EDCI617 Instruction:
Technology Integration
1-2 credits
Summer Semester 2004
July 19 – July 30, 2004
|
Professor: Larry
D. Burton, Ph.D. Office Hours: Virtual
hours via email at any time Office: Bell
Hall, Room 012B Class Location: Online:
http://webct.andrews.edu Face-to-face
meetings and/or telephone conference calls may be scheduled by request of the
student or professor Phone: Local:
269.471.6674 |
Marzano, Robert J., Debra J. Pickering, Guy J.
Blackburn, Daisy E. Arredondo, Ronald S. Brandt, Cerylle A. Moffett, Diane E.
Paynter, Jane E. Pollock, & Jo Sue Whisler.
(1997). Dimensions of
Learning: Teacher’s Manual, 2nd
Edition.
Palmer, P. (1998).
The courage to teach.
Selected readings from Bernie Dodge’s WebQuest
homepage (http://webquests.sdsu.edu).
Course Description:
This combination
face-to-face/online course focuses on the design and development of WebQuests,
an online instructional approach based on the Dimensions of Learning
framework. WebQuests facilitate research
and higher-level thinking of students while providing efficient instructional use
of technology.
Course Purpose:
The purpose of this course is to present an overview
of WebQuest design and support students through the development of their first
original WebQuest(s). Students
participate in a WebQuest, evaluate WebQuests, design assessments for online
learning, create tasks and roles for students in an online environment, and
complete the development of a complete WebQuest for classroom use.
School of Education Conceptual Framework
Students
are required to design their portfolios based on the Curriculum &
Instruction Program Conceptual Framework.
The C&I Conceptual Framework is based on the shared learning
outcomes listed in the SED Conceptual Framework. In addition to these shared outcomes the
Curriculum & Instruction faculty have identified outcomes unique to our
program.
Element
I: Reflective Thinker (Worldview)
This element
addresses appreciation of the perspectives of others and development of a
personal philosophy from which action and service arise. Graduates will be able to . . .
I.A
Explain worldviews and trace their historical development
I.B Critique
worldviews from a Christian perspective
I.C Integrate principles of a Christian
worldview into their chosen fields of study
Element II:
Learning Theorist (Human Growth and Change)
This element
addresses principles of growth, development, and learning and the use of these
principles to effect positive change.
Graduates will be able to . . .
II.A Describe
human development
II.B Apply
current theories of learning
Element
III: Servant Leader (Groups, Leadership,
and Change)
This element addresses principles of group behavior
and the use of these principles to effect positive change for individuals and
organizations. Graduates will be able to
. . .
III.A
Facilitate change in groups and organizations
III.B Relate effectively with various cultural,
racial, and special interest groups
III.C Identify
political and legal issues
III.D Manage
human, financial, and material resources
III.E
Demonstrate servant leadership
Element
IV: Effective Communicator
(Communication and Technology)
This element
addresses oral, written, intrapersonal, and interpersonal communication as the
essence of human behavior and technology as it enables, supports, and enhances
human interaction and learning.
Graduates will be able to . . .
IV.A
Communicate effectively in written, verbal, and non-verbal forms
IV.B Use electronic tools effectively for
professional communication, teaching, and research
Element V:
Scholar/Researcher (Research and Evaluation)
This element
addresses valuing and conducting disciplined inquiry for decision-making. Graduates will be able to . . .
V.A Read and
evaluate research
V.B Conduct
research
V.C Report
research findings
Element VI:
Lifelong Learner (Personal and Professional Growth)
This element
addresses commitment to holistic, personal, and professional growth. Graduates will be able to . . .
VI.A
Demonstrate continuing professional development
VI.B
Demonstrate ethical behavior in all professional activities
VI.C Demonstrate balanced physical, mental,
spiritual, and social development
Element VIII: Program Designer
This element
addresses professional knowledge and skills in the area of curriculum and
educational program development.
Graduates will be able to . . .
VIII.A Understand and discuss
curriculum literature appropriate to the candidate’s degree level
VIII.B Understand and apply curriculum development
processes within a systems perspective
VIII.C Create professional-quality curriculum documents
Element IX: Teacher/Mentor
This element
addresses professional knowledge and skills in the area of instruction and
instructional leadership. Graduates will
be able to . . .
IX.A Understand and use frameworks for organizing
instruction
IX.B Demonstrate a repertoire of effective teaching
strategies for teaching ALL students
IX.C Use effective staff development models to
help effect change in learning organizations
Element X: Assessor/Evaluator
This element
addresses professional knowledge and skills in the area of assessment and evaluation. Graduates will be able to . . .
