EDTF 200 - Instructional Media

 Conceptual Framework | Course Description | Course Goal & Objectives | Course Approach | Required Textbook | Required Readings | Course Schedule | Assignments | Grading Scheme | Grading Scale | Academic Honesty Policy | Classroom Behavior

LHUP Teacher Ed. Conceptual Framework

Our pre-service teacher education program within the LHU College of Education (COE) adheres to the COE's conceptual framework theme, "The Effective Teacher in a Changing Society: A Reflective Decision-Maker". The model has a teacher as a reflective decision maker as its core. We provide educational experiences that prepare future teachers who understand that productive students must engage in problem-solving, fill leadership roles, and serve as cooperative group members within an environment that fosters the self-esteem of all involved. This course endorses the mission of the college by providing leadership and scholarship for the development of a new generation of educational professionals prepared to use instructional media and technologies to meet challenges and solve problems for the betterment of education and human development. The course supports that the effective teachers in a changing society must:

1. know the content they teach,
2. engage in caring communication,
3. be able to implement a variety of teaching strategies, and
4. be able to self-evaluate.

Our emphasis is placed on the student as a thinking, evaluative professional who takes action within a changing environment - a social, economic, technological and professional environment. The goals, content, and organization of this course are to support the teacher education program within the College of Education.

<back to top>

Course Description

EDTF200 is an introduction to the contributions of instructional media and technology to teaching and learning in educational settings. The course is aligned to the 2008 ISTE National Educational Technology Standards for Teachers. This course will help you reflect on the role various forms of electronic and digital technology can play in the teaching/learning process and how you can engage these processes in your classroom. You will become skilled in some of the many digital tools used in today's schools. In addition, you will be exposed to an educational approach called Project-Based Learning (PBL*), while anchoring the use of technology for the creation of a learner-centered, safe and developmentally stimulating learning environment.

Integral to the course are discussions of how technology is embodied within the College of Education's conceptual framework, as students investigate ways to use technology for Collaboration among their colleagues, for engaged Learning by their students and themselves, and in multiple ways of Leading in their classroom and in their profession. The technology competencies satisfied through this course will become an integral part of your online portfolio.

From University Course Catalog

An introduction to the planning and utilizing resources for instructional message development and delivery. This hands-on course emphasizes the operation and utilization of computers and related technologies aimed at meeting the International Society for Technology in Education (ISTE) standards focusing on pre-service teacher education. Students develop basic teaching/learning skills through exploring classroom applications of recent technological innovations including the internet and digital imagery. Course is restricted to Early Childhood, Elementary, Health & Physical Education, and Special Education majors.

<back to top>

Course Goal & Objectives

The general goal of EDTF200 is to familiarize LHU teacher education students with the technologies that are used in many of today's classrooms. By the end of EDTF200, each teacher education student will be able to:

• Use electronic tools to produce:
1. a variety of print-based media, including: newsletters, posters, and other print materials (letters, worksheets, etc.),
2. non-print-based media, including presentation, concept mapping, multimedia, and instructional WWW pages
• Design ways to integrate technology into teaching and learning for multiple purposes, to address multiple content areas, and with multiple strategies
• Apply principles of visual and information literacy in creating electronic materials and learning environments
• Use electronic tools to individually reflect on and collaboratively communicate about teaching and learning growth and challenge
• Apply appropriate technology tools for enhancing his/her own professional learning and productivity
• Use technology in communicating, collaborating, conducting research, and solving problems
• Plan, lead, and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology
• Create a learning environment based on a specific metaphor, theme or topic
• Plan a unit and develop lesson plans based specifically geared toward the proposed learning environment
• Design and develop basic student-centered learning activities that take into account students' ability levels, learning styles and cultural diversities
• Select and utilize appropriate technology for the purpose of meeting content and Pennsylvania Academic Standards Aligned System (SAS) (Also see Common Core State Standards Inititive).

<back to top>

Course Approach

Assisting K-12 learners to become media literate: In what ways do learners profit from the use of electronic media? How can electronic media be used to enhance active learner-centered activity? How can I integrate media skills into my lessons? What is the Internet? What tools do I need to use the Internet? How will I use the Internet resources to assist my students?

