California State University Bakersfield
School Of Education

CALIFORNIA STATE UNIVERSITY, BAKERSFIELD

SCHOOL OF EDUCATION

EDTE 415 (EDEL 415 and EDSE 415): Technology for Educators

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Term: Winter 2010 Class Instructor: J. Ruiz M.A.

Location: WS Library Computer Lab 16 Email: jruiz3@csub.edu

Class Meetings: Monday 6:00pm – 8:30pm

Office Hours: Monday 4:00 – 6:00, or by appointment

The School of Education Theme

Excellence ~ Integrity ~ Caring

CANDIDATE DISPOSITIONS

Professional Collaboration

Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.

Reflective Practitioner

Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.

Ethical Professional

Candidates’ actions are based on the principles of social justice that reflects insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.

Student/Client Centered

Candidates are encouraged throughout their programs to prioritize for the needs of the clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interaction with students/clients.

Professional Leader

Candidates are encouraged throughout their programs to become strong, determined, ethically principled leaders with a clear instructional focus, communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.

Professional Competence

Candidates maintain high programmatic outcomes that are developed from research- based practices, principles of learning differentiation, standards based instruction.

Mission

In support of the university's vision of excellence the mission of the School of Education is to be a professional learning institution that prepares highly capable professionals to serve our culturally and linguistically diverse community with integrity.

University Vision Statement

By 2014-15, CSU Bakersfield will be the leading campus in the CSU system in terms of faculty and academic excellence and diversity, quality of the student experience, and community engagement. Realization of our vision will be advanced by recruitment, development and promotion of excellent and diverse staff within an organizational culture committed to excellence in all areas.

School of Education Philosophy

The philosophy of the School of Education has as its basis confluent education, which perceives learning as the merging of cognitive, affective, social and psychomotor domains. This belief underscores the premise that education nurtures and promotes intellectual growth and the emotional, social and physical well being of all students with a special focus on diversity and equity.

School of Education Goals

Based on the confluent education model, the following goals provide a direction for educating the whole person:

· To formulate a comprehensive view of human growth and development, a global knowledge of self and others, and an empathy and sensitivity to multiple realities of a changing environment.

· To develop a commitment and responsibility to democratic and social values through professional collaboration, educational leadership, and collegial partnerships.

· To promote critical inquiry through research and practice in order to improve teaching, learning and communication.

· To broaden knowledge and skill bases in terms of multicultural pedagogical principles conducive for effective curriculum delivery and instruction in diverse settings.

· To utilize and integrate various current multimedia resources and technological tools to enhance teaching and learning in the ever-changing society.

· To apply multiple methods of assessment with a special focus on critical reflection and self-analysis for continual professional development and on-going program evaluation.

COURSE DESCRIPTION AND OBJECTIVES

EDTE 5xx is a course for candidates in the credentialing program designed to prepare candidates to utilize a variety of technologies in their classrooms.

The candidates should develop the ability to (Std 11):

1. Utilize basic technology proficiency in their everyday lives as well as classes. This includes the ability to be familiar with basic principles of operation of computer hardware and software, and implements basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support.

2. Use appropriate technology to facilitate the teaching and learning process. Candidates are able to evaluate and select a wide array of technologies for relevance, effectiveness, and alignment with state-adopted academic content standards, and the value they add to student learning.

3. Demonstrate knowledge and understanding of the legal and ethical issues related to the use of technology, including copyright issues and issues of privacy, security, safety, and acceptable use.

4. Demonstrate knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis, and management in the instructional setting.

5. Demonstrate competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered. Candidates analyze best practices and research on the use of technology to deliver lessons that enhance student learning.

6. Integrate technology-related tools into the educational experience and provide equitable access to available resources to all students. Candidates encourage the use of technology with students in their research, learning activities, and presentations.

7. Use computer applications to manipulate and analyze data as a tool for assessing student learning, informing instruction, managing records, and providing feedback to students and their parents.

8. Use a variety of technologies to collaborate and communicate with students, colleagues, school support personnel, and families to provide the full range of learners with equitable access to all school and community resources.

Candidates will also be able to meet ISTE:

1. Exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

2. 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.

3. Design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes

4. 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. 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.

Textbook Requirement

Students are required to purchase Livetext. Purchase it from Main Campus bookstore by calling 661-664-2273 or buy it online at college.livetext.com must have by the second class meeting.

Technology Requirements: TC \l4 "

USB flash drive with a minimum of 4 GB storage. No university or lab storage of personal data is available. TC \l4 "

Microsoft Office: Word, Excel, Powerpoint

Web Browser: IE, Firefox, Safari, etc.

Course Requirements

Students will be involved in a variety of readings, lectures, discussion, interaction, and presentations. The final grade will be based upon:

Class Participation/Assignments 500

Technology Project 500

ANCHOR ACTIVITIES

A) Class Participation and Attendance (500 points)

Attendance and appropriate participation in all class meeting is vital to the learning process and thus mandatory. Attendance at all course meetings is required and students are expected to arrive on time and be prepared for the class discussions. Students will be docked a letter grade for every absence and half of a letter grade for arriving late or leaving early from class.

