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ED 220: Technology and Curriculum 2 CreditsT 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.
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
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.
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.
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
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. |
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.