EDUC 518: Technology and Pedagogy

Course Duration: 08/22-12/13, 2013

Where: Online at http://learn.nmsu.edu 

When: See the Schedule

The instructor:

Course Description:

Technology is an important component of PreK-16 education to higher education, offering media, tools, and support for new ways of learning. This course is based on two fundamental ideas regarding the integration of digital and computer-based technologies in education:

1. Teachers’ curricular and pedagogical practices determine to a large extent how well computers are used in education; and
2. New technologies can help teachers learn and teach in new and more effective ways.

Thus, effective curriculum and pedagogy for teaching diverse learners drive the use of technology in education, and effective computer-related processes and tools may equally influence teachers to teach in new ways.  A primary purpose of EDUC 518 Technology and Pedagogy is to explore each of these ideas in turn in order to help participants develop a synthesis of the ideas for their own learning and teaching practices.

Course Structure

This course is a fully online course which means you will work individually and in groups using Canvas and other online tools.

You can find most of the information in the modules tab of Canvas.  This course is divided up into modules.  each module has an overview  explaining that module, its learning objectives and assignments.

Learning Objectives:

Specific learning objectives are listed in each lesson. However, to generate specific objectives, it was important to first come up with some broad learning goals for this course. So, by the end of this course, you will:

1. Demonstrate knowledge about Web 2.0 technologies.
2. Use Web 2.0 technologies to enhance your productivity and/or professional practice.
3. Apply ethical and legal use of technology, information, and software resources.
4. Design technology-enhanced learning activities.
5.  Explain how to effectively integrate technology in the classroom based on the TPACK framework.
6. Design technology-enhanced lesson plans based on TPACK framework.

Readings & Resources

There are no required textbooks for this course, however links to required readings will be provided as necessary for each module in canvas.

Excellent Online Resources

The following sites are recommended because they have some great information on educational technology.

1.  Center for Learning & Performance Technologies--Website hosting a number of major resources, including a directory of learning & performance tools that contains over 2,000 tools, links to articles and articles, and online versions of Social Learning Handbook (2010) and Social Learning Handbook (2013) 
2. TED-- TED Talks about Education
3.  http://www.freetech4teachers.com/   -- Blog hosting free technology for teachers
4. Curriki’s blog -- A blog hosts innovative concepts and best practices related to open education curriculum, digital and social learning
5. Edutopia -- a community of practice for educational technology
6.  eSchool News-- Technology news for today’s K-20 educators.
7. Nine useful lists for educators-- Website hosting useful iists for educators -

Learning and Teaching Philosophy:

Learning is social and develops from experiences we have in daily living.  The process of engagement in communities of practice supports learning, thinking, and knowledge.  A set of shared ideas, commitments, and memories are developed in learning communities.  The individual talents, interests, and needs of community members influence a community.  As members gain experiences in a community, their participation increases.  Ways to support an evolving and a renewing community with constructive relationships is a challenge for educators.  It is their responsibility to help support professional and caring relationships that are valuable for developing social and emotional assets/skills of the participants.  Social and emotional skills are linked to learning and constructive behavior.

Participants in a class include the students and facilitators/instructors.  The role of the student is active and involves teaching as well as learning.  The roles of the facilitator/instructor are facilitating, leading, learning, and teaching.  Students and facilitators/instructors are co-investigators in the learning process.  A personalized approach to constructivist/situated learning theory encourages participants to co-design learning experiences so that individual interests, talents, and needs related to the course outcomes/goals are better addressed.  Democratic efforts to accomplish these goals are a priority.  

Participants will frequently work in teams for reflective and learning experiences.  In collaborative learning environments, participants are responsible for their own learning, as well as the learning of their colleagues.  Individuals are responsible for all course assignments, however.  Self- and peer-assessment are as important as assessment of progress by the facilitator/instructor.  Responsible and respectful interactions are expected.  The respectful sharing of diverse points of view may enhance learning of the participants.        

Learning technologies, paradigms, and tools are constantly changing.  Therefore, it is impossible to include every new aspect of digital technology-related applications.  Participants will focus on establishing the groundwork of principles, essential skills, and habits of mind.  The use of inquiry, community building, collaboration, curiosity, information literacy, dialogue, and technology skills are important tools for learning and professional development.  Participants are expected to come with the dispositions to examine, use, and improve their knowledge and skills, with a commitment to seeking excellence.  Expectations for performance are high.  Participants and the course facilitator will work together to support each other with the expectations.  

