College of Education Conceptual Framework

Note: This is not a methods class, nor is it intended as a substitute for either FDN 3100 or CI 3750.  Students should also be aware that different sections of 3850, while focusing on the same concepts and overall objectives, have considerably different assignments and instructional styles.
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Objectives
Students will:
1.  Learn to engage in dialogue as a primary means of increasing professional knowledge.
2.  Develop an historical perspective on literacy, technology and media.
3.  Critically evaluate their own literacy and learning processes.
4.  Develop computer, multimedia and telecommunications skills.
5.  Understand the role of ethnicity and gender in literacy, technology and instruction.
6.  Critically analyze and evaluate mass media formats.
7.  Utilize media and technology as part of a design/production process to communicate effectively.
8.  Recognize the impact of media/technology on school and society.
9.  Understand the role of computers and telecommunications in the classroom.
10. Develop a conceptual understanding of the competencies addressed in the the Advanced Technology Portfolio.
11. Begin to build a web-based telefolio to satisfy the requirements of the Advanced Technology Portfolio.

Tentative Schedule

Unit	Date	Topics	Readings & Assignments Due
Introduction Unit 1:  Literacy	May 25th 6-9:30	Setting purpose for course, with small group activity Review Library Reserves, APA Guidelines and Citation Machine Small Groups SSR - Purcell-Gates Logistics (syllabus, projects, grades, expectations, small) Assign Literacy Definitions
	May 27th 6-9:30	Questions about Course, Syllabus & Assignments Discuss Literacy Definitions Gee Powerpoint via Courts & Purcell-Gates	Read: Courts, Purcell-Gates Ch. 4 Due: Literacy Definitions
	June 1st 6-9:30	Music Literacy & Text Talk - Small Group Discussion Adult Illiteracy Video	Read: Beck; Hildebrandt
Unit 2: Media Literacies	June 3rd 6-9:30	Introduction to Media Literacy Media Literacy Clearinghouse KQED Center for Media Literacy Media Literacy Online Project	Read: Media Literacy Across the Curriculum by Considine Assign Media Project
	June 8th 6-9:30	Assign Teacher Beliefs Media Literacy and the Family Screening: The Lost Children and Merchants of Cool; Tough Guise	Read: Deadly Persuasion by Kilbourne Due: Entrance Ticket
	June 10th 6-9:30	Lesson Activity Class Discussion/Sharing
Unit 3: Technology and Literacy	June 12th 9am- 2pm	What is technology? Begin Technology Projects Work in Lab Work on Media Literacy Exploration/ Projects	Read: The Mad Dash to Compute ; Isenberg & Jolengo
	June 15th 6-9:30	Present Media Literacy Exploration/ Projects Technology: The Dark Side (Digital Divide Video, Part I) Class Discussion	Read: Kaleidescope 414-429 Due:Media Literacy Exploration/ Projects
	June 17th 6-9:30	Finish up Screening Lab Time Teacher Beliefs Due	Resources for web images: Google Image Search AltaVista Image Search Yahoo! Picture Gallery
Last Day of Class	June 22nd	Finish Projects Course Evaluations Technology Mini-conference	Due: Final Projects

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Literacy Definitions (15)
In class, we will be discussing elements of literacy development such as scaffolding, dialect and discourse. Each student will be assigned 2-3 terms to research, define and discuss with the class (individually or in groups, depending on the size of the class). Each term must have three references and these terms will be used to enhance our class discussion. Students who are absent must give their completed work to a colleague for discussion to receive minimal credit for the class day they miss.

Teacher Literacy Beliefs Paper (30)
The Teacher Literacy Beliefs Paper is an investigation into the various meanings of literacy and how this relates to the student as a future BK educator. This will give students the opportunity to explore how they and others "read" the world. After multiple readings and discussions, students will continue to expand their understanding of literacy with this mini-research project by building on developing a biographical essay. Students may choose to use any assignment they have had at this point that can assist them in this exploration (literacy autobiography, web sites and/or searches, videos, etc.). This paper must be between 5-7 pages with at least five references. This will be further discussed in class.

Media Literacy Exploration/Presentation (45)
In this second unit, you will reflect on multiple articles about the media to investigate the role of media literacy in today's society. You will view at least three children's programs to see how they portray a specific ethnicity. You will need to develop a list of questions before viewing your chosen shows then tally what you see. Videotaping your shows for future use will be crucial for this endeavor. Through this exercise, you will begin to understand the implications this has for you as a future teacher and also the growing impact the media has on the lives of today's young children.

Technology Project (45)
Students will be given the choice of their technology project.
1. Individually, students will create a web-page for future use. was given as a suggestion for BK students.
2. In In groups of up to 3, you will create a Webquest project.
You will begin the creation of a web-based telefolio to be used to organize the Advanced Technology Competency collection that is required for licensure.  A template is available in the class shared folder. You will begin your telefolio by using the Webquest project (see below) as an artifact in this telefolio.

Community of Practice (45)
This class is structured around a Community of Practice model of learning.   You are required to attend all class meetings, and your active participation and substantial contributions in discussions is expected.   Unexcused absenteeism will result in a grading penalty.  You should always be prepared for class; assigned tasks such as readings, study guides, and out of class activities must be completed.  Preparation for class is demonstrated through your active participation in classroom discussions and other activities.  Being “shy” is not an excuse for not participating; after all, you aspire to be an educator.  The Community of Practice grade will include performance in all of the following areas:

• Attendance - Expected. Ten points will be deducted for each absence from your community of practice grade. To receive an excused absence you must discuss this with the professor ahead of time.
• Active participation and substantial contributions in small and large group discussions
• Preparation for class (including all readings and assignments)
• Class Activities
• Quizzes

Academic Integrity Code: Be sure you have read and understand the student's academic integrity code. While there will be assignments in this class that do require students to complete work in groups, it is expected that all other assignments are completed individually and are original. Also, be sure to provide appropriate reference citations and always give credit where due. Plagarism will be taken very seriously and students will be held accountable according to Section VIII of the Academic Integrity Code.

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All assignments must be completed satisfactorily in order to pass the class.

• All Readings will be available on-line.
• Students will also need to purchase a zip disk.