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An Adventure of the American Mind: Joining Educators and Students With Library of Congress Resources
Curriculum

K-12 Teacher Courses

Classroom-based Training

Overview | Supporting Materials
Taxonomies: Skill-Centered | Research-Centered | Integrated Teaching

Integrated Instructional Technology Syllabus
(Institution replaces above with their chosen course title, prefix, number)

Edited By:
Beth Coulter, Ed.D., AAM Director (brcoulter@wcu.edu)
Western Carolina University
Joy Rodgers, Ph.D., AAM Director (jrogers@luc.edu)
Loyola University

Course Number and Title:

Institution places course title, prefix, and number here. This is a 3-hour graduate course (45 contact hours). The course is designed for one introductory meeting and fourteen subsequent class meetings that total 45 contact hours.  NOTE to instructor: this design can be easily modified to accommodate longer class times for Saturday classes or extended night classes, thus providing necessary flexibility for various AAM teacher needs.

Course Description: 

The purpose of the AAM Course is to help in-service classroom teachers efficiently, effectively, and wisely access, use and produce curriculum that utilizes the Internet and digitized primary source materials from the collections of the Library of Congress.  The course will focus on the nature of primary sources and classroom applications for digital technology and will provide hands-on experience using the historical texts, photographs, motion pictures, maps, and sound recordings from the Library of Congress American Memory digital collections. 

Additionally, teachers will learn how to disseminate multi-media lesson plans through mentoring activities in their schools and to assist other teachers in accessing the resources of the National Digital Library and develop multimedia materials. 

Instructor:

Institution adds

Instructor's Department:

Institution adds

Instructor's Office:

Institution adds

Instructor's Other Contact Information:

Office number: Institution adds
Home number: Institution adds
E-mail: Institution adds

Classroom:

Institution adds

Textbook(s) and other required materials / equipment:

  • Computer facilities: institution needs to supply specifications
  • Email account
  • Online access to the Internet
  • Required readings and other class materials will either be available online or provided by the AAM Project for AAM Teachers
Course Calendar:

This 3 semester hour course requires the full 45 hours of contact time.  Class meeting times can be, but are not limited to, the following formats:  weekly, weekend, summer, and online.  During the course of the semester the following topics will be covered:

  • Learning Skills and Teaching Methods using Technology
  • American Memory Web site
  • Searching Techniques in American Memory
  • Learning Page on the American Memory web site
  • Using the Internet
  • Threaded Discussion
  • Specific American Memory Collections
  • Graphics

Course Outline:

Class Date/Time

Topic(s)

Introductory Meeting

(3 hours)

Institution adds dates and times

What is Adventure of the American Mind?

  • What does it mean for education?
  • What do teachers need in terms of equipment and materials to be successful with this project?
  • What is expected of participants?
  • What type of schedule will we use?
  • If this is a laptop program - distribute laptops and provide participants with the following:
    • Instructions
    • A bench mark to reach prior to class one
    • Homework
    • Help numbers for equipment, pedagogical, and software support

Class One
(3 hours):

Institution adds dates and times

Alphabet Soup: Photographs, Maps, and Images (Part I)

Preliminaries:

  • Introductions (everyone, teachers, faculty, staff) - Provide name, school, grade level(s), subject (if middle or high school), and one additional thing about self
  • Review of AAM Teacher Requirements: Unit Plan and Mentoring
  • Course Syllabus Review, Class Format, and Logistics

    (NOTE to instructor: the methodology used with this course design includes three major lessons with each topic: pedagogy; technology and resources; and integrating pedagogy, technology, and resources.)

Pedagogy:

  • Why should I use images in teaching and learning activities?
  • How should I use images in teaching and learning activities?

Class Two
(3 hours):

Institution adds dates and times

Alphabet Soup - Part II

Technology and Resources:

  • GIF, JPG, BMP, TIFF - what are they?
  • Library of Congress Photographs, Maps, and Images - where are they, how do I access them, and how do I access them in my classroom?
  • Locally Owned and Produced Photographs, Maps, and Images - where do I find them, how do I get permission to use them, and how do I make them accessible in the classroom?

Class Three
(3 hours):

Institution adds dates and times

Alphabet Soup - Part III

Building a Unit Plan Homepage

  • Reviewing examples from other AAM teacher-made unit plans
  • Introduction to Dreamweaver software - (Institution adds software package to be used - Dreamweaver Instructions are included with this syllabus)
  • Begin building your homepage
  • Make an e-mail link to your e-mail account on your homepage

Class  Four
(3 hours):

Institution adds dates and times

Alphabet Soup - Part IV

Integrating Pedagogy, Technology, and Resources:

  • Digital Lesson Planning - Institution adds software package to be used - Dreamweaver Instructions are included with this syllabus
  • How do we tie it all together?

Class Five
(3 hours):

Institution adds dates and times

Hollywood, Here We Come: Sound and Motion Pictures - Part I

Pedagogy:

  • Why should I use sound and motion pictures in teaching and learning activities?
  • How should I use sound and motion pictures in teaching and learning activities?

Class Six
(3 hours):

Institution adds dates and times

Hollywood, Here We Come: Sound and Motion Pictures - Part II

Technology and Resources:

  • Capturing, Editing, and Filing Sound and Motion Pictures (video)
  • Library of Congress Sound Recording, Films, and Motion Pictures (video) - - where are they, how do I access them, and how do I access them in my classroom?
  • Locally Owned and Produced Recordings, Films, and Motion Pictures (videos) - where do I find them, how do I get permission to use them, and how do I make them accessible in the classroom?

Integrating Pedagogy, Technology, and Resources:

  • Digital Lesson Planning - Institution adds software package to be used - Dreamweaver Instructions are included with this syllabus
  • How do we tie it all together?

Class Seven
(3 hours):

Institution adds dates and times

Hollywood, Here We Come: Sound and Motion Pictures - Part III

Integrating Pedagogy, Technology, and Resources:

Digital Lesson Planning - Institution adds software package to be used - Dreamweaver Instructions are included with this syllabus

How do we tie it all together?

Class Eight
(3 hours):

Institution adds dates and times

 "The Kitchen Sink" - Other Things to Consider - Part I

  • Interviews (oral history collection by students and teachers)
  • SMEs (Subject Matter Experts) - bringing in content experts to the classroom - dos and don'ts.
  • Mentoring - What did you like about your mentor?
  • Presentations - Different audiences, different methods - be effective, efficient and wise!

Integrating Pedagogy, Technology, and Resources:

  • Digital Lesson Planning - Institution adds software package to be used - Dreamweaver Instructions are included with this syllabus
  • How do we tie it all together?

Class Nine
(3 hours):

Institution adds dates and times

 "The Kitchen Sink" - Other Things to Consider - Part II

  • Mentoring - What did you like about your mentor?
  • Presentations - Different audiences, different methods - be effective, efficient and wise!

Class Ten
(3 hours):

Institution adds dates and times

 "The Kitchen Sink" - Other Things to Consider - Part III

Integrating Pedagogy, Technology, and Resources:

  • Digital Lesson Planning - Institution adds software package to be used - Dreamweaver Instructions are included with this syllabus
  • How do we tie it all together?

Class Eleven
(3 hours):

Institution adds dates and times

Sharing and Caring: Pulling Together - Part I

Class Twelve
(3 hours):

Institution adds dates and times

Sharing and Caring: Pulling Together - Part II

Class Thirteen
(3 hours):

Institution adds dates and times

Presentations - Part I

Class Fourteen
(3 hours):

Institution adds dates and times

Presentations - Part II

Overview of how the course will be conducted: 

This course will be conducted through lecture, group discussions, group work, lab work, individual assignments, online assignments, participant presentations, and final projects.

Conceptual Framework Statement:

Institution adds vision/mission/goals/conceptual framework statement(s) here.  The following is an example of how this could be approached.  This assures continuity with college/school/department of education goals and mission.

The professional education program at ____________ College/University fulfills its mission by creating and nourishing a community of learners guided by knowledge, values, and experiences.  The guiding principles of this community include:

  1. the belief that the best educational decisions are made after adequate reflection and with careful consideration of the interests, experiences, and welfare of the persons affected by the decisions
  2. appreciation of and respect for diversity
  3. and the fostering of the responsible use of technology

This course focuses on all three of these guiding principles. The connection to course content is reflected in the course's vision, goals, and strategies (listed below).

Course Objectives and Strategies / Requirements:

Knowledge

  1. Knowledge of the Library of Congress Digital Resources
    1. search the American Memory Digitized Resource Archives and  locate needed archives
    2. develop research skills using desktop, library and Internet tools that are applied to course assignments
  2. Effective, efficient, and wise use of instructional technology in teaching
    1. develop grade level appropriate curriculum through the creation of a Unit / Lesson Plan
    2. use technology to enhance abilities as curriculum makers and instructional designers
    3. access resources in the digital archives of the Library of Congress while acquiring instructional technology skills that are addressed in the North Carolina Teacher Computer Skills and the National Educational Technology Standards for Teachers
  3. Instructional technology skill level development that fosters effective, efficient, and wise use of technology in the classroom

Values

  1. Commitment to achievement of all learners
    1. mentor teachers about instructional technology skills using the Library of Congress Digital Archives (specific to AAM teacher's school)
    2. Appreciation for the Library of Congress Digital Resources

Experience

  1. Develop multi-media projects
    1. integrate the American Memory archives into K-12 lesson plans
    2. develop multi-media products to accompany lesson plans
    3. confidently maneuver through the Internet to find adequate resources for their grade level
    4. utilize the laptop in an efficient and effective manner as a learning tool in integrating technology into the K-12 classroom

Diversity Statement: 

This course, which explores all types of Library of Congress - American Memory project content, ensures an informed understanding of a variety of cultures and ethnic groups.  The course stresses past and current social issues, and how local events and people are impacted by regional, state, national, and international events.  (Institution to add any state or local information here - as needed or desired).

Technology Requirements: 

This course uses technology as a tool for research, accessing Library of Congress primary digital resources, and developing curriculum for use in teaching and learning activities. The course stresses the effective, efficient, and wise use of instructional technologies. 

Clinical or Field Experience Component: 

Students in this course are practicing teachers and will be developing unit / lesson plans that they will use in their classrooms. 

Evaluation Procedures: 

Students will be assessed on:

  1. Active participation in discussions and helping others
  2. Presentations
  3. Project
  4. Mentoring Assignment
Resources:

Current research articles in the areas of:  

  • Instructional technology
  • Constructivism
  • One-computer classroom
  • Primary sources
  • Student performance using technology
  • Technology-based learning environments
  • Thematic units using technology
  • Curriculum integration
  • Integrating educational technology into teaching
  • Multi-media for learning
  • Professional development:  mentoring
  • Lesson plan design 

Additional Course Information:  

This section may need to be modified to meet the needs of the institution and instructor.

  1. Caveat: The instructor reserves the right to modify the syllabus in response to demonstrated instructional need.

  2. Academic Integrity:  Work completed by participants is expected to represent their own effort.  When information for assignments is gained through research in books, periodicals, technology, and/or other original works, credit must be given to the original author(s) work.  The APA manual gives examples of how to acknowledge the work of original authors.

  3. Special Needs: Prior to the first day of the course, any participant with a documented special accommodation or disability who needs academic accommodations should contact the instructor and the college or university.  All discussions will remain confidential.

An Adventure of the American Mind is made available through a Library of Congress grant funded by the U.S. Congress. AAM is administered through the Education and Research Consortium of the Western Carolinas Inc.
For site-related problems, e-mail aam@ercwc.org..

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