Designs for Technology Enhanced Learning (Elementary)
Spring 2013

Instructor: Tom Pantazes, M.A.Ed | ISTE NETS-T Certified
Instructional Technology Resource Teacher - Williamsburg James City County Schools
tcpantazes@email.wm.edu | __http://technology-enhanced-learning-elementary.wmwikis.net/HOME__
Office Hours by Appointment ( must be after 3pm) contact me to set up

Class Meetings:
10 classes that meet face to face in room 2031 or room 2066;Tuesday 4:30 - 5:50 PM
5 class that meet virtually

Date
Class Type
Topic
1/22/13
Face to Face
1 - Welcome and Introduction
1/29/13
Face to Face
2 - TPACK Introduction
2/5/13
Virtual
3 - TPACK Social Studies Case Study
2/12/13
Face to Face
4 - TPACK Social Studies Discussion
2/19/13
Virtual
5 - TPACK Math Case Study
2/26/13
Face to Face
6 - TPACK Math Discussion
3/5/13
Virtual
7 - TPACK Science Case Study (Spring Break)
3/12/13
Face to Face
8 - TPACK Science Discussion
3/19/13
Virtual
9 - TPACK English Case Study
3/26/13
Face to Face
10 - TPACK English Discussion
4/2/13
Virtual
11 - Copyright and AUP
4/9/13
Face to Face
12 - Gaming in Education
4/16/13
Face to Face
13 - Universal Design in Learning
4/23/13
Face to Face
14 - Internet Search and Safety and PLN’s
5/2/13
Face to Face
15 - Wrap Up (Exam Day)

Course Website:
Main page - __http://technology-enhanced-learning-elementary.wmwikis.net/HOME__
Edmodo group shared with UVA - __http://www.edmodo.com/home__ (group code: i6ahhl)
DsCourse - __http://www.dscourse.org/info.php__

Course Description:
An introduction to computer-based and networked educational technologies,emphasizing instructional designs for their curriculum-based uses in teaching and learning.

Course Objectives:
Students will:

  1. learn how to access and use a variety of computer- and Web-based educational technology tools and resources.
  2. learn how to plan curriculum standards-based, technology-enhanced learning activities for diverse secondary students.
  3. further their understanding of and reflection upon the School of Education’s teaching competencies by developing a Web-based professional portfolio structure.
  4. participate in meaningful online communication within and outside of an electronic learning community.
  5. increase their awareness and comprehension of copyright and acceptable use issues and policies.
  6. prepare to use educational technologies independently and on an ongoing basis to support and enhance elementary or secondary instruction.
  7. document their work to satisfy the National Educational Technology Standards for Teachers (NETS-T) and the Virginia Technology Standards for Instructional Personnel (TSIP).

Weekly Assignments:

Laptop - Always bring your laptop to class. We will always use it.


Readings - Read and think about the readings/videos listed for each class session well before arriving for class. I have made every effort to find succinct and relevant readings and videos worthy of your attention. The readings and videos are the foundation upon which we will build our learning.

Discussion Board Postings in DsCourse - As part of our collaboration with UVA, each case study will have a corresponding discussion board where we will engage in further dialogue with our class and students in a similar course at UVA. A substantive response to the initial question will be due by 11:00 pm the Thursday after our regularly scheduled class meeting. Then you are expected to post at least two responses to your classmates initial response for a total of at least three posts. The two responses to your classmates are due by 11:00 pm on the Monday after the scheduled class meeting.

You are welcome to post more, but not less. Responses can not be statements of agreement, they must add to the discussion in meaningful ways. Whenever possible I expect you to respond to posts without responses before responding to posts with responses.

Participation - Attendance at every class session is expected; there is much that will happen that cannot be “made up.” This is especially true with the number of virtual classes included. If you absolutely must miss a class, please notify me and arrange with a classmate beforehand to pick up handouts and take careful notes for you. Excessive tardiness and/or absences will be reflected in the final grade.

Graded Assignments
# to complete
pts per assignment
Total
Class Participation
15
2
30
eFolio
1
20 X 2
40
Case Study comprehension questions via Google Form
4
15
60
DsCourse Discussions
4
12
48
Microteaching Lesson Plans
4
30
120
Teaching microteaching lesson plan
1
60
60
Microteaching evaluations
12
2
24
Copyright and AUP Project
1
40
40


→ All assignments must be completed and submitted by the dates specified.
→ In cases in which extensions are necessary, they will be negotiated between
student and instructor in advance of due dates whenever possible.
→ No extensions or redos will be permitted for assignments due after classes end
without a course grade of “I” being reported.

Grading:
The grading structure of this course is arranged according to a point structure. You
earn points for each component or requirement of the class that you meet, and your
final grade is determined by calculating the percentage of the total possible points
that you have earned. The grade of “I” (“incomplete”) will be assigned only in
emergency circumstances, such as serious illness. Academic dishonesty (presenting
anyone else’s work as one’s own) in any form will be considered to be an infraction of
the William & Mary Honor Code, and will result in a grade of “F” for the course. Active
participation in the course (attendance and participation in course discussions and
activities) is expected. Multiple absences and/or lack of participation in class may
result in lowering a course grade by one letter grade.

Percent of Points Earned
Grade

Percent of Points Earned
Grade
94 - 100%
A

73 - 76%
C
90 - 93%
A-

70 - 72%
C-
87 - 89%
B+

67 - 69%
D+
83 - 86%
B

63 - 66%
D
80 - 82%
B-

60 - 62%
D-
77 - 79%
C+

59 or below
F


Course Evaluation:
Evaluation data will be requested from students both during the course and at its
conclusion. These suggestions/reflections/questions will be considered for catalyzing
change in future teaching/learning activity. All feedback is strongly encouraged.

Sustainability:
In an effort to limit unnecessary paper use in the course, the syllabus, assignment
descriptions, readings, and resource materials will be posted for you to read online. If
you must print out readings, please consider printing two pages per sheet and/or
double-sided. Additionally, all course assignments will be turned in electronically.

Technology Standards:
This course is designed to assist students in meeting both national (ISTE) and state
(TSIP) standards in technology.