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M, T & W: 1:30-3:30 |
Textbook and Readings
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.
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
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Date |
Topics |
Assignments Due |
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January 11th |
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January 18th |
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January 25th |
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February 1st |
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February 8th |
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February 15th |
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February 22nd |
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| March 1st |
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| March 8th |
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March 15th |
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March 22nd |
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March 29th |
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April 5th |
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| April 12th |
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| April 19th |
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| April 26th |
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May 3rd |
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Assignment |
Due Date |
Point Value |
Grading Scale |
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| March 1st | 50 |
295-310=A |
279-294=A- |
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| March 15th | 50 |
267-278=B+ |
257-266=B |
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| April 26th | 248-256=B- |
235-247=C+ |
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| May 3rd | 50 |
220-234=C |
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| On-going | 160 |
Below 220 will
have to retake class |
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| All assignments must be completed in order to pass the class. | ||||
| TOTAL | 310 |
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Language Detectives Action Research
Project ( 50)
The Language Detectives Action Research Project
allows students to investigate into the meanings of dialect and stereotypes.
How does one's dialect affect them as they enter the classroom and the world?
After multiple readings and discussions, students will develop compare and contrast
two areas for differing discourse. Students will continue to expand their understanding
of literacy with an action research project and a culminative creative essay
and poster describin their findings.
Media Literacy Activity (50)
The Media Literacy Activity provides students the opportunity
to read, reflect and react to articles and websites dedicated to the development
of media literacy. Through this activity, students will investigate the role
of media literacy in today's society and begin to understand the implications
this has for future teachers through the growing impact the media has on the
lives of today's young children and citizens.
High Stakes Testing Position Paper
(50)
As one of the most significant issues for all teachers, this course
will investigate the issues surrounding high stakes testing and the No Child
Left Behind (NCLB) legislation, as it relates to literacy and instruction.Students
will be expected to read several assigned articles and websites but also find
outside ones. Based on our discussions in class and independent research, students
will develop a position paper that articulates a personal perspective as well
as opposing views on this highly controversial yet significant issue.
Technology Project (50)
The technology project is a significant assignment
as it serves a dual role: 1) as an assignment for a class that will teach students
needed technological skills; 2) Use in technology portfolio for NC licensure
and in future classroom as a teacher. In groups, students will be expected to
choose between a a Webquest or a Class Website for the technology project. Based
on your decision you will need to follow the criteria for that project. Further
details will be handed out later in the class.
Community of Practice (160)
This class is structured around a Community of Practice model
of learning. (SEE
RCOE CONCEPTUAL FRAMEWORK) You are required to attend all class meetings,
and your active participation and substantial contributions in discussions is
expected. 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.
Preparation for class is also 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:
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.