Lewis University

College of Education
Developing Learning Communities

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55-504 Technology for Teaching and Learning

Spring 2014


I. Instructor Information
Name: Mrs. Sandra Knight
Phone: 630.697.7508 (cell/text)
E-mail: sknight1835@gmail.com
Office hours: Wednesday 4 pm 5 pm (in computer lab where we will hold class)
By appointment

II. Course Information
Course number: 55-504 (2 credit hours)
Class meeting: Wednesday (5pm 8pm), Weeks 1-4 Room: Academic Bldg. Writing
Computer Lab (AS-159-A), Weeks 5-8 Room: DLS Computer Lab (DL327)
Prerequisites:
The basic computer skills such as operating systems, WWW, e-mail, MS Word, and
PowerPoint will be applied in this class. We will use computers quite a bit during this class.
Students should be comfortable with exploring on a computer and learning from their
mistakes.

Course Description:
This course is designed to help pre-service and/or practicing teachers learn practical, effective
ways to integrate technology resources and technology based instructional methods into
everyday classroom practices. The course will explore theories of learning and how computer
technology can be used to address the diverse learning styles present in todays classrooms.

III. Connection to University Mission and Conceptual Framework
The unifying principle that drives the COE Conceptual Framework is the COE mission of
developing learning communities. The College of Education is dedicated to enacting our
mission through the universitys Signum Fidei principles of knowledge, wisdom, fidelity,
association, and justice. Our commitment to diversity is central to the work we do and the
experiences we foster within the University and local school communities.

This learning space is an extension of Lewis Universitys
Sanctified Zone, a place where people are committed to working
to end racism, bias and prejudice by valuing diversity in a safe and
nurturing environment. This active promotion of diversity and the
opposition to all forms of prejudice and bias are a powerful and
healing expression of our desire to be Signum Fidei, Signs of
Faith, in accordance with the Lewis Mission Statement. To learn
more about the Sanctified Zone, please visit: www.lewisu.edu/sanctifiedzone
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Lewis University is a Catholic University in the Lasallian Tradition. Our
Mission is integrated into all aspects of University life, including this
course. This course embraces the Mission of the University by fostering an
environment in which each student is respected as an individual within a
community of learners. In the spirit of the vision of Lewis University, the
goals and objectives of this course seek to prepare students to be successful,
life-long learners who are intellectually engaged, ethically grounded,
socially responsible, and globally aware.

Students Requiring Special Accommodations
If you have a disability that may require consideration by your Instructor and you have not
previously submitted documentation to the staff in the Leckrone Academic Resource Center
(LARC), please make an appointment with Denise Rich, Director of Academic Support
Services in LARC (x5593). It is recommended that you address this prior to the start of class or
within the first week of class. If you need accommodations for successful participation in class
activities prior to your appointment in LARC, you should provide information in writing to
your Instructor that includes suggestions for assistance in participating in and completing class
assignments. It is not necessary to disclose the nature of your disability to your instructor. For
more information about academic support services, visit the LARC website at:
www.lewisu.edu/larc.

Furthermore, the course meets teacher education program goals by preparing teachers to effect
change in the field of education through critical interpretation of research, to be skilled
practitioners in integrating technology that will impact classroom success, and to educational
practices and social as a whole.

IV. Rationale
Technologies have had a significant impact on our lives and they are used by airlines, banks,
grocery stores, businesses, sporting events, etc. The purpose of this course is to introduce
students to the wide range of ways in which technology tools can be used to enhance
instruction in our schools. The course will emphasize the practical applications of technology
to produce learning activities that are both useful and productive for todays learners.

V. Course Objectives - Standards - Performance Assessments
Upon completion of this course, the student will be able to:
explore, evaluate, and use technology resources including applications, tools,
educational software and associated documentation.
understand advantages and disadvantages of applications and how they may be
implemented into the classroom.
use productivity tools and multimedia software to enrich teaching and learning.
utilize computer technology to increase the efficiency and effectiveness of classroom
responsibilities.
design and develop effective classroom activities using computers or other emerging
technology resources for a variety of student groups.
design student learning activities that foster equitable, ethical and legal use of
technology by students.
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promote thinking and reflection about the effective uses of technology for diverse
student populations in todays schools.

College of Education Unit Standards and proficiencies
Knowledge transformative educator
Candidates will be engaged in authentic learning context and work collaboratively with
community members through technology.
Multicultural Educator
Candidates will use technology to explore other perspectives and cultures, and share
the plurality of the ways of life and cultural diversity.
Social Justice
Candidates will use technology to design and develop instructional activities and
materials that ensure an equal chance for all students to achieve academic success.

