| Course Syllabus: MSET 365.003:
Microcomputers in the Classroom
Fall 2003 |
| Instructor for MSET 365.003: Don
Halquist E-mail:
cimte365_003@yahoo.com
Phone: 505.277.2311 Office: B49 Student Services Center Office Hours: By Appointment Section Web Site: http://www.unm.edu/~donh/syll.html Coordinator for all sections of MSET 365: Jonathan D.
Brinkerhoff
E-mail: jbrink@unm.edu
|
|
The Vision of the College of Education The University of New Mexico Excellence and Diversity through people, ideas, and innovation Our mission is the study and practice of education through teaching, research, and service. We address critical education; test new ideas and approaches to teaching and learning; educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces; and prepare students for participation in a complex society. In carrying out our mission, we value excellence in all that
we do;
diversity of people and perspectives; relationships of service,
accountability,
collaboration, and advocacy; the discovery, discussion and
dissemination
of ideas; and innovation in teaching, technology, and leadership.
|
| Course Description
Teachers need both technical skills and instructional “know how” to use computers to assist student learning. The readings, activities, assignments, and discussions are designed to develop a broad professional knowledge base on teaching and learning with technology across the K-12 curriculum. Students will consider the following questions: How can computers help students learn? What should teachers do to become more knowledgeable about computers? How can I teach with technology rather than about technology? (That is, how do I integrate technology with content from ESL, Language Arts, Math, Modern Languages, Reading, Science and Social Studies?) How does theory (integrated curriculum) influence practice (teaching with computers)? What are my beliefs about teaching and learning? From experiences in the course, how do I learn and what are the implications for the way I will teach? |
|
This course will be taught through a constructivist approach. There are no exams, however, the class discussions are an integral part of the course and it is expected that students come to class fully prepared! (see reading assignments) Please note: This is NOT an introductory technology class. |
| Goals and Objectives
The overall purpose of the course reflects and incorporates the vision statement of the College of Education, the goals and objectives included in the “Recommended Foundations” from the International Society for Technology in Education (ISTE), and Standards for Entry-Level Professionals passed by the New Mexico State Board of Education. Students are expected to acquire, develop and use professional knowledge and habits of mind described in these documents throughout their teacher preparation program. There are three categories of competence in educational
technology expected
of entry-level teachers: 1.) Basic Computer/Technology Operations and
Concepts;
2.) Personal and Professional Use of Technology; and 3.) Application of
Technology in Instruction. Content and assignments in CIMTE 365
are
designed to satisfy the following ISTE performance indicators:
|
| Teachers demonstrate introductory knowledge, skills, and
understandings
of concepts related to technology.
Teachers use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning. Teachers use technology to locate, evaluate, and collect information from a variety of sources. Teachers apply technology to develop students’ higher order skills and creativity. Teachers plan a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology. Teachers apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. Teachers use technology to support learner-centered strategies that address the diverse needs of students. Teachers identify issues related to equitable access to technology in school, community, and home environments. Teachers exhibit positive attitudes toward technology uses
that support
lifelong learning, collaboration, personal pursuits, and productivity.
|
| Required Materials
Candau, D., Doherty, J., Hannafin, R., Judge, J., Yost, J., & Kuni, P. (2001). Intel teach to the future with support from microsoft. (distributed in class) CIMTE 365 Course Reader. (available at the COE Publication Center) Three-ring binder and IBM formatted floppy disks and carrying case Wiggins, G., & McTighe, J.(1998). Understanding by
design.
