Syllabus

Timesaving Technology: Literacy Camp for Teachers

Catalog Description:

This action packed five-day class is based on best practice designed to empower teachers with new skills to increase student achievement.

With literacy as a focus, technology will be infused across the curriculum as a tool for teaching and learning including: Information Literacy , Geographic Literacy, Scientific Literacy, Mathematics Literacy and Technology Literacy.

Course Overview:

Each Timesaving Technology: Literacy Camp for Teachers session is unique and filled with practical skills teachers will bring back to the classroom. This class is designed for k-6 teachers, to acquire new skills to actively engage students using technology.

This hands-on, collaborative camp is designed for active participation. Teachers will work in groups and individually to design projects, collect and organize resources, and explore new ways to make the most of technology. Various technology tools will be part of the week. Each participant will have a computer to work with as well as an opportunity to try global positioning units, handheld computers and other emerging technologies.

Student Learning Objectives:

As a result of this class students will be able to:

Analyze, select and organize appropriate on-line resources.
Create a plan for technology integration across the curriculum.
Teachers will do an analysis of emerging technology and select the appropriate tools for the classroom.
Teachers will develop greater confidence in using various technology tools.
Synthesis the various assessment options and apply authentic assessment strategies to technology rich projects.
Students will demonstrate an understanding of standards and connect each activity to the Illinois Learning Standards.
Through the study of information literacy students will analysis and various on-line resources.
Students will expand their knowledge of emerging technologies as the applications to curriculum are explored.
New skills will be applied to the development of an integrated unit of study to be completed by each participant.
After effective searching training, participants will synthesis and select appropriate resources for their personal digital filing cabinets.
Each participant will analysis and reflect on best practice as it applies to classroom applications.
Each participant will be involved in active professional research exploring new ways to help boost student achievement.

Teaching Method /Class Format

The majority of class time will be working with technology in a hands-on lab setting. Some direct instruction will be followed immediately by application of the new skill. Instruction will be differentiated as needed, to meet the needs of the group. Small flexible groups will be created as needed to explore the emerging technologies and content areas.

Texts and Required Reading

Partial Reading list to be distributed in class:

Required reading (none)

Units of Work and 7. Class assignments

Units of Work

Assignments

Session #1 Planning for Integration

Introduction to the course, review of the syllabus, and general housekeeping. Some topics covered in the introduction include technology integration examples across the curriculum, creating a digital filing cabinet, engaged learning, the changing roles of the teacher and examples of various projects.

Participants will take a pre-assessment of skills and set goals for the sessions.

After direct instruction in research tools and techniques participants will research and synthesis grade level appropriate on-line resources.

Participants will be introduced to the planning guide and work in small groups to plan curriculum topics for further development.

Due Next Session:

After professional research and reflection select three specific topics from each content area to be researched. One of these topics will be developed into a unit of instruction due at the end of the week.

Fill in parts of the planning grid with any on-going projects that you plan on continuing next year.

Session #2 Designing Technology Rich Lessons

Students will explore and select various on-line resources to match the topics selected as part of assignment #1.
Students will evaluate various lesson formats including on-line lesson plans, webquests and engaged learning lessons.

Participants will apply what they have learned by creating a personal digital filing cabinet.

Small flexible groups will evaluate and collect appropriate resources in the area of language arts. Participants will apply their new skills by saving the resources into the newly created digital filing cabinet.

Due Next Session:

A detailed plan (diagram or digital) for the growth of your digital filing cabinet.

The language arts section of the planning grid should be created outside of class.

Session #3 Multimedia Across the Curriculum

Students will actively research various multimedia activities, examples and teaching tools appropriate to their grade level.
Students will master the use of the digital camera and explore ways a digital video camera can be used in the classroom.
In small collaborative teams teachers will brainstorm (using emerging technologies) various applications for multimedia in the classroom.
In small flexible groups participants will focus discussion and action research on the curricular area of Social Science.

Due Next Session:

A personal reflection on how multimedia can be integrated into the curriculum. This needs to be submitted to the instructor via e-mail or on disk.
The Social Science section of the planning grid should be created outside of class.

Session #4 Information Literacy Across the Curriculum

In small collaborative groups or individually participants will research, design and detail one of the topics selected in assignment #1.

Students will understand and define infoclutter and the implications in the classroom.

Small group instruction will be conducted as needed on various software/hardware needs of the group.

In small flexible groups participants will focus discussion and action research on the curricular area of science

Due Next Session

A short narrative (1-3 paragraphs) titled Conquering Infoclutter in My Life.

The science section of the planning grid should be created outside of class.

Session #5 Assessment and Communication Strategies in Technology Rich Classrooms

In collaborative groups integrated lessons completed during the week will be shared.

Small group instruction will be conducted as needed on various software/hardware needs of the group.

In small flexible groups participants will focus discussion and action research on the curricular area of mathematics. Planning guide will be completed and turned in.

Course evaluation and celebration of success.

Due at End of Session:

Completed integrated unit based on one of the topics defined on day one. The unit should be completed and ready to implemented in the fall.

A copy of the completed planning grid.

