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	7171	hortonjk@appstate.edu	M, W 1:30-3:30; W 8-10 and by appointment

Students are advised that Wikipedia is not an accepted resource in this class
Cellphones are not allowed in class except in the case of an anticipated emergency and must be turned off and put away.

Textbook, Readings and Materials

Most 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. We should all 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
August 22nd	Generation My Space Survey Logistics - APA Style and "Citation Machine" Technology requirement for NC licensure Common assignments page
August 27th	The Next Generation - Expectations, Who are they Review class, schedule & assignments Video on Millennials	Read: The Millennials and how to teach them on reserves
August 29th	Systematic Model of Instruction Clip: Case Study - Kevin and the Computer Tools & Schools: The Big Picture : Stats Introduce Systematic Model of Instructional Technology ; Channel One
September 5th	Channel One - work in groups	Read: The Uses and Misuses by Hobbs
September 10th	Channel One Presentations
September 12th	Instructional Strategies Fun Activities or Appropriate Instruction Planning for Instruction: DPI standards; Lesson Plan Form Asking good questions Assign Instructional strategies assignment	Read: November reserves and Where's the power and what's the point on reserve Bloom's taxonomy - for further guidance Powerpoint Presentation
September 17th	Instructional Strategies continued Everyone pick an instructional strategy to explain to their group Introduce Literature Circles as a strategy	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
September 19th	Instructional Strategies continued - Literature Circles	Read: Chapters Children Unter Attack Prepare: your part for Literature Circles
September 24th	Learning Styles & Multiple Intelligence Review Systematic Model of Instructional Technology Prepare for Instructional Strategies Presentations	Evaluation of Literature circles
September 26th	Instructional Strategies Presentations
October 1st	Instructional Strategies Presentation	Due: Instructional Strategies Activity
October 3rd	Teaching Titanic
October 8th	Affective Learning & Emotional Intelligence Male and Female Brain Differences: Instructional Implications	Read: Gurian & Boys in Crisis by Paul Slocumb; reserve
October 10th	Off
October 15th	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
October 17 th	Review Systematic Model of Instruction & Bloom's Taxonomy
October 22nd	Jigsaw Courts Article Be sure to have done your group paper!	Read: Dialects and Discourses: Dig?by Courts on reserve
October 24th	Media Literature Overview Practice excercies	Read: Media literacy across the Curriculum by Considine on reserve Review: Dr. C's website click on media literacy overview thoroughly
October 29th	Practice excercies Webs, standards, etc	*Read: Generation M* on reserve** about 22nd one down
October 31st	Compulsary Intro to Powerpoint Design and Delivery Review Systematic model, Rubric and design process -Critical thinking not just activitiesive
November 5th	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.	Due: Media Literacy Activity WebQuest Design Process WebQuest Taskonomy: A Taxonomy of Tasks Webquest Taskonomy in Pictures Webquest website
November 7th	Labs
November 12th	Labs
November 14th	Labs
November 19th	Labs
November 26th	Culminating Projects Hand Out Final	Due: Culminating Projects
November 28th	Culminating Projects
December 3rd	TBA	Due Final

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

Assignment	Due Date	Value	Your Grade	Grading Scale
Instructional Strategies Activity/ Presentation	Oct. 1st	20 Points		95-100=A
				90-94=A-
Media Literacy Activity	Nov. 5th	20 Points		87-89=B+
Culminating Project	Nov. 26th	20 Points		84-86=B
Community of Practice	Ongoing	25 Points		80-83=B-
Final	Dec. 3rd	15 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, substantial contributions and preparation in small and large group
Any Assignments not listed above

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.