Outline
COURSE DESCRIPTION
EDUC 3239 is a survey course to introduce teacher candidates to the current innovations in education technology and its application within the Ontario curriculum to support student learning. Consideration will be given to the cognitive structures, pedagogical strategies and Ministry/ School Board policies that support teaching and learning in a digital context. Experiences of technology and internet applications, particularly social media and the tools of the ‘read/write’ web, form a significant portion of this course. Students will access, analyze, create, reflect and take responsible action using digital tools. Students will demonstrate understanding of issues relevant to digital resources [hardware and software tools] used to collaborate, communicate, create, instruct, and inspire.
FOUNDATIONS OF PROFESSIONAL PRACTICE
A commitment to a clear vision of what it means to be a teacher is at the core of teacher professionalism and is the foundation for this course. The principles of the Ontario College of Teachers’ (OCT) Foundations of Professional Practice have been embedded in the learning expectations for this course.
COURSE OBJECTIVES
The expectations of this course are that students will:
●demonstrate an understanding of the components in the teaching and learning of digital literacy, digital safety, and digital citizenship within Ontario educational contexts
●explore and critically analyze new and emerging technologies for use with K-6 students
●develop competencies in accessing, analyzing, creating, reflecting and taking action with hardware and software in educational contexts
●integrate and collaborate within digital teaching and learning Web 2.0 contexts with a focus on cross-curricular delivery for all learners
●model active participation through discussion, collaboration and creation using digital and text based formats
●investigate learning and teaching opportunities in global projects connected to curriculum expectations
●critically analyze, evaluate and reflect on technology issues in primary and junior classrooms by articulating ideas in multimodal forms
Required Reading: EDUC 3239 course website - weekly readings and schedule posted on site
Essential Documents:
Digital Citizenship - Nine Elements
International Society for Technology in Education
Copies of the Ministry curricula for Language, Math, The Arts, Health & Physical Education, Science, Social Studies.
Further online resources and readings will be provided with the course schedule and topics.
Throughout the course, additional readings will be assigned. You will be required to keep current with course readings. These will be made available to you on the course website, D2L, handed out in class and/or emailed to you with a minimum of one week prior to the topic/discussion.
EDUC 3239 is a survey course to introduce teacher candidates to the current innovations in education technology and its application within the Ontario curriculum to support student learning. Consideration will be given to the cognitive structures, pedagogical strategies and Ministry/ School Board policies that support teaching and learning in a digital context. Experiences of technology and internet applications, particularly social media and the tools of the ‘read/write’ web, form a significant portion of this course. Students will access, analyze, create, reflect and take responsible action using digital tools. Students will demonstrate understanding of issues relevant to digital resources [hardware and software tools] used to collaborate, communicate, create, instruct, and inspire.
FOUNDATIONS OF PROFESSIONAL PRACTICE
A commitment to a clear vision of what it means to be a teacher is at the core of teacher professionalism and is the foundation for this course. The principles of the Ontario College of Teachers’ (OCT) Foundations of Professional Practice have been embedded in the learning expectations for this course.
COURSE OBJECTIVES
The expectations of this course are that students will:
●demonstrate an understanding of the components in the teaching and learning of digital literacy, digital safety, and digital citizenship within Ontario educational contexts
●explore and critically analyze new and emerging technologies for use with K-6 students
●develop competencies in accessing, analyzing, creating, reflecting and taking action with hardware and software in educational contexts
●integrate and collaborate within digital teaching and learning Web 2.0 contexts with a focus on cross-curricular delivery for all learners
●model active participation through discussion, collaboration and creation using digital and text based formats
●investigate learning and teaching opportunities in global projects connected to curriculum expectations
●critically analyze, evaluate and reflect on technology issues in primary and junior classrooms by articulating ideas in multimodal forms
Required Reading: EDUC 3239 course website - weekly readings and schedule posted on site
Essential Documents:
Digital Citizenship - Nine Elements
International Society for Technology in Education
Copies of the Ministry curricula for Language, Math, The Arts, Health & Physical Education, Science, Social Studies.
Further online resources and readings will be provided with the course schedule and topics.
Throughout the course, additional readings will be assigned. You will be required to keep current with course readings. These will be made available to you on the course website, D2L, handed out in class and/or emailed to you with a minimum of one week prior to the topic/discussion.
Assignments
ASSIGNMENTS AND EVALUATION
● All assignment assessments are based upon the Lakehead University Rubric. Candidates need to pay full attention to quality of presentation, content, expression, level of engagement and expectations for each assignment.
● All assignments will be discussed and details and expectations examined in class.
● All assignments must be word processed and electronically submitted unless otherwise directed.
● Students are responsible for determining well in advance of presentations that multi-media equipment and programs are available, booked, functional and compatible.
