ED 251& EDUC 276

Technology for K-12 Teachers

Summer Pre-Session 2016
June 13 June 17

Faculty: Pedro Hernndez-Ramos, Ph.D. Email: phernandezramos@scu.edu

Keith Yocam, M.A. Email: kyocam@scu.edu

Location: Room 205, Learning Commons & Library

Class LMS: Camino

The instructor retains the right to make changes, additions, or deletions to the syllabus during the course of the session.

Overview
This course is designed to acquaint teacher credential candidates with learning theories, practices, hardware,
software applications, and web resources that are useful in integrating technology into the daily practice of K-12 teachers.
The course meets the requirements identified in the technology standard for teacher preparation for the State of California,
and addresses several of the requirements specified in the California Standards for the Teaching Profession (2009).
The guiding philosophy for the course is constructivism, instantiated in the design of collaborative, project-based
learning activities. Students will be expected to fully engage in classroom exercises, group projects, and small-group and
whole-class discussions on the assigned readings.
Teaching is usually a profession where individuals do not collaborate on a regular basis. Multiple reports and other
research argue for increased collaborations among K-12 teachers, and yet few teacher preparation institutions are actively
addressing this goal in their curricula and in the practices of their faculties. If it is true that teachers teach the way they
were taught, the goal is that by modeling a constructivist approach to teaching and collaboration in this course, future
teachers will be motivated to work this way when their time comes.

Course Objectives
To acquaint teacher credential candidates with theories, best practices, knowledge, and skills that will enable them
to successfully integrate technology into their daily teaching, fully aware of the Common Core Standards.
To introduce specific hardware technologies, software applications, and planning methodologies particularly
useful to teachers in K-12 classrooms.
To address the relevant California Teaching Performance Expectations (TPEs), including specifically:
o
To meet State of California requirements specified in the California Standards for the Teaching Profession (2009):
o 1.4 Using a variety of instructional strategies, resources, and technologies to meet students diverse
learning needs. As teachers develop, they may ask, How do I or Why do I
Utilize multiple types of technology to facilitate learning?
o 1.5 Promoting critical thinking through inquiry, problem solving, and reflection. As teachers develop,
they may ask, How do I or Why do I
Help students to develop and use strategies and technologies for accessing knowledge and information?
o 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity,
and encourage constructive and productive interactions among students. As teachers develop, they may
ask, How do I or Why do I
Provide students with access to resources, technologies, and comfortable workspaces?
o 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials,
including adopted materials, to make subject matter accessible to all students. As teachers develop, they
may ask, How do I... or Why do I...
Know the full range of materials, resources, and technologies provided by the school or district?
Select materials, resources, and technologies to support differentiated student learning of the subject
matter?
Use technologies to convey key concepts in the subject matter?
o 3.6 Addressing the needs of English learners and students with special needs to provide equitable
access to the content. As teachers develop, they may ask, How do I or Why do I
Select materials, resources, and technologies to support subject matter instruction of my English
learners and students with special needs?

EDUC 251 / EDUC 276 1 June 13 June 17, 2016

 o 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all
students. As teachers develop, they may ask, How do I or Why do I
Select materials, resources, and technologies to support the learning needs of English learners and
students with special needs?
o 5.6 Using available technologies to assist in assessment, analysis, and communication of student
learning. As teachers develop, they may ask, How do I or Why do I
Become familiar with and select technology resources that support assessment practices?
Use technology to analyze student learning and inform instruction?
Use appropriate technology resources to communicate students learning to students and their families?
o 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth
and development. As teachers develop, they may ask, How do I or Why do I
Expand my knowledge and effective application of new instructional methods and technologies?

