MEDUC+611+Syllabus

Mount St. Mary’s University Education Department ** MEDUC 611 Computer Graphic Design for the Classroom ** First Summer Session 2009 Instructor: Dr. Lloyd Andersen || Contact Info: (H) 301 774-0169 Lloyd_R_Andersen@mcpsmd.org || Course meeting: Monday and Wednesday 6 – 9:30 PM || Location: Frederick Campus || Office Hours: Call me at home (evenings 5-9) E-mail me anytime || Inclement Weather Policy: Check the MSM Web site Check your email || Attendance Policy: Attendance is required at all class sessions. A number of classes will be on line, and you are expected to participate during the designated time frame. || Text(s): Integrating Educational Technology Into Teaching, __Fourth__ Edition M. D. Roblyer (w/Lesson Database CD) //Required// || Other Materials: Software to save presentations for class (Flash drive, or CD) || Course Catalog Description: This course covers the essential software, concepts, and skills to develop quality graphics, layout, and media products with an emphasis on multi-media and desktop publishing. Students learn to use state-of-the-art software for graphic designs, which are the foundations of Web-based delivery system and all forms of instructional media. Instructional lessons with emphasis on computer graphics are developed and modified. Constructive and directed approaches are identified and incorporated. The skills developed through this course will be used in subsequent project-based courses where students develop hypermedia products and author educational Web-pages. Prerequisite: None || Course Overview: This class consists of lecture, demonstration, student projects/presentations, hands-on lab work, group activities and tech. sharing. A number of activities are planned around readings in the required text and accompanying CD lesson plan data base. Deliverables include six lesson projects, five modified lessons and a portfolio (electronic) of class resources and student reflections. Due to the fact that this course is technology based, a number of classes will be on- line to help students make use of this kind of classroom technology. || Course Objectives: //(See applicable standards tables at end of syllabus)// || Objective || INTASC || NETS || Other – (standards of appropriate professional organization)  || Knowledge of subject matter || X || || || Diversity in learning || X || || || Variety of instructional strategies || X || || || Motivation and management || X || || || Communication skills || X || || || Instructional planning skills || X || || || Assessment || X || X || || Reflection and responsibility || X || || || Relationships and partnerships || X || || || Technology operations and concepts || || X || || Planning and designing learning environments and experiences || || X || || Teaching, learning and the curriculum || || X || || Productivity and professional practice || || X || || Social, ethical, legal and human issues || || X || || Diversity: // It is essential for an educator to have an awareness of diversity and develop strategies to meet the needs of all learners. // || This course will encourage class discussions and project evaluations which will specifically target how diversity is addressed or could be addressed. Handicapping conditions as well as differences in ethnicity, religion and culture will be considered. || Assignment & Description || Grading Value || Due date || **// Project One //**// : Using **word processing with graphic elements**, plan a lesson for students in your content area. Plan this lesson for one class period. //  ||   10%    (10 Points)  || // 6/1  // || **// Project Two // : **// **Using a spread sheet, downloading from the WWW and one additional graphic** **element**, plan a lesson for students in your content area. Plan this lesson for two-three successive class periods. // ||  10%    (10 Points)  || // 6/3  // || **// Project Three //**// : **Using photo(s) and or video clips from a digital camera** and **one additional graphic element,** plan a lesson for students in your content area. Plan this lesson for two-three successive class periods. // ||  10%    (10 Points)  || // 6/8  // || **// Project Four: //  //Using either __Kid Pix__ or __Inspiration__, and one additional graphic element,// **// plan a lesson for students in your content area. This lesson will be a week long project. // ||  10%    (10 Points)  || 6/10 || **// Project Five: Using video (i.e. United Streaming) and two other graphic elements //**//, plan a lesson in your content area. This lesson will be 2 weeks long. // ||  10%    (10 Points)  || 6/15 || **// Final Project: Using __Microsoft Publisher__ and three other graphic elements //**//, plan a lesson for students in your content area. Plan this lesson for at least one month. //   ||   15%    (15 Points)  || 6/17 || **// Portfolio: //** //Compile an electronic portfolio of class resources and personal reflections. This should be posted onto Blackboard prior to the last class. Time will be given in class to share ideas and assemble posting.// ||  10%    (10 Points)  || 6/22 || **// Modified Lessons: //**// Identify and modify five lessons relevant to your content area from the CD provided with your text. Ask your instructor about other sources for lessons that you may modify. // ||  15%    (15 Points)  || Online 6/24 || **// Participation: //**// Contributions to class discussions. // ||  10%    (10 Points)  || || // Total Points  // || 100 ||    || Grade Scale: || A- = 90 - 92 || A= 93 - 100 || || B- = 80 - 82 || B= 83 - 87 || B+ = 88 - 89 || C- = 70 - 72 || C = 73 - 77 || C+ = 78 -79 || D- = 60 - 62* || D = 63 - 67* || D+ = 68 - 69* || F = 59 or below || *// No D grades in the graduate program // || || Assessment Policy: || **// Teacher Candidate Mastery of Program Coursework //**// : All MEDUC, EDUC or SPED courses must be passed with a minimum C- grade or higher. Other courses taken as part of an approved teacher preparation program may be subject to this requirement as determined by the education department. Students may repeat courses if necessary // ||  Calendar   || ** Class  ** || ** Date  ** || ** Topics  ** || ** Readings **  || ** Assignments due for class  ** || Class 1  || 5/27  ||   // Introductions, course overview, logistics //   || ||     ||   Class 2   || 6/1  ||  //   Educational Technology in Context, Technology   // // Principles & Plans, Learning Theory and Integration Models & links to the future. //  ||    Chapters 1 & 2    || Modified Lesson from CD (1) ** Project (1) ** and Presentation Due  || Class 3  || 6/3  ||  //  Teaching with Instructional Software  // // Integrating Word Processing, Spreadsheets, and Database Software Tools into Teaching and Learning //   || Chapter’s 3 & 4  || Modified Lesson from CD (2) ** Project (2) ** and Presentation Due   || Class 4  || 6/8  ||  //  Integrating Instructional Software and graphic resources into Teaching and Learning-Beyond basic software tools  // // Integrating Other Software & Multimedia & Hypermedia into Teaching and Learning  // ||   Chapter’s 5,6 & 7 ||   Modified Lesson from CD (3) ** Project (3) ** and Presentation Due   || Class 5  || 6/10  ||    Technology in Special Education ||   Chapter 15    || Modified Lesson from CD (4) ** Project (4) ** and Presentation Due   || Class 6  ||    6/15   ||    Integrating Technology Across Curriculum   || Chapters 9-14   || Modified Lesson from CD (5) ** Project (5) ** and Presentation Due   || Class 7  ||    6/17   ||  //  Integrating the Internet into the Classroom  // ||   Chapter 8 ||  ** Project (6) ** and Presentation Due    || Class 8  ||    6/22   ||  //  Electronic Portfolios  // ||  // pp. 27-29 //   || Make-up presentations and work on portfolios  || Online  || 6/24  ||    On-Line Electronic Portfolio   || ||   Reflections portfolio due    || Standards Tables INTASC Description  || 1 – Making content meaningful || The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the subject matter meaningful for students. || 2 – Child development and learning theory || The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social, and personal development. || 3 – Learning styles/ diversity || The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. || 4 – Instructional strategies/ problem solving || The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. || 5 – Motivation and behavior || The teacher uses an understanding individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagements in learning, and self-motivation. || 6 – Communication/ knowledge || The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. || 7 – Planning for instruction || The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. || 8 – Assessment || The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. || 9 – Professional growth/ reflection || The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and the actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. || 10 – Interpersonal relationships || The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being. || NETS 1 – Technology operations & concepts || Teachers demonstrate a sound understanding of technology operations and concepts. || 2 – Planning & designing learning environments & experiences || Teachers plan and design effective learning environments and experiences supported by technology. || 3 – Teaching, learning & the curriculum || Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. || 4 – Assessment & evaluation || Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. || 5 – Productivity & professional practice || Teachers use technology to enhance their productivity and professional practice. || 6 – Social, ethical, legal & human issues || Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. ||
 * ==Principle == ||