Syllabus

**ANNSLEY **** FRAZIER THORNTON SCHOOL **** OF EDUCATION **
 * BELLARMINE **** UNIVERSITY **

**EDUC 116: Computer Applications in Education ** **Spring 2012 ** **3 Credit Hours **

// THEME: EDUCATOR AS REFLECTIVE LEARNER //

UNIVERSITY MISSION STATEMENT
Bellarmine University is an independent Catholic university serving the region, nation and world by educating talented, diverse students of all faiths and many ages, nations, and cultures, and with respect for each individual’s intrinsic value and dignity. We educate our students through undergraduate and graduate programs in the liberal arts and professional studies, within which students develop the intellectual, moral, ethical and professional competencies for successful living, work, leadership and service to others. We achieve these goals in an educational environment committed to excellence, academic freedom, and authentic conversations not dominated by particular political or other single perspective and thus to thoughtful, informed consideration of serious ideas, values, and issues, time-honored and contemporary, across a broad range of compelling regional, national and international matters. By these means, Bellarmine University seeks to benefit the public interest, to help create the future, and to improve the human condition. Thus we strive to be worthy of our foundational motto: //In Veritatis Amore,// In the Love of Truth.

Tuesday & Thursday 11:00-12:00 or by appointment
 * INSTRUCTOR:** Kevin M. Thomas
 * OFFICE:** 321 Nolen C. Allen Hall (ALLN)
 * PHONE:** 502-272-8409
 * E-MAIL:** kthomas@bellarmine.edu
 * OFFICE HOURS:** Monday & Wednesday 1:30-2:30

EDUC 116 EF Monday & Wednesday 12:00-1:15 Final Exam: 4/30 (M) 11:30-2:30 EDUC 116 O Tuesday & Thursday 9:25-10:40 Final Exam: 5/3 (R) 8:00-11:00
 * CLASS MEETING TIMES:**


 * TEXTBOOK:** All readings will be assigned by the instructor and either placed on Blackboard or handed out in class.


 * SUPPLIES NEEDED:** LiveText: Purchase online at [|www.livetext.com] **(LiveText __MUST__ be purchased and activated no later than 2/1/11.** Failure to do so will result in a deduction of one (1) point from your final grade per day until it is purchased and activated. Students should also have a flash drive.


 * COURSE DESCRIPTION:** This course addresses the integration of computer technology into teaching. Preservice teachers will explore lesson design and alignment with technology to develop student-centered lesson plans in which technology is used as a tool for learning rather than as a delivery mechanism. Students will work with practical inquiry based examples while addressing both local and national educational standards.

Course content includes the integration of the Kentucky Teacher Standards (Initial Level) as well as Kentucky’s Core Content for Assessment and Program of Studies. The School of Education’s theme, //EDUCATOR AS REFLECTIVE// //LEARNER//, will be emphasized in Valli’s (1997) types of reflection (technical, deliberative, personalistic, critical, and reflection in-and-on action) as part of the course assignments for content mastery, benchmark assessments, and field experiences. Candidates will reflect on and evaluate their own knowledge, skills, and dispositions relative to working with children/adolescents and colleagues in university and P-12 school settings.


 * ANNSLEY FRAZIER THORNTON SCHOOL OF EDUCATION (AFTSE) VISION: To prepare dynamic educators to serve, work, and lead in a changing global community.**

The AFTSE prepares caring and effective educators with the knowledge, skills, and dispositions to teach and lead in diverse settings. Candidates in all initial and advanced programs demonstrate proficient performance through the following criteria: individual course assessments, field and clinical evaluations, disposition assessments, benchmarks and/or anchor assessments, and Capstone Project and/or standardized exams (where appropriate). Based on this program assessment data, the candidate who achieves proficiency accomplishes the following objectives:
 * PROGRAM OBJECTIVES:**

1) Collaborates with education stakeholders, including parents, teachers, administrators, and the community, to improve student learning and achievement; 2) Reflects on diverse field and clinical experiences, making instructional decisions based on individual learner needs; 3) Demonstrates educator dispositions that value the dignity and unique development of individual learners, and the intellectual, moral, ethical, and professional competencies that characterize effective teaching and leading; 4) Analyzes data to make pedagogical and content based decisions that inform teaching, learning, leading, and achievement in the 21st Century; and 5) Employs Valli’s five reflective processes which include technical, personalistic, deliberative, in and on action, and critical reflection. Standard 1: Demonstrates Knowledge of Content Standard 2: Designs and Plans Instruction Standard 5: Assesses and Communicates Learning Results Standard 6: Demonstrates Implementation of Technology Standard 7: Reflects/Evaluates Teaching and Learning Standard 8: Collaborates with Colleagues/Parents/Others
 * KENTUCKY TEACHER STANDARDS ADDRESSED in EDUC 116:**


