Dr. Alice Christie's EDT 547:
Using Technology in Language Arts and
Social Studies Education

Course Description

EDT 547: Using Technology in Language Arts and Social Studies Education is a hands-on exploration of technologies and their applications in language arts and social studies education. It is geared to meet the needs of K-12 educators and emphasizes collaboration between participants.

Theoretically, technologies are viewed as useful tools for integrating curriculum and for helping educators re-vision curriculum. Further, this course presents a socio-psycholinguistic framework of learning and practices which fit that framework. It presumes that, whether teachers are aware of it or not, there are theoretical assumptions embedded in how they choose to teach. These assumptions lie in the materials they use, how they respond to children, the curricula they plan, how they assess children's development, and what technologies they use to enhance this learning process.

This course also sees the teacher as a reflective practitioner. Social, philosophical and theoretical issues surrounding the use of technologies in language arts and social studies education are explored in the class readings and discussions.

Note: EDT 547 (Using Technologies in Language Arts and Social Studies) is a parallel course to EDT 548 (Using Technologies in Mathematics and Science). Students will choose one of these two courses depending on their interests and teaching assignments.

Course Objectives

An important goal of this course is for students to be empowered by technologies to enhance instruction in language arts and social studies classrooms. Students should gain a solid understanding of software and hardware appropriate for their classrooms as well as the motivation to use technology for personal and professional purposes within their classrooms. Upon completion of this course, students should be able to:

1. identify the theoretical assumptions embedded in a variety of practices within language arts or social studies classrooms;
   
   
2. become reflective practitioners by reflecting on personal teaching practices and classroom interactions;
   
   
3. demonstrate the ability to integrate authentic reading and writing practices (especially those facilitated by technologies) across the school curriculum;
   
   
4. use technologies to plan, implement and evaluate literature and author/illustrator studies;
   
   
5. use technologies to plan, implement and evaluate WebQuests;
   
   
6. develop a WebQuest which incorporates the use of technologies and technological resources by both teacher and students with special emphasis on language arts and social studies;
   
7. demonstrate an understanding of and an ability to use email to communicate with others;
   
   
8. understand and apply criteria for identifying pedagogically sound software;
   
   
9. demonstrate an ability to use a wide variety of software which is applicable for language arts and social studies education within elementary or secondary classrooms;
   
   
10. demonstrate an understanding of and an ability to use a variety of Internet tools: browsers, search engines, bookmarks, and others to locate and use electronic resources available on the Internet;
    
    
11. demonstrate the ability to utilize the Internet to locate language arts and social studies lesson plans;
    
    
12. demonstrate the ability to evaluate the pedagogical soundness of language arts and social studies lesson plans available through the Internet;
    
    
13. use Internet resources to develop a Web-based Virtual Field Trip;
    
    
14. demonstrate an understanding of exploratory learning as facilitated by electronic simulations, interactive texts, and hypertexts;
    
    
15. demonstrate an understanding of the National Council of Teachers of English Standards, the National Council for the Social Studies Standards, and the Arizona Academic Standards as they apply to using technologies with language arts and social studies classrooms;
    
    
16. develop (through the integration of the class readings, class discussions, personal use of technologies, and personal philosophy of education) a theoretically informed argument for using technologies to enhance and/or re-vision language arts and social studies curricula;
    
    
17. deal effectively with the frustrations that are inherent in using technologies in educational settings.

Required Texts and Materials

CD-RW discs OR a portable key drive

Online Readings located at http://www.west.asu.edu/achristie/547/readings.html

Course Format

Students will participate in an action-oriented classroom which will feature lecture, illustrated lecture, discussion, demonstration, hands-on activities and presentations, and project presentations. The emphasis will be on doing rather than talking about computers and telecommunications.

Additional lab time beyond the scheduled course hours will be necessary to fulfill the course requirements. University policy specifies that students should expect to complete two hours of work OUTSIDE CLASS for every hour of work IN CLASS.

Our classroom (CLCC 216) will be open and staffed on the Thursdays of our online meetings (September 15, September 29, October 13, October 27, and November 10) from 5 - 9:30 PM. Please come to the lab to use the hardware and software or to get assistance from the graduate student staffing the lab.

You may use the computers in Fletcher Library and Technopolis any time the Library is open. Hours for Fletcher Library and Technopolis for Fall 2005 are:

Your assignments provide you with what I consider to be a minimum amount of hands-on time. The more you use and experiment with computers and software, the richer your learning experience will be.

Course Policies

All assignments should be word processed and consistent with upper division university writing; that is, university level grammar, correct spelling, and logical, clear organization.

Class sessions will begin on time. Please make every effort to be prompt. Attendance is mandatory. Please call the instructor before class should an emergency arise.

Cheating: Cooperative or collaborative learning is encouraged! However, understand the fine line between collaboration and cheating. Turning in the work of another person is considered cheating and offenders are subject to university disciplinary action.

All cell phones and beepers should be TURNED OFF during class! Please be courteous to your fellow students and your instructor.

Course Assignments

1. Electronic Mail
   
   You will use electronic mail on a weekly basis to communicate with us. The minimum requirement is to email your instructors the following on a weekly basis (see email addresses above):
   
   • Describe one new strategy you used in your classroom each week that involved the use of technology with your students. Ideas for new strategies may come from the weekly readings, the weekly electronic conference, class discussion, or strategies modeled in class.
     
     
2. Blogging

   You will use a blog on a weekly basis to communicate with your classmates. The minimum requirement is to respond to the following on a weekly basis:

   • Summarize and respond to the readings with a rebuttal, a critique, a classroom application of an idea, an extension of the argument; and/or respond to the weekly question posed in the conference.

   I encourage greater participation, as the more you use an email system, the more facile you become with it.
   

3. Course Readings
   
   

   The course readings were selected to challenge and broaden your thinking about the use of technologies in language arts and social studies education. Read each article BEFORE class, as listed in the schedule of assignments and class activities.
   

4. Internet Assignment: Web-based Virtual Field Trip
   
   You will develop a Virtual Field Trip supporting a unit you will teach this year in Language Arts or Social Studies. Your Virtual Field Trip will be Web-based and will use information on the Internet to provide your students with:
   
   

   background information for a class project, or

   the "meat" of a class project (including links, information, visual media, and/or information for students to create the final product of your project), or

   the assessment piece for a class project: Example

   
   You should expect to list a minimum of 20 sites, but you may include as many as you wish. Examples. Be sure to property cite all photos and information gathered from the Internet!
   
   Creating a Virtual Field Trip Using Annotated Photographs | Rubric
   
   Discover and Create Your Own Field Trips | Rubric 1 | Rubric 2
   
   Take A Trip - Virtually | Digital Content Rubrics
   
   Rubric for evaluating how well your students learn from Virtual Field Trips
   
   
5. Technology Curriculum Map
   
   You will take your district's curriculum map for language arts or social studies, and add a layer that describes how your grade level NETS technology standards can be met. This map should provide a year's plan of what technology skills can be integrated into the instruction of core content. Your plan should also include specific details to the software available to your students, and how student proficiency in that software will be gained.

   Alternative assignment for students who are not currently teaching in K-12 settings. Download the following AZ State Writing Standards documents:

   • AZ State Writing Standards Cover Page
   • AZ State Writing Standards Acknowledgements
   • AZ State Writing Standards Introduction
   • AZ State Writing Standards Strand 1
   • AZ State Writing Standards Strand 2
   • AZ State Writing Standards Strand 3
   • AZ State Writing Standards Glossary

Review the following AZ State Technology Standards documents:

• AZ State Technology Standards Rational
• AZ State Technology Standard 1
• AZ State Technology Standard 2
• AZ State Technology Standard 3
• AZ State Technology Standard 4
• AZ State Technology Standard 5
• AZ State Technology Standard 6
• AZ State Technology Standard Glossary

Dr. Christie has often stately publicly that the AZ Technology Standards should be incorporated into content area standards. This assignment will take the first step toward accomplishing that goal.

