EDUC 225

Using Technology in the Classroom

Spring 2015
Instructor: Susan Wansor
Phone: 364-3359 or 729-5448
Office: 100A
Macmillan Hall
Email: swansor@wells.edu
Class Website: EDUC225.Weebly.com
Office Hours: Tuesday 9:00 11:00, Wednesday 11:00 3:00, Thursday 9:00 12:00
* Please feel free to email or call to set up an appointment if you need to meet at a time
not noted above.
Course Overview
This course is designed to provide students with strategies for integrating technology
into the classroom. Topics include using technology as a communication tool, creating
technology based lessons, engaging students in technology, utilizing assistive
technology, and using technology as an organizational tool. Participants will learn how to
meet the International Society for Technology in Education (ISTE) for both teachers and
students.
Students will be able to use technology with learners in grades K-12. In this course,
students will have the opportunity to interact with digital tools used in today's
classrooms. They will create a website and learn how to integrating technology into the
teaching process. Students in this course will be given hands-on experience with
technological tools that will improve their instruction and assist their students in meeting
learning standards.
Course Policies
All assignments must be typed. No hand written assignments will be accepted unless
they are designed to hold your thinking while reading. Electronic submissions will be
accepted; however, you must watch for a reply email stating that I received your paper.
Assignments related to the reading that will be discussed in class will not be accepted
late. You must have the assignment in order to be prepared for the discussion. I do
realize that sometimes there are extenuating circumstances; therefore, I will drop the
lowest grade for your weekly reading assignments.
If a project is late, I will only accept it during the week that it is due. Each day that it is
late you will lose 4 points from your overall score.
Attendance
Attendance is required for this course. Each class is designed to teach you specific
technological tool. If you miss a class, you will miss valuable information and will be
required to make it up. You will need to locate readings about the topic and provide

examples showing that you understand the material. It will be your responsibility to
locate the information and complete the work.

Students with Disabilities

If you have a physical, sensory, health, cognitive, or mental health disability that could
limit your ability to fully participate in this class, you are encouraged to contact the
Coordinator of Student Achievement, Megan Riedl to discuss accommodations that will
help you succeed. Your conversations with her are highly confidential, and she will not
supply details of your disability to anyone without your signed permission. Do
understand that Megan Riedl will need to notify your faculty about accommodations you
might need and are supported by your disability documentation. If you think you might
have a disability that will affect your success at Wells, contact The Coordinator of
Student Achievement, Megan Riedl.
Contact information for Megan Riedl: Student Achievement offices, middle/main floor of
the library. An appointment sign-up sheet is on the desk in the central reception area.
Telephone x 3432, email mriedl@wells.edu.
Academic Honesty and Plagiarism
Plagiarism is any use of another persons ideas or words as if they were your own. Note
that plagiarism is not simply using others ideas or words academic research requires
you to draw on the work of others. As long as you acknowledge that you are using
another writers ideas or words, you have upheld the code of honesty that links us as
members of the academic community. As a college student you are expected to
understand what constitutes plagiarism and use appropriate methods of citation in your
writing.
According to the University of Washington, one of the most common forms of cheating is
plagiarism, using another's words or ideas without proper citation. When students
plagiarize, they usually do so in one of the following six ways:
1. Using another writer's words without proper citation. If you use another
writer's words, you must place quotation marks around the quoted material and
include a footnote or other indication of the source of the quotation.
2. Using another writer's ideas without proper citation. When you use another
author's ideas, you must indicate with footnotes or other means where this
information can be found. Your instructors want to know which ideas and
judgments are yours and which you arrived at by consulting other sources. Even if
you arrived at the same judgment on your own, you need to acknowledge that the
writer you consulted also came up with the idea.
3. Citing your source but reproducing the exact words of a printed source
without quotation marks. This makes it appear that you have paraphrased
rather than borrowed the author's exact words.

4. Borrowing the structure of another author's phrases or sentences

without crediting the author from whom it came. This kind of plagiarism
usually occurs out of laziness: it is easier to replicate another writer's style than to
think about what you have read and then put it in your own words. The following
example is from A Writer's Reference by Diana Hacker (New York, 1989, p. 171).
o Original: If the existence of a signing ape was unsettling for linguists, it was
also startling news for animal behaviorists.
o Unacceptable borrowing of words: An ape who knew sign language
unsettled linguists and startled animal behaviorists.
o Unacceptable borrowing of sentence structure: If the presence of a
sign-language-using chimp was disturbing for scientists studying language, it
was also surprising to scientists studying animal behavior.
o Acceptable paraphrase: When they learned of an ape's ability to use sign
language, both linguists and animal behaviorists were taken by surprise.
5. Borrowing all or part of another student's paper or using someone else's
outline to write your own paper.
6. Using a paper writing "service" or having a friend write the paper for you.
Regardless of whether you pay a stranger or have a friend do it, it is a breach of
academic honesty to hand in work that is not your own or to use parts of another
student's paper.
Source: http://depts.washington.edu/grading/issue1/honesty.htm
Outcomes (Taken from the ISTE-T and ISTE-S)
By the end of this course, you will:

Facilitate and inspire student learning and creativity

Design and develop digital age learning experiences
Model digital-age work and learning
Promote and model digital citizenship and responsibility
Use a variety of technology resources to engage learners
Integrate relevant, varied technology into instruction
Use technology that enhances instruction
Use strategies to teach students to construct knowledge and develop innovative products
Describe ways to get students to use technology to for communication and collaboration
Evaluate methods to teach students to use digital tools to gather, evaluate and use information
Utilize technology to assist students with disabilities in the classroom
Utilize technology to assist English language learners

Materials
Technology is constantly changing; therefore, there is no text for this class. Instead you will be
given various articles to read. All articles will be posted on the website.
You may need to purchase apps for use in this class.

Course Projects and Grading

Participation/Weekly Assignments (20%)

Participation
o Attendance and participation is required in this course. If you are not in class, you cannot
participate. Therefore, each absence is scored as a zero for participation. If you are off
task (e.g. on your phone) and/or on other websites on the computer, your participation
grade will be impacted.

Reading and Blogging

o Each week you will be assigned articles to read. You will be required to read the articles and
blog about each one read. By reading your blog I should be able to tell what you learned
from the article. You can make comments, ask questions, and/or make connections. You
cannot do this right before class. All articles must be read and blogged about by the
midnight on the Sunday prior to class. This will allow everyone an opportunity to respond to
the comments that are posted.

SMARTBoard Activities
o Most weeks you will be assigned an activity to do to develop your SMART Board skills. You
will need to bring the assignment to class to share with your group.

iPad
o

Three times during the semester you will be required to find an app to share with your
group. The app must be worthwhile and you must be able to explain how and why you
would use it. You will be provided with specific requirements each time this is assigned.

Paper and Presentation (15%)

Each of you will be assigned a topic to research regarding technology in the
classroom. You will be required to write a 3-4 page paper on your assigned topic
and present your topic to the class. You are required to present using something
other than Power Point. We will discuss other options in class.
o Possible Topics
Flipping Your Classroom What does this mean?
Social Media Policies in Schools Benefits and Barriers
Teaching Wired Learners
Using assistive technology for students with disabilities
Using technology with English language learners at the elementary level
Using technology with English language learners at the secondary level
Engaging Students in Technology in Social Studies
Engaging Students in Technology in Science
Engaging Students in Technology in Math
Engaging Students in Technology in ELA (English Language Arts) - Reading
Engaging Students in Technology in ELA - Writing
Engaging Students in Technology in Foreign Languages
Having Students Bring (and use) Their Own Device or Technology (BYOD
or BYOT)
Understanding the Google Classroom

Webpage (45%)

By the end of the semester you will develop a website that you could use in a K-12 classroom. This
website will assist you in communicating with parents and students, keeping students up to date on
grades, providing podcasts of lessons, allowing students to share information with their families,
organizing classwork and homework materials, and engaging students in building their content
knowledge. The website will include the following:

Welcome Page, Videos, Blog, Live Binders 10%

Edmodo 10%
Podcast 5%
Screencast - Flipped Classroom Assignment 10%
Virtual Field Trip 10%

SMART Board/Technology Standard Lesson (20%)

You will write a lesson that incorporates SMART Board technology. Your lesson will
use the SMART Board to deliver information, engage students and check for
understanding. Over the course of the semester we will learn strategies to
integrate technology into content areas and you will use this information to write
and create your lesson.

This project requires you to make instructional decisions regarding how you would
meet a specific ISTE Standard for Students. You will teach the class a lesson that
would be a step toward meeting one of the ISTE Standards for Students. You will
be assigned a specific standard that you need to meet. For example, if you are
focusing on biology, you might be given ISTE Standard 4b Collect and analyze
data to identify solutions and/or make informed decision. You need to explain to
the class how you would teach students to use appropriate digital tools and
resources to accomplish a task that involves collecting and analyzing data.

EDUC 225 - Using Technology in the Classroom

Spring 2015
Date
January
20th

Topics

Due

Team builder and course overview

The learner will be able to:
Set up a website using Weebly.com
Identify and incorporate the components of
a teacher webpage
Examine how a SMART Board can enhance
teaching
Examine how todays students learn

January
27th

Februar
y 3rd

The learner will be able to:

Blog with classmates
Set up a blog for students to use
Explain how blogs and apps can be used in
with students
Teach digital citizenship when using blogs
Identify SMART Notebook tools
Identify strategies to get students to
communicate and work collaboratively
using digital media
Define Technology Standards (ISTE-T and
ISTE - S)

Website Set up
Index Card - Grade level, content area, 3 students

The learner will be able to:

Capture documents and incorporate them
into a lesson
Create tables using SMART Notebook
Create a learning environment that
develops cultural understanding and global
awareness by engaging with learners of
other cultures

Blog for Your Students

Set up and post material to read (Content Specific)

Articles
Why Teachers Should Be Blogging ... and How to Do It by
Patricia Bruder
Beyond the Ban: Revisiting In-School Internet Access by Tom
Whitby
Standards
ISTE Standards for Teachers - Standard 4 Promote and
Model Digital Citizenship and Responsibility
ISTE Standards for Students Standard 5 Digital Citizenship

Articles
Introducing Technology Education at the Elementary Level by
Sean McKnight
The Common Core Standards on Technology: A SHIFT in
Focus for States by Kathryn Roberts, Meagan Shedd, and

Identify teaching strategies used to get

students to communicate information and
idea effectively to multiple audiences
Define Technology Standards (ISTE-T and
ISTE - S)

Rebecca Norman.
Standards
ISTE Standards for Teachers - Standard 1 Facilitate and
Inspire Student Learning and Creativity
ISTE Standards for Students Standard 1 Creativity and
Innovation
SMART Board activity

Date
Februar
y 10th

Februar
y 17th

Topics
The learner will be able to
Use Edmodo to post students grades and
assignments
Identify the levels of Blooms Digital
Taxonomy
Identify ways to use technology to get
students to use higher level thinking skills
Plan lessons to teach students to plan and
conduct research, manage projects, solve
problems, and make informed decisions
using appropriate digital tools and
resources
Define Technology Standards (ISTE-T and
ISTE - S)

The learner will be able to

Create a presentation using web based
tools
Manipulate objects in the SMART Notebook
Gallery
Use Live Binders to organize materials for
students
Explain how Live Binders can be useful in
the classroom
Teach students to locate, organize, analyze,
evaluate, synthesize, and ethically use

Due
Blog with students
SMART Board activity
Article
Technology Integration: Developing Higher Order Thinking
Skills by Patricia Dreher Abel
The New Blooms Taxonomy Develop Higher-order Thinking
Skills with Creativity Tools by David Cochran
Standards
ISTE Standards for Teachers - Standard 2 Design and
Develop Digital Age Learning Experiences and Assessments
ISTE Standards for Students Standard 2 Communication
and Collaboration
SMART Board activity
Content Specific Apps
Article
Why Integrate Technology into the Curriculum? The Reasons
Are Many: There's a Place for Tech in Every Classroom by
Edutopia
How to Integrate Technology by Mary Beth Hertz
Standards

information from a variety of sources

Define Technology Standards (ISTE-T and
ISTE - S)

ISTE Standards for Teachers - Standard 3 Model Digital Age

Work and Learning
ISTE Standards for Students Standard 3 Research and
Information Fluency
ISTE Standards for Students Standard 4 Critical Thinking,
Problem Solving, and Decision Making