National Educational Technology Standards (NETST) and Performance Indicators for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETSS)
as they design, implement, and assess learning experiences to engage students and improve learning; enrich
professional practice; and provide positive models for students, colleagues, and the community. All
teachers should meet the following standards and performance indicators. Teachers:

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both face-to-face and virtual
environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and
resources
c. promote student reflection using collaborative tools to reveal and clarify students conceptual
understanding and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and
others in face-to-face and virtual environments

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the NETSS. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals, managing
their own learning, and assessing their own progress
c. customize and personalize learning activities to address students diverse learning styles, working
strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with
content and technology standards and use resulting data to inform learning and teaching

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in
a global and digital society. Teachers:
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a. demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources
to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a
variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate,
and use information resources to support research and learning

4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture
and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology,
including respect for copyright, intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable
access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of
technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and
students of other cultures using digital-age communication and collaboration tools

5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the effective
use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to
improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision
making and community building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective
use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their
school and community
Copyright 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada)
or 1.541.302.3777 (Intl), iste@iste.org, www.iste.org. All rights reserved.

Illinois Professional Teaching Standards
Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics
and abilities of each student and how individuals develop and learn within the context of their social, economic,
cultural, linguistic, and academic experiences. The teacher uses these experiences to create instructional
opportunities that maximize student learning.
Standard 2 - Content Area and Pedagogical Knowledge The competent teacher has in-depth
understanding of content area knowledge that includes central concepts, methods of inquiry, structures of the
disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based
upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Standard 3 - Planning for Differentiated I nstruction The competent teacher plans and designs
instruction based on content area knowledge, diverse student characteristics, student performance data,
curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
Standard 4 - Learning Environment The competent teacher structures a safe and healthy learning
environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive
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social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal
goal-setting.
Standard 5 - I nstructional Delivery The competent teacher differentiates instruction by using a variety
of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning.
This teacher understands that the classroom is a dynamic environment requiring ongoing modification of
instruction to enhance learning for each student.
Standard 6 - Reading, Writing, and Oral Communication The competent teacher has foundational
knowledge of reading, writing, and oral communication within the content area and recognizes and addresses
student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.
Standard 7 - Assessment The competent teacher understands and uses appropriate formative and
summative assessments for determining student needs, monitoring student progress, measuring student growth,
and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional
effectiveness and adjusts practices to meet the needs of each student.
Standard 8 - Collaborative Relationships The competent teacher builds and maintains collaborative
relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works
as a team member with professional colleagues, students, parents or guardians, and community members.
Standard 9 - Professionalism, Leadership, and Advocacy The competent teacher is an ethical and
reflective practitioner who exhibits professionalism; provides leadership in the learning community; and
advocates for students, parents or guardians, and the profession


VI. Course Policies and Procedures

Class attendance requirements
Class participation is expected. Students should demonstrate comprehension and familiarity of
technology by actively participating in class activities and assignments. Students will also be asked to
share with the class the projects they have completed using technology and its applications.
Attendance is mandatory. Students are expected to attend class, arrive on time, have assignments
completed and participate in class on a regular basis. Students absent at the time of their scheduled
individual or group presentations, will be assessed a penalty, and will not be allowed make-ups.
Tardiness and partial absences will be reviewed and may also result in a lower course grade.
Students are expected to attend all classes as part of the normal learning process. In addition, the
students must be especially consistent in attendance during the first two classes of the semester, to
confirm registration and to be listed on the official course roster. Student who fails to follow this
procedure and have not received prior approval from the instructor for absences will be officially
dropped from the courses in question by certification of the instructor on the official class lists.

Diversity
See appropriate University and College of Education publications for policies including, but
not limited to, academic honesty, grading, and accommodations for students/candidates
special needs.

VII. Evaluation procedures

All assignments must be completed on time to receive credit for the course.
Academic Honesty: Scholastic integrity lies at the heart of this academic institution. All of its
members should expect to be evaluated on their own work. Plagiarism, collusion and other forms of
cheating or scholastic dishonesty are incompatible with the principles of Lewis University. Students
engaging in such activities are subject to loss of credit and expulsion from the University.

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College of Education
Developing Learning Communities

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Grading System
Grading Scale
Grade % Quality Points Definition
A 95-100 4.0
Outstanding
A- 90-94 3.7
B+ 87-89 3.3
Good B 83-86 3.0
B- 80-82 2.7
C+ 77-79 2.3
Satisfactory
C 73-76 2.0
C- 70-72 1.7
Passing
D+ 67-69 1.3
D 63-66 1.0
D- 60-62 0.7
F 0 -59 0.0 Failing

Note: You must earn a grade of C or better in any course required for licensure. If you earn a C- or lower you will
need to repeat the course and earn a C or better in order to obtain your license from the Illinois State Board of
Education.

