TELC 4005 Syllabus
TELC 4005 - Teaching and Learning with Technology
3 Credit Hours
This course focuses on Standards # 4, 6, 11 of the Tennessee Teacher Licensure Standards for Teaching Strategies, Communication and Technology. It addresses a secondary focus. Other noted professional standards including: Standard #1 Discipline Taught; Standard #2 Student Learning and Development; Standard #3 Diverse Learners; Standard #5 Learning Environment; Standard #7 Planning; Standard #8 Assessment and Evaluation; Standard #9 Reflective Practitioner; Standard # 10 Colleagues, Parents and Community.
4. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.
Candidates understand and use the principles and techniques associated with various instructional strategies that reflect best practice (such as cooperative learning, direct instruction, whole group instruction, independent study and interdisciplinary instruction) and that foster high expectations for all students. They organize instruction to create learning experiences that connect subject matter to real life experiences and enable students to apply learning to future careers. Candidates vary their role in the instructional process (e.g. instructor, facilitator, coach, audience) to achieve different instructional purposes and to meet individual student needs. Candidates use multiple teaching and learning strategies in active learning opportunities to promote the development of critical thinking, problem solving and performance capabilities in the content areas. Using a wide variety of resources and methods, including technology and assessment data, candidates develop and use clear, accurate presentations of concepts to promote student learning. Candidates use reading comprehension and writing strategies in the content area and assist students in applying mathematics concepts to subject content. They support acquisition of English necessary for continuous learning in the content area of students whose first language is not English.
6. Candidates use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
Candidates understand language development, the role of language in learning and how culture, gender, and exceptional 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.
11. a. Candidates use technology and 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.
11. b. Candidates use technology to enhance their professional growth and productivity.
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. 11c. Candidates effectively use and manage all technology available to them and explore uses of emerging resources. They promote the equitable, ethical and legal use of technology resources. Supporting Explanation 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.
This is a undergraduate course. Students must meet the requirements noted at their home university.
Student will complete the orientation, ten (10) learning modules and a final project. Topics will include:
- Module One: Orientation & Overview of Educational Technology
- Module Two: Technology Integration in the Classroom
- Module Three: The Impact of Technology and Student Learning
- Module Four: Technology as an Instructional and Teaching Tool
- Module Five: Technology as a Communication Tool
- Module Six: Technology Enhancement of Curriculum & Presentation
- Module Seven: Resources of Internet Technology (World Wide Web)
- Module Eight: Internet Technology: Teaching, Learning, Research Tools
- Module Nine: Virtual Learning /Virtual Labs / Virtual Field Trips / Schools
- Module Ten: Teacher Practice, Training, and Professional Development
*See description of the final project below under the section: "Assignments and Project"
D2L is the official course management tool for RODP. Students should be skilled in using the tools of D2L especially the e-mail, discussion board, assignment drop box, and taking a quiz. *A free CD is available which demonstrates how to use these tools. Call 1-888-223-0023 to obtain a copy. An online tutorial website is also available that will explain and demonstrate each of the tools. You may also contact your home university for a hands-on training of how to use D2L.
Students should be skilled in using WORD, sending and receiving e-mails with attachments. Skilled in using a web browser to connect to websites (Internet Explorer). Skilled in developing PowerPoint presentations and sending them by e-mail attachment.
*Note: Students in need of assistance in acquiring these skills may contact their home university campus content for on-site assistance and training in the noted areas.
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."
(free Internet Resource) Columbia Guide to Online Style by Janice R. Walker and Todd Taylor Citation Styles Online http://www.bedfordstmartins.com/online/cite6.html
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 exams will be conducted online. No proctors required. *Honor Code
Students will be graded on the following items that will reflect on their competencies of the twelve course modules plus the final project.
Each module will be presented in this format:
- Overview (a question for your comments)
- Objectives and Learning Outcomes
- Key Words/Concepts (to define)
- Content:Readings, Lectures, Assignments, Web Evaluations
- Assessment of Learning
- Reflection (Educational Impact)
- Websites (required and are to be included in the module write-up)
*Innovation Websites: (some will be required or optional)
These are websites that have been created or discovered prior to the update of the particular semester.
Required Innovation Websites will be graded and incorporated in the final module scoring for the module offered during that time range.
Optional Bonus Websites may be used as 'wavier points' for the Final Project (total of 100 points).
Grades are based on the intellectual engagement of the student with the material. While bulletin board posts are considered conversational and therefore not deducted for structural errors, the level of engagement with which students approach each post will be critical. Quantity of writing, while an indicator of engagement, is not nearly as significant as quality of thought.
Orientation = 100
Module One = 100
Module Two = 100
Module Three = 100
Module Four = 100
Module Five = 100
Module Six = 100
Module Seven = 100
Module Eight = 100
Module Nine = 100
Module Ten = 100
Final Project / or 200 Bonus pts. = 200
Assignments and Projects:
Students must complete all the assignments noted in each of the eight modules in order to receive a grade; regardless of how many points earned. These assignments will include readings, investigations, assessments, application of course concepts, administering and analyzing surveys, developing teaching plans, experiments with virtual learning, beta-testing websites, researching, participating in various modes of electronic communication (e-mail, discussion board, voice board, etc.), reviewing multimedia web based presentations, developing power point presentations, completing a Student Home Page in D2L, and developing a website for a classroom.
- (1.a) Design a lesson (content specific to your major classroom subject area) and teach the lesson to one group of students using an instructional technology tool (of your choice) and teach the same lesson to another group of students without using the instructional technology tool that you used with your first group. Assess and compare the performance and outcomes of the two groups and note your findings and recommendations. Be sure to also assess your presentation of the lesson.
*You are to present your final project in a power point presentation using the instructor's format and template.
- (1.b) Technology Integration Teaching & Learning Unit for enhancing one of your classroom major subject areas (i.e. Chemistry, Biology, Math, Reading, etc.) You may include technology from your specific classroom, school, and/or community. *Use the recommended format for completing the unit.
- (1.c) Internet Curriculum Supplementary Resource Guide for enhancing your major classroom teaching subject(s). *The guide should have a minimum of twenty websites with an annotated description and a statement of how each website will enhance the subject matter.
- (1.d) Classroom Centered Interactive Website that includes website links to subject matter curriculum resources (you may use the same information from your Internet Resource Guide in 1.c and websites from the course), a student interaction section (where students may use electronic forms of communication for interaction with instructor or group project, subject matter educational online games, threaded discussions of subject matter, virtual labs or virtual field trips), and parent resource guide (to provide parents a list of recourses and school - community events to reinforce the subject matter).
Note: Online training and support for developing the above website will be provided, along with the option of on-site / hands-on regional training.
*Students are required to log in at least once a week.
Students must participate in all interactive aspects of the course in order to make a satisfactory grade. For example, students must communicate with other students via D2L email and discussion board exchange. Students are expected to communicate with the instructor on a regular basis each week and check the course calendar weekly for announcements. Students must actively participate in threaded discussion activities to complete the core concepts of each module.
Students are required to log into the course to check e-mails at least once a week. Failure to do so will impact the overall grade for this class regardless if you have earned bonus points. (5% of the overall grade for each missed week.)
Students must complete essays and other assignments as noted by the due date on the class calendar or by e-mail from the instructor. Students are responsible for notifying the instructor of emergencies prior to the due date of the module. Assignments more than a week late will not be accepted or will not receive a deduction of 25% of the maximum grading points for that module (per decision by the instructor)
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.