K-12 Teacher Courses

Classroom-based Training

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

Skill-Centered Development 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
Amy Wilkinson, AAM Director (aisom@siue.edu)
Southern Illinois University - Edwardsville
Margo Tomaras, AAM Director (mtomaras@depaul.edu)
DePaul 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 AAM course is a skill-centered course (3 graduate credits) planned for the study of instruction in the content areas. The course concentrates on developing technology skills related to using American Memory primary resources and computer hardware and software. This yields increased teacher computer skill proficiency and utilization of American Memory resources to enhance teaching and learning activities. The course will be a combination of discussion of key issues related to technology in education, demonstration of software programs, instruction methods, and hands-on computer use and materials development. The hands-on component will provide teachers with opportunities to use and explore existing hardware, software, and Internet resources in order to incorporate them into instructional activities.

Each teacher will be expected to use course information to design lesson plans and instructional materials that effectively integrate the Library of Congress primary resources and technology to enhance the learning environment. Lesson plans and instructional materials should be aimed at meeting individual school/system/state curriculum goals, while incorporating educational technologies and resources from the Library of Congress. The class will include applications utilizing word processing, presentation tools, Library of Congress primary resources, and the Internet, as well as specific content area resources, technologies and software applications.

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:

• McCarthy, Bernice. (2000). About Teaching. Wauconda, Illinois, About Learning.
• Roblyer, M.D. (2001). Ten First Steps on the Internet: A Learning Journey for Teachers.
• Upper Saddle River, NJ: Prentice Hall.
• Roblyer, M.D. and Edwards, Jack. (2000). Integrating Educational Technology Into Teaching (2nd Ed.). Upper Saddle River, NJ: Prentice Hall.
• U.S. Department of Education (1998). An Educators' Guide to Evaluating the Use of Technology in Schools and Classrooms. Washington, D.C.: Office of Educational Research and Improvement. (Download in PDF: http://www.ed.gov/pubs/EdTechGuide/ ).
  
• 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

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:

• Skill development is the following areas: Basic Computer Skills, Word Processing, Spreadsheets, Databases, Information Literacy, Use of the Internet (web browsers and plug-ins)
• Design, creation, and implementation of technology-based lesson plan materials that address curriculum needs
• Development of search strategies for identifying Internet resources from the Library of Congress – American Memory web site
• Exploration of strategies for designing effective technology instruction
• Identification of technology resources in schools and development of strategies for utilizing these resources
• Research and discussion of effective planning models appropriate for classroom use and application of these models to "planning for technology" including individual, small group, and large group use

Course Outline:

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.

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.

Evaluation/Grades:

• Participation and Homework (20%) - The nature of the course makes participation (and henceforth attendance) essential. It is also important that you ask questions and contribute to class discussions. Not all class work will produce a product to be included with the materials development; completion of these items will be considered class participation.
• Course Materials and/or Lesson Plan Development (40%) - The primary goal of this course is to provide participants with a foundation of knowledge and skills in enhancing and extending instruction in the classroom through the integration of technology and the use of Library of Congress – American Memory primary sources. As new technologies and applications are introduced and explored, you should focus your thoughts on ways they may be employed as learning tools in your own classroom. The instructor will share ideas and refer you to sample projects developed by other teachers. You are encouraged to share your own thoughts and ideas with the class. Throughout the course you will be expected to develop instructional materials and/or lesson plans that utilize technology. The bulk of your grade will be an assessment of the items you develop.
• Class Presentation (20%) - Each class participant will give a formal presentation that demonstrates one aspect of the lesson plan. The presentation must include the use of a technology and geared towards your students (not other AAM teachers).
• Mentoring (20%) – Your mentoring activity must be approved prior to implementation. You must include the following: Library of Congress – American Memory primary source collections and resources; technology skills enhancement; and instructional technology integration.

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

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 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

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 

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..