Tech Skill Prerequisites

This list is a minimum of what you will need:

• Internet access
• Ability to browse Internet and send/receive email
• Computer with speakers and microphone
• Navigate in and use Canvas easily. See Canvas Student Technology if you need help.
• Create and save MS Word documents. See MS Word tutorials for help.
• Create, save, and share Google Docs.
• Download and install Adobe Reader on your computer.
• Find basic resources on Internet. See Internet Tutorials.

Knowledge Prerequisites

There are no prerequisite courses to EDUC 518.

Learning Community Overview

I believe in the importance of creating a learning community and support each other at all times. I encourage you to be active in the group discussions and participate as much as you would like. I am a firm believer that you get as much out of a course as you put in. If you put forth little effort then your personal and academic take away from this course will be minimal.

Netiquette and Communications Standards

First, what you can expect from me:

1. I will take all your questions, comments, and concerns seriously.
2. I will respond promptly to requests for help if the need for help is immediate, call me (or Skype me if you see me online)
3. if the need is important, but you can wait for up to 24 hours, email me with my regular email addresses
4. if the need is not pressing and you can wait up to 72 hours, contact me via Canvas Mail or Discussions.

Regarding Canvas Discussions, I like to encourage interactions among everyone and do not wish to be a "sage on the stage" so I do not respond to every post of every required discussion. In other words, I do not wish to be nor is it appropriate that I be the center of every conversation. It is your job to post to the required discussions and to each other. It is my job to motivate, engage, facilitate, redirect, consult, grade, etc. And if needed, I provide a post-discussion email or video response.

I will communicate with you about your assignments within the week after the assignment is due. If I am unable to do so, I will let you know when you can expect to receive feedback.

Next, what I expect from all of us:

First, a definition (from wikipedia):

"Netiquette (neologism, a morphological blend formed from "Internet etiquette") is a catch-all term for the conventions of politeness and respect recognized on Usenet, in mailing lists, in live chat systems, and on other electronic forums such as Internet message boards. These conventions address the relationship between personal behavior and group phenomena, (emphasis added) and outline a dynamic set of guidelines for conduct that is conducive to pleasant, efficient and agreeable interaction."

To that end, please follow these netiquette guidelines:

1. Politeness
2. Don't flame (personally attack) someone. It is possible to disagree with an idea without flaming the person espousing the idea.
3. Use emoticons and acronyms to convey your emotional intent in order to avoid misunderstandings. For example: to indicate that you're smiling, use :)
4. to indicate you're winking / or making a joke or kidding, use ;) or JK (Just Kidding)
5. to signify you found something funny/amusing, use LOL (Laughing Out Loud)
6. to signify that you're gently expressing an opinion, use IMHO (In My Humble Opinion)

Remember that "politeness" and "appropriateness" are culturally-defined concepts. What is considered polite or appropriate communication in one culture (educational environments are a culture as well and, as such, are also included in this statement) may be impolite or inappropriate in another. When in doubt, err on the side of uber-caution when you are composing a message. And, when reading someone else's message, try to remember that written communication is easily misconstrued: so, if you find yourself responding poorly to someone's message, request clarification of their meaning before you get upset and respond with a flaming message. :)

Communication Style

1. Listen actively. Listening is an important communication skill. Actively listening is not always easy and should be practiced.
2. Think critically. Critical thinking, grounded in intellectual integrity, is expected. In other words, seek clarity of meaning and understanding. For example:

1. Question ideas, not people.
2. Attempt to see things from other perspectives
3. Use supporting relevant information
4. Attempt to recognize and assess implications of your ideas

3. Think creatively. Creative thinking is encouraged.

1. Brainstorm possibilities
2. Consider how to make the impossible possible (dream)
3. Be supportive of ideas you don't get (don't understand) and try to understand them.

4. Communicate assertively. A person communicates assertively by not being afraid to speak his or her mind or trying to influence others, but doing so in a way that respects the personal boundaries of others (from Wikipedia entry on assertiveness).

 All assignments, and the resources needed to complete them, are listed in the Modules area of the course.  Assignments will be graded and feedback posted in Grades within 7 days of you turning in the assignment if at all possible. If not, I will certainly explain the situation to you and provide you with a likely timeframe in which you will receive feedback.

Please note, you are welcome to resubmit  revised assignments in order to earn full points! ALL assignments are due by midnight Friday, Dec 13 at the very latest.