Media Literate

Knowledge of:

• communications theory
• history and impact of technology
• selection and evaluation criteria
• future trends in technology
• ethical issues and standards

Skills in:

• producing instructional materials
• utilizing instructional materials
• operating instructional media equipment

Professional attitudes related to:

• appreciating diverse learning styles
• developing a belief that all students can learn
• developing a foundation for research-based practice
• developing a foundation for project-based learning

In-class instructional methods may include: demonstrations, discussions, lectures, student-led activities, cooperative activities, tutorials, readings, problem solving, and media show-N-tell's. Each activity is planned with an appreciation for diverse learning styles based on temperament, gender, and cultural/ethnic differences.

Course Expectations: This course is designed to bring about a self-directed learning, with an emphasis as much on the search for personal truth as on acquired knowledge. ?Teaching and learning is primarily a communal act; its greatest lessons may lie in an understanding of connectedness.? Though we have a carefully designed road map to follow (the syllabus), the outcome of the journey we will take together is never guaranteed.? The success of this course depends on our balanced contributions as active learners. This is not a sit-back-and-take-it-all-in course. Being an active learner will be hard work.? Your role in gaining the most from the course that you can is being willing to invest something beyond your own comfort level into it.?

My primary role is that of a learning guide for our journey together; I have carefully designed an itinerary that will be most effective in helping us reach our destination. It is also my role try to create the best climate for this to happen in, so you can see and understand as much of what we encounter as possible.?

Grades are used to emphasize seriousness to and evidence of learning rather than exclusively as a judgment based on a mastery of skills and content knowledge. They are also used to emphasize collaboration and cooperation rather than competition.

The set of expectations below is designed to facilitate the creation of a community of learners in which relationships, those between all of us, and the subject matter, too, are as important as the learning itself.?

• It's very important to attend class every day. ?This will provide you the best opportunity to be successful.?There’s a high positive correlation between attendance and success in school. However, more than three excused/unexcused absences throughout the semester will result in the loss of 10 % from the final grade.? In any case, students are responsible for all work assigned at each class period and late assignments lose 10% per calendar day.?
• Excused absences require documentation.? Excused absences include: LHU sponsored functions, illness, or a death in the family. In the event of flu symptoms, students are required to contact their instructor prior to missing class.
• If at all possible, don’t be tardy.? You should be in class, on time, every day.? Being late under normal circumstances is disrespectful to your classmates, your teacher, and yourself, and it makes it more difficult for you to be successful in our class, so please don’t be late.
• Class participation is the key.? Assignments are introduced in the Media Lab (Raub 322), along with other relevant topics. The skills necessary to complete class projects will be taught in the Computer Lab (Raub 106 or Stevenson Library). Labs are designed to get you started on most assignments. Points will be deducted for nonattendance, partial attendance, or recurring tardiness during lab time.
• Late assignments will not receive full credit except in the event of a documented excused absence. ?Assignments submitted electronically (via D2L e-Learning System) are due by 11:59 pm on the due date. Assignments submitted in print are due at the beginning of class on the due date. Students are expected to follow all submission directions precisely. Late assignments (excluding quizzes) will lose 10% of points possible per day. Quizzes may not be submitted late.
• No cell phone, sleeping, checking email or surfing the web during class/lab time.? These off-tasks behaviors can result in the student being asked to leave and being marked as absent.
• Students are expected to come to class prepared. ?Students are expected to complete the assigned Readings, Watchings, Listenings, and Designings before arriving for class.
• Students are expected to be familiar with the course D2L learning management and regularly access it throughout each week.? D2L will be used as a communication tool, discussion spaces, and assignment submissions.
• Unless indicated, all email correspondences with your instructor should be sent via LHUP Mail.? Please include your full name, course name, and section number with all correspondence.
• Computers will be used extensively in class and outside of class to complete assignments.? Individual support is provided during regularly scheduled consulting hours in RAUB325. All course software is available in Raub 106, and most software is also available online.
• Students may be required to bring personal laptop to class. The use of personal computer (laptop) in class is strongly encouraged, but not required. However, laptops/computers are ONLY to be utilized for coursework and activities related to coursework. DO NOT use laptops/computers for entertainment during class meetings.
• Many assignments will require a broadband (fast) internet connection.? Students may complete these activities from off-campus. However, in the event that students do not have sufficient access at home, they will be expected to use the resources that are provided on-campus or alternative locations (e.g., public library, friend or family).
• Students are expected to regularly backup their work and always maintain at least two copies of their computer files in at least two separate locations (e.g., USB Flash drive, external hard drive, network folder, personal computer, etc.) in order to avoid data loss in the event of hardware failure or user error.? Students are also expected to record the usernames and passwords they create for various services used in the class. ?Lost work or failure to remember passwords are not sufficient excuses for failing to meet a due date.
• Words and actions that are unkind and unprofessional will not be tolerated. ?You may not engage in any behavior that will jeopardize the learning of yourself or others.? No food/drink, nor hats/hoods are allowed during class and computer lab time.

