Professional Documents
Culture Documents
Conceptual Framework
The faculty of the Michael D. Eisner College of Education, regionally focused and nationally recognized, is
committed to Excellence through Innovation. We believe excellence includes the acquisition of
professional knowledge, skills, and dispositions and is demonstrated by the growth and renewal of
ethical and caring professionals - faculty, staff, candidates - and those they serve. Innovation occurs
through collaborative partnerships among communities of diverse learners who engage in creative and
reflective thinking. To this end we continually strive to achieve the following competencies and values
that form the foundation of the Conceptual Framework.
Course Description
This course examines the integration and use of technology in instructional planning
and teaching. Students will develop a unit of study appropriate and applicable to their
current classroom subject matter and students’ current levels of performance. Students
will be responsible for identifying and writing a short grant proposal related to
classroom technology. A website or continuation of an already published website will
be designed with the intention of better communicating with all stakeholders. Lastly,
students will post a link to their websites using our class corkboard with the intention
of learning from each other. Technology solutions will be integrated into all phases of
the assignments and class activities. Emphasis is given to promoting creativity,
motivation, authenticity and deepening learning.
Course Objectives
A- 90-92% 276-268 B 82-87% 260-246 C 72-77% 231-217 F < 61% < 181
A – Outstanding. A’s are reserved for those students whose performance is truly outstanding. Projects, papers
and presentations are comprehensive, thoughtful, well organized, clearly written and effectively
presented.
B - Very good. Performance surpasses a basic level of competency, understanding, and skill, and indicates an
ability to integrate and apply information.
C – Satisfactory. Performance reflects a basic level of competency, understanding and skill.
D – Unsatisfactory. Performance meets expectations for basic level of attainment for some competencies and
understanding of some content.
F – Failing. Performance does not meet expectations for basic level of competency and understanding.
Writing requirements within the graduate program: This is a graduate course and you are expected
to turn in papers and assignments of graduate quality. All work should represent your reflections
upon and integration of information covered in class in an organized way. Additionally, written
assignments are to be clear in sentence construction and are to be proof read before they are handed
in. Please discuss individual concerns with your professor.
General Requirements
● Assignments of the highest quality are expected. With approval of instructor, students receiving a grade of
75% or below on an assignment may resubmit within a two-week period for re-grading. Grades of the two
submissions will be averaged for the final grade.
● Papers with an undue amount of errors in grammar, spelling, or sentence mechanics will be returned
ungraded. They will be given back to you to edit and resubmit, and will be graded as late.
● All assignments must be word processed and submitted on or before the due date. In case of illness or other
absence, it is your responsibility to ensure that they are received by the due date.
● Readings are designed to prepare students for class discussion. Students are expected to complete course
readings before the class in which they are due.
Materials provided in class will be available on Moodle. It is up to you to download and review all materials in
case of an absence.
People-First Language
The CSUN Department of Special Education believes that a person is more important than a disability.
Accordingly, we expect our students to use People-First Language at all times, in both speaking and writing.
Papers not using People-First Language will be returned for editing, and must be resubmitted. For more
information on using People-First Language, please see:
http://www.disabilityisnatural.com/peoplefirstlanguage.htm.
Students with disabilities must be registered with the CSUN Disability Resources and Educational Services
(DRES) in order to receive accommodations. Reasonable accommodations will be honored in accordance with
the Americans with Disabilities Act (ADA). The intent of the ADA and DRES is not to give a particular student
an advantage over another, but simply to allow students with disabilities equal access to the course content, and
to provide them an equal opportunity for success. Students may receive information about registering with the
Center at the following website: http://www.csun.edu/dres/index.php
Course Schedule
WK Date Topic Technology “Readings” and Assignment and Due Date
Websites
1 1/25 Introduction and Getting to Virtual Bulletin Boards Send any questions to:
Know Us: Using Virtual Take a look at these different Craig.h.hopkins@csun.edu
Bulletin Boards online corkboards
Getting to Know You
Review Syllabus and Padlet, linoit, Stoodle, Add to Virtual Bulletin Board
Assignments Popplet, Spaaze (see Moodle for instructions)
Guidelines for the Unit Plan Project Based Learning and Syllabus Questions
- The Big Idea the Big Idea Readings: See Submit Questions/Comment
- Google Docs readings in class 2. about Class Syllabus
3 2/8 What’s the Big Idea? Readings: Check out these Website Page 2: Choose from
Authentic Projects for sites for project ideas: list of potential pages or come
Demonstrating up with something that suits
Competency Site 1 your needs better. Consider
embedding a project. Due
- Playing with project Site 2 Class 5: 2/22
possibilities
- Publishing Site 3
- Designing final projects Author makes a case for Unit Plan
project based learning and Section I and II due Class 4:
Did you email me the link to suggests some popular sites. 2/15
your website with a
simple homepage? Site 4: ReadWriteThink –
My personal go-to site for
more than just tech ideas.
5 2/22 Are you guys in the back I like this simple article by a Website Page 2: Due
listening? teacher who has some Tonight, 2/22
important thoughts about
- Using a variety of the benefits and drawbacks Website Page 3: Choose from
technologies for of online assessment. list of potential pages or come
curriculum based up with something that suites
assessment. Online Quizzing: your needs better. As we are
Formative and Summative exploring assessments over the
next few weeks, consider
Formative Assessment creating a page that might
include a survey, quizlet, blog,
Site
etc. Due 3/1: Class 6
7 3/8 Tech for Teaching Check out the following sites Unit Plan
- Represent for Representation: Section IV: Skills – Sequence
- Show Don’t Tell at least 10 skills in column
- Directing the Scroll down to the Video one. What skills will you
Instruction Sharing Sites section and teach? Over the next 6 weeks,
below for some interesting you will fill in all of section
Learning Prezi ideas on how to use video. IV of the unit plan.
8 3/15 21st Century Agenda Check out the link to Late Work?
this 21st Century Catch up on any web pages or
Work on Section IV of the unit plan (parts 1-3) that needs
Unit Plan: Sequencing Learning Chart. It has completing.
Skills some Common Core
similarities.
Continue work on Website 21st Century Learning
10 4/5 Work on Section IV of the Read and Explore Donors Unit Plan
Unit Plan: Sequencing Choose Section IV: Continue filling in
Skills columns for representation and
Tech Grant Agencies engagement. Due 5/3: Class
Continue work on Web 14
Pages
Webpage 5
Work on Grant Choose from list of potential
pages or come up with
something that suite your
needs. Consider from the
sample sites and page
suggestions. Entire Site Due
4/19 – Class 12
12 4/19 Work on Your Grant Writing Digital Literacy Link and Digital Literacy Review: Web
Project Reading: Assignment Submission
Guidelines on Moodle
Work on Your Unit Plan
Digital Literacy
15 5/10 Website Presentations Virtual Museum Walk: We’ll Website Due for Presentation:
look at our websites and post Post to Virtual Corkboard for
comments on the corkboard. Virtual Museum Walk