X.A Understand and create curriculum-based
assessments that are closely aligned to curriculum documents, including
standards and curriculum guides
X.B Use
assessment and/or program evaluation to provide formative assessment and create
plans for improvement in a continuous quality improvement model
Educational
Technology Standards:
This course addresses the following Educational
Technology standards and their associated performance indicators as established
by the Michigan Department of Education.
Planning and
Designing Learning Environments and Experiences
□
design
developmentally appropriate learning opportunities that apply educational
technology-enhanced instructional strategies to support the diverse needs of
learners.
□
apply current
research on teaching and learning with educational technology when planning
learning environments and experiences.
□
plan and locate
educational technology resources and evaluate them for accuracy and
suitability.
□
plan for the
management of educational technology resources within the context of learning
activities.
□
plan strategies
to manage student learning in an educational technology-enriched environment.
Teaching
□
use, and foster
the use of, educational technology-enhanced experiences to address state
content and technology standards set forth in the Michigan Curriculum
Framework.
□
apply educational
technology to develop students’ higher order skills and creativity, including
critical thinking and the learning skills set forth in the Michigan Curriculum
Framework.
□
use educational
technology to support learner-centered strategies that address the diverse
needs of students, including addressing the individual needs of each student,
and fostering collaborative, holistic, and self-directed learning.
□
manage
student-learning activities in an educational technology-enhanced environment.
Assessment
and Evaluation
□
apply educational
technology in assessing student learning of subject matter using a variety of
assessment techniques, including focusing on the assessment of each student.
□
use educational
technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student
learning, including focusing on the assessment of each student.
□
apply multiple
methods of evaluation to determine students’ appropriate use of educational
technology resources for learning, communication, and productivity, including
focusing on the assessment of each student.
Productivity
and Professional Practice
□
use educational
technology resources to engage in ongoing professional development and lifelong
learning.
□
continually
evaluate and reflect on professional practice to make informed decisions
regarding the use of educational technology in support of student learning.
□
apply educational
technology to increase productivity
□
use educational
technology to communicate and collaborate with peers, parents, and the larger
community in order to nurture student learning.
□
use educational
technology to collaborate with other teachers and foster collaboration among
other teachers, schools, and districts to share best practices in alignment
with the State Board of Education’s Policy Framework on Virtual Schools.
Productivity
Tools
□
use advanced
features of word processing, desktop publishing, graphic programs, and
utilities to develop professional products.
□
use spreadsheets
for analyzing, organizing, and displaying numeric data graphically.
□
use teacher
utility and classroom management tools to design solutions for a specific
purpose.
Telecommunications
and Information Access
□
identify and use
information access and telecommunications tools to support research and
instruction throughout the curriculum.
Research and
Theories
□
apply theories of
learning, teaching, and instructional design and their relationship to
meaningful an appropriate ways of using educational technology in instruction.
Problem
Solving, Instructional Design, and Product Development
□
develop
instructional units that involve compiling, organizing, analyzing, and
synthesizing of information and use educational technology to support these
processes.
Teaching
Methodology
□
design and
practice methods and strategies for teaching concepts and skills related to
computers and related technologies including keyboarding.
□
design and
practice methods and strategies for teaching concepts and skills applying
information access and delivery tools.
□ design and practice methods and strategies for
teaching problem solving principles and skills using educational technology
resources.
□ design and implement integrated educational technology
classroom activities that involve teaming and/or small group collaboration.
Course Outcomes:
Each student will be able to do each of the following
(SED CF Outcomes):
1) Learn and/or refine search techniques for the Internet/Web (IV.B)
2) Develop an in-depth understanding of WebQuests and their educational
uses (IV.B, IX.B)
3) Discuss implications of faith for technology use in teaching (I.C)
4) Development and posting of an original WebQuest (2 WebQuests for 2
credits) (IV.B, IX.B)
5) Design assessment for Internet-based learning (X.A)
Course Requirements:
1) Complete all required readings.
2) Participate in class discussions.