Point/Grade Conversion

Late Assignment Policy

I recognize that sometimes things happen which make it difficult to complete assignments on time. So, you can turn in your assignments late - but only up to a week late and no later. Ten percent is automatically deducted for late assignments.

Exceptions to this policy are at the discretion of the instructor and may be made for certain circumstances,but you must contact me to make arrangements before the assignment is late. I will make exceptions to the prior arrangements requirement in the event of tragic events such as car accidents, a major family emergency, etc. Again, this is at the instructor's discussion.

Withdrawal

You are responsible for Dropping or Withdrawing from this course if you find it necessary to do so.

Incomplete Grades  

For an Incomplete, you must provide evidence of a documented illness or family crisis that genuinely precludes your successful completion of the courses.

Plagiarism

Plagiarism, the passing off of others' words or ideas as your own, is unacceptable in this course and at this university. While it may be naive, I tend to think that most people end up plagiarizing because they are unfamiliar with APA or other formatting guidelines for citations and references. This course emphasizes using citations and references in the APA format to avoid plagiarism. Visit NMSU's Plagiarism and Best Practices to Avoid Plagiarism sites for some excellent resources on avoiding plagiarism.

 There is no statute of limitations for an act of plagiarism.  Once committed, a student can be held accountable at any time even after the semester has ended. All students and instructors are obliged to follow the procedure for documenting the offense as described in the Student Handbook under Section II:  Academic Misconduct.  http://www.nmsu.edu/~vpss/SCOC/student_hand_book.html

Student Concern Protocol

If a student has a concern or disagreement with an instructor, they should follow the following

protocol in an attempt to resolve that concern or disagreement:

• One-on-one, meet and share your concern or disagreement with the instructor with an eye toward coming to a mutually agreed upon professional solution. If resolution is not achieved¼
• Both parties meet with the program administrator (Director of Elementary Education, Secondary Education, etc.), together and/or separately, with an eye toward professional resolution. If resolution is not achieved¼
• Both parties meet with the Department Head (and/or one of the Associate Department Heads). If resolution is not achieved¼
• Both parties meet with the Associate Dean for Student Affairs. If resolution is not achieved¼
• Both parties meet with one or both of the Dean of the College.
• Please note

o These steps cannot be skipped.

o Thorough written documentation of "grievances" should be carefully compiled and presented.

Instructor Concern Protocol

If an instructor has a concern or disagreement with a student, they should follow the following

protocol in an attempt to resolve that concern or disagreement:

• Meet and share your concern or disagreement with the student with an eye toward coming to a mutually agreed upon professional solution. If resolution is not achieved¼
• Both parties meet with the program administrator (Director of Elementary Education, Secondary Education, etc.), together and/or separately, with an eye toward professional resolution. If resolution is not achieved¼
• Both parties meet with the Department Head (and/or one of the Associate Department Heads). If resolution is not achieved¼
• Both parties meet with the Associate Dean for Student Affairs. If resolution is not achieved¼
• Both parties meet with one or both of the Dean of the College.
• Please note:

o These steps cannot be skipped.

o Thorough written documentation of "grievances" should be carefully complied and presented by all parties.

If no resolution is reached, the matter may proceed to a hearing before the Office for Teacher

Candidate Preparation (OTCP), the Department Head for further consideration, or to a "Selective

Review" run by the Dean's Office.

College Of Education Conceptual Framework: PREPARED

This is the conceptual framework that helps guide what we try to do in our courses and

practica here in the College of Education and in the Department of Curriculum and Instruction:

Practitioners: Clinicians and Leaders: The Unit's commitment extends beyond a

focus on preparing candidates to teach or continuing the professional development

of practicing teachers. The Unit also prepares persons for other professional roles

in schools such as principals, school psychologists, counselors, mental health

professionals, speech language pathologists, and physical education specialists.

Reflection: The process by which candidates are provided opportunities to be

metacognitive and engage in thoughtful questioning and problems-based learning.

Effectiveness: The extent of content, pedagogical and professional knowledge,

skills and dispositions and candidate possesses in order to ensure that all students

learn. Assessment of a candidate's effectiveness is performance-based, uses

multiple measures and is authentic. The preparation of effective practitioners

addresses the mandates of No Child left Behind and the demand for "highly

qualified" and "effective" professionals.

Pedagogy: The research base, content knowledge, competencies, and practice

associated with the preparation of professional educators, clinicians and

specialists.

Assessment: Formal and informal procedures for eliciting evidence related to

candidate learning and unit effectiveness. The assessment system is based on

professional, state and institutional standards. It includes measures that are

systematically used to collect data at predetermined transitional points in order to

predict candidate success and improve program.

Research: The theories, investigations, and policies that drive the work of the Unit.

Evaluation: The continuous process for determining the extent to which the

Mission, Goals and Outcomes of the Unit are realized.

Diversity: A focus on candidates, faculty and students who represent a variety of

ethnic, racial, socioeconomic groups and ability levels. The Unit provides

opportunities for candidates to work with diverse students, and to demonstrate

dispositions that value fairness and the belief that all students can learn.

Important NMSU Student Resources

Please make sure to provide me with any information and documentation I need to support you as an individual learner. If I have not provided learning instruction in the format you need, please let me know right away, I am happy to provide alternate information including transcripts, audio files, etc.

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) covers issues relating to disability and accommodations. If a student has questions or needs an accommodation in the classroom (all medical information is treated confidentially), contact:

Trudy Luken, Director

Student Accessibility Services (SAS)

Corbett Center, Rm. 244

Phone: (575) 646-6840

E-mail:sas@nmsu.edu

Website: www.nmsu.edu/~ssd/

NMSU policy prohibits discrimination on the basis of age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, retaliation, serious medical condition, sex, sexual orientation, spousal affiliation and protected veterans status.

Furthermore, Title IX prohibits sex discrimination to include sexual misconduct, sexual violence, sexual harassment and retaliation. For more information on discrimination issues, Title IX or NMSU's complaint process contact:

Gerard Nevarez, Executive Director or Agustin Diaz, Associate Director

Office of Institutional Equity (OIE)

O'Loughlin House

Phone: (575) 646-3635

E-mail:equity@nmsu.edu

Website: http://www.nmsu.edu/~eeo/

Other NMSU Student Resources

1. NMSU: A Student Guide to NMSU - a collection of resources for students
2. Current Resources for NMSU Students --a one-stop shop with many useful resources
3. Library Resources for Distance Education  Bringing the library to you
4. the Online Writing Center at New Mexico State University--offers online consultations by appointment.
5. Canvas Support for Students -  provides videos and documentation for Canvas.
6. NMSU Counseling Center - http://www.nmsu.edu/~counsel/cc/index.html - has a hotline.
7. Technology Support for Students  - links for support with all other technology resources.

Accessibility of eLearning Tools

Section 508 of the Rehabilitation Act

In 1998, Congress amended the Rehabilitation Act of 1973 to require Federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. Inaccessible technology interferes with an ability to obtain and use information quickly and easily. Section 508 was enacted to eliminate barriers in information technology, open new opportunities for people with disabilities, and encourage development of technologies that will help achieve these goals. The law applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508 (29 U.S.C. ‘794 d), agencies must give disabled employees and members of the public access to information that is comparable to access available to others.

Retrieved from Section 508 of the Rehabilitation Act.

A Voluntary Product Accessibility Template, or VPAT, is a standardized form developed by the Information Technology Industry Council to show how a software product meets key regulations of Section 508 of the Rehabilitation Act.

1. Canvas-compatible Screen Readers: VoiceOver (Mac), JAWS (PC)
2. Canvas Accessibility Statement
3. Adobe Products: Section 508 VPATs for (Adobe Connect 9, Adobe Acrobat, and more)
4. Apple Products: Section 508 VPATs for (Safari Web Browser, Mac OS X, and more)
5. Microsoft Products: Section 508 VPATs for  (Internet Explorer, Office, Skype, and more)
6. Google Products: Section 508 VPATs for (Google Earth, Chrome Web Browser, Google Docs, and more)
7. Firefox Web Browser: Section 508 VPAT (version 3.5 and up)

Our Contract

By remaining in this class after the NMSU designated "Add/Drop Deadline," you are

agreeing to professionally, conscientiously and thoughtfully complete all the work and

assignments in this course in a timely manner. This syllabus becomes our contract (the

contract between me, your instructor, and you, the students).

Document Changes

We reserve the right to change syllabus, course content, and instruction to meet the needs of the learners. Thus, this document is subject to change. Any changes will be clearly identified by Course Announcement, color change in document, and with notification at the beginning of this document.