B) Technology Portfolio (500 points)

Candidates will complete a technology portfolio in Livetext throughout the course which will incorporate projects and assignments from the weekly course material.

Schedule of Classes

Week	Prof. #	Proficiency Standards (What educators should know)	Clarifications and Examples (Demonstrate by including in a portfolio. Please include materials specific to your area of educational expertise.)	Instructor Signature & Date or Pg #
1 1/10	1.1	Demonstrate knowledge of computer operations including: operation of computer software and hardware, troubleshooting and peripheral devices. [CCTC Standard 11.1]	Include a video, slide show, quiz or presentation addressing the following: • Explain Networks, Scanners, input/output and Storage Device. • Explain Basic processes and operation of the computer including referring to the components by name. ● Explain basic troubleshooting tips. ● Describe the difference between web based and device based applications
2 1/24	1.2	Collaborate and communicate with Technology [CSTP Standard 6.3], [NETS Standard 3, 4, 5], [CCTC Standard 11.7]	*Include a minimum of three examples clearly demonstrating proficiency. Write a narrative addressing how the examples meet the standard.* ● Demonstrate ability to use Word Processing and Presentation applications to create documents that include graphics, charts, and advanced word processing skills for classroom use. • Create and/or follow an Educational Blog or subscribe to an RSS feed. • Create a Podcast or Wiki. • Create a Website • Demonstrate collaboration using a web based tool
3 1/31	1.3	Demonstrate knowledge of privacy, safety, copyright, and other legal and ethical issues to promote digital citizenship. [CSTP Standard 6.7], [NETS Standard 4], [CCTC Standard 11.3]	Read and summarize a district staff AUP, and copyright policy. Include a sample student AUP. Narratives should describe all of the following: • Explain your role as and educator in teaching and modeling cybersafety and copyright laws. • Describe your understanding of an AUP, CIPA, COPPA, copyright laws and fair use policy in education.
4 2/07	1.4	Demonstrate an ability to use digital research tools to locate and evaluate relevant content and research . [CSTP Standard 6.2], [NETS Standard 3, 4, 5], [CCTC Standard 11.4]	Write a narrative addressing how the examples meet the standard. ● Describe in narrative how to evaluate website reliability. ● Demonstrate the ability to locate relevant information and/or research using a variety of search tools. (Periodical, advanced tools in search engine, primary sources, research data bases, etc)
5 2/14	1.5	Use digital technology to demonstrate student learning. [CSTP Standard 5.6] [NETS Standard 2] [CCTC Standard 11.5]	Create a lesson where students use technology to demonstrate their learning. • Charts • Graphs • Digital Media • Digital Portfolios
6 2/21	1.6	Use digital applications to manage and analyze student data. [CSTP Standards 5.2, 5.3, 5.6] [NETS Standard 2, 3], [CCTC Standard 11.6]	Include a range of examples clearly demonstrating proficiency. Write a narrative addressing how the examples meet the standard. ● Demonstrate skill in electronic classroom record keeping. ● Demonstrate ability to sort, analyze and interpret data to effectively guide classroom instruction and to provide feedback to students and parents.
7 2/28	1.7	Evaluate and reflect on best practice research on the uses of technology to deliver lessons to enhance student learning [CSTP Standards 1.5, 4.4] [NETS Standard 2, 3] [CCTC Standard 11.4	Locate two relevant examples of the successful use of technology in education. Include in narrative a summary of each example, specifying how the technology will enhance student learning. Examples of technologies: ● Interactive whiteboards ● Document cameras ● Assistive technology ● Video conferencing ● Digital media ● One per student digital devices
8 3/7	1.8	Design or adapt a standards based lesson that engages students though the incorporation of digital tools and resources to promote student learning and creativity. [CSTP Standards 1.4, 3.5, 4.4] [NETS Standard 1, 2] [CCTC Standard 11.2]	Explain how you addressed all of the following points, and include artifacts from a single lesson/unit in portfolio. • Content to be taught. • Alignment with the state content standards • Student learning styles and/or special needs. • Selection of relevant technology • Description of student technology use • Assessment of student learning
9 3/14	Presentations

Academic Honesty

The principles of truth and honesty are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and not to give unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be positively encouraged.

Academic Dishonesty (cheating): This is a broad category of actions that use fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situation alone, but arises whenever students attempt to gain an unearned academic advantage. Plagiarism is the misuse of published or unpublished words of another by claiming them as one’s own. It may consist of handing in someone else’s work, copying or purchasing a composition, using ideas, paragraphs, sentences or phrases written by another, or by using data an/or statistics compiled by another without giving citation. Another example of academic dishonesty (cheating) is the submission of the same or essentially the same paper or other assignment for credit in two different courses without gaining prior approval.

When a faculty member discovers a violation of the community’s principles, the faculty member is required to give a failing grade to the student for the course. In addition to assigning the final grade, the faculty member also notifies, in writing, the Dean of Students and the relevant school dean that an act of academic dishonesty has occurred and a grade of “F” has been assigned. The student receives a copy of this letter, which becomes a part of the student’s permanent file. If a second act of dishonesty occurs, the student is administratively dismissed from CSUB.