Knowledge of Technology: The teacher is skilled in technology and is knowledgeable about using technology to support

Instruction and enhance student learning. The teacher has demonstrated the ability to:

7.1 Apply technology to the delivery of standards-based instruction. (B,D) 7.2 Use technology to increase student achievement.

7.3 Utilize technology to manage and communicate information.

7.4 Apply technology to data-driven assessments of learning.

7.5 Instruct students in basic technology skills.

There are three categories of competence in educational technology expected of entry level teachers: (1) Basic Computer/Technology Operations and Concepts; (2) Personal and Professional Use of Technology; and (3) Application of Technology in Instruction. Content and assignments in CURR 5170 are designed to satisfy the following ISTE performance indicators:

• Teachers demonstrate introductory knowledge, skills and understanding of concepts related to technology.

• Teachers use technology tools and information resources to increase productivity, promote creativity and facilitate academic learning.

• Teachers use technology to locate, evaluate and collect information from a variety of sources.

• Teachers apply technology to develop students’ higher order skills and creativity.

• Teachers plan a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology.

• Teachers apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication and productivity.

• Teachers use technology to support learner-centered strategies that address the diverse needs of students.

• Teachers identify issues related to equitable access to technology in school, community and home environments.

• Teachers exhibit positive attitudes toward technology uses that support lifelong learning collaboration, personal pursuits and productivity.

III. REQUIRED TEXT

Sharp, V.2005. Computer Education for Teachers: Integrating Technology into Classroom Teaching (5^th Ed.). New York, NY: McGraw Hill.

Intel Teach to the Future Preservice Binder (provided by Dr. Fisher)

Storage media: USB thumb drive/flash drive is STRONGLY recommended, minimum of 32 MB storage space. Floppy disks are also ok.

IV. COURSE REQUIREMENTS See handout

V. ATTENDANCE

1. The expectation for this class is that students will be on-time and in attendance. If you are unable to attend, the courtesy of a phone call or email to Dr. Fisher is expected. The TEP program is preparing students for the teaching profession and requires that standards for professional behavior be followed.

2. Participation is a very important part of this course. More than one absence will be considered excessive and will reflect upon your grade accordingly. For every absence after 1, your final grade will be reduced 5%.

3. If you are absent from an individual or group presentation, the absence will be considered a double absence. Professional behavior and considerate participation with colleagues is an essential part of the University of Colorado’s Teacher Education Program.

VI. LATE POLICY

Assignments (including in-class presentations) will be due on the designated date (see course outline). Assignments received later than the due date will receive a 5% drop in grade for every class date the paper is late. This will be strictly enforced. You will be treated as adult professionals and will be responsible for following the syllabi

directives.

VII. AMERICANS WITH DISABILITIES ACT

Students desiring a reasonable accommodation under the Americans with Disabilities Act must contact the instructor immediately to discuss their needs. It is your responsibility to request any reasonable accommodations before assignments are due. Please contact Student Support Services (262-3065) or myself if you have questions or need assistance.

VIII. WRITTEN ASSIGNMENT CRITERIA

Assignments must be typed and double-spaced in a professional manner (on clean, white, unlined paper). Special attention must be given to the following:

• grammar, punctuation, spelling

• sentence and paragraph structure

• tense and parallel usage

• organization, neatness, and content knowledge

• be specific, say what you mean IX. ACADEMIC HONESTY

As a member of the CU-Colorado Springs academic community, please adhere to the following guidelines:

(a) reference all work; (b) do not use projects from previous courses; and (c) do not plagiarize. Please review the CU-Colorado Springs Course Bulletin (http://www.uccs.edu) for additional information regarding academic honesty.

X. PERSON-FIRST LANGUAGE

During your enrollment in this class, it is expected that you will reference individuals with disabilities using person-first language. Person-first language refers to identifying an individual as a human being – first, who possesses a physical and/or cognitive disability – second. Most importantly, person-first language upholds the dignity and worth of the individual. I will not accept labels such as, “SIED students”, “disabled students”, “PC students”, “SPED students”, etc. Please address individuals with disabilities using person-first language during class participation and in all written assignments.

XI. STATEMENT OF DIVERSITY

Faculty in the College of Education are committed to prepare students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, physical, and intellectual – while striving to provide fair and equitable treatment and consideration for all. Therefore, faculty intends to treat all students fairly and equitably regardless. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor.

XII. GRADING

A = 100% B+ = 89% C+ = 79% D+ = 69%

B = 87% C = 77% D = 67%

A- = 92% B- = 82% C- = 72% D- = 62%

Assignment Due Dates and Point Values

Dates listed are subject to change but will not be altered without prior notice.

Due Date

Format for submission

Points Possible Participation Active engagement in each week’s in-class activities; if you

aren’t in class, you can’t participate. Attendance and punctuality are professional behaviors expected of educators. Attendance will be taken at the beginning of class. Those not in the room will be marked tardy. 2 tardies = 1 absence. On the third absence, excused or unexcused, you will be disenrolled from the course. Credit will also be deducted if you leave before class is over.

1 point for each week of participation in class activities.

Participation means active engagement in class activities. These may be recorded but not necessarily graded.

15 Ongoing

Electronic Communication and Readings

Ongoing Electronic Communications include the use of eCompanion.

15

Web Evaluation A thorough evaluation of web sites demonstrating your ability to evaluate content found on the Internet for its suitability in the classroom. Specific instructions and an assessment rubric will be provided in class.

Turn in an electronic copy via the drop box in eCompanion.

10

Lesson Plan #1 A Constructivist lesson you will design using PowerPoint as the delivery tool.

Turn in an electronic copy via the drop box in eCompanion.

5

Lesson Plan #2 A lesson you will design demonstrating the appropriate integration of word processing into instruction. Guidelines and an assessment rubric will be provided in class.

Turn in a electronic copy at the beginning of class.

10

Lesson Plan #3 A lesson you will design that demonstrates the appropriate integration of word processing into instruction. Guidelines and an assessment rubric will be provided in class.

Turn in a electronic copy at the beginning of class.

15

Multimedia Project

(Talking Book)

A PowerPoint presentation which includes audio recordings and navigation buttons allowing it to function as an electronic

“talking book.” Guidelines and an assessment rubric will be provided in class.

Turn in an electronic copy via the drop box in eCompanion.

20

Final Assignment Using Microsoft Publisher, you will create a document

synthesizing what you understand and believe about technology, teaching and learning based on your experiences in the course.

Turn in a printed and electronic copy to the instructor.

10