● Assignments are due by 11:30 p.m. on the due date, with links/documents posted into Desire 2 Learn assignment dropbox within the time frame established. Only electronic copies of assignments will be accepted unless otherwise established by the instructor. E-mail submissions will NOT be accepted. It is essential for student candidates to keep a copy of all submitted work. Candidates cannot redo assignments, rewrite examinations or make additional submissions to boost a mark once a summative assessment has taken place. Any request for extended deadlines for assignments must be received by the instructor via e mail, a minimum of 48 hours prior to the assignment’s original due date.
● It is the policy of Lakehead University to support students with identified special needs. See Lakehead policy on supporting special needs of students. If you believe you will experience difficulty fulfilling course requirements, please arrange to meet with the course instructor within the first two weeks of classes.
● Students are encouraged to contact or meet with the instructor to clarify any questions relating to an assignment. Papers are expected to demonstrate the use of correct scholarly conventions. Clarity and precision of thought in written form is required on all assignments. Correct grammar and spelling are expected. Appropriate references, following APA guidelines, must be included and properly documented.
The assignments will encompass digital and media tasks published to the web and/or within Desire2Learn. These will reflect personal learning and growth in accessing, using, understanding and creating with digital technologies. This showcase of achievements will support learning strategies, resources and assessments within an educational context. It will reflect ideas, pedagogy, innovations and approaches of the course participant.
Assignment #1(A1): DIGITAL SELF PORTRAIT (blog)
Creation of a digital document that reflects your personal and professional passions and interests; incorporates educational and/or curricular connections; demonstrates weekly additions from course readings, explorations, or activities. An inquiry approach will be evident in the completed web document.
• Initial URL – January 13th
• Peer Review – March 3rd
• Self assessment, reflection and FINAL web document – Due March 10th - 40%
Assignment #2 (A2): Ministry Licensed Software (OSAPAC)
Analyze and explore the selected tool and identify how it applies to teaching and learning by synthesizing information. Components include:
· AACRT template completed
· a BRIEF tutorial created for a designated grade
· links to web resources and annotated bibliography
· reflection on inquiry process and final product
• Due January 27th - 25%
Assignment #3 A3): Technology supported teaching
Analysis and application of Web 2.0 tools AND/OR ipad apps to classroom contexts. Evidence of access, use and understanding of the selected tools as they apply to a specific teaching and learning event (lesson/ unit) for a specific grade/age. Components include
· AACRT template for tools investigated
· Model the application of the web 2.0 and/or ipad tools to a unit plan completed for another course/curriculum area while focusing on expectations, goals, success criteria, classroom management and assessment
• Due February 24th - 35%
The Faculty of Education assessment rubric will be applied to each of these tasks. Further information with detailed expectations will be provided in class.
● All assignment assessments are based upon the Lakehead University Rubric. Candidates need to pay full attention to quality of presentation, content, expression, level of engagement and expectations for each assignment.
● All assignments will be discussed and details and expectations examined in class.
● All assignments must be word processed and electronically submitted unless otherwise directed.
● Students are responsible for determining well in advance of presentations that multi-media equipment and programs are available, booked, functional and compatible.
● Assignments are due by 11:30 p.m. on the due date, with links/documents posted into Desire 2 Learn assignment dropbox within the time frame established. Only electronic copies of assignments will be accepted unless otherwise established by the instructor. E-mail submissions will NOT be accepted. It is essential for student candidates to keep a copy of all submitted work. Candidates cannot redo assignments, rewrite examinations or make additional submissions to boost a mark once a summative assessment has taken place. Any request for extended deadlines for assignments must be received by the instructor via e mail, a minimum of 48 hours prior to the assignment’s original due date.
● It is the policy of Lakehead University to support students with identified special needs. See Lakehead policy on supporting special needs of students. If you believe you will experience difficulty fulfilling course requirements, please arrange to meet with the course instructor within the first two weeks of classes.
● Students are encouraged to contact or meet with the instructor to clarify any questions relating to an assignment. Papers are expected to demonstrate the use of correct scholarly conventions. Clarity and precision of thought in written form is required on all assignments. Correct grammar and spelling are expected. Appropriate references, following APA guidelines, must be included and properly documented.
The assignments will encompass digital and media tasks published to the web and/or within Desire2Learn. These will reflect personal learning and growth in accessing, using, understanding and creating with digital technologies. This showcase of achievements will support learning strategies, resources and assessments within an educational context. It will reflect ideas, pedagogy, innovations and approaches of the course participant.
Assignment #1(A1): DIGITAL SELF PORTRAIT (blog)
Creation of a digital document that reflects your personal and professional passions and interests; incorporates educational and/or curricular connections; demonstrates weekly additions from course readings, explorations, or activities. An inquiry approach will be evident in the completed web document.
• Initial URL – January 13th
• Peer Review – March 3rd
• Self assessment, reflection and FINAL web document – Due March 10th - 40%
Assignment #2 (A2): Ministry Licensed Software (OSAPAC)
Analyze and explore the selected tool and identify how it applies to teaching and learning by synthesizing information. Components include:
· AACRT template completed
· a BRIEF tutorial created for a designated grade
· links to web resources and annotated bibliography
· reflection on inquiry process and final product
• Due January 27th - 25%
Assignment #3 A3): Technology supported teaching
Analysis and application of Web 2.0 tools AND/OR ipad apps to classroom contexts. Evidence of access, use and understanding of the selected tools as they apply to a specific teaching and learning event (lesson/ unit) for a specific grade/age. Components include
· AACRT template for tools investigated
· Model the application of the web 2.0 and/or ipad tools to a unit plan completed for another course/curriculum area while focusing on expectations, goals, success criteria, classroom management and assessment
• Due February 24th - 35%
The Faculty of Education assessment rubric will be applied to each of these tasks. Further information with detailed expectations will be provided in class.
Professional Standards
Professional Standards to Model in Class
Teacher candidates are expected to follow The Standards of Practice for the Teaching Profession. This OCT document describes the knowledge, skills and values inherent in Ontario’s teaching profession. Meeting the Standards of Practice and Ethical Standards is critical at all times. As such, demonstration of these standards is expected in class, around campus or during involvement with Lakehead activities.
For the purpose of this course, candidates’ demonstration of Professional and Ethical Standards will be evidenced through, but not limited to:
● Participation – much of the learning in this class takes place through interaction. Ideas need to be shared. Points of view need to be discussed and respected. Participation is more than being in class and handing in assignments. From time to time in –class writing activities will give students further chances to explore issues related to educational thought and practice, and these activities will be submitted at the end of the class in which they are assigned. There is no late submission for the in-class activities. They will be submitted during class time. Asking questions, volunteering answers and effective listening are signs of participation. (Professional Standards: Leadership in Learning Communities; Professional Practice/Ethical Standards: Respect, Care, Trust, Integrity)
● Deportment – as a teacher candidate, model those behaviours which respect all learners, instructors, guests and the learning environment. Understanding of Lakehead Policies and Code of Conduct will identify expectations in this area. (Professional Standards: Leadership in Learning Communities/Ethical Standards: Respect, Care, Trust, Integrity)
● Attendance – teacher candidates are expected to be on time and in attendance for all classes, to be responsible for all material covered and to notify the instructor before any absence. These absences will be only for emergency situations and an instructor may require appropriate verification of the reason. Be aware that absences may jeopardize your standing in this course. (Professional Standards: Leadership in Learning Communities/Ethical Standards: Respect, Trust, Integrity)
Teacher candidates are expected to follow The Standards of Practice for the Teaching Profession. This OCT document describes the knowledge, skills and values inherent in Ontario’s teaching profession. Meeting the Standards of Practice and Ethical Standards is critical at all times. As such, demonstration of these standards is expected in class, around campus or during involvement with Lakehead activities.
For the purpose of this course, candidates’ demonstration of Professional and Ethical Standards will be evidenced through, but not limited to:
● Participation – much of the learning in this class takes place through interaction. Ideas need to be shared. Points of view need to be discussed and respected. Participation is more than being in class and handing in assignments. From time to time in –class writing activities will give students further chances to explore issues related to educational thought and practice, and these activities will be submitted at the end of the class in which they are assigned. There is no late submission for the in-class activities. They will be submitted during class time. Asking questions, volunteering answers and effective listening are signs of participation. (Professional Standards: Leadership in Learning Communities; Professional Practice/Ethical Standards: Respect, Care, Trust, Integrity)
● Deportment – as a teacher candidate, model those behaviours which respect all learners, instructors, guests and the learning environment. Understanding of Lakehead Policies and Code of Conduct will identify expectations in this area. (Professional Standards: Leadership in Learning Communities/Ethical Standards: Respect, Care, Trust, Integrity)
● Attendance – teacher candidates are expected to be on time and in attendance for all classes, to be responsible for all material covered and to notify the instructor before any absence. These absences will be only for emergency situations and an instructor may require appropriate verification of the reason. Be aware that absences may jeopardize your standing in this course. (Professional Standards: Leadership in Learning Communities/Ethical Standards: Respect, Trust, Integrity)
Standards of Practice
Commitment to Students and Learning Ongoing Professional Learning Leadership in Learning Communities Professional Practice Professional Knowledge |
Ethical Standards
Care Trust Respect Integrity |
Links and Resources
How to Cite Social Media in Scholarly Writing - chart outlines how to cite blogs, tweets, Facebook posts, youtube videos and email.