Evaluation and Grading Procedures

All work for the course must be completed within one week of the final session. Grading will be based upon the quality of work with components weighted as follows:

Course Component	Weight
Participation in class and completion of in-class practice activities (30 points)	30%
Completion of planning grid (10 points)	10%
Completion of Integrated Unit (20 points)	20%
Completion of two reflection assignments (10 points)	10%
Detailed plan for the digital filing cabinet (30 points)	30%
Total	100%

Grade	Percentile	Points
A	100-91%	100-91
B	90-81%	90-81
C	80-71%	80-71
F	70-0%	70-0

Rubric for Planning Grid
CATEGORY	1	2	3	4
Content	Participants have not completed each content area.	Participant has limited content in each subject area.	Projects are emerging, but need more detail.	The grid is complete with quality projects spread throughout the school year.
Quality of Proposed projects	Only one example is given in each content area during the year long plan.	Two or more high quality projects are included.	Projects are sequenced and developmentally appropriate.	Each project is clearly aligned to learning goals and is of high quality.
Format and Technology use	The grid is on paper instead of a table or spreadsheet	The final grid is difficult to understand.	The final grid is easy to follow, but does not include hyperlinks.	The final grid is easy to follow and includes at least one hyperlink.

Rubric for Final Integrated Unit
CATEGORY	1	2	3	4
Content	The integrated unit is of low quality.	The integrated unit is includes low level skills.	The unit is completed, yet the content is not grade level appropriate.	The unit is grade level appropriate and engaging for students.
Quality of Proposed projects	The integrated unit meets the minimum requirements.	The integrated unit needs more details added.	The integrated unit is engaging, visually attractive, yet it is not complete for classroom use.	The integrated unit is engaging, visually attractive and ready to be used in the classroom.
Format and Technology use	The project is handed in on paper.	The project is typed, but not formatted neatly.	Project is completed in the word processing program, and includes hyperlinks.	Project is nicely presented including hyperlinks clipart and formatting.
Aligns to State Learning Standards	No standards are listed.	The standards are listed, but do not align with the project.	Standards are clearly identified.	The standards are clearly identified and appropriate to the unit of instruction.

Rubric for Digital Filing Cabinet
CATEGORY	1	2	3	4
Content	The basic content folders exist.	The content in your digital filing cabinet is organized	The main folders are identified along with sub folders.	The digital filing cabinet has been created and content has been added to the folders throughout the week.
Quality of Proposed projects	The folders exist, but no plan to include additional content.	The new digital filing cabinet is organized.	The new digital filing cabinet is complete, but content needs to be organized for the school year.	The new digital filing cabinet is complete, comprehensive and ready for the school year.
Format and Technology use	Participant cannot independently create folders for the new digital filing cabinet.	Participant can create folders, but needs more instruction to add content.	The participant can create folders, but struggles with adding content to specific folders.	The participant is very comfortable creating folders and can independently add content to the folders.

Rubric for Reflection Activities
CATEGORY	1	2	3	4
Content	The assignment does not align to the topic.	The assignment aligns to the topic yet it does not include personal reflection.	The assignment clearly demonstrates reflection on the topic.	The assignment clearly demonstrates opinions and reflection on the topic.
Quality of Proposed projects	Includes only a few sentences.	Includes one to three paragraphs with errors.	Includes one to three well-written paragraphs with few errors.	Includes one to three well-written paragraphs with no errors.
Format and Technology use	The assignment does not include the use of technology.	The assignment was submitted to the instructor one time on paper.	The assignment was submitted to the instructor one time on paper.	The assignment was submitted to the instructor one time and digitally.

8. Bibliography

Bibliography of Recommended

Hemphill, B., (1989). Taming the Paper Tiger, Washington, D.C.: Hemphill & Assoc.

Marzano, R., J. S. Whisler, C. B. Dean, J. E. Pollock. (2000). Research into Practice Series: Effective Instructional Practices in the Classroom. McREL.

McCain, T., & Jukes, I. (2001) Windows on the Future Thousand Oaks, California: Corwin Press, Inc.

McTighe, J. and Wiggins, G. (1998). Understanding by Design. Alexandria: ASCD. ISBN: 013093058X

Morgenstern, Julie. (1998). Organizing from the Inside Out: The Foolproof System for Organizing Your Home, Your Office, and Your Life. New York, NY, Henry Holt & Company.

November, Alan (2001) Empowering Students with Technology. Arlington Heights, IL: SkyLight Professional Development.

Sylwester, Robert. (1995). A Celebration of Neurons: An Educator's Guide to the Human Brain. Alexandria, VA: ASCD.

Tapscott, Don, 1998. Growing Up Digital: The rise of the Net generation. McGraw-Hill, 338 pp. ISBN 0-07-063341-4.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners . Alexandria, VA: Association for Supervision and Curriculum Development. 1 Wagner, Lisa (1999) Microsoft Outlook 2000 Fast and Easy Prima Publishing

Wolfe, P. (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: ASCD.

10. Attendance

This is a hands-on session and attendance is expected at all at all class sessions. In case of emergency students must notify the instructor prior to the class session and complete and required make-up sessions and activities.

11. Academic Honesty

Academic dishonesty including but not limited to cheating, fabricating or plagiarism will result in a zero on the assignment.

12. Final Exam Policy

The final culminating integrated unit will serve as the final exam. There may also be written assignments, in-class projects or demonstrations.

13. American Disability Act Compliance

In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation.