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LTCY 518 |
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Instructor: Dr. Pam Petty |
Office: TPH 363 |
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Office Phone: 270-745-2922 |
Home Email: pam@pampetty.com |
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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 purpose of this course is to present strategies for incorporating computer technology beyond simple word processing in the teaching of reading and writing. Students will have the opportunity to investigate, experiment with and use the following: Hypertext, presentation software, the Internet, educational software, email, web authoring software, and multimedia programs. Students will learn how to design writing assignments that follow the writing process and allow learning experiences to build upon each other and reinforce each other. They will learn how to use the computer's electronic ability to link information together, to create paths through collections of related material, to annotate existing texts, and to create notes that point readers to either other information or other points in the system. Software design considerations will be reviewed and students will learn how to critique their own designs and mass marketed software programs for possible incorporation into their course curriculums.
Course Objectives, Instructional Methods, and Assessment:
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
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
Participation 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.
D. Students are
encouraged to conference with the instructor by phone or by email, if the need
arises.
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 the student.
SPECIAL
NOTE:
During Winter 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:
Grade Percentage Points
A 93-100% 512 - 550
B 85-92% 468 - 511
C 77-84% 424 - 467
D 70-76% 385 - 423
F 69% or below 384
or below
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Course Assignments and Point Values:
We are going to accomplish the goals set for this course by keeping our focus on two things:
We are going to use two sets of guidelines to keep us focused on accomplishing those tasks:
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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, chat, and/or 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. |
| 2. Discussion
Boards (10 x 8 = 80 points)
Look for an email describing what is expected for the discussion boards. Those will be based on required text readings and will be directed by Lesley McConn who is serving as a Teaching Assistant in this course as she works on her doctorate at WKU. |
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3. Model Reading and Integrated
Technology Instruction Projects (5 x 70 = 350 points)
You will work alone or with a partner to design projects to address each of the "Fab 5" as identified by the National Reading Panel*. For the purposes of this course we will focus on the Fab 5 as noted on in the following report : Technology and Teaching Children to Read (http://www.neirtec.org/reading_report/).After you read the report, go to APPENDIX A and note the tables there. You will find those tables and instructions for completing your projects here: http://www.pampetty.com/518fab5.htm - follow the directions on this page to complete your work. You may use the following resources to help you select all the types of technologies you might want to include in your projects:Software/Applications Competencies Electronic Resources Competencies (Internet) All NETS for Teachers (1-4 - # 5 is exempt from this assignment) must be met within the 5 project plans. At some point within your projects you must demonstrate that you can use:
* Please do not take this as my endorsement of the work the National Reading Panel did - I think the Panel's report was highly flawed, however there is nothing amiss about the identification of these 5 components of the reading process. There is one glaring oversight in the list: reading for pleasure or any connection to the affective domain regarding literacy. |
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There is
ONE CRITICAL PERFORMANCE
for this course:
Culminating Literacy
and Technology Integration Plan (custom designed for your classroom) Here are the important links to the New EPS system Main Portfolio: http://edtech2.wku.edu/portfolio Student Registration: http://edtech2.wku.edu/portfolio/student/register.php Student Help Page: http://edtech2.wku.edu/portfolio/studenthelp.php
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Disability Accommodations Statement:
Plagiarism Policy:
To represent ideas or interpretations taken
from another source as one's own is plagiarism. Plagiarism is a serious
offense. The academic work of students must be their own. Students must give
the author(s) credit for any source material used. To lift content directly
from a source without giving credit is a flagrant act. To present a borrowed
passage after having changed a few words, even if the source is cited, is also
plagiarism. Please read and know that you are responsible for the content
on this webpage
As you begin your first assignments, be sure that you are not crossing the line into plagiarism. It is a serious issue and will not be taken lightly. Please read about
Avoiding Plagiarism.Website Address:
Teacher-oriented sites:
Kentucky Department of Education: http://www.kde.state.ky.us
International Reading Association: http://www.reading.org
Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown
ERIC Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html
Booklist (reviews): http://www.ala.org/booklist/
Instructional Framework: Introduction to Teaching Strategies: http://edservices.aea7.k12.ia.us/framework/strategies/
Instructional Framework: Introduction to Teaching Strategies
Pam Petty's Education Site: http://www.pampetty.com
Bibliography
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Bain, B.K., & Leger, D. (1997). Assistive technology: An interdisciplinary approach. New York: Churchill Livingston.
Bolter, J.D. (1991). Writing space: The computer, hypertext, and the history of writing. Hillsdale, NJ: Erlbaum.
Brown, D. (1997). Kids, computers, and constructivism. Journal of the Instructional Psychology, 23(3), 189-195.
Burniske, R.W. (2000). Literacy in the cyberage: Composing ourselves online.
Andover, MA: Skylight.
Cochran-Smith, M., Paris,
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Beginning writers and
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Cochran-Smith, M. (1991). Word processing and writing in elementary classrooms: A critical review of related literature. Review of Educational Research, 61, 107-155.
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Galvin, J.C., & Scherer, M.J. (1996). Evaluating, selecting and using
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Genishi, C. (1988).
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Jonassen, D. (1995). Supporting communities of learners with technology: A vision for integrating technology with learning in schools. Educational Technology, 60-63.
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Kinzer, C. (1997). The challenge of change: Exploring literacy and learning in electronic environments. Language Arts, 74, 126-136.
Labbo, L.D. (1996).
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technology: Deictic consequences for literacy education in an information age.
In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.),
Handbook of reading research
(Vol. 3, pp. 743-771). Mahwah, NJ: Erlbaum.
>Maring, G. (1997). Using the World Wide Web to build learning communities: Writing for genuine purposes. Journal of Adolescent & Adult Literacy, 41(3), 196-207.
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L., & Kieffer, R. (1998). Handbook of literacy and technology:
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Electronic
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Journals
01/05/10 08:47:32 PM
Dr. Pam Petty
Associate Professor
School of Teacher Education, Literacy
Western Kentucky University
1906 College Heights Blvd, #71030
Bowling Green, KY 421010-1030
Tate Page Hall, 323
Campus Telephone: 290-745-2922
Home Email: pam@pampetty.com
Campus Email:
pamela.petty@wku.edu
Personal Homepage:
http://www.pampetty.com/