Date
Februar
y 24th

Topics
The learner will be able to
Create Podcasts
Use the Lesson Activity Toolkit templates to
create lessons
Explain how podcasts will assist students at
various levels
Explain how they would use podcasts in
their content area
Define Technology Standards (ISTE-T and
ISTE - S)

Due
Paper and Presentation (Everyones paper is due)
SMART Board activity
Article
The Impact of Technology Tools on Literacy Motivation on
Elementary School English Language Learners: Podcasting in
a 4th Grade EAL Class by Alexandra Gustad
Do Podcasts Help Students Learn? by Tanya Roscorla
Standards
ISTE Standards for Teachers - Standard 5 Engage in
Professional Growth and Leadership
ISTE Standards for Students Standard 6 Technology
Operations and Concepts

March
3rd

The learner will be able to

Identify need-specific technology for
students with sensory impairments,
cognitive differences, physical challenges.
Compare different types of assistive
technology
Choose apps that assist students with
dysgraphia and writing difficulties, dyslexia
and reading difficulties, study skills and
organization, dyscalculia and math
difficulties,
Define Technology Standards (ISTE-T and
ISTE - S)

Paper and Presentation

Article
http://ncld.org/students-disabilities/assistive-technologyeducation
o An Overview of Assistive Technology
o Choosing Assistive Technology
o Assistive Technology: Making Good Decisions for Your
Student
o Theres an App for That: But Is It Right for You?

http://www.edutopia.org/article/assistive-technologyresources#graph4
o Assistive Technology: Resource Roundup

Differentiating Instruction with Technology in the K-5

Classroom by Grace E. Smith and Stephanie Throne

March
10th

Spring Break

Date
March
17th

March
24th

March
31st

April
7th

Topics
The learner will be able to
Manage the use of technology in the
classroom
Locate ready-made lessons for the SMART
Board
Set of a plan for managing technology in
the classroom
Teach students to troubleshoot systems and
applications
Assist students in transferring current
knowledge to learning new technologies
The learner will be able to
Use SMART Notebook to create reveal and
drag-and-drop lessons that scaffold learning
Use iPad apps for content area instruction
at all levels
Identify ways to locate and incorporate
virtual field trips into a unit
Explain how they will incorporate a virtual
field trip into a specific unit

Due
Podcast
Assistive Technology Apps and/or English Language Learner Apps
Article
For Teachers, Wired Classrooms Pose New Management
Concerns: Managing Technology in the Classroom by Liana
Heiten
Jigsaw Web Tools for Teachers: Classroom Management by
Timothy Wilhelmus
SMART Board activity
Edmodo
Article
Supporting English Language Learners Through Technology
by Elizabeth Brozek and Debra Duckworth
Designing an engaging virtual learning experience in 5 steps
by Aracelis Janelle Scharon

The learner will be able to

Use animation, videos, and sound to
enhance lessons and engage students with
the SMART Board
Engage students in using Voice Thread
Utilize web based student response systems

SMART Board activity

Sharing Technology Standards

Technology Standard Sharing

Virtual field trip

Article
Examining the Effects of an Electronic Classroom Response
System on Student Engagement and Performance by Robert
Bartsch and Wendy Murphy

Date
April
14th

April
21st

Topics
The learner will be able to
Use iPads to build ELA skills
Use SMART Board to record lessons for
future use
Use Wikis share information
Explain when and why they would record
lessons and use Wikis

Due
Screencast
SMART Board activity
Power Point
103 Interesting Ways to Use an iPad in the Classroom at
http://whelanweb.com/wpcontent/uploads/2013/01/103_Interesting_Ways_to_use_an_iP
ad.pdf

The learner will be able to

Use web based tools to engage students
Create a SMART Board lesson
Analyze technology lessons for their
effectiveness

Really Cool Apps

April
28th

Wrap-up and Review

Discuss final website appearance
Discuss SMART Board project

App Showdown

May
8th

Final Project Due

Class will meet from 7-10 to share SMART
Board lessons and websites

Complete Website

Live Binders 3 sets of reading materials

Article
Educators Engage Digital Natives and Learn from Their
Experiences with Technology by John Downes and Penny
Bishop

SMART Board Lesson