LTCY 518 Challenge
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LTCY 518 Course Calendar | Dr. Petty's Homepage |
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LTCY 518 |
| Instructor: Dr. Pam Petty | Office: TPH 363 |
| Office Phone: 270-745-2922 | Home Email: pam@pampetty.com |
| Campus Email: pamela.petty@wku.edu | Homepage: http://www.pampetty.com |
Office Hours:
Electronic Hours: Evenings 7:00 - 10:00 p.m. Central
By Appointment in Office
Prerequisite: None
Course Description:
Survey of use of technology to
promote the development of reading, writing, and teaching and learning via
electronic formats. Topics include integration of technology into literacy
instruction that supports diverse literacy learners and designing
appropriate reading and language arts technology-based projects for literacy learners.
Rationale:
The goal of this course is to present information on various aspects of literacy education and technology integration in instruction. The course objectives are stated in correspondence to Kentucky Experienced Teacher Standards for Preparation and Certification. The course objectives and suggested instructional methods and activities to meet these objectives are listed with suggested assessment strategies. However, additional methods/activities and assessment strategies that meet these course objectives may be employed. This course will emphasize the role of technology in literacy instruction. Students will critically review and analyze the assigned readings, as well as articles, books, and electronic sources brought in by individual students. They will exchange information and hold discussions on a variety methods of providing exemplary literacy instruction utilizing electronic media. They will examine the many ways that reading, writing, and the other language arts intersect with technology in classrooms in the 21st century. Technology projects, development of original WebQuests, responses to assigned readings, and culminating events will be used to evaluate student learning.
Experienced Teacher Standards
Click HERE for Kentucky Experienced Teacher Standards related to this course.
KERA Elements/Context Addresses
Goals and Valued Outcomes
Performance Tasks
Expanded use of Technology
Course Disposition Statement(s)
The teacher recognizes her/his professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.
The teacher is committed to the continuous development of individual students’ abilities and considers how different motivational strategies are likely to encourage this development for each student.
The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate student’s experiences, cultures, and community resources into instruction.
The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline.
Required Textbook
We are using an ELECTRONIC textbook for this course. You may purchase your 180 day subscription to the textbook at this website:
http://www.coursesmart.com/9780137132416
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Technology to Teach Literacy: A Resource for K–8 Teachers, Second Edition by Rebecca S. Anderson; Michael M. Grant; Bruce W. Speck Publisher: Prentice Hall Copyright Year: 2008 Publishing Date: 2007/04/25 Pages: 312
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Optional Textbook: (this book can be ordered on-line from Amazon, Barnes and Nobel, or the publisher)
This book may be of help to
those of you who are VERY novice for using technology to teaching reading and
writing. You will NOT specifically need this book to complete any of the
assignments, but if you fell like you are a bit out of your comfort zone with
using technology to teach literacy skills/strategies, then you will love this
book:
Author: Julie M Wood
Title: Literacy Online
ISBN#: 0-325-00369-6
Publisher: Heinemann Edition: 1st Copyright Year: 2004
Course Topics:
Be familiar with several popular
writing software programs and environments and their relationship to the writing
process.
Locate and retrieve information on
the Internet and be able to download and manipulate files from the Internet
Connect to and interact with a
class listserv and other professional listservs for the purpose of writing about
their reading and getting peer feedback (a kind of
electronic reader response
journal).
Write, design, and publish web page or multi-media presentation for use in the classroom using
annotated texts, paths, and notes to connect material.
Understand how teachers learn
technology skills and how to help them use technology in the classroom.
Assess their own educational
environment and develop a written plan for incorporating technology into their
curriculums and training others in their buildings to
do the same
Understand and explain the theoretical and research basis of using technology to increase the literacy development of K-8 students
- specifically in the areas of
word recognition, fluency, comprehension, vocabulary development,
reading and writing across the curriculum, process writing, and building
background and motivation.