To meet State of California requirements for teacher preparation regarding technology (see Standard 11, Using
Technology in the Classroom, of SB 2042 Multiple Subject and Single Subject Preliminary Credential Program
Standards, J anuar y 2009):
o Candidates are familiar with basic principles of operation of computer hardware and software, and
implements basic troubleshooting techniques for computer systems and related peripheral devices before
accessing the appropriate avenue of technical support.
o Candidates use appropriate technology to facilitate the teaching and learning process. Candidates are able
to evaluate and select a wide array of technologies for relevance, effectiveness, and alignment with state-
adopted academic content standards, and the value they add to student learning.
o Candidates demonstrate knowledge and understanding of the legal and ethical issues related to the use of
technology, including copyright issues and issues of privacy, security, safety, and acceptable use.
Candidates demonstrate knowledge and understanding of the appropriate use of computer-based
technology for information collection, analysis, and management in the instructional setting.
o Candidates demonstrate competence in the use of electronic research tools and the ability to assess the
authenticity, reliability, and bias of the data gathered. Candidates analyze best practices and research on
the use of technology to deliver lessons that enhance student learning.
o Candidates integrate technology-related tools into the educational experience and provide equitable
access to available resources to all students. Candidates encourage the use of technology with students in
their research, learning activities, and presentations.
o Candidates use computer applications to manipulate and analyze data as a tool for assessing student
learning, informing instruction, managing records, and providing feedback to students and their parents.
o Candidates learn to use a variety of technologies to collaborate and communicate with students,
colleagues, school support personnel, and families to provide the full range of learners with equitable
access to all school and community resources.

To help future teachers understand how the Common Core State Standards can inform their practice and enhance
student learning with technology. Selected examples include the following:
- Students Who Are College and Career Ready in Reading, Writing, Speaking and Listening, and Language
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use.
They tailor their searches online to acquire useful information efficiently, and they integrate what they learn
through technology with what they learn offline. They are familiar with the strengths and limitations of various
technological tools and media and can select and use those best suited to their communication goals. (California
Common Core State Standards. English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects, pp. 5-6).
- Standards for Mathematical Practice, Use appropriate tools strategicallyWhen making mathematical
models, [students] know that technology can enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data. (California Common Core State Standards. Mathematics, p. 8)
- From the Next Generation Science Standards: Middle School, Structure and Properties of MatterCrosscutting
ConceptsConnections to Engineering, Technology, and Applications of ScienceInterdependence of Science,
Engineering, and Technology: The uses of technologies and any limitations on their use are driven by individual
or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as
climate, natural resources, and economic conditions. Thus technology use varies from region to region and over
time. (MS-PS1-3).

EDUC 251 / EDUC 276 2 June 13 June 17, 2016

These course-specific objectives are framed in the context of the Department of Educations MATTC Program Learning
Goals: Teachers prepared in Santa Clara Universitys MATTC program begin their careers ready to
1. Maximize learning for every student.
2. Teach for student understanding.
3. Make evidence-based instructional decisions informed by student assessment data.
4. Improve practice through critical reflection and collaboration.
5. Create supportive learning environments
6. Apply ethical principles to their professional practices.

Course Description
This course takes the form of an intensive workshop presented over five days in four-hour sessions. The main goal is to
facilitate the candidates understanding of the roles of technology in the context of practice for the knowledge, skills, and
abilities they are expected to develop (see above).

There are three main components to the course:

1. Readings and online discussions.

2. Hands-on activities focused on specific hardware (e.g., video and still digital cameras), software applications (e.g.,
Inspiration, iMovie), and web-based resources.
3. Create and develop an ePortfolio designed to showcase examples of learning activities created in class that
incorporate technology with reflections on readings and class activities.

Expectations
Students will attend every day for the entire length of each session.
Students will read all the assigned readings.
Any absences will proportionally affect the final grade. Please consult with the instructor if extraordinary
circumstances will cause you to miss any portion of the class.
Students will complete the daily assignments and actively participate in all workshops and discussions.

Assessment
Students will be graded according to attendance, participation (in workshops and discussions), and quality of their work
(individual and group products, reflections and comments, etc.).

Grading Criteria: Grade conversion guidelines

Course requirement Percent of Grade
final grade 95-100 % A
Class Participation & Attendance 10% 90 - 94 % A-
Readings (Homework) 20%
85 - 89% B
Daily Online Reflections 30%
80 - 84% B-
ePortfolio project 40%
75 - 79% C
70 - 74% C-

Description of ePortfolio Project.

