ED 220: Technology and Curriculum

2 Credits

T or TH  6-7:45, Stevenson 175

Lab FR 3:30-5:00, Alianza Charter School

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: after class (T TH), Alianza (FR), and by appointment any day.

Web sites of interest

Course Overheads

Long email message sent on 10/24 regarding schedule for remainder of quarter

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 change)

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. 

2)       Word Processing Project

Create a class newsletter using a widely available word processing program (e.g., MS Word).  Your newsletter should include images, columns, and content relevant to your teaching assignment. 

Grading Criteria: Quality of both appearance and content

3)       Software/Web reviews

Please review 4 educational technology resources:

For the evaluations of student instructional technology, please use the Instructional Design for Learners evaluation rubric developed by the California Instructional Technology Clearinghouse.  See Sample Review here. 

Grading Criteria: Comprehensiveness and originality of the reviews.

4)       Spreadsheet demonstration

Create a class list (pseudonyms or first names only please) using any commonly available Spreadsheet or DB application.  Enter any relevant data, sort by a column, and use a function command in one column. 

Grading criteria: Relevance, comprehensiveness. 

5)       World wide web page navigation, ethical use, and development

Visit at 4 educational sites, two commercial (e.g., www.math.com) and one non-profit (e.g., http://www.si.edu).  Describe the issues of copyright for both types.  The following site may be of assistance: (http://www.fplc.edu/tfield/copynet.htm).  Share your work with classmates. 

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.  Check here for directions on uploading (optional).   

Grading Criteria: Comprehensiveness, Navigability, Appearance

6)       Hypermedia project. 

Each student is invited to create a simple piece of instructional software using MS Powerpoint (or other design tools) designed for the purpose of teaching of a CA content objective (your choice).  This project can be completed in a group of 2-6 students. 

 Grading Criteria: Comprehensiveness, quality of visual presentation. 

Class Schedule and Assignments (Subject to change)

Session

Topic

Reading

Assignment Due

1

Course Introduction

Obtaining an email account

None

 

2

How technology assists us in making meaning.

Is learning with technology different than other kinds of learning?

Using email--Paper on Educators using email

Word Processing

Chapter 1 and 2, Text

 

3

Terms and “Tech Specs”: Operating systems, RAM, ROM, Storage Devices,

Printing, USB, IEEE 1394 or Firewire. 

Troubleshooting:  Locating the problem. Web sites for help.

Computer Haiku

None—Course notes offered during class

Class newsletter due, turned in via email.  Please attach your newsletter in an email to me (ktellez@cats.ucsc.edu

Important: Include “220Newsletter-Fall02” in the subject line of your email message.

4

Oct. 8 and 10

Meet in Ming Ong Computer Lab

Learning from and for the Internet

Web-based components for communication

Developing a web site

Chapter 3

 

5

Developing a web site (cont.)

Using the web for instruction

Chapters 4

 

6

Building Learning communities on the Internet

Newsgroups, Listservs, Chat rooms.

Chapter 4 (cont.)

 

7

The advantages of Multimedia: How icons and images enhance learning for all. 

Chapter 5

 

8

Discussion of the state of the art in instructional software design. 

Sample of “best practice” software. 

Chapter 6

Software Reviews due (paper copies only). 

9

Managing your teaching life: Technology for convenience and communication. 

Spreadsheet Applications:

Microsoft Excel

Chapter 7 and 8

Web page due (please submit URL or paper copy of primary pages/links). 

10

Reflections on Instructional Technology: Limitations/

Exaltations

Or

What Hath We Wrought? 

Introduction to Unix and the return of Logo: Helping students understand the logic of computers. 

Oppenheimer article

Hypermedia project due (please attach your document in an email to me (ktellez@cats.ucsc.edu

Important: Include “220Hypermedia-Fall02” in the subject line of your email message.  Be sure to include the names of each group member (if applicable) in the text of the email  message.

Spreadsheet application due (paper copy)

Book summary due (paper copy)

Course challenge materials due (paper copy)

 


 

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/)


 Challenge items.

1.  Basic Word ProcessingSubmit a 2-3 page document that demonstrates the following:

Proper formatting ( margins, tabs, spacing and alignment), font selection and changing fonts, proper and effective use of type styles (bold, italic, underline), including a header on one page and a footer on all pages, Use of a table, 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 onb. A computer won’t restartc. A computer freezesd. A message appears indicating insufficient memory.e. A piece of software quits unexpectedlyf. A document won’t open  g. You get a message that a disk is damaged or unreadablePlease turn in these papers on the last day of class if you have chosen to challenge the Level 1 skills. 


CTC Standards for Technology Competency, based on SB 2042
  1. Each candidate considers the content to be taught and selects appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment.
  2. Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly
  3. Each candidate is 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.
  4. Each candidate uses computer applications to manage records and to communicate through printed media.
  5. Each candidate interacts with others using e-mail and is familiar with a variety of computer-based collaborative [tools].
  6. Each candidate examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools.  (See California State guidelines and evaluations.)
  7. Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.
  8. Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered
  9. Each candidate demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies.