EDU 1120 Syllabus
EDU 1120 - Introduction to Teaching
3 Credit Hours
This course is an introduction to teaching and to applications of technology which will assist in effective learning within the school environment. Experience will be gained in the development and use of instructional applications including computers and educational software. Some field experience required
In this course the primary focus will address Standards 6, and 11 of the Tennessee Teacher Licensure Standards for Teaching Strategies, Communication, and Technology. This course will also address as a secondary focus the other noted professional standards below:
Standard 1 – Discipline Taught
Candidates know, understand and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.
Standard 2 – Student Learning and Development
Candidates understand how students learn and develop and provide learning opportunities that support student intellectual, social and personal development.
Standard 3 – Diverse Learners
Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
Standard 5 – Learning Environment
Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Standard 7 – Planning
Candidates plan instruction based upon knowledge of subject matter, students, the community, and self-motivation.
Standard 8 – Assessment and Evaluation
Candidates know, understand, and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.
Standard 9 – Reflective Practitioner
Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
Standard 10 – Colleagues, Parents, and Community
Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being.
Primary Course Objectives:
Standard 6a – Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
Standard 6c – Candidates understand how cultural and gender differences can affect communication in the classroom.
Candidates understand language development, the role of language and how culture, gender, and exception learning needs affect communication in the classroom. They recognize effective verbal and nonverbal communication techniques and use them to support all students learning. Candidates model effective communication strategies in conveying ideas and information, asking questions, listening, giving directions, probing for student understanding, and helping students express their ideas. Using a variety of tools, including technology, candidates support and expand student expression in speaking, writing and technical media.
Standard 11a – Candidates apply computers and related technologies to support instruction in use technology based resources to facilitate developmentally appropriate student learning.
Candidates use technology resources to guide classroom decisions regarding student learning. They integrate instructional technology to facilitate interdisciplinary teaching and learning in their classrooms, to supplement instructional strategies, to design instructional materials, and to enhance hands-on experiences and problem solving activities for all students. Candidates select and use grade-level and content-specific technology resources, including assistive technology, to increase student participation in the total curriculum. They apply technology to analyze assessment data and to target individual student learning needs.
Standard 11b – Candidates apply technology tools to enhance professional growth and productivity; use technology in communicating, collaborating, conducting research, and solving problems; promote equitable, ethical, and legal use of technology resources.
Candidates use technology in their own learning process and to change their current educational practice. They use technology to gather, sort, and analyze information needed for their own research projects and to communicate and collaborate effectively with other professionals. Candidates use tools such as databases and spreadsheets for sorting, compiling, and analyzing data gathered from a variety of sources. They use presentation tools in a networked environment for sharing information in multiple professional formats.
Standard 11c – Candidates use computers to run programs, access, generate and manipulate data; and publish results.
Candidates design effective environments for using and managing technology in the classroom. They are able to perform minor trouble-shooting operations. When planning units of instruction, candidates address software purchasing agreements, copyright laws, issues related to intellectual property, the importance of virus protection, and policies for acceptable use of internet resources. Candidates seek information from technical manuals and journals as well as on-line resources to learn about emerging technologies and to explore their possible educational applications. They model the legal and ethical use of technology resources:
- To explore different perspectives by interacting with people, as well as, resources to learn what others have researched and noted about Internet usage in the literature.
- To think critically about the issues, and gain a knowledge base that is useful for solving real world problems when teaching with the Internet.
- To contribute to the learning of others in the class in a very active way by sharing thoughts, knowledge, resources, experiences, etc.
- To engage in authentic types of learning experiences and produce projects that will be used by yourself as well as others.
The course is organized around 13 lessons organized into five units. Each unit includes materials presented on web pages, textbook chapter study guides, assignments and class discussions on your reaction to and reflection to the materials presented. Topics for study include:
The Teaching Profession
The Professional Teacher
Using Technology to Improve Education
Technologies for Learning
Designing Effective Instruction
Setting Up and Operating the Classroom Computer
Word Processing in Instruction
Digital Images in Instruction
Databases in Instruction
Spreadsheets in Instruction
Use of the Internet for Instruction
The Future of Teaching
The course requirements include observations of classrooms and the development of lesson plans and teaching materials.
Course requirements are identified below under the topic "Assessment and Grading."