(available at Student Book & Supply, 2720 Central Avenue, SE)
|
| Assignments
Assignment are organized around the goals and objectives stated earlier. Assignments are the same across all sections of CIMTE 365, however activities and grading may vary. For example, individual instructor will give different tasks for the integrated software activity worth 10 % of the overall grade. Like all college courses, expect to spend a minimum of 2-3 hours out of class for each hour spent in class. It is important that work be handed in on time as one assignment builds on the next. Late work is not accepted. Exceptions, if any, are made by the individual instructor. |
| Weekly Lab Activities
These will be recorded though not necessarily graded. |
| Electronic Communications and Reading Assignments
Students will be given several assignments that require e-mail responses to readings and class activities. Please see class syllabus for e-mail topics and due dates. |
| World Wide Web Evaluation
Students will explore educational resources on the Internet. Emphasis is on acquiring technical skills (e.g., practice using multiple search engines and using browser features such as bookmarks/favorites…) as well as knowledge on how to use the Internet as a tool for planning classroom instruction. |
| Integrated Software Activity—The Zerkonians are Coming!
Project
Working in groups, students will engage in a problem-based learning experience designed to connect theory (constructivism—how students learn) to practice (constructivist teaching—instruction that is student centered). |
| Unit Portfolio
Throughout the course of the semester each student will develop a Unit Portfolio that integrates technology through the use of a variety of software. The Portfolio will include the following elements: Intel template, six-week calendar, two integrated technology projects—multimedia and publication, one rubric, and one integrated technology lesson plan. The Unit Portfolio must show evidence that students have substantive knowledge of the topic; that they understand how to use technology and content standards to plan instruction; that the objectives and procedures are specific and detailed; that students know and can use a variety of teaching strategies and assessments to plan instruction; and that students can reflect and learn from this assignment (experience). Topic selection for this assignment will test what students know and understand about the importance of content in teaching; what students should learn; how teachers can know what students have learned; and how technology can be used to teach content to students. |
| Lab Practicum
A project designed to assess each student’s ability to create a spreadsheet, a formatted Word document and a seven-slide PowerPoint presentation, which includes animation, sound and images. |
| Course Reflection
As a form of closure, students will complete a reflection paper that describes and synthesizes what they understand about technology, teaching, and learning based on their experiences in the course. |
| In addition to the above, students will also complete weekly
reading
and writing assignments.
|
| Reading Assignments
Readings from the Reader and other sources listed on the course syllabus should be completed before class on the day they are assigned. Your knowledge and understanding of teaching and learning needs to be more than what you know without disciplined study. This occurs only with effort! The readings are organized to add complexity and depth to your ideas about teaching and learning. Spend time reading the assigned articles/chapters more than once. Be an active reader by making connections to what you know; accepting ideas different from your own; taking risks to raise questions; offering opinions for feedback; and using your knowledge to build a theory about teaching that is connected to student learning. Learning to read professionally requires different, if not new, skills and habits toward course assignments. For example, you should begin to collect other readings on your own. Bring them to class to share with other students and the instructor. In addition, you will be expected to reference readings throughout the semester to support what you believe and will do in planning instruction for students with and without technology. As a new teacher, you will need resources to plan lessons.
During your
student teaching, your time for locating materials and resources will
be
limited. Now is a great time to begin your professional library. Begin
by organizing ideas from the reading assignments so that you can refer
back to them in future teacher education courses and more importantly
once
you are in the classroom!
|
| Written Assignments
Your written organization, mechanics and style reflect your capabilities as a prospective teacher. The written assignments in this class will be evaluated on your ability to communicate your thoughts and ideas in writing. All written assignments should be typed, free of punctuation, spelling and grammar errors, and handed in during the class session for which they are assigned. Paper specifications: double spaced, 12 point Times New Roman, with one inch margins, assignment title, student’s name and course section number. |
| Evaluation
In addition to the above, evaluation will also include attendance/participation. |
| Attendance/Participation
Students are expected to attend all class sessions. The classes involve a considerable amount of experiential elements that cannot be picked up after class through others’ notes or readings. We place a great deal of emphasis on the discussions that are part of each class. Assignments are also often explained in class and missing these causes serious problems for students. Attendance, punctuality and participation are professional
behaviors
expected of educators. Students receive two percentage points for
each class if they are present and participate fully. If a student is
late,
the instructor will deduct one percentage point. Attendance will
be taken at the beginning of class. Those not in the room will be
marked tardy. Two tardies equal one absence. Two percentage
points will be deducted for each absence. On the third absence, excused
or unexcused, the student will be disenrolled from the course. Class
will
run the full time allotted, 9:00-11:45a.m. One percentage point
will
be deducted if a student leaves before class is over.
