Welcome to Best of the Web Syllabus
Worcester State University
CI971 Best of the Web for ELA, Science, Math, Social Studies, Spring 2018
Physical Education, Music, Art,Special Ed., Health & Foreign Languages
Ricarda Carfagno, M.Ed. Office Hours: By appointment
Cell: (781)405-4498 Credit Time: 3 Credits - 36 hrs
Email: ken-carfagno@comcast.net
Class Blog: bestofthewebcarfagno.blogspot.com
Suggested Text: McDonald, J., Lever-Duffy, J. (2014) Teaching and Learning with
Technology. (5th Edition) Upper Saddle, N.J: Enhanced Pearson.
Course Online Component – The following websites and programs will be used for the online portion of this class LiveBinder
Supplemental Materials: Handouts and other specific material will be provided by the instructor during the semester.
Prerequisites: none
Course Description:
The focus of this course is the use of technology and the internet in the curriculum and in the classroom. Students will learn how to extend teaching styles and to engage the full range of students learning styles. Students will explore the use of the internet and technology for student inquiry, communication, data analysis, creative expression, and demonstration of mastery across all subject areas. This course is aligned with the Massachusetts State Frameworks and the Common Core.
Learning Outcomes/Objectives:
Plan Curriculum and Instruction
1. Draw on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge
2. Draw on results of formal, informal assessments as well as knowledge of human development to identify teaching strategies and learning activates appropriate to the specific discipline, age, and range of cognitive levels being taught.
3. Identify appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.
4. Identify prerequisite skills, concepts, and vocabulary needed for the learning activities.
5. Plan lessons with clear objectives and relevant measurable outcomes
6. Draw on resources from colleagues, families, and the community to enhance learning.
7. Incorporate appropriate technology and media in lesson planning
8. Use information in IEPs to plan strategies for integrating students with disabilities into general education classrooms
(b.) Deliver Effective Instruction
1a. Make learning objectives clear to students
1b. Communicate clearly in writing and speaking
1c. Use engaging ways to begin a new unit of study or lesson
1d. Build on students' prior knowledge and experience
2a. Use a balanced approach to teaching skills and concepts of elementary reading and writing
2b. Employ a variety of content-based and content-oriented teaching techniques
2c. Demonstrate an adequate knowledge of and approach to the academic content of lessons
2d. Employ a variety of reading and writing strategies for addressing learning objectives
2e. Use questioning to stimulate thinking and encourages all students to respond
2f. Use instructional technology appropriately
3a. Assign homework or practice that furthers student learning and checks it
3b. Provide regular and frequent feedback to students on their progress
3c. Provide many and varied opportunities for students to achieve competence
4a. Accurately measure student achievement of, and progress toward the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction
4b. Translate evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel
(c.) Manage Classroom Climate and Operation
1. Create an environment conducive to learning
2. Create a physical environment appropriate to a range of learning activities
3. Maintain appropriate standards of behavior, mutual respect, and safety
4. Manage classroom routines and procedures without loss of significant instructional time
(d.) Promote Equity
1. Encourage all students to believe that effort is a key to achievement
Required Materials: the internet, emails
Course Policies:
Written Assignments:
1. All assignments must be typed, doubled-spaced, and use APA format when applicable.
2. Assignments must be handed in on the due date unless other arrangements have been made with the instructor.
Attendance Policy:
Regular class attendance is mandatory. Candidates are expected to attend class sessions regularly and participate actively, thoughtfully, and in a collegial manner during discussions and group work. An unexcused absence from any class meetings will result in a reduction of points in the participation grade. Any excused absence will require a doctor’s excuse or other written document acceptable to the instructor.
Grading Policies:
Grades will be evaluated according to course assignments and expectations using the following relative values.
The Grade of 4.0 (A)
The candidate demonstrates sound thinking and memorable performance within the subject and course. The candidate’s work bears evidence that he/she comprehends basic concepts and principles within some depth of insight. When quantifiable measures are used for assessment, the candidate exhibits comprehension of at least 90% of the key concepts and principles presented. The candidate can discuss issues clearly and precisely, recognize questionable assumptions, and identify relevant, competing points of view. The candidate uses sound reasoning to provide solutions to problems.
The Grade of 3.0 (B)
The candidate usually demonstrates sound thinking and performance within the subject
and course. The candidate’s work bears evidence that he/she comprehends basic concepts and principles, though depth of insight may be lacking at times. When quantifiable measures are used for assessment, the candidate exhibits comprehension at least 80% of the key concepts and principles presented. More often than not, the candidate discusses issues clearly and precisely, recognizes questionable assumptions, and identifies relevant, competing points of view. The candidate sometimes uses sound reasoning to provide
solutions to problems.
The Grade of 2.0 (C)
The candidate exhibits mixed thinking and inconsistent performance within the subject and course. The candidate’s work bears evidence of inconsistent comprehension of basic concepts and principles. The candidate rarely, if ever, demonstrates depth of insight. When quantifiable measures are used for assessment, the candidate comprehends at least 70% of the key concepts and principles presented. The candidate has trouble discussing issues clearly and precisely, often fails to recognize questionable assumptions and relevant, competing points of view. The candidate may have trouble finding solutions to some problems due to lack of sound reasoning skills.