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
All tests will be taken on-line. The tests are timed and teacher candidates are only given one attempt. For additional information concerning the tests see the Test Review pages. The deadline for each test is indicated on the Course Calendar. These dates indicate the date when the test is available and the last day a test may be taken.
Participation in the on-line discussions is part of your final grade. You must participate with constructive discussion on a regular basis. The instructor will have access to all message board discussions and will periodically monitor the communications in order to assess your
participation. There is a specially designated discussion board where you will have the opportunity to ask and answer questions. The instructor expects not only questions from the class but also attempts to resolve questions through discussions.
Your grade in Introduction to Teaching will be determined by the following procedure. As you complete activities and class work submit the materials to the instructor for evaluation as directed in the assignment. The instructor will evaluate your materials and award you points. Points awarded are viewable by clicking on "Grades" on the Navigation Bar. The instructor will also include comments clarifying their evaluation.
GRADED DISCUSSIONS - 3 topics X 20 pts. max. each = 60 pts. max
Discussion participation will be evaluated as to the candidate's ability to participate in class discussions by making relevant comments to the class and responding to the posts of others on the discussion board. Comments should contain opinions concerning the topic but should also demonstrate knowledge of the subject gained through in-class and out-of-class study. Discussion topics include:
DISC 1 - Of the different roles played by the teacher which role does think is the most important?
DISC 2 - Why should a teacher develop and implement a plan for professional growth?
- DISC 3 - Looking at your crystal ball discuss the future of education and instructional technology.
In these assignments the instructor introduces a topic. You are to study the topic and then post the results of your study on the Discussion Board. All discussions must be completed by the due date listed in the Calendar. Because of the nature of the discussions, late submissions are not accepted
ACTIVITIES - 10 assignments = 760 pts. max.
3 assignments X 20 pts. max. each = 60 pts. max.
Activities: include journal reviews and a paper. Topics include:
- ACT 1 - The Competent Teacher (Journal Review)
ACT 2 - Why should a teacher use instructional technology in the classroom? (Journal Review)
- ACT 3 - Evaluating Internet Resources (Paper)
The Reviews and Paper will be evaluated as to accuracy, neatness, and completeness. The instructions for each assignment are listed in the course lectures and course content materials. The assignments are submitted using the course Dropbox. The due date for each assignment is listed in the Calendar and will be accepted late until the cutoff date listed in the Dropbox, with penalty.
3 assignments X 100 pts. max each = 300 pts. max.
- ACT 3 - Teacher Interview 1
- ACT 4 - Instructional Technology in the Classroom (Case Study/Internet Research)
- ACT 5 - Teacher Interview 2
The Interviews and Case will be evaluated as to accuracy, neatness, and completeness. The instructions for each assignment are listed in the course lectures and course content materials. The assignments are submitted using the course Dropbox. The due-date for each assignment is listed in the Calendar and will be accepted late until the cutoff date listed in the Dropbox, with penalty.
4 Lesson Plans X 100 pts. max. = 400 pts. max.
Lesson Plans are in-depth exercises dealing with actual instructional technology issues. The candidate will use this assignment to demonstrate the results of their study of instructional design and the application of technology in the classroom by designing lessons suitable to the course and grade they intend to teach. Lesson plans are one of the fundamental tools used by the teacher in designing instruction. Even though there is no single pattern for writing lesson plans, there are some general guidelines, introduced in the course materials, which other teachers have found helpful in creating lesson plans. An acceptable Lesson Plan would contain at a minimum. the following items:
- Identification of Topic
- Purpose of lesson
- Sequence the Objectives
- Calculate the time available and the time needed
- Teaching strategies and learner activities
- Instructional Materials needed
- Learning Environment
Lesson Plans will be evaluated as to accuracy, neatness, and completeness. The instructions for each assignment are listed in the course lectures and course content materials. The activities are submitted using the course Dropbox. The due date for each assignment is listed in the Calendar and will be accepted late until the cutoff date listed in the Dropbox, with penalty.
Classroom Observation - 1 activity X 200 pts. max. = 200 pts. max.
This assignment provides the candidate the opportunity to observe a classroom. The candidate is responsible for locating and gaining permission to make the observation. It is suggested that the Observation be arranged early in the term. See the information provided in Major Assignments at the bottom of the Course Content screen. The Observation will be due on the date listed on the Calendar, usually the last week of the term, and will be accepted, with penalty, until the cutoff date listed in the Dropbox.