|
| Assessment Components and (Percentage Values)
Electronic Communication and Readings (16) World Wide Web Evaluation (5) Integrated Software Activity (10) Unit Portfolio (25) Lab Practicum (5) Course Reflection (7) Attendance/Participation (32) |
| Incompletes are strongly discouraged and are only done
when
the conditions of the University are met (see UNM Catalog, pp. 40-41)
and
after a conference with the instructor at the initiation of the
student.
|
| Academic Integrity
Students are expected at all times to follow University policies concerning academic integrity. Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. |
| Special Accommodations
Students are strongly encouraged to notify their instructor as soon as possible if they experience any personal circumstances that might affect their participation in this course: medical conditions, physical limitations, learning disabilities, academic problems, emotional crises, family difficulties, or religious obligations. When appropriate, reasonable accommodations will be made provided the instructor is notified in a timely fashion. All personal information will be kept in strict confidence. |
|
No matter how helpful computers are as tools in the classroom (and of course, they can be very helpful tools), they don’t begin to compare in significance to the relationship between the teacher and the child that is human and mutual.
--Fred Rogers
|
| Excerpts from previous CIMTE 365 students’ end of semester reflections |
| During the introduction to the class, I felt computer
illiterate and
a little anxious. As I filled out the KWL chart, I was afraid to show
how
little I knew about computers. After a few classes, I learned that
CIMTE
365 is about more than computers, using a mouse and the Internet. CIMTE
365 class is a safe place to learn about technology, how to use it,
when
to use it in class as a tool to promote learning and how to pair
technology
with different areas of the curriculum.
|
| I have to admit that in the beginning of the semester I felt
quite
overwhelmed, however, after a while I felt that everything would come
together
in a way that would not leave me in the background…This class has also
provided me with the feeling that I can take on any project that comes
across my path. Ultimately, this class has given me the knowledge to
utilize
programs that I had no previous experience with, learn how to plan
within
the education curriculum and do so in a manner that integrates
technology.
|
| I once wanted to learn how to use some basic aspects of the
computer.
Now I want to be selective about what types of programs are used in my
school and classroom. I question how much time a student should spend
in
front of the computer.
I have developed an awareness of the major part that computers play in education, our culture and our society. |
| I began this class expecting to learn a lot about computers
in the
classroom but the other lessons about learning theories, classroom
management
techniques, and actual concepts for teaching and learning quickly
became
most important to me….
The unit plan was a challenge! It gave me usable knowledge of all that goes into designing and executing a unit of study with students. It also taught me the importance of good planning and thorough research before starting any projects with students. |
| I have definitely grown as a learner because of this class. I
feel
that I am more educated about technology and I can work better in a
group…Some
of my beliefs about teaching and learning have changed as a result of
this
class. I have learned how to think critically about certain ideas. I
now
know that I can use technology effectively in the classroom.
|
| The Course Reader is full of articles and information that I
plan on
reviewing time and again.
|
| I am really surprised that I learned as much as I did!…My
comfort level
around computers has increased immensely this semester. I feel
confident
enough to try new things on the computer now.
|
| When I walked into class on the very first day, I did not
know anything
more than how to type a document, save it and print it. The only thing
I ever did on the Internet was look up my horoscope on yahoo.com. This
class was a great challenge for me. I was quite intimidated by the
whole
idea of this class and saved it for one of my last classes…I learned a
lot in the class. I am not so intimidated by the computer any more. I
now
know how to do an Internet search, evaluate Web sites, make a
PowerPoint,
and create a Web site myself.
|
| Through CIMTE 365, I have gained much needed experience with
computers
and different software programs. I have also learned what it means to
have
computers in the classroom and my active role implementing them. There
are some skills I would still like to learn about technology and
computers,
but I have found that it is part of my job to explore and learn about
new
methods, new programs and new technologies.
|
| Last Update: September 4, 2003 Return to Top |