Dates & Times: This 8 week course is setup to run Monday to Sunday, with assignments due at midnight on Sunday.

Instructor:
Marilyn Eggers, Ph.D.
Instructor of Record
meggers@sbcglobal.net

Credit Options:
3 quarter graduate credits from La Sierra University.
2 semester undergraduate credits from HSI/Griggs.
1 38 clock-hour PAC.

Course Description:
In this online course, participants will learn to transform conventional learning into technology-rich curriculum. Teachers will develop instructional units that integrate technology in the curriculum. Rich experiences and examples modeling the integration of technology are also included. This course addresses the National Educational Technology Standards for Teachers II-VI.

Learning Online with AVLN:
Online learning with AVLN is based on a participatory model where each individual is required to actively engage in conversation and the development of knowledge, skills, and beliefs. You can expect to interact with the concepts of the class, the instructor(s), the other participants, and your previous experiences. You will notice the integration of spiritual activities throughout the course. If you have special learning needs, please contact one of the instructors.

Prerequisites: Basic technology skills are required, including word processing, spreadsheet, database, Internet (Web and email), draw and paint. Optional: multimedia, etc.

This course is not intended to teach software or to be a "how to" course. Instead, it is intended to help teachers who have learned software skills to now integrate and apply those skills to curriculum and instruction in meaningful ways.

Course Objectives:
Participants will:

• plan and design effective learning environments and experiences supported by technology
• design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies such as project based learning, information literacy skills, problem based learning, and cooperative learning to support the diverse needs of learners
• identify and locate technology resources and evaluate them for accuracy and suitability
• plan for the management of technology resources within the context of learning activities
• plan strategies to manage student learning in a technology-enhanced environment
• facilitate technology-enhanced experiences that address content standards and student technology standards
• use technology to support learner-centered strategies that address the diverse needs of students
• apply technology to develop students’ higher order skills and creativity
• manage student learning activities in a technology-enhanced environment
• apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity
• model and teach legal and ethical practice related to technology use
• apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities
• identify and use technology resources that affirm diversity
• promote safe and healthy use of technology resources
• facilitate equitable access to technology resources for all students

Online Readings Include the Following:

Information Literacy

• Essential Skills for Information Literacy
• Information Literacy in an Information Society
• Information Literacy for Lifelong Learning
• Plagiarism

Project Based and Problem Based Learning

• Project-Based & Problem-Based: Same or Different?
• Why Do Project Based Learning?
• Visit the Center for Problem Based Learning's Tutorial on PBL.
• Bible Learning Through Bible Teaching: Multimedia as a Tool for Witnessing

Assessment

• Learning With Technology Profile Tool, NCRTEC
• Assessment: Information Technologies in the K-12 Curriculum
• The New Plagiarism
• Alternative Assessment
• Implementing Performance Assessment in the Classroom
• RMC Research Corporation's Star Center
• Using Rubrics to Promote Thinking and Learning, Educational Leadership 2000 - by Heidi Goodrich Andrade
• Instructional Intranet: Chicago Public Schools - Ideas and Rubrics
• Creating Rubrics Through Negotiable Contracting and Assessment, ERIC 1997
• Project-Based Learning with Multimedia: Design a Rubric

Management

• Computers in Your Classroom
  • Access and Equity- Classroom Management
  • Managing a Technology-Enriched Classroom
  • How to Set Up Computers in Your Classroom
  • That's Not a Drinking Fountain or How to Survive in a One Computer Classroom.
• Computer Screens, Keyboards, and Growing Bodies
  • Electronic School: Ergonomics 101
• Cheating and Plagiarism
  • Digital Deception
  • About Plagiarism and Pixels
• Computer as a Teacher's Management Tool
  • Use technology to manage your classroom with a simple "back to school" database. Using this database, you can quickly make name tags, bookmarks, bulletin board materials, letters to send home, etc.

Diversity and Equitable Access

• Equitable Access
  • Critical Issue: Ensuring Equitable Use of Education Technology Pathways to School Improvement
  • Equity in Computer Classrooms, published in the 1996 Journal of Adventist Education.
  • Gender Issues in Math and Technology
  • Electronic School: E-Wire: June 2000 Behind the Technology Gender Gap
• Diverse Needs of Students
  • Using Technology to Enhance Engaged Learning for At-Risk Students
  • Multiple Intelligences and Technology
  • Integrating Technology With The Multiple Intelligences
  • Do Technology Based Lessons Meet the Needs of Student Learning Styles?
  • Teaching Information Skills to Disadvantaged Children

Ethics, Access and Legal Issues

• Safety on the Net: Filters and Acceptable Use Policies in Adventist Schools
• Electronic School: Censorware
• Electronic School: Copyright in a Digital Age '2000
• Copyright & Fair Use
• Software and the Law

Modes of instruction: Teachers in this course will participate in online collaborative groups, do hands-on activities in learning and practicing the software, access web sites, and read and discuss journal articles covering current research and instructional theory on using the technology in the classroom.

Getting Help: In an online course, it is especially important to be able to get help when you need it. Your instructors will make every effort to respond to your emails within 12-24 hours. Phone numbers will be given inside the course on how you can get help. We have also tried to include as much step-by-step instruction as possible. If necessary, you can email us to set up an online chat "office" visit with one of us where we can walk you through some instructions synchronously.

Privacy: Because we are using online courseware, only the participants in the class will be able to join discussions and enter the class "space". Most of your assignments are submitted directly to your instructor. You will have the choice on how much information you wish to share with the other participants in the class.

Course Requirements and Grading Scale:

Each week in this course is organized with the following sections.

Examine and Discuss

• Discuss: We believe in the importance of shared experience and building knowledge together. We believe that you'll learn as much from each other as you will from us. Therefore, we have included discussions as an integral part of the course. Our goal is that you will get to know and learn from the other participants just as if you were in a face to face class with them.
• Examine: The readings include online articles which you can print and read offline if you wish. A question will be posted in the Discussion area for you to respond to. You are expected to thoughtfully discuss the articles. Your minimum of two responses should include your opinions, experiences, ideas, or suggestions. One response should be to the instructor's posted question and the other should be responding to another student's thoughts.
• We recommend that you do the readings early in the week (Monday or Tuesday) and then post and check in on the discussion two or three times during the week to see what else you can add.
• Graduate credit requirement: Read three of the articles each week and include information from the three articles in your initial response. (approx. 2.5 hours)
  Undergraduate credit requirement: Read two of the articles each week and include information from the two articles in your initial response each week.
• Readings and Discussion are worth 25 pts each week for a total of 200 pts.

Explore

• Explore: Each week a selection of integration ideas, lessons, and web sites will be shared. A wealth of resources and ideas will assist participants in integrating technology regulary in their curriculum.

Implement

• Implement: The Implement assignment is intended to introduce you to the concept as you experience the concept. It is also intended to be fairly quick, about 1-2 hours max. If you find yourself taking longer, please discuss this immediately with your instructor. We want these assignments to be manageable!
• In most cases, you will be playing the role of the student. Whatever you are asked to do is an example of what you could have your students do. Often, when doing the experience, you will be asked to use your word processing, spreadsheet or presentation software.
• Implement assignments are worth 25 pts each week for a total of 200 pts.

Manage

• Manage: Each week a selection of management tips and suggestions will be offered to the participants.

Ethics

• Ethics: Each week this section will address ethics and policy issues applicable to instructional technology. Areas addressed include Acceptable Use Policies, Filters, Copyright, Computer Rules, and more.

Each week will include a different topic to focus on. Following are the topics for each week:

1. Why Technology?
2. Writing Across the Curriculum
3. Data Collection and Analysis
4. Quality Presentations
5. Information Literacy
6. Problem and Project Based Learning
7. Assessment and Evaluation
8. Wrap Up and Final Project

Final Project: Technology Integration Unit Plan
200 pts total
25 pts Feedback to Others
175 pts Project

Write a unit plan using ideas that you've gained in this course. Your unit plan should include the following components.

• Your Name:
• School:
• E-mail Address:
• Title:
• Subject(s):
• Intended Grade Level(s):
• Description:
• Faith Integration: How do you integrate faith in teaching this lesson? Describe the faith basis for the instruction, instuctional strategies/methods, and/or content of this lesson.
• Curriculum Benchmarks: Include at least one NETS standard that you are meeting. Click on Standards for Students. (NETS stands for: National Educational Technology Standard)
• Materials/Hardware/Software: List all materials, hardware needed, software (including publishers information)
• Teacher Preparation:
• Student Preparation: What do students need to know how to do before this lesson? e.g. Students must know how to save their pictures to the H folder.
• Activities/Procedures: Include classroom activities, student worksheets (include full worksheets that you've created for this project or list worksheets listed that you're using from classroom materials) etc.
• Management Plan: Using at least two of the management ideas from the course, write your plan for managing the technology. In a self-contained classroom, this might include your schedule plan for students to use the computers in your classroom. It might include some peer teaching or lab management plans.
• Ethics Plan: How will you address at least one of the ethics issues covered in this course in your unit/school?
• Assessment/Evaluation: Include copies of rubrics, etc. used in assessment (ie include full assessments you've created for this project or list assessments you're using from classroom materials).
• Follow-up Activities:

Evaluation/Grading:
Discuss 25 pts. weekly x 8 weeks = 200 pts
Implement Projects 25 pts. weekly x 8 weeks = 200 pts
Final Project 200 pts

100-90% A
89-80% B
79-70% C
69-60% D

Bibliography:

Capra, S. & Ryan, J. (2002). Problems are the solution: Keys to lifelong learning. Australia: Capra Ryan Pty Ltd.

Cuban, L. (2003). Oversold and Underused : Computers in the Classroom. Cambridge, MA: Harvard University Press.

Disessa, A. (2001). Changing Minds: Computers, Learning, and Literacy. Cambridge MA: MIT Press

McKenzie, J. (2002). Just in time technology: doing better with fewer. Bellingham, WA: FNO Press.

McKenzie, J. (2000). Beyond technology: questioning, research and the information literate school. Bellingham, WA: FNO Press.

McKenzie, J. (1999). How Teachers Learn Technology Best. Bellingham, WA: FNO Press.

ISTE. (2000). National Educational Technology Standards for Students—Connecting Curriculum and Technology. Eugene, OR: ISTE.

ISTE. (2002). National Educational Technology Standards for Teachers—Preparing Teachers to Use Technology. Eugene, OR: ISTE.

November, A. (2001). Empowering Students With Technology. Glenview, IL: SkyLight Professional Development.

Roblyer, M. (2003). Integrating educational technology into teaching. Upper Saddle River, NJ: Merrill/Prentice Hall.

Shelly, G., Cashman, T., Gunter, R., & Gunter, G. (2001). Teachers Discovering Computers, Integrating Technology in the Classroom, 2nd Edition. Stamford, CT: Course Technology.