To complete this assignment:

• Choose one Strand (I suggest Strand 1: Writing Process).
• Discuss strategies for modifying the Strand 1 document (or creating a new Strand 1 document) to incorporate technology standards into the writing standards.
• Discuss strategies for aligning the technology standards with the writing standards.
• Discuss strategies for a team approach to completing this assignment.
• Each team member completes her assigned role.
• Collaborate to complete your group assignment.
• Present your assignment to the class on December 8, 2005.

1. Lesson Plan and Student Assessment

   After completing your Technology Curriculum Map, you will either find or create pedagogically sound lesson plans for a single unit or project that addresses the development of core content through the use of the technology outlined. An example of a technology rich student assessment (such as an electronic portfolio) that demonstrates proficiency in the standards or performance objectives outlined should accompany the lesson plans.

   Use the following rubrics to help you complete this assignment.

   Rubric 1 | Rubric 2
   
   

2. An Author/Illustrator or Literature Study WebQuest
   

   You, individually or collaboratively, will develop a WebQuest that emphasizes an author or illustrator study or literature study. Your WebQuest should:

   • include a theoretically informed argument or synthesis for using technologies within and elementary or secondary classroom; (we will use the writing process for this part of the assignment)
   • be appropriate for your grade level;
   • explore a fairly broad theme;
   • cut across curricular boundaries as much as possible;
   • incorporate the use of technologies as much as possible;
   • incorporate an author/illustrator study or a literature study;
   • incorporate the writing process;
   • use authentic assessment (rubrics)
   • reference state standards in language arts, social studies and technology.
     

   Numerous examples (possible models) of WebQuests are available at:
   

   • Alice Christie's WebQuest Matrix
   • Alice Christie's KidQuest Page
   • Bernie Dodge's WebQuest Matrix
     
   • WebQuest Design Patterns

   This is a list of patterns created by Bernie Dodge that are derived from existing instructionally solid WebQuests. Each pattern is distinct from the others in terms of the kinds of content it can be used for, and the organization of the Introduction, Task, Process and Evaluation sections. With templates that are specific to each design pattern, it should be easier to hit the ground running when starting to create a new WebQuest.  Specific designs to help you complete this assignment include:
   
   Behind the Book
   Beyond the Book
   Compilation (of information about an author or illustrator)
   Genre Analysis
   Historical Story
   In the Style of... (a particular author or illustrator)
   Time Capsule (of a particular era in which a novel/historical event took place)
   
   Be sure to review both the student template and the teacher template!
   
   Actual Size KidQuest by John Moritz| Template | Example
   
   What Do You Do With a Tail Like This? KidQuest by Dr. Alice Christie

3. Wikipedia Posting Project
   
   This biweekly assignment will be a collaborative project among flexible groups. Each week you will read your group members' blogs, which share their reflections and discussion points regarding the weekly online reading assignments. In class your group will collaborate to create a shared posting that relates your shared experience and ideas regarding technology integration to Wikipedia, an online community reference resource. Together, we will build a new entry in Wikipedia on technology integration, including examples of your other assignments created in EDT 547. See other teachers' examples for some ideas (Go to your grade level and content area for specific examples).
   
   You will evaluate your contributions to our Wikipedia article on Technology Integration with the Wikipedia Rubric designed by Professor Resta at the University of Texas at Austin.
   
   
4. Reflections
   

   After you complete assignments 1-8 above, write a four-five page reflection discussing EACH topic and explaining its usefulness to you as an educator and how you might apply these learnings to your teaching.

   Since this course is highly collaborative, you will complete a peer evaluation rubric (again designed by Professor Resta at the University of Texas at Austin) for those classmates with whom you worked on in class or online assignments.

5. Portfolio
   
   All of your assignments should be organized in an electronic portfolio. It should include a Table of Contents for each of your assignments, and a brief reflection that describes how the contents of your portfolio demonstrate understanding of the Objectives for this course listed above in the syllabus. Include the following in your Electronic Portfolio:
   
   

   Table of Contents

   Classroom Strategies (Weekly Email)

   Link to your Blog

   Link to Wikipedia: Technology Integration

   Link to Virtual Field Trip

   Link to Curriculum Map

   Link to Lesson Plans

   Link to WebQuest

   Reflections

   
   Resource: Helen Barrett's Electronic Portfolio Tutorials

Course Schedule

Date	In Class Activities	Assignments
Class 1 September 8 5:00 - 9:30 PM	Introductions Review of Syllabus and Assignments Electronic Mail Introduction to Web Resources Blogging Set Up Blogs Wikipedia | Play in Wikipedia Sandbox Technology Integration: Virtual Field Trips Using the Internet in the Classroom Internet Search Engines and Bookmarks In-class Exercise	Purchase class supplies
Class 2: Week of September 12 Online	Online Activity #1
Class 3 September 22 5:00-9:30 PM	Explore Virtual Field Trips Constructivism National and State LA and SS Standards Pedagogical Soundness of Lesson Plans Location of LA/SS Lesson Plans NETS Technology Standards Curriculum Mapping (Excel) WebQuests | KidQuests Author/Illustrator Studies Lesson Model: Actual Size KidQuest by John Moritz| Template | Example Wikipedia Posting: Integrating Blogs	Readings
Class 4: Week of September 26 Online	Online Activity #2
Class 5 October 6 5:00-9:30 PM	Finish Virtual Field Trips Begin Technology Curriculum Map (Bring electronic copy to class) District Software Evaluation Criteria Technology in Language Arts and Social Studies WebQuests Collaborative groups Problem-Based Learning Wikipedia Posting: Integrating WebQuests	Readings
Class 6: Week of October 10 Online	Online Activity #3
Class 7 October 20 5:00-9:30 PM	Share Virtual Field Trips Share Technology Curriculum Map Understanding by Design Model Assessing Unit Standards Student Model of eFolio Information Collections in LA/SS Learning with Technology WebQuests Collaborative or Individual groups Collaboration and Student-Centered Learning Wikipedia Posting	Virtual Field Trip Due Readings
Class 8: Week of October 24 Online	Online Activity #
Class 9 November 3 5:00-9:30 PM	Information Literacy Share Model Student eFolio Begin Building Unit/Project Planning Continue WebQuests Wikipedia Posting	Tech Curriculum Maps Due Student eFolio Model Due Readings
Class 10: Week of November 7 Online	Online Activity #5
Class 11 November 17 5:00-9:30 PM	Share Unit Plan (Highlight Software Instruction and Development) One Computer Classrooms Presentation of WebQuests Class Portfolios Begin Framework Wikipedia Posting	Unit Plan Due WebQuests Due (including Theoretical Argument) Readings
Class 12: Week of November 21 Online	Online Activity #6
Class 13 December 1 5:00-9:30 PM	McKenzie Article Discussion Portfolios Looking at the Future of Technology in Education Presentations of WebQuests Wikipedia Posting	Portfolio Due (including Reflections) Readings
Class 14 December 8 5:00-9:30 PM	Wikipedia Discussion Presentations of Portfolios Celebration Evaluations	Portfolio Graded and Returned Readings

Note: Italicized Items represent assignments due that day.

Evaluation

EDT 547 is a graduate course which includes both theoretical and practical experiences. All written work, oral work, and class participation will be evaluated and posted in the classroom. Generally, this spread sheet will have three types of evaluations:

• a check, plus, or minus on assignments which will not receive a numeric grade
  
• a numeric grade (based on a scale of 10) on all other assignments, or
  
• a "See Me" to indicate that the assignment needs some revision.
  

Participation is considered to be one of the most important aspects of your evaluation. Since this class is highly participatory, attendance and a high level of participation are mandatory.

Each of the class components will be assigned weights as follows:

Electronic Mail (Classroom Strategies)	5%
Readings and Blogging	10%
Virtual Field Trip Assignment	10%
Lesson Plans	5%
Curriculum Map & Student Portfolio Model/Example	10%
WebQuest	10%
Wikipedia Project	10%
Reflections	10%
In-class Assignments and Online Projects	15%
Portfolio (Glue for all your other assignments)	5%
Participation and Professionalism	10%

 

A	90-100%
B	80-89%
C	70-79%
D	60-69%
E	0-59%

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