• Course Description
• Course Goal
• Course Objectives
• Course Requirements
• Unit Themes
• Required Course Materials
• Additional Course Information
• Course Evaluation

Course Description

The goals, content, and organization of this course are to support the pre-service early childhood teacher education program within the College of Education.This course focuses on the creation of a learning environment through the use of technology. The plan is to anchor the use of technology for the creation of a child-centered, safe and developmentally stimulating learning environment. The creation of products for a learning environment will take place through numerous activities involving a variety of technologies. The activities will be anchored in a problem-centered context: problems will be presented for which the various technologies offer potential solutions.

The course introduces the preservice teacher to resource-based teaching through the use of educational technology and its appropriate uses in the classroom. It focuses on developing research skills by designing, planning and producing basic educational materials using technological hardware and software. The process of selecting and utilizing technological resources for pre-kindergarten through 5th grade classrooms are emphasized.

The goals, content, and organization of this course support the pre-service teacher education programs within the College of Education (COE) and the COE's conceptual framework theme: Leadership and Scholarship Focused on Learning and Development. This course supports the mission of the college by providing leadership and scholarship for the development of a new generation of educational professionals prepared to use instructional technologies to meet challenges and solve problems for the betterment of education and human development. The course supports candidates in initial educator preparation programs in making and implementing effective educational decisions based on current data in the following areas outlined in the conceptual framework: #1 content, #3 diversity among learners, #4 varied instructional strategies and technology tools, #5 learning environment, #7 instructional planning and #8 assessment.

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Course Goal

Course Objectives

The objectives/outcomes and standards below are based on the following:
College of Education Conceptual Framework
Interstate New Teacher Assessment and Support Consortium (INTASC)
National Education Technology Standards for Teachers (NETS-T)
National Education Technology Standards for Students (NETS-S)
Georgia Technology Standards for Teachers (GTS-T)
Georgia Technology Standards for Students (GTS-S) (Note: The standards are listed at the bottom by grade levels. These standards have been assigned the following numbers. They do not appeared numbered in the state documents: 1. Basic Skills, 2. Communication, 3. Problem solving/Decision Making, 4. Productivity, 5. Research, 6. Societal and Ethical Issues)

1. The completion of several individual technology integration planing & skills (TIPS) samples, along with documentation related to specific unit technologies;
2. One final project (can be completed in groups of 3-4 designers), completed and turned in as an online Learning Environment Portfolio, including a description and depiction of the classroom environment, unit and lesson plans, and appropriate educational materials needed for the environment;
3. Reflection papers;
4. Online and face-to-face discussion and idea sharing.

Unit 1 Creating Environments for Learning

• How do I design effective, nurturing learning environments?
• How do I integrate technology into learning environments?
• How do I involve my students and their parents in the design of LEs?
• How can I evaluate my students for Technology Literacy?

• How can my students communicate with students from other cultures or countries?
• How can I help my students develop information literacy skills?
• How can I research new information for my unit next week?
• How can I bring current events into the classroom?
• How can parents find out about academic calendars and school events?
• How can I use Web 2.0 technologies in my classroom?

• How can I and my students create exciting educational materials?
• How can my students become involved in displaying their work?
• How can my school and community share information?
• How can my students use technology tools to brainstorm and visualize their thoughts?

• How can my students use technology tools to organize and manipulate information and create new knowledge?
• How can I keep better track of my grades and use the information throughout the school year?

Unit 5 Alternative Media and Advance Computer Technology Tools

• How can my students create effective and appealing multimedia products?
• How can I make use of multimedia technologies for my lessons?
• How can parents take advantage of distance learning technologies for their kids?
• How can I and my students use the Internet to collect and share information with those outside the school building?

Unit 6 Selecting and Evaluating Educational Resources

• How do I know that the educational software will be effective?
• How will I know if the video/movie is "good?"
• How do I use computers in my classroom and not throw my schedule (and sanity) out the window?
• How do I know when its okay to "borrow" text and images from periodicals, books, and the WWW?

Portfolio: Electronic Portfolio. Must have access to webspace (available with your GSU student internet account) (1 per group)

Academic Honesty

Georgia State University has a Policy on Academic Honesty. You are expected to read and observe this policy. A copy can be found in the Undergraduate Catalog at the GSU Web site.

Assessment/Assignments

All assignments cited in the syllabus must be turned in by the specified due date (for details see Course TimeLine). Due to the large number of assignments, to facilitate your timely completion of assignments, late work will not be accepted. All assignments, except Internet-based assignments, must be prepared using a word processor. Specific details related to each assignment will be provided. Special assignments may be added during a regularly scheduled class or via e-mail by the instructor. It is your responsibility to obtain the specifics of any such assignments.

All assignments will be evaluated and returned within a week of being submitted, unless otherwise noted by your instructor. You will also have the opportunity to evaluate the course two times during the semester: at mid-term and at the end. This will enable your instructor to adjust the course as needed to better meet your needs.

Incomplete grades will not be given for this course unless you suffer from extraordinary adversity (legitimate medical emergencies, death in the family, etc.).

Attendance and Participation

IT 2210 is a "hands-on, minds-on" activity-based course; as such, your participation and attendance in class is important, and in fact required. Each member of the class will be expected to attend regularly, participate in class discussions, and work diligently on all in-class as well as outside-of-class work.  Class attendance and participation will constitute from 5% to 100% of the final grade.

If the instructor will not be in class for whatever reason (illness, emergency, etc.) you will be notified as quickly and conveniently as possible.

Students with Disabilities

Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought.

Class Courtesy

As a "hands-on, minds-on" activity-based course, IT 2210 will usually meet in computer classrooms. That means that you will typically have a computer in front of you during class discussions. Out of respect for your class mates and your instructor, it is expected that you will focus your attention and energies toward current class activities (e.g., class discussion). Disrespectful use of lab computers during instructional time will be noted and will result in a grade reduction. Lab time will be made available during the class session so you can work on course projects.

As a courtesy, please turn off (or sound off) all electronic devices during class (e.g., beepers, cell phones).

E-mail

It is your responsibility to have your Georgia State e-mail account active and up-to-date before the second class meeting. Class instructors will use GSU e-mail and WebCT to make announcements pertaining to the course. It is your responsibility to check your e-mail on a regular basis (e.g., 3x a week) to make sure you keep current with the course and are prepared when you come to class each week.

E-mail is also a good way to get in touch with your instructor with any questions or concerns you may have. Instructors will check their mail on a regular basis. Answers to any messages will be returned in a timely manner.

Student Evaluation of Instruction

Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take the time to fill out the online course evaluation.

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1. your full name (or names if group project) and class section number are clearly visible on the paper copy (if applicable) and on your diskette, and
2. the project is printed out (if applicable) and saved in electronic format (double check to make sure the file is actually on the diskette you are turning in).

Class participation will be assessed and evaluated in part, based on the following:

1. Participation	30
2. Reflection papers	18
	===

Total points for participation:

48

Several items will be used to assess your performance in the course. The item, along with possible points, is outlined below:
 

Evaluation Item	Possible Points* (out of 335 total)
TIPS Samples	187
Learning Environment E-Portfolio and Presentation of LEP	100
Participation and Attendance*	48

*Note: See Attendance and Participation information above.

Grading Scale
 

Grade	Range
A+	325-335
A	315-324
A-	302-314
B+	291-301
B	281-294
B-	268-280
C+	258-267
C	248-257
C-	235-247
D+	224-234
D	214-223
D-	201-213
F	Below 200