 * COURSE/LEARNER OBJECTIVES:**

**Technology Standards** || **ISTE NETS•T** || **NAGC** || **CEC** ||
 * **Objective** || **AFTSE Program Objectives** || **KY**
 * //This course is designed to enable candidates to:// ||^  ||^   ||^   ||^   ||^   ||
 * 1. Students will explore real-world issues and solve authentic problems using digital tools and resources || IV, V || 6.3 || S1.b || 9 ||  ||
 * 2. Students will design relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity || I, III, IV, V || 6.1, 6.3 || S2.a || 4, 7 || 7 ||
 * 3. Students will customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources || III, IV, V || 6.1, 6.3 || S2.c || 4 || 3 ||
 * 4. Students will demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. || II, V || 6.1 || S3.a ||  ||   ||
 * 5. Students will communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. || I, II, V || 6.4 || S4.c || 6 || 10 ||
 * 6. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. || II, IV, V || 6.2 || S3.d ||  ||   ||
 * 7. Students will 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. || III, V || 6.5 || S4.a ||  ||   ||
 * 8. Students will address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. || III, V || 6.3, 6.5 || S4.b || 4, 5 || 3 ||
 * 9. Students will 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. || II, V || 6.2 || S5.c || 9 || 9 ||


 * COURSE REQUIREMENTS AND ASSIGNMENTS:**


 * **Assignments** || **Possible Points** || **Percentage of Grade** ||
 * **Journal: Reading and Reflection**


 * Attendance and Active Participation:**

WebQuest: 100 pts Reflective Paper: 50 pts Uploaded to LiveText: 25 pts
 * Benchmark (__Must receive proficient score to pass course__)**


 * Midterm**

Wiki: 50 points (Initial Check 25 pts./Final Check 25 pts.) Digital Storytelling: 75 points Podcasts: 25 points
 * Instructional Technology Projects**

SmartBoard: 75 pts Student Response System: 75 pts ELMO Document Camera: 25 pts
 * Group Project**


 * Final Exam** || **100 points**


 * 200 points**


 * 175 points**


 * 100 points**


 * 150 points**


 * 175 points**


 * 100 points** || **10%**


 * 20%**


 * 17.5%**


 * 10%**


 * 15%**


 * 17.5%**


 * 10%** ||
 * **Total Points** || **1000 points** || **100%** ||


 * REFLECTIVE JOURNAL:** Students will be responsible for making five journal entries over the course of the semester. Using Valli’s (2003) five types of reflection as a guide, students will be prompted to reflect upon class readings, discussions and activities. In particular, journals will require students to probe the role technology will play in planning and instruction, student-centered applications as well as the use of technology for communication with students, parents and additional school stakeholders. All of these considerations will include the ethical, moral, responsible use of technology. The instructor will provide each topic. Journals will be made on the threaded discussion section of each journal page on the course wiki. Journals **__should not__** be an attached Word document. Journal entries should be ½ of a page typed (**a minimum of 125 words or 700 characters with spaces**). Journals will be graded for content as well as spelling and grammar. Any journals that are late or do not follow the above criteria, will receive a **__zero__**. Journals must be completed each Sunday of the week they are assigned by 11:00 PM.


 * ATTENDANCE AND PARTICIPATION:** Students are expected to be punctual in their attendance of all classes. Students are expected to attend the entire class. All absences, tardies and/or leaving class early will result in the loss of attendance points. Students will also be expected to participate in class discussion and other activities. Students missing more than **__four (4) classes__** regardless of the circumstances **__will fail__** the class. **__Excessive absences/tardiness will also result in a student disposition.__**


 * INSTRUCTIONAL TECHNOLOGY PROJECTS:** Students will create four technology assignments for use in their classrooms. All of these assignments will be related to the student’s content area and connected to their core content.


 * MIDTERM:** The midterm exam will cover all of the readings prior to the midterm exam.


 * BENCHMARK ASSIGNMENT:** Students are required to complete a benchmark assignment for this course. The assignment consists of two parts. The first part requires students to develop a webquest. Additionally, students will write a reflective paper concerning this assignment. This paper will address three components of the benchmark: 1) the student’s strengths and weaknesses identified during the process of completing the benchmark, 2) how their WebQuest addressed Kentucky Teacher Standard 6 and 3) specific research that supports the use of technologyin the classroom. **__Students must pass the benchmark to be admitted in to the School of Education.__** All of the requirements for this assignment will be uploaded to //LiveText// during the designated class date.


 * FINAL:** The final exam will require students to demonstrate a degree of proficiency in the technology skills taught over the course. Skills assessed will be those covered in the rubrics of each of the technology infused assignments. Additionally, students will be assess on the readings post-midterm exam.