3) Complete in-class assignments, including a WebQuest on
WebQuests
4) Select an appropriate topic and locate resources for
inclusion in a WebQuest
5) Select an appropriate design for a WebQuest
6) Develop student procedures and assessments for a
WebQuest [P]
7) Complete development of a WebQuest [P]
8) Provide feedback to peers on their WebQuests
Note: [P]
indicates an assignment that is appropriate for inclusion in your portfolio
Face-toFace/Online Pedagogy:
Teaching methods used in this class include the
following:
Cooperative learning (WebQuest on WebQuests, Peer
Evaluation)
Independent readings
Discussion
Invention
(creation of WebQuests)
Presentation of final products
EDCI617 Course Schedule
|
Date |
In Class |
Out of Class |
|
Monday July 19 |
□
Read the course
syllabus □
Participate in
class presentation of Dimension 3 □
Register for
class! |
□
Read Marzano
Chapter 3 & 4 □
Palmer
Introduction |
|
Tuesday July 20 |
□
Start exploring
the online course |
□
Read Burton’s
Chapter □
Read Palmer
Chapter 1 □
Think of
potential topics for your WebQuest(s) □
Continue
exploring the online course |
|
Wednesday July 21 |
□
Participate in
class presentation of Dimension 4 |
□
Read the
following resources resources on “search techniques” Four NETS for Better
Searching □
Read Palmer
Chapter 2 |
|
Thursday July 22 |
□
Search Tips for
the Internet □
Share
preliminary topic with class □
Begin finding
sources |
□
Read WebQuest TASKonomy □
Continue
finding sources □
Read Palmer
Chapter 3 |
|
Friday July 23 |
□
Share topics
with class members □
WebQuest
TASKonomy □
Explore Dodge’s
Templates and Filamentality – select one to
use to create your WebQuest(s) □
Share rubric
for assessing your WebQuest |
□
Select the
design pattern for your WebQuest □
Select and
clarify tasks for students □
Read Dodge’s
article “FOCUS” □
Continue
finding sources □
Read Palmer
Chapter 4 |
|
Monday July 26 |
□
Assessing
Learning □
Explore Rubistar Online Rubric Generator □
Explore Dodge's
rubric resources |
□
Continue
WebQuest development □
Develop
assessment instruments for your WebQuest □
Review Process
Guides □
Read Palmer
Chapter 5 |
|
Tuesday July 27 |
□
Continue
WebQuest development □
Map out the
process for students |
□
Read Fine
Points Checklist □
Read Palmer
Chapter 6 |
|
Wednesday July 28 |
□
Provide feedback to one
classmate regarding their WebQuest |
□
Revise WebQuest
based on feedback □
Document the
WebQuest for other teachers □
Read Palmer
Chapter 7 |
|
Thursday July 29 |
□
Present your
finished WebQuest |
□
Make final
revisions |
|
Friday July 30 |
Present
your finished WebQuest |
Submit
final WebQuest to professor |
EVALUATION:
You will prepare a completed WebQuest project for this
class. Class assignments and their
contribution to your overall grade are listed below. Note students registered for one credit will
complete one WebQuest, while students registered for two credits will complete two
WebQuests.
Grade Breakdown %
Class Attendance 10
Class Participation 10
Required
Implementation Plan 10
WebQuest Project 50
Total 100
A = 95% B+ =89%
A- =91% B =84%
B- =80%
Special Needs Accommodations
If because of a
disability, you require assistance or reasonable accommodations to complete
assigned work, speak with me after class or during my office hours. I will work with you on making this course,
class activities, and exercises accessible for your full involvement. Support
services for students with disabilities are available through Student Services
or Karen Tilstra, (471-6205) Student Success Advisor.
Academic Honesty
Morally and
spiritually,
Cheating:
Using or attempting to use unauthorized materials, information, or study aids
to gain an unfair grade advantage over other students in any academic exercise.
Plagiarism:
Representing another's words or ideas as one's own in any academic exercise.
Multiple Submissions: Submitting the same assignment in two or more courses without
obtaining the prior permission of the respective instructors.
Fabrication: Falsifying
or inventing information or citations in an academic exercise.
Further Note
All students in
this course are expected to read and be familiar with this syllabus. The
syllabus has been prepared to assist you in understanding the scope of this
course along with the type of instruction. Care has been taken in preparing
this syllabus and it has been purposefully worded openly. However there may be
times when the syllabus will need to be changed as necessary and appropriate.
Any changes will be announced in class as far in advance as practicable.
Knowledge Base:
WebQuest Resources:
Bernie Dodge’s WebQuest Homepage: http://webquest.sdsu.edu/
Filamentality Web site: http://www.kn.pacbell.com/fil/
Process guides: http://projects.edtech.sandi.net/staffdev/tpss99/processguides/index.htm/
Fine points checklist: http://webquest.sdsu.edu/finepoints/
Rubric
resources:
Danielson, Charlotte.
