Jul 28 2007

Syllabus

Published by

EPB 549
Instructor:
Cathy Wolinsky

Description:

This course is for teachers who want to learn ways to use technology to support the assessment of essential learning into the K-12 Classroom. Educators will use technology as a design factor in planning lessons, units and assessments. We will view ways to use technology to support student learning and share models of successful implementation. Educators will use the Internet as a source of communication, collaboration and construction of knowledge. Registrants may bring a laptop or use the Mac or PC computers in the USM Lab.

Objectives:
* Develop profiency with the user’s computer operating system (saving files, creating folders, specific tools)
* Define a unit or course of study: plan backwards to develop an assessment strategy for essential learning
* Design lessons and resources for the unit of study that incorporate technology into learning and assessment
* Learn how to share and learn from others through the use of technology
* Understand what it means for students to be literate in the 21st century

Evaluation:
Students are expected to attend all classes, participate in classroom discussions, reflect on reading assignments, and demonstrate knowledge of selected technology tools. Final versions of projects are due on the last day of class and are to be shared with the class.

Assignments/Expectations:
* Class participation and attendance: 30%
* Responses & Blog postings: 20%
* Assignments: 20%
* Final Project: 30%

Materials:
* Instructor website/blog: Technology&Assessment
* Students are responsible for log-ins and passwords for the course.
* It is the responsibility of each student to back up his or her work.
* Students should have an email account that can send and receive files.
* Students should bring headphones or earbuds.
* Students may bring a digital camera.

Academic Support:
If you need course adaptations or accommodations because of a disability, please contact the instructor as soon as possible. Also make an appointment with the office of academic support for students with disabilities. At any point in the semester, if you encounter difficulty with the course or feel you could be performing at a higher level, please consult with one of the instructors. Students experience difficulty for a variety of reasons. For problems with writing skills and time management, make an appointment to see a student tutor at:
The Learning Center (TLC),
252 Luther Bonney (780-4228).

Help is also available through the Counseling Center, 105 Payson Smith (780-4050), and the Office of Academic Support for Students with Disabilities, 237 Luther Bonney 780-4706).
Inservice Graduate Credit:

Inservice graduate credit courses (a) are developed collaboratively by the College of Education and Human Development (CEHD), Professional Development Center (PDC), and school systems, singly by school systems, or singly by CEHD/PDC; (b) address staff development needs of school systems, teachers and administrators; (c) comply with USM CEHD graduate course standards for intellectual inquiry and credentials of instructors; (d) comply with USM CEHD graduate course requirements for number of instructional contact hours, grading policies, and evaluation procedures; and (e) carry academic credit at the graduate level.
Inservice graduate credit courses are not automatically transferable as electives to graduate degree programs of the CEHD of the University of Southern Maine. Approval for course acceptance is a two-step process: (1) review the syllabus and recommendation by the student’s faculty advisor; (2) approval of the course by the appropriate USM CEHD program.
Please note if a student wishes to include a PDC course in his/ her program of study, prior approval is necessary for students currently matriculated in USM CEHD graduate programs. For clarification on this matter, please contact the USM Professional Development Center.

2 responses so far




2 Responses to “Syllabus”

  1.   Aliceon 01 Aug 2007 at 9:16 am

    This blog is AMAZING! Nice job and so organized. It’s a great model for what teachers should be doing with students!

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