Identify and address the major issues surrounding the use of technology integration in classroom learning and teaching
Design appropriate curriculum integration projects for K-8 literacy learners
Identify and evaluate Internet sites for use in the literacy education of
K-8 learners
Collect, bookmark and use many Internet sites that support literacy learning K-8
Help students plan, create and produce electronic literacy projects
Understand the principles of WebQuests and know how to design them for
individual classrooms
Attendance and Course Requirements: PLEASE read this section:
A. All assignments are due on
time. Late assignments will be penalized 20% of their possible point value if
submitted within two work days of their due date. Assignments turned in beyond
that point will receive 50% of their graded point value.
B. All assignments will be graded for content and mechanics.
C. It is expected that you will read and reflect on required
course readings prior to Discussion Board Entry. Selected course readings
will help you develop the knowledge and theoretical base needed for teaching
reading in content areas.
E. All assignments must be typed. Use APA format for assignments. You WILL lose points if you do not use APA format. (12pt font, 1 inch margins, double-spaced)
http://www.vanguard.edu/faculty/ddegelman/index.cfm?doc_id=796
Citation Machine: http://citationmachine.net/
G.
Keep a copy of all assignments. If an assignment is lost, the
burden of proof that you completed the assignment
rests with you.
SPECIAL
NOTE:
During May Term face-to-face 3-hour courses meet on campus for 3 hours and 20 minutes per day x M-F = 16 hours and 40 minutes of instruction/class time per week. Typically, in a 3-hour graduate course it is expected that for every one hour of class time 2 hours of outside "efforts" would be required to be able to competently accomplish required assignments/projects/readings. Needless to say tackling the demands of a 3-hour graduate course in 3 weeks will be daunting for all involved. Scheduling of your time will be paramount to your success in this course. Absolutely NO "incompletes" will be issued for this course (barring some sort of documented health or family emergency). I am including a possible hour/day scheduling scenario that you might find useful in your planning:
Daily
time for reading (includes text and Internet resources): 2 - 3 hours
per day
Daily
time for working through tutorials (hardware and software applications will
be introduced, practiced, and learned through this venue): 1+ hours
daily
Daily time for working on projects: 1 + hours per day
Evaluation and Grade Assignment:
The final course grade will be based on the following grading scale:
Grading Scale:
A: 370 - 400 pts.
B: 340 - 369 pts.
C: 300 - 339 pts.
F: 275 or fewer pts.
Course Assignments and Point Values:
1. Participation and Professionalism (30 pts)
Active participation through email is mandatory! This also includes
participation in submitting surveys, collegiality, effort, etc. Professionalism is expected with regard to your electronic
communications to one another and to the professor. Your communications should be polite and professional. All tasks will be explained via email, video, and discussion boards as they are introduced in the course. Do not try to do this course in a weekend or a week - it will take every day of the entire 3 weeks. You cannot work ahead of me as we are "traveling" together as a unit through this course.
2. Expert on a Topic: (75 points)
Each student will select ONE chapter listed below (2, 3, 4, 5, 6, 7, 8) to become an "expert" in that area of interest. Send an email to pamela.petty@wku.edu to request the chapter of your choice. Then proceed as follows:
You will need to read all chapters in the text to get the idea of how technology "fits" into literacy instruction (and to aid you in other assignments in this course)
Then read your selected "expert to be" chapter making detailed notes.
Prepare a 3-5 minute audio or video podcast presentation on the critical issues related to your topic of interest - I will put the files on-line so that all students can benefit from your work (see page 42 of our text for an initial explanation of podcasting)
This must be a "scripted" presentation that you follow (paper script should be submitted to instructor as well as audio file or video file)
If you want to see an example of a podcast, download iTunes (free download - you do not need an iPod) and find the link for iTunesU (University submissions of educational and informational podcasts) - you can also do an on-line search to learn more about podcasting.
THE AUDIENCE for your podcasts is classroom teachers
Your podcast must have a title