Each student will have to create and submit an individual ePortfolio document that incorporates at least four examples of
the work products generated in classboth alone and in group projects, such as Podcasts or QuickTime moviesas well as
links to other products (files, websites) that cannot be integrated directly. The ePortfolio document will be created using
Google Slides. Students have full creative control over the design and content of their ePortfolio document. Requirements
include: applications (Inspiration-created graphic; Word, Excel, or other files with classroom work); web links (to course
discussions, to rubric, to a web resource of your choice); an audio file (from GarageBand activity), and a movie file (from
digital video activity).

Each example application or software included in the ePortfolio should have a description of how it might be used for
students in the grade level and subject matter you would desire to teach. Each example should also include and make
reference to at least one California Common Core Standard that is addressed.

EDUC 251 / EDUC 276 3 June 13 June 17, 2016

Schedule: Morning and Afternoon Sections for EDUC 251 and EDUC 276

Monday June 13 8:00 AM - 12:00 PM and 1:00PM 5:00 PM

Tuesday June 14 8:00 AM - 12:00 PM and 1:00PM 5:00 PM
Wednesday June 15 8:00 AM - 12:00 PM and 1:00PM 5:00 PM
Thursday June 16 8:00 AM - 12:00 PM and 1:00PM 5:00 PM
Friday June 17 8:00 AM - 12:00 PM and 1:00PM 5:00 PM

Disability accommodations procedure: To request academic accommodations for a disability, students must contact
Disability Resources: phone numbers are (408) 554-4111; TTY (408) 554-5445; office is on the second floor of Benson.
Students must register and provide documentation of a disability to Disabilities Resources prior to receiving academic
accommodations.

Academic Integrity: The University is committed to academic excellence and integrity. Students are expected to do their
own work and to properly cite any sources they use. A student who is guilty of dishonest acts in an examination, papers,
or other required work for a course, or who assists others in such acts, will receive a grade of F for the course. In addition, a
student guilty of dishonest acts will be immediately dismissed from the University. Students that violate copyright laws,
including those covering the copying of software programs, or who knowingly alter official academic records from this or
any other institution, are subject to disciplinary action (ECP Graduate Bulletin, 2011-2012).

EDUC 251 / EDUC 276 4 June 13 June 17, 2016

 DAILY AGENDAS

Monday, June 13th, 8:00 a.m. 12:00 p.m. and 1:00 p.m. 5:00 p.m.

TIME ACTIVITY
8:00-8:30 Welcome, Introductions. Overview: Teachers as Designers of Learning Experiences and
1:00-1:30 developers of student competencies. Practicing in the era of the Common Core Standards.
8:30-9:00 Introduction to the Camino Learning Management System (LMS).
1:30-2:00 Daily reflections assignment.
9:00-9:45 Exercise: Traditional vs. Innovative learning. "The Other 21st Century Skills" image as a
2:00-2:45 prompt to contrast future needs and teaching practices
Introduction to Inspiration

9:45-10:00 Break
2:45-3:00
10:00-10:45 Constructivism
3:00-3:45 Using Scratch to reflect on Constructivist thinking and learning
10:4511:45 Digital LiteracyLearning about structure access to information: WebQuests
3:45-4:45 Topic: Characteristics of Net Generation students.
11:45-11:55 ePortfolio assignment:
4:45-4:55
11:55-12:00 Needs and Gots.
4:55-5:00

Assigned reading and tasks for June 14th:

1) ISTEs Educational Technology Standards for Students (NETSS)
http://www.iste.org/standards/nets-for-students

2) ISTEs Educational Technology Standards for Teachers (NETST)

http://www.iste.org/standards/nets-for-teachers

3) Blogs, Wikis and Text Messaging: What are the Implications for Students with Learning Disabilities.
http://www.ldonline.org/article/27426?

4) Write first reflection. (Camino Discussions section): Describe a favorite class you had in either elementary,
middle, or high school. What made it your favorite?

EDUC 251 / EDUC 276 5 June 13 June 17, 2016

Tuesday, June 14th, 8:00-12:00 and 1:00 p.m. 5:00 p.m.

TIME ACTIVITY
8:00-8:30 Discussion on homework.
1:00-1:30
8:30-9:45 What is Learning? Background to Common Core expectations;
1:30-2:45 Designing learning environments that challenge students but scaffold their learning process.
Californias Common Core Standards & technology integration expectations
9:45-10:00 Group Presentations
2:45-3:00
10:00-10:15 Break
3:00-3:15
10:15-11:00 Introduction to assessment: Rubistar. http://rubistar.4teachers.org
3:15-4:00
11:00-11:55 ePortfolio set up and design.
4:00-4:55
11:55-12:00 Needs and Gots
4:55-5:00

Assigned reading for Wednesday, June 15th:

1) Brown, J. S., & Adler, R. (2008). Minds on fire. Open education, the long tail, and learning 2.0. Educause Review
(January/February), 16-32. Available in Camino: Files > Readings > Minds on Fire.pdf

2) International Society for Technology in Education. (2007). Profiles for technology (ICT) literate students.
Available in Camino: Files > Readings > nets-s-2007-student-profiles-en.pdf

3) Write second reflection. (Camino Discussions section): What is Learning 2.0? How do John Seely Brown and
Richard P. Adler define Learning 2.0? What do you think are the implications of "Learning 2.0" for students
with learning disabilities and for English Language Learners?

EDUC 251 / EDUC 276 6 June 13 June 17, 2016

Wednesday, June 15th, 8:00-12:00 and 1:00 p.m. 5:00 p.m.

TIME ACTIVITY
8:00 9:00 Using Audio for learning: Recording and Podcasting (GarageBand).
1:00-2:00
9:00 10:00 Literacy in the 21st Century:
2:00 - 3:00
10:00 10:15 Break
3:00 3:15
10:15 -11:00 Resources for Language Learners
3:15 4:00
11:00 -11:15 Project checklists for students.
4:00 4:15
11:15 -11:45 Introduction to iMovie;
4:15 4:45 Planning iMovie project to complete during next class meeting.
11:45-12:00 Comment on another students reflection.
4:45 5:00 Needs and Gots

Assigned reading for Thursday, June 16th:

1) Southwest Educational Development Laboratory (1994). Constructing knowledge in the classroom. [Website].
Available online at: http://www.sedl.org/scimath/compass/v01n03/welcome.html. Read the following sections:
Constructing knowledge in the classroom, Building an Understanding of Constructivism, and
Constructivism and Geometry. Feel free to read the two other short sections remaining.

2) Dede, C. (1999). Constructivism in the classroom: If I teach this way, am I doing my job? Learning & Leading
with Technology, 27(1), 6-9, 16-17. Available in Camino > Files > Readings > If I Teach This Way Am I Doing My
Job copy.pdf

3) Write third reflection. (Camino Discussions section). Write a short commentary on the article, "Constructivism
in the classroom: If I teach this way, am I doing my job?" What are the connections or implications you see for
Net Generation students?

EDUC 251 / EDUC 276 7 June 13 June 17, 2016

Thursday, June 16th, 8:00-12:00 and 1:00 p.m. 5:00 p.m.

TIME ACTIVITY
8:00-8:45 Activity and Discussion on the readings: Write 6 questions based on Blooms taxonomy
1:00-1:45
8:45-9:00 Video camera introduction
1:45-2:00
9:00-11:30 Produce iMovie
2:00-4:30 Upload finished movies (in QuickTime format) to Google Drive folder.
11:30-12:00 ePortfolios.
4:30-5:00 Needs and Gots.

Assigned reading for Friday, June 17th:

1) Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues
in Technology and Teacher Education, 9(1), 60-70. [Available in Camino: Files >> Readings >> Mishra&Kohler-
What is TPCK.pdf]

2) Write fourth reflection. (Camino Discussions section): What are your thoughts about using video technology as
a tool for learning? How might new and emerging technologies that you know of be used for teaching and
learning?

Friday, June 17th, 8:00-12:00 and 1:00 p.m. 5:00 p.m.

TIME ACTIVITY
8:00 - 9:00 Technological Pedagogical Content Knowledge (TPACK)
1:00 2:00 Develop a Personal Learning Plan that addresses the components of the TPACK
framework.
Create an individual Google Doc that they share with the instructor, and eventually add
into their final ePortfolio.
9:00 - 10:00 iPads in the Classroom
2:00 3:00
10:00 - 10:15 BREAK
3:00 3:15
10:15 - 11:15 Surprise ActivityDownload 6-8 pictures from public domain photo sites
3:15 4:15
11:15 - 11:45 iMovie showcase
4:15 4:45
11:45 - 12:00 Wrap-Up & Course evaluations
4:45 5:00

1) Write fifth and final reflection: Overall, what ideas, methods, and skills are you taking away from this course?
How can your experiences with technology use begin to address your future role as a teacher of English learners
and students with special needs? (Camino Discussions section)

All Students: Submit your ePortfolio using the Submit Assignment button on the upper right corner
on the ePortfolio assignment page.

Due by 12:00 noon on Monday, June 20th, 2016

(If you have trouble uploading to Camino, email your ePortfolio to me at phernandezramos@scu.edu.)
EDUC 251 / EDUC 276 8 June 13 June 17, 2016
 Some Key Web Sites and Resources to Know About
(and keep them in mind when the time comes to work on your TPAs):

1) Common Core Standards and Next Generation Science Standards

California Content Standards: http://www.cde.ca.gov/be/st/ss/
Common Core Standards: http://www.corestandards.org/
Californias Common Core State Standards for English Language Arts, Literacy in History/Social Studies, Science,
and Technical Subjects:
http://www.scoe.net/castandards/agenda/2010/ela_ccs_recommendations.pdf
Californias Common Core State Standards for Mathematics:
http://www.scoe.net/castandards/agenda/2010/math_ccs_recommendations.pdf
Next Generation Science Standards: http://www.nextgenscience.org
CTAP/CLRN resources by grade level, linked to standards: http://www.myctap.org/index.php/teaching-and-
learning/web-information-links
2) 21st Century Skills
21st Century Skills Standards: http://www.p21.org/index.php?option=com_content&task=view&id=351&Itemid=120
3) English Language Learners
Colorn Colorado (http://www.colorincolorado.org): A bilingual site for families and educators of English language
learners.
General ESL Resources from Internet4Classrooms: http://www.internet4classrooms.com/esl.htm
Interesting Things for ESL Students: www.ManyThings.org
Word2Word Language Resources: http://www.word2word.com/
4) Students with Special Needs
TechMatrix: Assistive technology tools and resources for learning: http://www.techmatrix.org/
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age. Universal design for learning.
Alexandria, VA: Association for Supervision and Curriculum Development. Recommend especially chapters 1-4,
pages 3-84. (Multimedia, adapted version of recommended chapters at:
http://www.cast.org/teachingeverystudent/ideas/tes/)
5) Resources for New Teachers
Class BlogmeisterLearning as Conversation: http://classblogmeister.com. ... a blogging tool developed for teachers
as an authentic publishing environment to promote the development of effective communication skills in students.
KidBlog: Safe and simple blogs for you (teachers) and your studentshttp://kidblog.org/home/
Edutopia (George Lucas Educational Foundation) http://www.edutopia.org a great resource for ... evidence-
based K-12 learning strategies that empower you to improve education. Huge collection of free videos on a wide
range of topics, including project-based learning.
Graphite: Discover great tools, learn best practices for teaching with tech, and connect with a like-minded
community. A resource from Common Sense Media: https://www.graphite.org/
PBS Learning Media: Common Core in ELA/Literacy
http://ca.pbslearningmedia.org/resource/engny.pd.ccvs.ela1/common-core-in-elaliteracy-an-overview/
ISTE: International Society for Technology in Educationhttp://www.iste.org
ASCD: Association for Supervision and Curriculum Developmenthttp://www.ascd.org

EDUC 251 / EDUC 276 9 June 13 June 17, 2016

 Source: http://www.diffcentral.com/model.html

EDUC 251 / EDUC 276 10 June 13 June 17, 2016

EDUC 251/276Technology for K-12 Teachers
CATEGORY 4 3
All requirements are met and
Requirements exceeded. Includes at least 4 class-
introduced examples of technology
learning activities each with well-
developed descriptions on how they
might be used with students.
Appropriate and meaningful
connections to relevant Common
Core standards.
Introduction includes name and
Introduction desired grade level/s or subjects
wanting to teach. Includes table of
content of the four examples with
navigation links to the examples.
Content is well developed and
Content logically organized. Text has no
spelling or grammar errors.
A thoughtful and meaningful meta-
Reflections reflection on the entire course
experience is included.
ePortfolio shows a large amount of
Originality original thought; is creative and
inventive; all examples of in-class
assigned topics/tasks are well
developed.
ePortfolio is easy to read. Font size
Design and style enhance readability.
Background and colors enhance the
presentation and aesthetic quality of
the text.
All ePortfolio navigation links
Navigation correctly to all sections (learning
activities, artifacts, and reflections)
and connects back to homepage. All
external links connect to the
appropriate websites or files.
EDUC 251 / EDUC 276 11
E-Portfolio Rubric
Most requirements are met. Includes
at least 3 class-introduced examples
of technology learning activities each
descriptions on how they might be
used with students.
Appropriate connections to relevant
Common Core standards.
Introduction includes name and
desired grade level/s or subjects
wanting to teach. Includes table of
contents, but no navigation links.
Content is developed and organized.
Text has only a few spelling and/or
grammar errors.
An adequate but not carefully
articulated meta-reflection on the
entire course experience is included.
ePortfolio shows some original
thought. ePortfolio is well designed
and shows examples of in-class
assigned topics/tasks.
ePortfolio is generally easy to read.
Font size and style enhance
readability. A few minor formatting
changes would enhance presentation.
Background and colors enhance the
presentation and aesthetic quality of
the text.
Most of the ePortfolio navigation
links to all sections (learning
activities, artifacts, and reflections)
and connect back to the homepage.
Most external links connect to the
appropriate websites or files.
June 13 June 17, 2016
Summer Pre-Session 2015
2 1
Minimum effort demonstrated.
Includes three or fewer class-
introduced examples of technology
learning activities with poorly
developed descriptions on how they
might be used with students.
Few or irrelevant connections to
Common Core standards.
Introduction only includes name or
table of content.
Content is somewhat developed and
organized. Text has a noticeable
number of spelling and/or grammar
errors.
A meta-reflection is included but
it is superficial and does not show
serious effort to engage the process.
ePortfolio shows little evidence of
original thinking, and/or little
development of in-class assigned
topics/tasks.
ePortfolio is often difficult to read.
Font size and style do not always
enhance presentation. Some
formatting tools are under or over-
utilized. Background and colors are
distracting in some places and
diminish the readability of the text.
Some of the ePortfolio navigation
links to some sections (learning
activities, artifacts, and reflections)
and connect back to homepage.
Some external links connect to the
appropriate websites or files.
Little effort demonstrated. Only 1-2
class-introduced examples of
technology learning activities with
little or no descriptions on how they
might be used with students.
No or little effort to connect to the
Common Core standards.
No Introduction
0 points
Content is poorly developed and
organized. Text has many spelling
and/or grammar errors.
No meta-reflection is included.
0 points
ePortfolio shows little evidence of
original thinking, with minimal
development of in-class assigned
topics/tasks.
ePortfolio is difficult to read. Font
size and style do not enhance
presentation. Many formatting tools
are under or over-utilized.
Background and colors are
distracting and diminish the
readability of the text.
There are significant problems with
the ePortfolio navigation links and
many sections (learning activities,
artifacts, and reflections) do not
connect back to the homepage.
Many external links do not connect
to the appropriate websites or files.