(1997a). A Collection of
Performance Tasks and Rubrics: Middle School Mathematics.
Danielson, Charlotte.
(1997b). A Collection of
Performance Tasks and Rubrics:
Danielson, Charlotte.
(1998). A Collection of
Performance Tasks and Rubrics: High School Mathematics.
Danielson, Charlotte.
(1999). A Collection of
Performance Tasks and Rubrics: Primary School Mathematics.
Rubricator Software: http://www.newgradebook.com or http://www.rubrics.com/
Rubistar Online Rubric Generator: http://rubistar.4teachers.org/http://rubistar.4teachers.org/
TeAch-nology Online Rubric Generator (requires
membership: http://teach-nology.com/web_tools/rubrics/
Rubric Builder (The Landmark Project): http://www.landmark-project.com/classweb/tools/rubric_builder.php3
The Rubric Processor Software (free download): http://insys.ed.psu.edu/~lin/Rubric/H_rubric.htm
Bibliography
Bergmon, Michael K.
(2000). The DeepWeb: Surfacing Hidden Value. The Journal of Electronic Publishing,
vol. 7, no. 1. Available online: http://www.press.umich/edu/jep/07-01/bergman.html. Last accessed October 27, 2002.
Buckholz, Whitney, Valerie Harris, and Katelyn
Lafferty. (2002). A New Twist on and Old
Tale: An Internet WebQuest on
Cinderella. Redesign of the WebQuest
originally designed byIrene Garci, Wesley Kohl, and Stacy Stevens. Available
online: http://oncampus.richmond.edu/academics/as/education/projects/webquests/cinderella/. Last accessed October 27, 2002.
Cox, Cheryl J.
(2002). Cinco de Mayo: A Grade 2-3 WebQuest. Available online: http://www.zianet.com/cjcox/edutech4learning/cinco.html. Last accessed October 27, 2002.
Danielson, Charlotte.
(1997a). A Collection of
Performance Tasks and Rubrics: Middle School Mathematics.
Danielson, Charlotte.
(1997b). A Collection of
Performance Tasks and Rubrics:
Danielson, Charlotte.
(1998). A Collection of
Performance Tasks and Rubrics: High School Mathematics.
Danielson, Charlotte.
(1999). A Collection of
Performance Tasks and Rubrics: Primary School Mathematics.
Dodge, Bernie.
(2002). WebQuest Taskonomy: A Taxonomy of Tasks. Available online: http://webquest.sdsu.edu/taskonomy.html. Last accessed September 25, 2002.
Dodge, Bernie.
(2001). “FOCUS: Five Rules for Writing a Great WebQuest,” Learning
and Leading with Technology, vol. 28, no. 8. Available online: http://www.iste.org/L&L/28/8/featuredarticle/dodge/index.html. Last accessed September 25, 2002.
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(1997). “Some Thoughts About
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Hebert, Trish.
(2002). Wind, Water, Sun or
Coal: Which is the Best Source of Energy
for the Town? A WebQuest for Grades 3
and Up. Available online: http://home.cfl.rr.com/mrshebert/Energy/top.htm. Last accessed October 27, 2002.
March, Tom.
(2000). “WebQuests 101,” Multimedia Schools, vol. 7, no. 5
(October, 2000), p. 55-58.
Marzano, Robert, Debra Pickering, Jay McTighe. (1993).
Assessing Student Outcomes: Performance Assessment
Using the Dimensions of Learning Model.
Marzano, Robert J., Debra J. Pickering, Guy J.
Blackburn, Daisy E. Arredondo, Ronald S. Brandt, Cerylle A. Moffett, Diane E.
Paynter, Jane E. Pollock, & Jo Sue Whisler.
(1997). Dimensions of
Learning: Teacher’s Manual, 2nd
Edition.
Milson, Andrew J.
(2001). Engaging Students in
Historical Inquiry Using Internet Resources.
Paper presented at the 81st annual meeting of the
National Council for the Social Studies,
Schweickert, Crystal L. (2002).
“Call Me:” A WebQuest for 9th Grade (Math A). Available
online: http://www.gowcsd.com/master/ghs/math/furman/linsystem/call_me.htm/.
Last accessed October 27, 2002.
Tanner, Daniel, & Laurel Tanner. (1990).
History of the School Curriculum.
MacMillan Publishing Company.
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(1999). “The Student WebQuest,” Learning
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