 * SUBMISSION OF REQUIRED FORMS:** The details regarding the submission of assignments will be addressed on the rubric provided for each assignment. As previously stated, students will be responsible for the submission of forms regarding the benchmark assignment via //LiveText//. Details concerning the submission of forms will be addressed at a later date.


 * GRADING SCALE:**

A + = 1000-990 A = 989-960 A- = 959-930 B+ = 929-900 B = 899-870 B- = 869-850 C+ = 849-830 C = 829-800 C- = 799-770 D+ = 769-750 D = 749-730 D- = 729-700 F = 699 and below

Note: A scoring rubric will be provided for each major assignment in conjunction with the detailed assignment description and date the assignment is due.


 * ASSIGNMENT FORMAT AND EXPECTATIONS:** All written assignments that are must be word processed using 12 point Arial or Times NR font. All assignments should adhere to rules of Standard English grammar, spelling and punctuation. The student’s name, the course, the instructor and the date should be typed in the top right hand corner of the first page. There should be **__no__** cover page and the papers should not be placed in any type of folder or binder. If papers are more than one page, **__staple__** the pages together in the left hand corner **__(do not “dog-ear” the pages together)__**. Papers should be printed in black ink on white paper. Any citations included in your evaluations should be in APA format. **__Failure to follow this format will result in a loss of points.__**


 * __Students are responsible for saving, storing and backing up digital ﬁles for all of their assignments. Regardless of the reason, loss of students work/files will result in students redoing their work. No extra time will be given to students for loss of file regardless of the reason. All work/projects should be uploaded to the appropriate page on the class wiki. Be sure to check all projects. If I cannot open it, it is late until a copy that is properly functioning is submitted to me.__**


 * Assignments must be submitted by due dates assigned. Late assignments, accepted only with __PRIOR APPROVAL__ of instructor, will be dropped one letter grade per day and __will not__ be accepted after one week from the due date.**


 * Please be courteous of the instructor and other students by turning off cell phones, computers, and other electronic devices and storing them in purses, backpacks, etc. All calls, texts, or other types of communication must be made after class or at designated break times.**

If an issue or concern about this course or your performance arises, please confer with your instructor first. If the issue cannot be resolved with your instructor, you may elect to confer with the department chair or program director. Concerns should be taken to the Dean’s office __only after meeting with the department chair or program director first.__

The University requires students who will be absent from class while representing the University to inform their instructors in two steps. During the first week of the course, students must meet with each instructor to discuss the attendance policy and arrangements for absences related to University-sponsored events. Second, students must provide the instructor with a signed __Student Absentee Notification Form, available via__ the __student portal on the University intranet__, at the earliest possible opportunity, but not later than the week prior to the anticipated absence. The Student Absentee Notification Form does not serve as an excused absence from class. Your instructor has the final say about excused and unexcused absences and it is the student’s responsibility to know and abide by the instructor’s policy.


 * INSTRUCTIONAL MODIFICATION/SYLLABUS MODIFICATION:** Students with disabilities, who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Disability Services Coordinator. Please do not request accommodations directly from the professor. The Disability Services Coordinator is located in the Counseling Center, 4th floor of BOB, 272-8480).


 * __The instructor reserves the right to modify the course syllabus, calendar, and due dates based on the rate of progress in covering the content of the course or due to other unforeseen events.__**


 * __If, at any time, during the semester you are experiencing difficulty in understanding course content, or completing courses assignments, you are expected to contact the instructor as soon as you are aware of the difficulty. The instructor is unlikely to make accommodations after the assignment is due, or give and incomplete grade unless there is an extreme or highly unique circumstance. Incomplete grades will be given by the instructor only when the student and instructor have contracted to do so before the semester ends.__**

The Academic Resource Center (ARC) is available to every student to support academic progress. Students needing or wanting additional and/or specialized assistance related to study techniques, writing, time management, tutoring, test-taking strategies, etc. should seek out the resources of the ARC, located on A-level of the W.L. Lyons Brown Library (272-8071).

Should you decide to withdraw from this course, please be aware that March 14 is the last day to withdraw with a “W” grade. Specific withdrawal dates regarding tuition refund percentages and the university Withdrawal Policy are available in the printed Class Schedule, from the Registrar’s Office or the electronic Bellarmine University Master Calendar (Student Portal). Withdrawal forms may be accessed at [].


 * CLASS FORMAT AND METHODOLOGY:** The methods and activities for instruction in this course include: lecture, discussion, PowerPoint presentation, demonstration, electronic communication, cooperative groups, student presentations and individual project completions.


 * DIVERSITY/TECHNOLOGY/DISPOSITIONS:** EDUC 116, a required course for all students in the School of Education, prepares students to effectively use technology in their future classrooms to support instruction and improve student learning. The course introduces students to **Kentucky Teacher Standards**, **ISTE Standards**, **National Association for Gifted Children** and the **Council for Exceptional Children Standards**. Students are introduced to **diverse** learning styles of students as well as the ability of technology to create **diverse** opportunities to instruct, communicate with and **assess** **all** students.

Additionally, students learn about the teacher dispositions in regard to the safe, ethical, legal and equitable use of technology. Students learn about the digital divide and their responsibility in ensuring that they assisting in closing the digital gap as well as the associated **achievement gap**.

demonstrate a high standard of academic honesty in all aspects of your academic work and university life. I strongly endorse and will follow the academic honesty policy as published in Bellarmine’s Course Catalog 2011-12 and in the 2011-2012 Student Handbook; both documents are available online via //mybellarmine.edu.// Students and faculty must be fully aware of what constitutes academic dishonesty; claims of ignorance cannot be used to justify or rationalize dishonest acts. Academic dishonesty can take a number of forms, including but not limited to cheating, plagiarism, fabrication, aiding and abetting, multiple submissions, obtaining unfair advantage, and unauthorized access to academic or administrative systems. Definitions of each of these forms of academic dishonesty are provided in the academic honesty section of the //Student Handbook//.
 * ACADEMIC HONESTY:** As a Bellarmine University student, you are expected to

All confirmed incidents of academic dishonesty will be reported to the Senior Vice President for Academic Affairs, and sanctions will be imposed as dictated by the policy. Penalties range from failing an assignment or course to dismissal from the University, depending, in part, on the student’s previous record of academic dishonesty. On the second offense during a student’s academic career, the student will be immediately suspended for the semester in which the most recent offense took place. On the third offense, the student will be dismissed from the University. Plagiarism or cheating on field placement will result in “0” credit for field hours under question, **and may result in permanent dismissal from the education program.** __Plagiarism on field placement may include: falsifying the number of hours, forging a teacher’s signature, falsifying the content/nature of what is observed, and/or “double-dipping” hours intended__ __for credit in another placement or course.__


 * SEVERE WEATHER:** Refer to the current student handbook for details regarding changes in schedule due to bad weather. Faculty will arrange class schedules to meet course objectives in the event classes are cancelled.

ASSESSMENT/OBJECTIVE MATRIX FOR EDUC 116
 * ==ASSESSMENT == || **LEARNER **
 * <span style="font-family: &#39;Arial Narrow&#39;,&#39;sans-serif&#39;;">OBJECTIVE ** || **<span style="font-family: &#39;Arial Narrow&#39;,&#39;sans-serif&#39;;">KY TEACHER **
 * <span style="font-family: &#39;Arial Narrow&#39;,&#39;sans-serif&#39;;">TECHNOLOGY STANDARDS ** || **<span style="font-family: &#39;Arial Narrow&#39;,&#39;sans-serif&#39;;">AFTSE **
 * <span style="font-family: &#39;Arial Narrow&#39;,&#39;sans-serif&#39;;">Objectives ** || **<span style="font-family: &#39;Arial Narrow&#39;,&#39;sans-serif&#39;;">ISTE NETS*T ** || **NAGC** || **<span style="font-family: &#39;Arial Narrow&#39;,&#39;sans-serif&#39;;">CEC ** ||
 * 1. Attendance/ Participation || 1-8 || ===<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 14.6667px;">1, 2, 5, 6, 7, 8, === || 1-5 || 1-5 ||  ||   ||
 * 2. Reflective Journal || 5, 6, 7 || ===<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 14.6667px;">7 === || 2, 3, 5 || 5 || 3, 9 ||  ||
 * 3. Lesson Plan Activity || 1 || ===<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 14.6667px;">1, 2, 5, 6 === || 5 ||  ||   ||   ||
 * 4. Benchmark || 1-9 || ===<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 14.6667px;">1, 2, 5, 6, 7, 8, === || 1, 3, || 1, 2, 3, 4, 5 || 3, 6, 8, 10 || 7, 8 ||
 * 5. Reading Assessments || 6, 7, 9 || ===<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 14.6667px;">7 === || 3, || 5 || 3, 4, 9 ||  ||
 * 6. Instructional Technology Projects || 1-9 || ===<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 14.6667px;">1, 2, 5, 6, 7, 8, === || 1, 3, || 1, 2, 3, 4, 5 || 3, 6, 8, 10 || 7, 8, 10 ||
 * 7. Group Project || 1, 2, 3, 4, 6, 7 || ===<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 14.6667px;">1, 2, 5, 6, 7, 8, === || 1, 3, || 1, 2, 3, 4, 5 || 3, 10 || 7 ||
 * 8. Final || 1, 4 || ===<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 14.6667px;">6 === || 5 || 3 ||  ||   ||