Syllabus

toc =Course Syllabus= EDU 568 Communication Tools for Teaching and Learning Summer 2008 University of Maine Farmington

=Contact Information= Theresa Overall, Ph.D. Assistant Professor University of Maine Farmington theresa.overall at maine.edu (207) 778-7049

=General Description= The goal of this course is to develop student-centered learning through technology integration and project-based approaches. Themes include: --Using technology effectively in the classroom to promote 21st century skills --Identifying ways students and teachers can use technology to enhance learning through research, communication, collaboration, and productivity strategies and tools --Providing hands-on learning and the creation of curricular units and assessments, which address state and national academic and technology standards --Facilitating student-centered classrooms that encourage student self-direction and higher-order thinking

This course is one of four that make up the Technology Concentration that is part of the Master’s of Science in Education at University of Maine Farmington. The course material, however, stands alone and this course can be taken as part of the Technology Concentration or not.

Pre-requisites
Participants should be familiar with word processing, file management, data backup strategies, and sending and opening email with attachments

Required materials
Participants need access to a laptop computer with word processing software, presentation software, spreadsheet software, Web browser software, .pdf file reading software, and archive or file compression software; access to the Internet; access to a printer

Required Text
Instructor will make available a set of photocopied materials (~250 pages) for purchase through the University. A CD of resource materials will be provided free of charge. Other texts will be made available on the Internet; participants may choose whether to print the materials or read them online.

Special Needs
Equal educational opportunity is offered to participants with special needs due to disability. Please notify the instructor at the beginning of the course if reasonable accommodation is needed to meet course requirements.

=Course Description= The course consists of 9 modules (some will cover two or more class periods)

Module 1: Teaching with Projects • Discuss materials, goals, and expectations • Review file management, backup strategies; set up file structure for saving unit materials • View Unit Plan Template, Portfolio Rubric, and sample Unit Portfolios • Review research on unit planning and a project-approach to learning • Create a publication to explain projects to others • Reflect on learning • Begin planning technology-enhanced units that target higher-order thinking and 21st century skills

Module 2: Planning the Unit • Identify standards for units • Create objectives for units • Discuss and develop Curriculum-Framing Questions • Discuss and brainstorm assessment methods and strategies • Create a presentation that gauges student needs • Reflect on learning • Refine standards, objectives, and Curriculum Framing Questions for units

Module 3: Making Connections • Share presentations that gauge student needs • Discuss how to meet standards with projects • Examine and discuss copyright laws and fair use guidelines as they pertain to education • Create Works Cited documents • Explore Internet resources for use in research, communication, and collaboration • Evaluate Internet resources • Modify Unit Plans • Reflect on learning • Plan how to use Internet collaboration and communication tools in units

Module 4: Creating Samples of Learning • Share ideas for incorporating the Internet into units • Discuss ways to ensure students use the Internet safely and responsibly • Create and assess student sample presentations, publications, wikis, or blogs • Modify Unit Plans • Reflect on learning • Modify unit standards and objectives

Module 5: Assessing Student Projects • Share student samples • Discuss ideas for involving students in the assessment process • Reflect on current assessment practices • Refine Assessment Plans • Create a summative assessment • Revise and assess student samples • Modify Unit Plans • Reflect on learning

Module 6: Planning for Student Success • Share student samples and assessments • Discuss how to help students become self-directed learners • Research ways to differentiate instruction for all students • Create an assessment for student self-direction • Create support materials to scaffold student learning • Modify Unit Plans • Reflect on learning • Begin planning facilitation materials needed for units

Module 7: Facilitating with Technology • Share ideas for facilitation materials • Discuss how to use various questioning techniques • Self-assess current facilitation practices • Create presentations, documents, spreadsheets, or web-based resources to support a student-centered classroom • Create timelines and plans for unit implementation • Modify Unit Plans • Reflect on learning • Assess Unit Portfolios • Locate professional development and technology resources for educators

Module 8: Showcasing Unit Portfolios • Discuss how to manage technology usage • Create management documents to assist in unit implementation • Prepare and showcase Unit Portfolios • Evaluate course

Module 9: Current Research in Educational Technology • Find, synthesize, and share research related to one-to-one computing usage in the classroom • Find, synthesize, and share research related to problem-based and project-based learning in the classroom • Find, synthesize, and share research related to communication technologies, especially "disruptive technologies" in the classroom • Find and evaluate a Web 2.0-using educator's blogs, podcasts, wikis and other communications about technology in the classroom

=Grading= Class Participation 10% Reflections 10% Research Projects 20% Unit Portfolio 60% -- Student Sample (20/60) -- Assessment (10/60) -- Unit Plan (10/60) -- Showcase Presentation (10/60) -- Support Pieces (10/60)

A = 93% and above A- = 90.0 – 92.9% B+ = 87.0 – 89.9% B = 83.0 – 86.9% B- = 80.0 – 82.9% C+ = 77.0 – 79.9% C = 73.0 – 76.9% C- = 70.0 – 72.9% F = 0 – 69.9%

Work that is satisfactory will receive a grade of B. This work meets all the requirements of the course and demonstrates solid comprehension and skill acquisition. Work that is exemplary will receive a grade in the A range. This work goes beyond the basic course requirements and demonstrates in-depth reflection, analysis, and synthesis. Rubrics or scoring guides will be provided for each assessment piece.

Academic Integrity
It is a participant’s responsibility to familiarize him/herself with UMF’S Code of Academic Integrity and to abide by it in this course. The Code can be found in the University’s catalog ([|http://catalog.umf.maine.edu/)] under Academic Policies.