Literacy, Technology and Instruction Syllabus Spring 2006

APPALACHIAN STATE UNIVERSITY
LITERACY, TECHNOLOGY AND INSTRUCTION
CI 3850 - Fall , 2007

Instructor	Office	Phone	E-Mail	Office Hours
David Considine	210	2270	considinedm@appstate.edu	M 1:00-2:00; T 2:00- 4:00; W 1:00-3:00 Th & Fri by appointment
Julie Horton	310C	71712	hortonjk@appstate.edu	M, W 10:00-12:00; W 1:30-3:30 and by appointment

Textbook, Readings and Materials

All readings will be available on-line. Students are expected to bring readings and other relevant material to class for discussions.
Also, students will need to purchase a memory stick that will be used for storage.

Reich College of Education Conceptual Framework - this framework guides our teaching and teaching in the RCOE. It would serve us all well to become more familiar with this piece of work.

Course Description
This course covers a broad range of issues related to traditional and emerging concepts of literacy, media and technology. Their impact on schooling in a multicultural society is examined, with special attention given to the implications for the teaching and learning process with references given to state and national standards. The class is built on the concept of community of practice where collaboration across curricular areas and grade levels is modeled.

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, gender and socioeconomic status 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 Technology Portfolio.

Tentative Schedule

Date	Topics	Readings & Assignments Due
January 8th	What does literacy, technology and instruction mean to you and how will these affect you in your profession? Survey Logistics - Predispositions, Conceptional Framework, Library Reserves; APA Style and "Citation Machine" Technology requirement for NC licensure Common assignments page
January 10th	Technology, Teaching and Learning Review class, schedule & assignments The Courage to Teach by Parker Palmer Clips: The Movie Mentors, School on the Screen Assign good/bad teacher essay	Read:The Courage to Teach by Parker Palmer
January 17th	Systematic Model of Instruction In groups, share essays and comment on at least 2; Rubric Clip: Case Study - Kevin and the Computer Tools & Schools: The Big Picture Introduce Systematic Model of Instructional Technology	Due: Teacher Essay Read: Pew on Reserves and The Uses and Misuses by Hobbs
January 22nd	Channel One - what is it and how does this work in the classroom?
January 24th	Channel One - work in groups
January 29th	Channel One Presentations
January 31st	Instructional Strategies Fun Activities or Appropriate Instruction Planning for Instruction: DPI standards; Lesson Plan Form Asking good questions Assign Instructional strategies assignment	Bloom's taxonomy - for further guidance Powerpoint Presentation
February 5th	Instructional Strategies continued - introduce Literature Circles as a strategy	Article by Beth Frye and Woody Trathen
February 7th	Literature Circles on Technology and Teaching Evaluation of Literature circles	Read: November reserves Prepare: your part for Literature Circles More info on Literature Circles: http://eduscapes.com/ladders/themes/circles.htm http://www.literaturecircles.com/ http://litsite.alaska.edu/workbooks/circlereading.html http://home.att.net/~teaching/litcircles.htm
February 12th	Examples of Literacy: Learning Styles & Multiple Intelligence Review Systematic Model of Instructional Technology Prepare for Instructional Strategies Presentations
February 14th	Instructional Strategies Presentation	Due: Instructional Strategies Activity
February 19th	Instructional Strategies Presentations
February 21st	Affective Learning & Emotional Intelligence Male and Female Brain Differences: Instructional Implications	Read: Gurian & Boys in Crisis by Paul Slocumb;
February 26th	Media and Social Learning Theory: The Case of Stereotypes Clips: Hollywood & The Mickey Mouse Monopoly	Read: Holly & Mellissa's ...by Carlos Cortes on electronic reserve
February 28th	Gender and Power Review Systematic Model of Instruction & Bloom's Taxonomy	Read: Dialects and Discourses: Dig?by Courts on reserve
March 5th	Introduce Media and Technology Project Review Midterm
March 7th	Midterm
March 19th	Effective Usage of Technology in the Classroom Introduction to Culminating Project: Miss Rumphius Awards ; Explore teacher pages Create a personal folder in the 3850 shared folder (inside your instructor's folder). You should keep a backup copy for yourself on a zip or memory stick.	Bring your zip disk or memory stick to class tonight
March 21st	Labs	Start appointments
March 26th	Labs	Due: Story board with 3 references for Culminating project WebQuest Design Process WebQuest Taskonomy: A Taxonomy of Tasks Webquest Taskonomy in Pictures Webquest website
March 28th	Labs Hint: Be sure to review Systematic model of IT, Rubric and design process to ensure critical thinking and not just activities for kids!	Read:Where's the power and what's the point on reserve
April 2nd	Culminating Projects	Due: Culminating Projects
April 4th	Culminating Projects
April 9th	Break
April 11th	Finish Culminating Projects if needed Integrating Film across the Curriculum
April 16th	Integrating Film across the Curriculum Hand out final exam	Assign: Media Literacy Activity
April 18th	Introduction to Media Literacy & Preview Culminating Project Media clips practice exercises Media Literacy State Standards	Read: Media literacy across the Curriculum by Considine on reserve
April 23rd	Media Literacy: Key Purposes & Principles When technology is positive - It's the process not the program Review Power Point reading
April 25th		Due: Media Literacy Assignment
April 28th Noon	Final exam due

** You are expected to check your e-mail and the online syllabus regularly as this schedule may change.
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Course Assignments and Grading

Assignment	Due Date	Value	Your Grade	Grading Scale
Instructional Strategies Activity/ Presentation	Feb. 14th	20 Points		95-100=A
Midterm	March 7th	5 Points		90-94=A-
Media Literacy Activity	April 25th	20 Points		87-89=B+
Culminating Project	April 2nd	20 Points		84-86=B
Community of Practice	Ongoing	25 Points		80-83=B-
Final	April 28th	10 Points		77-79=C+
				74-76=C
Total		100 Points		Below 73 must retake

Community of Practice
This class is structured around a Community of Practice model of learning (refer to RCOE Conceptual Framework).You are required to attend all class meetings; your active participation and substantial as well as respectful contributions in discussions is expected. This means that students are expected to listen to one another in a professional manner. Students are expected to be prepared for class by completing all assigned tasks such as readings, study guides, and out of class activities before class. 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. Five points will be deducted for each unexcused absence from your community of practice grade. (An excused absences means serious illness, death, etc. contact your professor if you have a question what this means) Students missing more than 2 classes will receive a failing grade for the course. For example if you receive full credit for this area (25 points) and you miss a class it becomes 20 points.
Active participation and Substantial contributions in small and large group
Preparation for class (including all readings and assignments Teacher Essay, Channel One presentation, Literature circle, etc.)

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.

Expectations for Students: Is is expected that students will spend a minimum of three hours per week on coursework for this class. This paper copy is handed out the first day of class as a courtesy to you. Students are advised to regularly consult the online document for readings, due dates, etc. The on-line syllabus may change based on class progress, weather related cancellations, etc. A high level of written communication is expected throughout this course as this is a junior/senior level course. Students are expected to proof-read all material before turning it in. There is a writing center on campus available to students. All course work that is turned in must be typed and follow APA formatting. If you have questions regarding this or any other matter do not hesitate to speak to your professor. We are here to assist you.