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ED
220: Technology and Curriculum 2 Credits
Spring 2003 Single Subjects Focus T or TH 6-7:45, Ming Ong Compter Lab Merrill College
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Instructor: Kip Téllez, Ph.D.
Education Department
UC Santa Cruz
1156 High Street
Santa Cruz, CA 95064
Office: (831) 459-2208
Home: (831) 335-2797
ktellez@cats.ucsc.edu
http://education.ucsc.edu/faculty/ktellez/
Office Hours: 4-5:30pm, T TH and by appointment any day.
Course Description:
The chief aim of this course is the development
of the knowledge and skills to make academic ideas and content accessible
to all students. The course studies how learners
control and adapt instructional opportunities, in this case technology,
by using their cultural, linguistic and developmental knowledge frames. To these ends, students are invited to develop generalized
skills for using technology, examine existing applications for learning with
technology, and develop original learning applications.
Course Concerns:
Technology plays a primary role in the
social, economic, and political life in the US. Teachers,
in their role as shapers of society, must understand how technology can
be used to enhance, augment, or hinder learning and communication. The International Society for Technology in Education
suggests how teachers can prepare themselves and their students for the next
phase of the technology revolution in their performance indicators for teachers
(http://cnets.iste.org/index3.html).
Course materials
Book:
Jonassen, D.H.,Howland, J., Moore, J., Marra, R.M. (2002). Learning with Technology: A Constructivist Perspective. Upper Saddle River, NJ: Prentice Hall.
Article:
Oppenheimer,
T. (1997). The computer delusion.
The Atlantic Monthly, July. Available in full text at http://www.theatlantic.com/issues/97jul/computer.htm
Assignments (Subject to modifications)
1)
Book Summary
Please respond to the following
questions (2-3 pages):
a)
What was the most compelling
proposal presented in the text? Why?
b)
In your experience, does constructivism
apply to learning with technology?
c)
What feature/section of the text
was least useful?
Grading Criteria: Quality and comprehensiveness. Due June 5 in paper copy.
2)
Word Processing Project
Create an instructional worksheet using a widely available word processing program (e.g., MS Word). Your newsletter should include images, columns, and content relevant to your teaching assignment. If your work is in a file other than MS Word, then please submit in RTF format.
Grading Criteria: Quality of both appearance and content. Due April 29/May1, sent as email attachment with
“ssed220sp03wpp” in the subject line.
3)
Software/Web reviews
Present the results of a search of the top 2-3 instructional
software applications and web sites for your content area/grade.
Please work in groups of 3-5 for
the software/web reviews. Your group will be invited
to present your work to the class on dates to be determined.
Grading Criteria: Comprehensiveness and originality of the reviews.
4)
World wide web page development
Develop a classroom web site appropriate
for your current placement class. While the specific
form of the site should be individual and varied, you should include links
for students, parents, and other teachers. Please
also develop a page (at least one) containing links and other materials designed
to help students with a particular assignment or project.
Due May 29, URL sent in text of
email message, using subject line, “ssed220sp03website”
Grading Criteria: Comprehensiveness,
Navigability, Appearance
Note: Each assignment is weighted
equally in computing the final course grade.
Schedule and topic list
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Session |
Topic |
Reading |
Assignment Due |
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1 April 3 |
Course Introduction |
None |
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2 April 8 or 10 |
How technology assists
us in making meaning. Is learning with technology
different than other kinds of learning? Word Processing |
Chapters 1,2 |
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April 15, 17 |
Break |
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3 April 22 or 24 |
Terms and “Tech Specs”: Operating systems, RAM, ROM, Storage Devices, Printing, USB, IEEE 1394 or Firewire. Troubleshooting: Locating the problem. Web sites for help. |
None |
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4 April 29 or May 1 |
Learning from and for the Internet Web-based components for communication Developing a web site |
Chapters 3,4 |
Word processing paper due via email attachment. |
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5 May 6 or 8 |
Developing a web site (cont.) Using the web for instruction Using video in classroom
applications Presentations |
Chapters 5,6 |
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6 May 13 or 15 |
Discussion of the state of the art in instructional software design.
Managing your teaching life: Technology for convenience and communication. Spreadsheet Applications: MS Excel and MS Powerpoint Presentations |
Chapter 6,7,8 |
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May 20 or 22 |
Open lab times, Ming
Ong |
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May 27 or 29 |
Open lab times, Ming Ong |
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Web site due, submitted via email |
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7 |
Both TU and TH sections meet in Soc Sci Room at 6:00 for final meeting |
Oppenheimer Article |
Book summary due (paper copy) Course challenge materials due (paper copy) |
Web sites of interest (the list will grow during class). See course web site for additional links.
www.iste.org/ International Society for Technology in Education
ctap.k12.ca.us/ California Technology Action Project.
www.4teachers.org Very useful site for teachers
http://www.memphis-schools.k12.tn.us/admin/tlapages/on-line.htm Help using Powerpoint, other software packages.
http://www.si.edu/resource/faq/nmah/techhistory.htm Smithsonian Institute’s History of Technology site.
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Students with disabilities are encouraged to speak with Dr. Téllez regarding modifications to the course structure. In addition, interested students are encouraged to contact the UCSC Disabilities Resources Center at 831-459-2089 for general assistance.
Like all endeavors in the university, this course holds to the UCSC guideline for academic integrity (http://oasas.ucsc.edu/avcue/integrity/)
Mandatory Challenge items.
1. Basic Word Processing
Submit a 2-3 page document
that demonstrates the following:
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proper formatting ( margins,
tabs, spacing and alignment)
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font selection and changing
fonts
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proper and effective use of
type styles (bold, italic, underline)
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including a header on one page
and a footer on all pages.
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Use of a table
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Use of borders around a single
paragraph
This may be a letter to parents or students, a faculty memo, a lesson plan or any document of your choice. Be sure your document involves one or more paragraphs, sentences or titles that clearly show different margins, spacing, alignment and tabs.
2. Write a short (2-3 page) paper describing at least two ways that you have used, or plan to use, one computer or single piece of technology in a standard classroom. You should describe the objective of the activity; what other activities will be undertaken at the same time; how you will plan and manage the classroom during that activity; and how technology can make a difference.
3. Describe,
in a 1-2 page written document, what steps you should take if:
a, A computer won’t turn on
b. A computer won’t restart
c. A computer freezes
d. A message appears indicating insufficient
memory.
e. A piece of software quits unexpectedly
f. A document won’t open
g. You get a message that a disk is damaged
or unreadable
You may limit your response to steps for one operating system (e.g,. MacOS9, X, Windows 98, XP
When all else fails, enjoy the transcendental Computer Haiku
Please turn in these papers on the last day of class if you have chosen to challenge the Level 1 skills.