should informally take notes to facilitate quality discussions. Opening Rituals: “Engaging in rituals – repeated practices that center thought and action – can assist us in the remembering that education is a sacred vocation” (M. Hafner, University of Utah). Therefore, each student will lead two opening rituals during the course of the semester. The open ritual will serve to signify that our class is ready to begin “invited us to be attentive to the people and ideas around us.” Each ritual may take 5-10 minutes of time and must be tied to course content. Possible activities include: a poem, quote, short reading, the sharing of a song or video that reminds you of a concept discuss in class; or the sharing of a personal story, or moment, etc… Be Creative! Be engaging!


Final Project Completion of all written and oral assignments Active class participation Regular class attendance


Assignments Final Project Mid-Term Class Participation Class Attendance

30 % 25% 10% 25% 10%

Grading Scale: 90-100 80-89 70-79 60-69 Below 60


ASSISTANCE: Please do not hesitate in asking me for help at anytime. However, a lack of planning on your part does not justify an emergency for me. You must take responsibility in your own learning. What does taking responsibility for your learning mean? * -It means that you attend class regularly and arrive on time. -It means that you complete all assignments on time. -It means that you understand that each instructor has different requirements and expectations, that you read each syllabus carefully to discern each instructor’s requirements and expectations, and that you abide by the instructor’s requirements and expectations. -It means that you participate actively in class. -It means that you put forth considerable time and effort in your academic work and that you turn in work that reflects your time and effort. -It means that you take advantage of Morgan's resources (such as talking with your advisors, the Dean, other classmates, etc.) -It means that you continuously assess your progress in each class and immediately take steps to address any deficiencies or weaknesses. -It means that you accept the consequences when you do not meet your responsibilities as a student. Contact me as soon as you begin to have problems or if you decide to drop. Often, an email or phone call can clear up a question that might otherwise trouble you for days. I repeat… Please do not hesitate in asking me for help at anytime. I look forward to being your instructor and helping you to succeed!

*adapted from

EDUC 515 Spring Syllabus  
EDUC 515 Spring Syllabus  

Syllabus for EDUC515