LIPSCOMB UNIVERSITY COLLEGE OF EDUCATION

EG 5643 Technology for Special Groups

3 hours
Professor: Dr. Hope Nordstrom

Office Hours: By appointment.

Office: Ezell 310

Class Meeting: ONLINE

Contact: hope.nordstrom@lipscomb.edu or 615-966-2013

Since you are mostly off-campus, I recommend that you call or email for an appointment.
E-mail is the best method to contact me and is checked daily. I will respond within 24 hours.
If you experience trouble with network access or email issues, please contact the Information
Technology HelpDesk at 615-966-1777. You can also create a Help Ticket online through
MyLipscomb. When providing information about the issue you are encountering, please provide
as much information about the system you are on and if possible provide a screenshot of the
browser window.
TEXT:

NO REQUIRED TEXTBOOK FOR THIS COURSE. All reading assignments will be made
throughout the semester. These will be placed on Blackboard at http://lipscomb.blackboard.com.
COURSE DESCRIPTION:

This course is designed to give students the skills that they need to integrate technology
effectively to meet the needs of diverse learners in their classrooms. Students will become
familiar with technology resources for special groups by focusing on both high-tech and lowtech situations. Specifically, students will be responsible for recommending technology
resources, evaluating the effectiveness and appropriateness of various technologies, locating
resources for finding and funding technologies, and examining any legal or ethical issues
regarding technology integration. In this course, students will also create a technology-based
lesson plan showing effective integration for diverse learners. Additionally, students will also
have the opportunity to observe technology integration for special groups in classroom settings.
COURSE PURPOSE AND RATIONALE:

Todays educators have at their disposal an ever-increasing variety of technologies which can be
integrated to increase student motivation and learning both inside and outside of the classroom.
This course is essential to the preparation and development of technology integration specialists.
Additionally, this course provides specific tools and information for finding and evaluating the
most appropriate and effective technologies for diverse learners. Considering todays diverse
classrooms, educators need to be equipped on how to integrate these technologies to meet the
needs of the students.

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COURSE OBJECTIVES:

Upon completion of this course, students will be able to:

Learning Objectives

How Delivered

Develop an
understanding of the
role of technology in
the classroom for
special groups,
including high-tech
and low-tech
situations.
Describe appropriate
technologies for
students, recognizing
grade level
expectations and
subject specific
interventions.
Demonstrate the ability
to locate resources
regarding technologies
for students and create
funding solutions.

Readings, videos, online

discussion

Class participation in
learning activities and
reflection discussion

Readings, videos, online

discussion, case studies

Class participation in
learning activities and
reflection discussion,
Lesson plans,
technology
implementation plan

At least 80% mastery

Readings, videos, online

discussion, software
evaluation tools

At least 80% mastery

Evaluate the
effectiveness and
appropriateness of a
variety of technologies
for special groups.

Readings, videos, online

discussion

Describe equity, ethical

and legal issues in
using technology for
special groups.
Integrate instructional
technology into the
classroom to help
teachers meet the
needs of students.

Readings, videos, online

discussion

Class participation in
learning activities and
reflection discussion,
Assistive Technology
Review, Technology
Implementation Plan
Class participation in
learning activities and
reflection discussion,
Assistive Technology
Review, Technology
Implementation Plan
Class participation in
learning activities and
reflection discussion

At least 80% mastery

Observe technology
integration for special
groups in real world
settings.

Readings, videos, online

discussion, field
experiences

Class participation in
learning activities and
reflection discussion,
Lesson Plan,
Technology
Implementation Plan
Field Experiences &
Reflection Paper

Revised 6/14

Readings, videos, online

discussion

How Assessed

Goals (Level of
Achievement)
Class Discussion
Rubric: proficient of
exemplary

At least 80% mastery

Class Discussion
Rubric: proficient of
exemplary

At least 80% mastery

COURSE REQUIREMENTS, ASSIGNMENTS and KEY ASSIGNMENTS, FIELD EXPERIENCES AND

PROJECTS with DUE DATES:

ASSIGNMENT TITLE

Type of Assignment (note if Spiritual

Growth, Key, Portfolio or Field
Experience)

DUE DATE:

Percentage of
Grade or
Points
Assigned (if
applicable)

Course Assignment

August 31

50

Spiritual Growth

September 7

50

Course Assignment

September 14

100

Assistive Technology Device

Review

Course Assignment

September 21

50

Technology for ELL Lesson Plan

and Assessment

Course Assignment

October 5

100

Key Assignment (upload to portfolio).

