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.

Schedule

Unit	Date	Topics	Assignments Due
Introduction	Aug. 26th	Setting purpose for course, attitude, small group activity (course description) Logistics (syllabus, projects, grades, expectations, small groups) Library Reserves Introduce Literacy Webquest Lit. Circle Groups Small Groups - Read Article in Lab
Unit 1:  Literacy	Sept. 2nd	Questions about syllabus & Webquest Review Literature Circle Handouts Prepare for Literature Circles on chosen articles Literature Circle on chosen articles	Read Nickel & Dimed Intro, Chapter 1 and 2 Attend Convocation- extra credit  Draft Activity #1 with Outline Due
	Sept. 9th	Literature Circle Reflection Assigned Writing Groups for Webquest Activity #1 Prepare Literature Circle on Nickel & Dimed Literature Circles on Nickel & Dimed Small Group Discussion	Read: Nickel & Dimed Ch. 3 & Evaluation Convocation Extra Credit Due APA guidelines
	Sept 16th	Writing Groups for Webquest Activity #2 and #3 Vivian Paley at the Price Reading Symposium	Webquest Activity #1 Due Complete all readings and research for Webquest Activity #2 Webquest Activity #2 Drafts Due Draft of Interview Protocol for Webquest Activity #3 (Identify Interviewee) Due Attend Price Reading Symposium (extra credit) Literature Circle Reflections Due
	Sept. 23rd	Adult Illiteracy Video Writing Groups for Activity #3 Small Group Discussion	Webquest Activity #2 Due Webquest Activity #3 Drafts Due Paley extra credit due
Unit 2: Media Literacies	Sept. 30th	Introduction to Media Literacy Large group presentation	Read on Library Reserves: Media Literacy Across the Curriculum by Considine Webquest Activity #3 Due
	Oct. 7th	Media Literacy and the Family Screening: The Lost Children and Merchants of Cool	Read on Library Reserves: The Second Family by Taffel (Middle and High School Educators Read) The Other Parent by Steyer (Elementary Educators Read ) Writing assignment due
	Oct. 14	Media and Gender Screening: Tough Guise	Read on Library Reserves: Deadly Persuasion by Kilbourne
	Oct. 21st	Media and Citizenship: Literacy and Liberty Examine the use of media in political campaigns as well as news and public opinion.	Internet Assignment: Review two of the four websites. Write a short (two page) paper that addresses these questions: How do the websites define the concept of media literacy (e.g. content, skills, age appropriateness). Look at lesson plans on these websites. How do these lessons model an approach to integrate media literacy into traditional subject areas? Media Literacy Clearinghouse KQED Center for Media Literacy Media Literacy Online Project
	Oct. 28th	The Big Picture: Media Literacy Builds Momentum Small/Large Group - Discuss/Critique student reflection papers.	Media Reflection Papers Due
Unit 3: Technology and Literacy	Nov. 4th	What is technology? Technology: The Dark Side (Digital Divide Video, Part I) Webquest Introduction - How is webquests a useful tool? How does it promote literacy? Lab Copy Webquest Template on the shared folder (See Webquest tutorial) Web design and construction (Netscape Composer) NC DPI Curriculum Standards Webquest Scoring Rubric	Read Creating a Webquest: It's Easier than You Think online (http://www.education-world.com/a_tech/tech011.shtml) Review Webquest criteria Review Webquest website The WebQuest Design Process WebQuest Taskonomy: A Taxonomy of Tasks WebQuest Taskonomy in Pictures Review specific examples of webquests From the Webquest website From ASU From NCWiseowl site Elementary Secondary
	Nov. 11th	In class quiz Netscape Composer Webquest Content in Small Groups Turn in Storyboard for Webquest Lab Time	Reading: Internet Project: Preparing Students for New Literacies in a Global Village in Reading Online (in class quiz) Review Webquest Scoring Rubric Review the "Building Blocks of a Webquest". This will give you a good idea of how to begin constructing your webquest. Bring zip disk with 3 changes to webquest Groups chosen by now with ideas
	Nov. 18th	Introduce Telefolio Review telefolio templates and begin your telefolio Telefolio criteria Telefolio Rubric Telefolio resources, including examples Alternative Assignment Lab Time Copy Telefolio Template on YOUR zip or floppy disk (See Tutorial #1 on copying files)	Work on webquests NOTE: Only the Student Webquest is required  More Webquest examples ;review at least five webquest examples.  Resources for web images:  Google Image Search AltaVista Image Search Yahoo! Picture Gallery Telefolio and Webquest tutorials Review at least two of the ASU elementary student Telefolios. Here is one particularly good example
	Nov. 25th	Webquest Mini-conference rules Webquest Mini-conference schedule Lab Time (Laptops)	Holiday Wed.
Last Day of Classes	Dec. 2nd	Course evaluations Webquest Mini-conference (Laptops)	Webquests due Telefolios due
6:00-8:30	Dec. 16th	Finals Week	TBA

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Literature Circle Reflections (15)
We will be discussing Barbara Ehrenreich's book, Nickel and Dimed, using a "literature circle" approach in which each member of a small discussion group has a given job (e.g. Discussion Director, Summarizer, Investigator, etc.).  Each student will be assigned jobs for each week of discussion and will prepare materials related to those jobs. In addition, Students will be required to write a reflection of this experience.

Literacy Webquest ( 85)
The Literacy Webquest is a three tiered investigation into the meanings of literacy that will begin by giving students the opportunity to explore how they and others in the world learned to read. After multiple readings and discussions, students will continue to expand their understanding of literacy with an action research project by developing a biographical essay.

Media Literacy Assignments (100)
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 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.

Telefolio (35)
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.

Webquest (65)
In groups, you will create a Webquest project. This project should follow the basic Webquest design, and use a standard Webquest template (available in the class shared folder). NOTE: You will only need to complete the Student Webquest template.

Community of Practice (100)
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. Five points will be deducted for each absence from your community of practice grade.
• 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 in order to pass the class.

• Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. New York: Henry Holt and Company.
• Additional Readings will be available on-line.
• Students will also need to purchase a zip disk.