PORTFOLIO - 1 activity x 300 pts. max. = 300 pts. maximum
The teacher candidate is to develop a professional portfolio. A professional portfolio is a coherent set of materials including work samples and reflective commentary on the work completed. It is compiled by a pre-service teacher to represent his or her activities and future teaching practice as related to the learning and activities completed during the class. In general, a professional portfolio is a way to describe and document the candidate's professional accomplishments. Specifically, it characterizes the candidate as a future teacher by highlighting their strengths and accomplishments in an educational context. The recommended length is 8 - 10 pages; lengthier items such as completed work can be included in the appendices. Candidates are encouraged to search for and follow the guidelines for the development of the portfolio at the school they are intending to attend for their Teacher Education Program.
The Portfolio is expected to demonstrate the candidate's ability to summarize the work completed, synthesize the information gained in the course and communicate to the reader an understanding of the course material. The Portfolio will be evaluated as to neatness, organization, and completeness. The Portfolio will be due on the date in the Calendar and will be accepted, with penalty, until the cutoff date listed in the Dropbox.
QUIZZES - 5 chapter quizzes X 20 pts. max. each = 100 pts. max.
Quizzes will be evaluated as to accuracy and student demonstration of an understanding of the material. Quizzes will be announced in the Events (Calendar). Quiz questions will be of the alternate response type (multiple choice or true/false). Quizzes will cover materials introduced in the textbook. The second quiz will be counted as the Mid-Term and the fifth quiz as the Final Examination for the course. All quizzes are administered on-line and proctors are not needed. Each quiz will have 10 questions. The quizzes are timed. The quizzes are to be completed by the due date listed in the Calendar. Late quizzes will not be accepted in fairness to all students. The assessment box contains a Sample Quiz to give you the opportunity to practice D2L test taking. The Sample Quiz is not graded and no points are awarded. The date that Quizzes are available and due are listed in the Calendar. Usually, the quizzes are available for a period of one-week.
- Quiz 1 - Chapter 1
- Quiz 2 -Chapters 2&3
- Quiz 3 - Chapters 6,7&8
- Quiz 4 - Chapters 9&10
- Quiz 5 - Chapters 5&11
CLASS PARTICIPATION = 300 pts. max.
Class Participation will be measured by your participation in the Teacher's Lounge discussion forum. Points will be awarded on the quality of posts to the forum. To receive full points you should make a minimum of three meaningful posts per week and replies must be made within seven days of the original post. These posts can be new topics or replies to the posts of others. The posts should include a level of content reflective of you study of a topic or information that you have discovered as a result of your reading and study. Points for Participation will be awarded at the end of the term.
Total Points = 1720 pts. maximum
Grades will be assigned according to the number of points you have accumulated.
|"A"||1548 to 1720 points|
|"B"||1376 to 1547 points|
|"C"||1204 to1375 points|
|"D"||1032 to 1203 points|
|"F"||Below 1032 points|
To help you keep up with the points you have earned print out the Course Content handout
Assignments and Projects are identified above under the topic "Assessment and Grading". Candidates are expected to read the web pages for each lesson and any related textbook chapters and course assignments and activities.
You are expected to read the entire syllabus before beginning the course and address any questions or concerns about the course to the instructor on the discussion board (Content and D2L Questions).
You are expected to participate in all interactive aspects of the course. For example, you must communicate with other candidates via emails and discussion board exchanges. You are expected to communicate with your instructor on a regular basis and check the course "Content and D2L Questions" discussion board daily for announcements. You must actively participate in threaded discussion events. Candidates are expected to work at a pace conducive to collaborative learning, that is, don't work too far ahead or too far behind the group. The class is designed to support candidate interaction.
You are encouraged to work at your own pace; however deadlines are placed on class activities, assignments, quizzes and exams. You should become familiar with the Calendar to determine when materials are due and adjust your study schedule accordingly. Once a deadline has passed you will be "locked out" of the material. Materials submitted after the deadline date will not be accepted. Candidates that turn in assignments at the "last minute" do so at the risk of not receiving credit due to technical or content deficiencies.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.