<back to top>

Required Textbook

There is no required textbook to purchase for this course. Primary course materials and readings will be distributed through this website or available through the library e-reserves.

<back to top>

Required Readings

* All readings are available in the library e-reservs under the instructor's name (http://pilot.passhe.edu:8050/cgi-bin/Pwebrecon.cgi?db=local&PAGE=rbSearch). See Course Schedule below for detail.

• Carr-Chellman, A. A. (2010). What Is Instructional Design? In A. A. Carr-Chellman (Ed.), Instructional Design for Teachers (pp. 1-22). New York, NY: Routledge.
• Forcier, R. C., & Descy, D. E. (2008). Legal and Ethical Issues. In R. C. Forcier & D. E. Descy (Eds.), The Computer as an Educational Tool: Productivity and Problem Solving (pp. 124-143). Upper Saddle River, NJ: Pearson Education Inc.
• Koch, J. (2009). The Information Technology Revolution. In J. Koch (Ed.), So You Want to Be a Teacher (pp. 198-220). Boston, MA: Houghton Mifflin.
• Koch, J. (2009). The Power of Projects and Problems for Student Learning. In J. Koch (Ed.), So You Want to Be a Teacher (pp. 166-171). Boston, MA: Houghton Mifflin.
• Lever-Duffy, J. & McDonald, J. B. (2011). Technology for Diverse Learners. In J. Lever-Duffy & J. B. McDonald (Eds.), Teaching and Learning with Technology (pp. 86-105). Boston, MA: Pearson Education Inc.
• Robert, M. D. (2006). Foundations of Effective Technology Integration Models: Theory and Practice. In M. D. Robert (Ed.), Integrating Educational Technology Into Teaching (pp. 35-67). Upper Saddle River, NJ: Pearson Education Inc.
• Warlick, D. (2008). Epilogue: A Peek at the Classroom of 2015. In R. C. Forcier & D. E. Descy (Eds.), The Computer as an Educational Tool: Productivity and Problem Solving (pp. 394-396). Upper Saddle River, NJ: Pearson Education Inc.

<back to top>

Course Schedule

• Course begins January 18, 2011
• Course ends May 6, 2011
• Course length: 16 weeks

<back to top>

Assignments

<back to top>

Grading Scheme

<back to top>

Grading Scale

Note: The grade is cumulative -- as points are added the grade will go up.

<back to top>

Academic Honesty Policy

Lock Haven University endeavors to promote an appreciation of the values of fairness and intellectual honesty and to establish a climate of academic freedom within which students learn. Any breach of trust may undermine academic freedom and diminish the integrity of the
University’s mission. The University has established means of discouraging academic dishonesty and has established procedures to protect every student’s right to fair treatment and due process.

Instructors share the expectation that students demonstrate their mastery of subject matter in an honorable and straightforward manner. Violations of ethical norms are very serious.

For more information, see LHUP Student Handbook

<back to top>

Classroom Behavior

Students and faculty share responsibility for maintaining an appropriate learning environment in the classroom. Civility and respect create a safe and productive atmosphere in which students can achieve. Disruptive behavior hinders the educational process and is unacceptable at Lock Haven University.

The definition of disruptive behavior is at the reasonable discretion of the faculty member teaching the class, and determination of whether a specific behavior is disruptive resides within the authority of the faculty member. Examples of disruptive behavior include, but are not limited to, the following:

1. Showing disrespect for and displaying poor manners toward any faculty member or other students.

2. Disruptive or inappropriate use of technology and electronic devices in the classroom, such as cell phones, computers, pagers, and MP3 players.

3. Persistent speaking without being recognized or interrupting other speakers.

4. Persistently entering class late or leaving early without an excuse or the faculty member’s permission.

5. Threats, harassment, or personal insults of any kind directed toward any faculty member and other students.

Faculty have the discretion to impose sanctions for disruptive behavior in their classrooms. Some of the sanctions may include:

• a formal apology

• dismissal from the class in which the disruptive behavior occurs

• referral to Student Affairs for resolution of the situation, which action could result in dismissal
  from the University

For more information, see LHUP Student Handbook