Grading:
- Class participation and attendance is expected
- Research technology in the classroom and reflect on how you 20%
might be able to best utilize technology in your classroom for 21st century learning.
Develop 3 lessons that could be used in your classroom. Try one of the lessons with your class. Each participant should be prepared to present this project to the class. Bring in a copy of the three lessons and a one page reflection on how the lesson went.
- Research 5 technology websites in your content area. If you teach 30%
more than one content, choose one. Create a hands-on project that involves technology. Integrate the project with the arts as well. Implement the project into your classroom. Bring in a written lesson of the project.
- Class Blog - respond to the blog post. Explain your thoughts 10%
on the website or article. Each post must be one page.
- Pick four articles from the list below and write a three page reflection 20%
on the importance of integrating technology into your curriculum.
- Create a Powerpoint or Google slides presentation to share your 20%
project from assignment # 2 with our class the last class. Your presentation should be at least six slides.
Grades are based on the following point scale:
A 100% - 93%
A- 92% - 90%
B+ 89% - 87%
B 86% - 83%
B- 82% - 80%
C+ 79% - 77%
C 76% - 73%
C- 72% - 70%
D+ 69% - 67%
D 66% - 63%
D- 62% - 60%
F 59% - 0%
Americans with Disabilities Act:
Worcester State University and this instructor are committed to the full participation of all students, and will provide accommodations for any student with documented disabilities who are registered with the Disability Services Office. Please contact the instructor _as early as possible to discuss necessary accommodations. All information regarding disabilities will be treated with confidentiality.
http://www.worcester.edu/Diversity/Shared%20Documents/Policv%20that%20you%20may%20duplicate%20in%20your%20course%20syllabus%20for%20students%20with%20Disabilities.pdf
Academic Honesty Policy:
Academic integrity is an essential component of a Worcester State education. Education is both the acquisition of knowledge and the development of skills that lead to further intellectual development. Faculty are expected to follow strict principles of intellectual honesty in their own scholarship; students are held to the same standard. Only by doing their own work can students gain the knowledge, skills, confidence and self-worth that come from earned success; only by learning how to gather information, to integrate it and to communicate it effectively, to identify an idea and follow it to its logical conclusion can they develop the habits of mind characteristic of educated citizens. Taking shortcuts to higher or easier grades results in a Worcester State experience that is intellectually bankrupt.
Academic integrity is important to the integrity of the Worcester State community as a whole.
If Worcester State awards degrees to students who have not truly earned them, a reputation for dishonesty and incompetence will follow all of our graduates. Violators cheat their classmates out of deserved rewards and recognition. Academic dishonesty debases the institution and demeans the degree from that institution.
It is in the interest of students, faculty, and administrators to recognize the importance of academic integrity and to ensure that academic standards at Worcester State remain strong. Only by maintaining high standards of academic honesty can we protect the value of the educational process and the credibility of the institution and its graduates in the larger community.
http://www.worcester.edu/Academics/Shared%20Documents/academicpoliciesproced ures.aspx?PageView=Shared#academic honesty
Academic Support Services:
Students who think they may need academic assistance in order to achieve their educational objectives should visit the Academic Success Center as soon as possible to maximize the benefit of the service.
Library Use - from College Wide Library Advisory Committee:
Worcester State Library has access to many articles through online data bases including J STOR, in addition many articles and book chapters are available to students through Inter library Loan (ILL). With a little planning, ILL expands your ability to get credible information sources about topics you pursue in your course work. Finally WSU students are free to use many of the library resources within the consortium. Given all of these resources it is extremely unlikely that you should have to pay for access to individual articles. Please work with the reference librarians to find the appropriate way to access materials you need. You have already paid for these resources through your fees-please make use of them.
Course Topics:
Registration
Syllabus
Getting to know you
Searching for websites
Explore search engines
Narrow searches
Internet safety
Impact of technology
Best practices
Finding good websites for different contents
Gain more experience using the web
Saving websites
Best websites for the arts
Connect Websites to Common Core
Website sharing
Connecting websites across curriculum
Importance of making connections
Websites for parents
Presentations
Assignments: Due Date:
- Class participation and attendance is expected
- Research technology in the classroom and reflect on how you 3/29
might be able to best utilize technology in your classroom for 21st century learning.
3.Develop 3 lessons that could be used in your classroom. Try one of the lessons with your class. Each participant should be prepared to present this project to the class. Bring in a copy of the three lessons and a one page reflection on how the lesson went. This may be emailed. 5/3
4.Research 5 technology websites in your content area. If you teach 4/5
more than one content, choose one. Create a hands-on project that involves technology. Integrate the project with the arts as well. Implement the project into your classroom. Bring in a written lesson of the project or e mail the project.
5.Class Blog - respond to the blog post. Explain your thoughts weekly
on the website or article. Each post must be one page.
6.Pick four articles from the list below and write a three page reflection 4/12
on the importance of integrating technology into your curriculum.
7.Create a Powerpoint or Google slides presentation to share your project from assignment # 3 with our class the last class. Your presentation should be at least six slides. 5/3
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