Book:  Integrating Educational Technology into Teaching, 5th Edition, by M. D. Roblyer; Aaron H. Doering

Hard copy available in bookstore, electronic version available: M. D. Roblyer; Aaron H. Doering, Integrating Educational Technology into Teaching, Fifth Edition,

50% Class and Online Participation
20% Mini-Projects
10% Quizzes
20% Final Project/Presentation
Explanation of grades/projects: You are expected to be in class every day and contribute to the discussion.  On some days, we will be working directly with the software we are studying.  On these days, we will save time at the end of class for everyone to report back on the software and its potential for use in the classroom.  We will also have an online forum, to which everyone is expected to contribute at least three times a week.  Here, you should reflect on the reading or in-class discussion/work.  You will also be expected to comment on your classmates’ posts.  Class participation and online participation make up 50% of your grade.  Each week, you will be expected to complete a mini-project, usually a lesson plan or a small project that makes use of the tools we have studied previously.  A final project, a portfolio of your own design, will be required at the end.  The portfolio should contain lesson plans, reflections on the materials, etc.  The projects (mini and final) will be explained in greater detail in class and will have an accompanying requirements sheet.  Finally, we will have periodic quizzes online to test your knowledge of the reading material.

Academic Integrity

Academic integrity is at the center of the educational experience at USP. Students are therefore expected to uphold the highest standards of academic integrity and not engage in nor tolerate academic dishonesty.  Academic dishonesty includes, but is not limited to, fabrication, cheating or plagiarism.  Any violation of academic integrity will be investigated and, where warranted, the student will receive appropriate sanctions through the University’s Student Conduct Process. Please familiarize yourself with the current USP Student Handbook. In particular, adherence to the Student Conduct Policy and Academic Integrity Policy will help to ensure that your learning and living experiences are founded on integrity.

Americans with Disabilities Act (ADA) Compliance

USP supports the educational endeavors of all students, including students with disabilities. ADA defines a disability as a mental or physical impairment that substantially limits one or more major life activities.  If you believe that you have a disability that may impact your ability to fulfill your course or degree requirements, and you would like more information on applying for an accommodation under ADA, please contact the Assistant Dean of Students who serves as the ADA Coordinator at 215-596-8980.

Instructor Contact Info:

Email is best.

Emergencies: 267-496-3829

Week 1
Monday, Jan. 11 Introductions
-Technology Narrative
-Technical tools for class/Personal Learning Environment–setting up a blog
-Ed Tech Background–What is Educational Technology

Read Chapter 2 in Integrating Educational Technology in Teaching (Theory and Practice)

Tuesday, Jan. 12 Discussion of Educational Theory and Technology
A look at standards–visit ISTE Web Site

Read Chapters 3 & 4–Chapter three can likely be skimmed

Wednesday, Jan. 13 Using Software–Instructional software, Word Processing, Spreadsheets, and Databases

Hands-on work in lab

Thursday, Jan. 14 Lesson plan on using Software, demonstration
Explanation of ed theories used, reasoning for using software, what standards will be met
Week 2
Monday, Jan. 18 Presentations

Desktop publishing/graphics

Read chapters 5–Beyond basic software and read My Friend Flickr and Classroom Uses of Flickr

Tuesday, Jan. 19 Charts/Images/Video

Flickr as PLN tool

Read Chapter Six

Wednesday, Jan. 20 Video Editing/Multimedia

View my example:

Thursday, Jan. 21 More with Video/multimedia
For Monday: Multimedia Project
Week 3
Monday, Jan. 25 Internet Resources

Communication tools

Course Management

Read chapter 7 plus articles on CMS

Tuesday, Jan. 26 Discussion of readings

Working in Course Management Systems

Read Chapter 8

Wednesday, Jan. 27 More on course web sites–Ning, Pageflakes, and other tools

Creating a web-based lesson

Read the following:

For tomorrow, read Avoiding the 5 Most Common Mistakes of Using Blogs with Students

Weblogs, A History and Perspective

Thursday, Jan. 28 Blogs/Wikis for Web Sites

Blogs/Wikis as Assignments

Video Conferencing/Whiteboard tools (if time)

For Monday, mini-project consisting of a course web site that includes a web-based lesson

Week 4
Monday, Feb. 1 Presentation on course web sites/web-based lesson


Google Earth

If time: redo web lesson in class–otherwise, for homework

Tuesday, Feb. 2 Discussion of reconfigured web lesson

Second Life and Virtual Worlds

Wednesday, Feb. 3 One-to-one laptop programs
Thursday, Feb. 4 Visit to Science Leadership Academy; meet at main entrance at 10:00
Week 5
Monday, Feb. 8 Write-up on SLA visit

Portfolio software

Tuesday, Feb. 9
Wednesday, Feb. 10
Thursday, Feb. 11 Final portfolio due

2 thoughts on “Syllabus

  1. Pingback: The Chutry Experiment » Technology in the Language Arts Classroom

  2. Pingback: Blogging in the Classroom | Using Technology in the Language Arts Classroom

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