This assignment will also be assessed
with the College of Education Writing
Rubric in LiveText.

October 11

200

Field Experience:
Visit Technology Access Center,
Harris Hillman School, or
observe TWO teachers (1
SPED/1 ELL) implementing
technology for student learning
purposes.

Field Experience/Course Assignment

(upload assignment to portfolio;
upload signed field experience form to
portfolio and record field experience
hours and demographics on chart in
portfolio)

October 11

50

Discussion Posts/Participation

Course Assignment

Throughout
Course

400

UDL Lesson Plan Makeover

Reflection

Parker Palmer Chapter 5 The

Courage to Teach: Teaching in
Community: A Subject-Centered
Education Reflection
Technology for Special
Education Lesson Plan and
Assessment

Technology for Special Groups

Implementation Plan

Total Points

Revised 6/14

1000

Class Meeting Agendas

This class is completely online. All assignments will be completed online and posted in Blackboard and LiveText.
Class Meeting Date(s) or
Online Window

Topic(s)
Covered/Objective(s)
Addressed

Delivery Method / Student

Activities / Assessments

August 18-24

Universal Design for

Learning I

Online Readings
Discussion Board Responses

August 25-31

Universal Design for

Learning II

September 1-7

Technology for Special

Education I

Online Readings
Discussion Board Responses
UDL Lesson Plan Makeover
Online Readings
Discussion Board Responses

September 8-14

Technology for Special

Education II

September 15-21

Assistive Technology

September 22-28

Technology for ELL I

September 29-October 5

Technology for ELL II

Online Readings
Discussion Board Responses
ELL Lesson Plan &
Assessment

October 6-11

Technology for Gifted

Students

Online Readings
Discussion Board Responses
Technology Implementation
Plan
Field Experiences Reflection

College of Education Grading Scale

A
B
94-100%
86-93%

Points/Grades
associated

Online Readings
Discussion Board Responses
SPED Lesson Plan &
Assessment
Online Readings
Discussion Board Responses
Assistive Tech Review
Online Readings
Discussion Board Responses

C
77-85%

50 pts.
50 pts.
50 pts.
100 pts.
50 pts.
50 pts.
100 pts.
50 pts.
50 pts.
50 pts.
50 pts.
50 pts.
100 pts.

50 pts.
100 pts.
50 pts.

D
0-76%

Submission of Assignments
Writing assignments must be submitted in BOTH Blackboard and LiveText. A submission in
any other format will be returned to the student for resubmission. Grade reductions for late
submissions will apply.
Grading and Late Assignment Policy
Grading criteria for all assignments will be communicated at the beginning of the course. As this
is an online course, students will be expected to complete all required readings in order to gain a
full understanding of the course topic. Participation in the discussions is an integral part of the
course experience and will be a vital part of the students evaluation and grade.

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Written assignments should be submitted no later than 11:59 PM on the due date. The
following grade reductions will apply:

10% grade reduction if assignment is one day late

25% grade reduction if assignment is two days late
50% grade reduction if assignment is three days late
No assignments will be accepted more than three days after the due date

If an emergency occurs that causes a late submission (an emergency that can be documented,
such as unexpected illness or other major unplanned life event), please contact me at your
earliest opportunity to arrange any late submission. All assignments are due as assigned unless
given specific permission of the instructor to change the due date.
Discussion Board Responses
When submitting discussion board posts, please put your last name followed by title of your
response (Example: Nordstrom-Response 1).
College of Education Writing Rubric: The College of Education has a writing rubric for
general use with written assignments. This rubric is consistent for both undergraduate and
graduate programs. Students who have difficulty with graduate level writing will be asked to do
remediation with the university Writing Studio.
Course Prerequisites
No course prerequisites. Entry permitted after acceptance into the Technology Integration M.Ed.
program and approved by Associate Dean for Graduate Studies.
As you continue your journey in the online TI M.Ed. program, this course will provide you with
the opportunity to explore various multimedia tools. This list is a minimum of what you need for
this course:
Internet access (Since you are enrolled in an online program, this is imperative!)
iPad (Throughout this course, you will be using the iPad you received when you enrolled
in the program.)
Access to computer with speakers and microphone.
Ability to search the Internet, access the course management system (Blackboard), and
send/receive emails.
Updated computer for audio and video use. (Make sure you have the necessary plug-ins
downloaded and up-to-date, i.e. Flash, Quicktime, Java.)
Netiquette & Discussion Expectations
Netiquette is a term that relates to acceptable conduct in a web-based environment. In this class,
you will engage in small group discussions that may cause some strong feelings to surface.
Learning occurs when we are challenged to consider different perspectives. In all interactions,
you are expected to respect each other and all perspectives. Remember the words you type are
received by another human being with feelings. It is easy to misinterpret written communication,
so the use of emoticons and acronyms can help convey your meaning. At all times, remember
that this is an academic setting and ask yourself, Would I say this in my classroom? Improper

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behavior in our discussion boards and group projects will not be tolerated and may result in
removal from the course.
Field Experiences: Each masters level course in the College of Education requires a field
experience that is expected to take five (5) to ten (10) hours (a minimum of 50 hours by
graduation. These field experiences must be completed to be successful in the course and are
designed to support the expected program outcomes.
Definition: NCATE defines field experiences as: A variety of early and ongoing field-based
opportunities in which candidates may observe, assist, tutor, instruct, and/or conduct research.
Field experiences may occur in off-campus settings such as schools, community centers, or
homeless shelters. Field experiences are defined as authentic workplace based learning
experiences. It should be a way to learn by doing and to practice skills learned in your
coursework.
Because the College of Education is committed to equipping our students for diverse
experiences, we ask that you complete your field experiences with schools or districts in varied
classifications (low SES, urban, suburban, rural and cross-cultural), and with different student
populations (ELL, Special Education, etc.). This diversity of experience should be evident on
your field experience data form in LiveText by the time you graduate. A Field Experience
Documentation and Data Form is required of each student for each course. These forms are
available in the online LiveText portfolio template.
Faith-focused Integration: In all of the Lipscomb College of Education, the integration of faith
into the daily practice of the teacher and the leader is emphasized. In all M.Ed. and Ed.S. core
courses, the College is currently using Parker Palmers The Courage to Teach as a vehicle for
reflection on the impact of beliefs on classroom practice, relationships with students, and the
development of their faith.
LiveText Portfolio Requirements: All graduate students who entered the program in Fall 2009
and after are required to have a LiveText portfolio account. Instructions for purchasing LiveText
are found at http://education.lipscomb.edu/Uploads/34941.pdf. As all students must use this
portfolio system, you are encouraged to become familiar with it at the beginning of this course.
Detailed instructions and tutorials for using LiveText are found at:
http://education.lipscomb.edu/page.asp?SID=28&Page=9159.
Your balanced literacy paper is considered a KEY ASSIGNMENT. This assignment must be
completed satisfactorily to pass the course and it will be uploaded in to your LiveText portfolio
to demonstrate mastery of your program goals. You are responsible for uploading the assignment
to LiveText after the instructor has graded it. Your final grade will not be posted until this is
complete.
Academic Integrity
In keeping with our identity as a Christian university and our goal to help shape lifelong disciples
of Christ, academic integrity will be taken very seriously in this course. Unless specific
permission is given to collaborate on assignments with other students, each students work shall
be his/her own. Some examples of cheating include using another persons written or verbal

Revised 6/14

thoughts as your own (plagiarism). Cheating on assignments and plagiarizing on written

assignments will, depending on the severity of the case, result in penalties ranging from a
significantly reduced grade on the assignment to failing the course. Instances of cheating or
plagiarism may also be reported to appropriate members of the administration, depending on the
situation. Decisions in these matters rest with the instructor. Please refer to Lipscombs Code of
Conduct and Academic Integrity Policy.
ADA and Students with Disabilities
If you require classroom accommodations for a documented disability, please discuss your
circumstances with me immediately. If you are entitled to accommodations but have not
registered with the Counseling Center, contact that office at 615-966-1781 or Brian Mast
brian.mast@lipscomb.edu immediately. For more information, check out the Counseling Center
FAQ. The Counseling Center has also included a list of helpful links for disability resources.
Our learning management system Blackboard also provides accessibility resources. For
additional information, check out the Blackboard Accessibility Features.
Additional Learner Supports
Research Assistance-If you have a research question, a project, or a paper to write and do not
know how to get started, visit the Reference Desk in Beaman Library. The Librarian there will
help you. If you think you cannot find any information on your topic, you may simply need to
narrow or broaden your search terms to find available resources in all formats (books, articles,
websites, etc.). The Librarian will be glad to assist you with in-house reference resources and
with finding resources outside of Beaman Library through Interlibrary Loan. You will also want
to learn how to find full-text articles from the journal collection and databases. The Librarian can
help you evaluate all of your sources for currency, relevance, and authority. Remember:
Sometimes two heads are better than one. The Library Staff is here to help you succeed. If you
can't make it into the university library in-person, you can always call the Reference Desk at
(615) 966-6037 or email any of the Beaman Librarians to receive assistance.
Writing Studio-Were not here because you cant write; were here because you do! The
Writing Studio is located in Beaman Library 141 (the Academic Success Center) for students to
receive valuable one-on-one assistance with their writing. Conferences are available by walk-in
or appointment (966-6301 or visit the ASC if the studio isnt open); you can also make an
appointment online at https://lipscomb.mywconline.com. Dont wait until the last minute to seek
their help! For additional writing handouts (especially APA formatting) created by the Writing
Studio, click on the following link.
The Conceptual Framework of C.A.R.E:
Lipscombs conceptual framework for the initial and advanced programs is built upon four
categories:
Craft of Teaching
Attitudes and Values
Relationships
Essential Knowledge

Revised 6/14

The first letter of each category provides the theme of Lipscomb's initial and advanced programs:
C.A.R.E. The College of Education believes that this conceptual framework provides the
structure within which all educational programs can sustain a high level of excellence so that its
candidates will be of the highest quality. It is shared widely within the university and beyond.
The C.A.R.E Framework is attached to this syllabus. Your LiveText portfolio will reflect ways in
which your program of study fit within this framework.
University Course Evaluations:
It is part of your responsibility as a student to participate in university evaluations and C.A.R.E
assessments of your course and faculty. You will receive an email toward the end of the course
with instructions on how to complete the university evaluations and you will receive further
instructions from your instructor on how to complete the C.A.R.E. assessments.
Dropping the Course:
A decision to stop attending class does NOT constitute dropping the course. A drop/add form
(available in the Registrar's Office) must be signed by the teacher and processed in the
Registrar's Office before the drop is official. If your name appears on the roster at grading time
and you have not officially dropped the course, a grade will be assigned based upon the policies
outlined in this syllabus.
Class Schedule Disruption Policy
Except in the rarest of instances, Lipscomb University does not cancel classes or close offices.
However, should an event (weather-related or otherwise) occur that requires disruption of the
entire Lipscomb University class schedule, students will be notified via multiple venues
including the Lipscomb homepage (www.lipscomb.edu), a text message sent through LU ALERT
(http://lualert.lipscomb.edu), and the Lipscomb Weather Information Line (966-1836). For
information on possible snow-related closures or late starts, students should consult local
television stations (2-WKRN, 4-WSMV, 5-WTVF and 6-WZTV, and Channel 9 on campus).
Students should look for information regarding Lipscomb University, not Lipscomb
Academy.
APA Format:
Formal papers submitted for graduate coursework should follow American Psychological
Association (APA) for general guidelines, in-text citations of materials, avoiding plagiarism, and
reference pages from the Publication Manual of the American Psychological Association, Sixth
Edition. Other helpful resources for APA guidelines and formatting include the following
websites:
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/faqs/index.aspx
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
BIBLIOGRAPHY:

Belson, S. I. (2003). Technology for exceptional learners. Boston: Houghton Mifflin Company.

Revised 6/14

Blake, R. J. (2008). Brave new digital classroom: Technology and foreign language learning.
Washington, DC: Georgetown University Press.
Bray, M., Brown, A., & Green, T.D. (2004). Technology and the diverse learner: A
guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Brozo, W., Puckett, K. (2008). Supporting content area literacy with technology:
Meeting the needs of diverse learners. Upper Saddle River, NJ: Pearson.

Robitaille, S. (2010). The illustrated guide to assistive technology and devices: Tools and
gadgets for living independently. New York: Demos Health.
Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Alexandria,
VA: TESOL.

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C.A.R.E. Outline
Lipscombs Teacher education program is committed to preparing educators who have the
following competencies:
Practices exemplary CRAFT:
1
2
3
4
5
6
7
8
9
1
0

Develops and refines a personal philosophy of leading, teaching and learning

Plans instruction and student learning goals which are aligned to current standards
Analyzes and makes strategic instructional decisions based on assessment data and current
research
Monitors and evaluates all student learning and engagement using multiple assessments
Encourages and motivates students to understand and monitor their own assessment data
Integrates current technology to enhance the learning environment and outcomes
Models and creates opportunities for critical thinking, problem solving, and performance skill
development
Organizes and manages the learning environment and resources to assure that all students
learn
Differentiates instruction to meet the needs of diverse learners and implements inclusive
practices
Manages significant behavior issues effectively

Possesses professional ATTITUDES AND VALUES:

1
2
3
4
5
6
7
8
9

Believes that all children can learn, regardless of gender, ethnicity, or social status, and that
s/he can teach them
Is self-reflective and committed to on-going professional development and self-improvement
Demonstrates confidence and enthusiasm to teach as a professional
Possesses a strong, achievement oriented work ethic
Completes assignments, tasks, and duties punctually and responsibly
Views teaching as a mission to serve others
Demonstrates coping skills, flexibility, a sense of humor, and joy in teaching
Responds appropriately to critical feedback
Makes decisions informed by high personal and ethical standards

Fosters collaborative RELATIONSHIPS:

1
2
3
4
5
6
7
8
9

Demonstrates a respect for and appreciation of cultural diversity and individual differences
Provides opportunities for increased cultural awareness for students in the global society
Relates to and communicates with all students, parents, and colleagues comfortably and
effectively
Contributes to the school culture as a collaborative partner in the achievement of common goals
Demonstrates professional behavior in all circumstances
Listens to and appropriately responds to others
Demonstrates care and compassion for others
Maximizes communication through the use of appropriate means, including technology
Uses ethical standards to inform relationships with others

Demonstrates possession of ESSENTIAL KNOWLEDGE:

1
2
3
4

Possesses deep knowledge of the discipline being taught and its relationship to general
knowledge
Plans effectively for short term and long term instruction within the discipline
Understands current research on effective teaching and learning
Knows developmental stages, learning theories, and their impact on teaching and learning

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5
6
7

Knows where to find answers and resources to enhance teaching, learning, and classroom
management
Effectively communicates orally and in writing
Is technologically literate

ASSIGNMENT CALENDAR
Module 1:
Universal
Design for
Learning I

Module 2:
Universal
Design for
Learning II

READINGS:
Read all of the articles in the Module 1 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Introduce yourself to your classmates by discussing your view of the role of technology for special groups in
the classroom setting and your experience in using technology for special groups in teaching. (DUE: August
24)
Write a reflective response to your previous experience with UDL and the impact of this weeks information
for your own professional practice. (DUE: August 22) Respond to at least two classmates posts. (DUE:
August 24)
READINGS:
Read all of the articles in the Module 2 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Tech Tool of the Week: Choose two of the iPad Accessibility Features and discuss how you would
specifically use those features to meet the diverse learning needs of your students. (DUE: August 29)
Respond to at least two classmates posts. (DUE: August 31)
UDL Lesson Plan Makeover Reflection (DUE: August 31)
READINGS:
Read all of the articles in the Module 3 folder located on Blackboard and watch the videos posted.

Module 3:
Technology
for Special
Education I

Module 4:

Discussion on Blackboard:
Discuss barriers encountered in the classroom while attempting to meet the needs of students with
disabilities-use past experience share real class stories. Reflect on what you would have done differently
(DUE: September 5). Respond with suggestions or possible solutions to at least two classmates. (DUE:
September 7)
Read Chapter 5 in Parker Palmers Courage to Teach: Teaching in Community: A Subject-Centered
Education. In Chapter Five, Palmer presented the ideas of the subject-centered education vs. a studentcentered education. What struck you in this chapter? As you reflect on your own teaching and the
integration of technology, what ideas made sense to you? Respond in 250 words. (DUE: September 7)
READINGS:
Read all of the articles in the Module 4 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Tech Tool of the Week: Discuss at least three suggestions on how you might implement the tech tool of the
week for students with disabilities. (DUE: September 12) Respond to at least two classmates posts. (DUE:
September 14)

Technology
for Special
Education II

Technology for Special Education Lesson Plan and Assessment (DUE: September 14)

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READINGS:
Read all of the articles in the Module 5 folder located on Blackboard and watch the videos posted.

Module 5:
Assistive
Technology

Discussion on Blackboard:
Write a reflective response to the successful implementation of assistive technology in todays classroom and
the impact for you and your students (DUE: September 19) and respond to two classmates. (DUE:
September 21)
Assistive Technology Device Review (DUE: September 21)

Module 6:
Technology
for ELL I

READINGS:
Read all of the articles in the Module 6 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Discuss barriers encountered in the classroom while attempting to meet the needs of EL students-use past
experience share real class stories. Reflect on what you would have done differently (DUE: September
26). Respond with suggestions or possible solutions to at least two classmates. (DUE: September 28)
READINGS:
Read all of the articles in the Module 7 folder located on Blackboard and watch the videos posted.

Module 7:
Technology
for ELL II

Module 8:
Technology
for Gifted
Students

Discussion on Blackboard:
Tech Tool of the Week: Discuss at least three suggestions on how you might implement the tech tool of the
week for students with disabilities. (DUE: October 3) Respond to at least two classmates posts. (DUE:
October 5)
Technology for ELL Lesson Plan and Assessment (DUE: October 5)
READINGS:
Read all of the articles in the Module 8 folder located on Blackboard and watch the videos posted.
Discussion on Blackboard:
Write a reflective response on the why and how you would use technology to meet the learning needs of
gifted students (DUE: October 9) and respond to two classmates. (DUE: October 11)
Technology for Special Groups Implementation Plan (DUE: October 11)
Field Experience Reflection Report and Hours (DUE: October 11)

ASSIGNMENT DESCRIPTIONS:
All papers and assignments should follow APA format and references should be cited correctly.
Other than research papers, a running head is not needed in this course.
Please read and review the APA portion of the syllabus and talk to Dr. Nordstrom if you have any
questions.
Include a title page that follows APA formatting for ALL assignments submitted.
Include your last name with every online submission of assignments.
UDL Lesson Plan Makeover Reflection (50 points) DUE August 31
After studying UDL and its impact on the classroom, write a 1-2 page, double-spaced reflection
on how you can use UDL principles to makeover a previous taught lesson.

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 Submit assignment onto Blackboard and LiveText.

Technology for Special Education Lesson Plan and Assessment (100 points) DUE September 14
Using technology (app or online product like Educreations, ShowMe, ClassFlow, ThinkBinder, or
Scrible) to deliver the content, create a lesson from one subject area requiring active participation
of students with disabilities in a small group instructional setting.
Follow the COE Lesson Plan Format. Remember the focus is on using technology for students
with disabilities.
Using the lesson designed, create an assessment which captures students responses through
technology (Socrative, InfuseLearning, or ClassFlow). Show how the evidence of learning would
inform further instruction either for you or for another teacher of the same students.
Submit assignment onto Blackboard and LiveText.
Assistive Technology Device Review (50 points) DUE September 21
Choose FIVE assistive technology devices and provide a review for each by answering the
following questions:
-What is it?
-What is it for?
-How can it be used?
-Who would benefit?
-Where can it be purchased?
-What is the cost?
Submit assignment onto Blackboard and LiveText.
Technology for ELL Lesson Plan and Assessment (100 points) DUE October 5
Using technology (app or online product like Educreations, ShowMe, ClassFlow, ThinkBinder, or
Scrible) to deliver the content, create a lesson from one subject area requiring active participation
of limited English ELLs in a small group instructional setting. Use a tech tool not used in the
previous lesson plan!
Follow the COE Lesson Plan Format. Remember the focus is on using technology for limited
English ELLs.
Using the lesson designed, create an assessment which captures students responses through
technology (Socrative, InfuseLearning, or ClassFlow). Show how the evidence of learning would
inform further instruction either for you or for another teacher of the same students.
Submit assignment onto Blackboard and LiveText.
Technology for Special Groups Implementation Plan (200 points) DUE October 11
Write a technology plan for a specific student with which you work. In the technology plan,
include a description of the student including the focus area (specific disability, ELL, gifted, etc.),
current performance level, current placement, and grade level.
Select one academic area in which the student struggles. Choose three specific ways in which
you would specific integrate technology within that academic area to help meet the diverse
learning needs of selected student. You may use one technology tool three specific ways or three
different technology tools.
Using at least 3-5 academic resources to support your plan, justify the selected technology and
how the technology will be used by the student within the academic area.
This plan should be 3-5 pages in length.
Be sure to follow American Psychological Association (APA) for general guidelines, in-text
citations of materials to avoid plagiarism.

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While the paper should discuss how the theory relates to your area of teaching, it should
NOT be written from a personal perspective.
Research papers never use personal pronouns (I, me, my).
Your reference page should include at least 3 scholarly sources/ references.
Submit assignment onto Blackboard and LiveText.

Field Experience (50 total points) DUE October 11

o Field experience is expected to take between five (5) to ten (10) hours. They can be arranged in the
current workplace, if possible, but must be completed to be successful in the course. Your own
classroom does not count toward field experience hours.
o Complete and submit assignment onto Blackboard and LiveText of the Field Experience
Documentation Form and Observation reflections.
o You can take a picture of the Field Experience Documentation Form and upload it as a .jpg. Many
students take a picture with their phone or iPad.
o Once you upload the field experience for your grade, you also need to upload the documentation
form into your portfolio on LiveText.
o For this course, your Field Experience options include the following. Choose ONE for 5 hours of
credit. You may do more than one if you would like!
Visit the Technology Access Center.
http://tacnashville.org/
Submit a 2-3 page written reflection about your experience. What is the major impact
on your professional practice?
I WILL TRY TO SCHEDULE A TIME WITH THEM FIRST TO SEE IF
SEVERAL OF US MAY ATTEND AT ONCE.
Visit Harris Hillman School. Our very own Dr. Robbie Hampton is the principal.
http://www.harrishillmansp.mnps.org/site90.aspx
Submit a 2-3 page written reflection about your experience. What is the major impact
on your professional practice?
I WILL TRY TO SCHEDULE A TIME WITH THEM FIRST TO SEE IF
SEVERAL OF US MAY ATTEND AT ONCE.
Observe TWO teachers (1 SPED/1 ELL) implementing technology for student learning
purposes.
Submit a 2-3 page written reflection about what you see happening and how the
technology is begin implemented. What is the major impact on your professional
practice?
Discussion Board Responses (400 total points)
o Each week you will be required to read a set of journal articles specific to our topic of study for the
week. All of the required articles will be available on Blackboard.
After reading the articles and text, respond to the discussion questions that have been posted on
Blackboard.
Be sure to cite the readings in your responses on the discussion board.
For some posts, you will be required to write a response AND respond to 2 or more of your
classmates posts.

Revised 6/14

Revised 6/14