Course Requirement (Total: 180 Points)
Students will receive points on the following activities:
Assignments
hw1: Productivity Tools Project 10 points
hw2: WebQuest/Technology Resource Evaluations 10 points
hw3: Web 2.0 Project 20 points
hw4: Video/ Book Trailer Project 20 points
hw5: Smart Notebook Lesson 20 points
hw6: Screencast Tutorial Project 10 points
hw7: iPad Apps/Assistive Technology Project 20 points
hw8: Lesson Unit Plan & Multimedia Project 30 points


Class Activities/Participation 40 points

VIII. Textbook and Instructional Materials
MS Office 2010
Blackboard
SMART Notebook
Inspiration/Kidspiration/Webspiration
LiveText
Web 2.0 Google Apps, iPad Apps, Blog, Prezi, Weebly, LiveBinder, Edmodo,
Socrative, Padlet, etc.
MovieMaker/iMovie

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VIII. Instructional Methods and Activities
Demonstration
Collaborative groups/Discussion
Inquiry
Student demonstration/Presentation
Hands-on exercise

IX. Course Schedule/Assignments
Class Topics Activities/Assignments
Class 1
5/14
Course Overview
Review of Computer Basic Skills
National and State Technology Standards
Productivity Tools (Word, Excel)
- Introduce your neighbor
Class 2
5/21
Collaboration Tools (Google Apps)
Presentation Tools (PowerPoint, Prezi)
WebQuest/Technology Resource
Evaluation
- hw1: Productivity Tools Project
(Due date: May 21)
Class 3
5/28
Web 2.0 Applications (Weebly, Blogs,
LiveBinder)
Online Assessment (Edmodo, Google
Forms, Padlet, Socrative)
- hw2: WebQuest/Technology
Resource Evaluations
(Due date: May 28)
Class 4
6/4
Educational Video Project (Book Trailer)
Ethical and Legal Issues in Technology
Audio/Video to Enhance the Curriculum
- hw3: Web 2.0 Project
(Due date: June 4)
Class 5
6/11
Smart Notebook Applications
Screencast Tutorials
- hw4: Video/Book Trailer Project
(Due date: June 11)
Class 6
6/18
Lesson Unit Plan
LiveText Introduction
Interactive Multimedia Project
- hw5: Smart Notebook Lesson
(Due date: June 18)
Class 7
6/25
iPad Apps
Assistive/adaptive Technology
- hw6: Screencast Tutorial Project
(Due date: June 25)
Class 8
7/2
Project Presentation
Peer Evaluation
Course Evaluation
- hw7: iPad Apps/Assistive
Technology Project
- hw8: Lesson Unit & Multimedia
(Due date: July 2)
Note: The instructor reserves the right to modify the syllabus and schedule at any time, the notice
of any change will be posted as an announcement on Bb.
X. Recommended Resource
Contemporary References
Gibbs, W. J. & Fewell, P. J. (2008). Microsoft Office for Teachers (3
rd
Edition), Allyn &
Bacon. ISBN -10: 0-13-158970-9

Grabe, M., & Grabe, C. (2006). Integrating Technology for Meaningful Learning (5
th

Edition), Houghton Mifflin. ISBN-10: 0-39-567305-4

Lewis University
College of Education
Developing Learning Communities

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Key Journals
American Educational Research Journal
Journal of Computing in Teacher Education
Review of Educational Research

Web-based References
ISTE Standards - http://cnets.iste.org/profiles.htm
Education World - http://www.education-world.com
Resource for Teachers - http://edutecher.com/
Classroom Resource - http://www.teachersfirst.com
PBS Teacher Source - http://www.pbs.org/teachersource/search.htm
Search Engine for Academic Materials - http://www.searchedu.com/
Lesson Plans - http://www.lessonplanspage.com
Examples of Educational Software Sites
http://www.superkids.com/aweb/pages/reviews/subjects.shtml
Copyright and Fair Use- http://www.pbs.org/teachers/copyright/
Interactive Post for Collaboration - http://edu.glogster.com/
SmartBoard Tutorials -
http://www.smarttech.com/us/Resources/Training/Training+Search
SmartBoard Interactivity Lesson -
http://www.exchange.smarttech.com/search.html?m=01&q=&sbj=ela
Online Assessment Tool - http://www.classmarker.com/
WebQuest Lessons - http://webquest.org
Inspiration Software - http://www.inspiration.com/