Graduate Course Proposal Form Submission Detail - EDE6346
Submission Type: New
Course Change Information (for course changes only):
- Department and Contact Information
Tracking Number Date & Time Submitted 5137 2014-11-07 Department College Budget Account Number Childhood Education & Literacy Studies ED 0-1714-000 Contact Person Phone Jeni Davis 8166656929 email@example.com
- Course Information
Prefix Number Full Title EDE 6346 Teaching and Learning with Technology in Elementary Classrooms Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? Y If repeatable, how many times? 1 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Technology in Elementary Course Online? Percentage Online C - Face-to-face (0% online) 0
The purpose of this course is to support teachers in developing their own knowledge, comfort, and practice with technology as learners and support them in designing meaningful instructional experiences for K-12 students.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Offered as enrichment course (not part of program/concentration/certificate)
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Currently there are no graduate courses that focus on elementary education. This course is created to fill that gap given we offer an MA in Elementary Education.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
At minimum, a doctoral degree is required to teach this graduate course. Qualifications include knowledge of and/or experience with technology, instructional technology, elementary education, partnership work, etc.
- Other Course Information
During this course participants will:
a. Explore their identities as learners and their beliefs and practices about the role of technology in teaching and learning. (ACEI 5.1; CAEP 4.2)
b. Extend their knowledge about technology and technology integration (CAEP 1.3, 2.2).
c. Develop their understanding of the social nature of learning and the role of technology in supporting teaching and learning (FEAP 2a-I; CAEP 1.5).
d. Critically consider emerging technologies and their impact on teaching and learning (FEAP 1a, 1b, 1c, 1d, 1e, 1f, 3a, 3b, 3c, 3d, 3e, 3f, 3g; CAEP 2.2, 4.2).
e. Re-conceptualize their instructional practices to incorporate technology in meaningful ways to support student learning. (ACEI 1.0, 3.1, 3.3, 3.4; FEAP 1a, 1b, 1c, 1d, 1e, 1f; CAEP 1.2, 1.5, 2.3, 4.1, 5.4)
f. Systematically inquire into a wondering about integrating technology meaningfully within the classroom and instruction through sustained data collection, analysis, and reflection, and action. (ACEI 4.0, 5.1; FEAP 5a, 5b, 5c, 5d, 5e, 5f; CAEP 1.1, 1.3, 1.5, 2.1, 4.1, 5.4)
g. Create and maintain a professional web space for critical reflection and sharing digital experiences with colleagues and outside education professionals
h. Explore and apply ISTE National Standards for Teachers: http://www.iste.org/standards/ISTE-standards/standards-for-teachers
B. Learning Outcomes
a. Develop their knowledge, comfort, and practice with technology in designing meaningful instruction
b. Critically examine their beliefs and practices related to technology integration and digital literacy
c. Access and use research related to effective uses of educational media
C. Major Topics
How People Learn and the Social Nature of Learning
Living in the Digital Ages: What is Multimodality?
Digital Fluency & DIspositions Toward Digital Literacies
Digital Literacies in the Elementary (K-6) Setting/
Influences of Social Media
Digital Literacies in the Elementary (K-6) Setting/
Digital Tools for Meaning-Making
Digital Literacies in the Elementary (K-6) Setting/
Interactive Technologies & online inquiries
Affordances and Constraints of Digital Literacies: What are affordances?
Affordances and Constraints of Digital Literacies: How do affordances influence instructional decisions?
ELL/ ESE/ Gifted
Influence of Digital Literacies on Childhood Development: What are neuroscientific implications? Social?
Using Technology as an Avenue Toward Meaning-Making
Digital Citizenship and Ethics as an Elementary Teacher
Bringing it Back Around: The Social Nature of Learning in the Digital Age
Navigating Technological Pitfalls
Kress, G. (2014). The Rhetorical Work of Shaping the Semiotic World. Multimodal Approaches
to Research and Pedagogy: Recognition, Resources, and Access, 10, 131.
Rowsell, J. (2013). Working with multimodality: Rethinking literacy in a digital age. Routledge.
Nussbaum-Beach, S., & Hall, L. R. (2012). The connected educator: Learning and leading in a
digital age. Bloomington, IN: Solution Tree Press.
Brooks-Young, S. (2010). Teaching with the tools kids really use: Learning with web and mobile technologies. Thousand Oaks, CA: Corwin Press. (or some other kind of practical text)
E. Course Readings, Online Resources, and Other Purchases
Additional Assigned Readings.
The Innovative Educator’s Blog, Edutopia, etc.
TIMS Matrix http://fcit.usf.edu/matrix/matrix.php
International Society for Technology in Education (ISTE) (2012). NETS for teachers. Retrieved
March 28, 2013 from: http://www.iste.org/standards/nets-for-teachers.
International Society for Technology in Education (ISTE) (2012). NETS for students. Retrieved
March 28, 2013 from: http://www.iste.org/standards/nets-for-students.
Hobbs, R., Yoon, J., Al-Humaidan, R., Ebrahimi, A., Cabral, N. (2011). Online digital media in
elementary schools: Promoting cultural understanding. Journal of Middle East Media, 7 (1), 1-23. http://www2.gsu.edu/~wwwaus/Hobbs_etal2.pdf
Coiro, J., Castek, J., Sekeres, D., & Guzniczak, L. (2014). Comparing third, fourth, and fifth
graders’ collaborative interactions while engaged in online inquiry. Journal of Education, 194(2), 1-16
Sekeres, D., Coiro, J., Castek, J. & Guzniczak, L. (2014). Wondering + Online Inquiry =
Learning. Phi Delta Kappan, 96(3), 44-48.
Coiro, J. & Hobbs, R. (2014) http://goo.gl/p2vamr
Carrington, V., & Robinson, M. (Eds.). (2009). Digital literacies: Social learning and classroom
practices. Thousand Oaks, CA: Sage Publications.
Hargadon, S. (2008). Moving toward web 2.0 in K-12 classroom. (and other blog posts in this
Resnick, M. (2002) Rethinking learning in the digital age. In G. S. Kirkman, P. K. Cornelius, J.
D. Sachs, K. Schwab The global information technology report: Readiness for the networked world, pp. 32-39.
F. Student Expectations/Requirements and Grading Policy
a. Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100.
b. Grading Scale:
97-100 A+ 94-96 A 90-93 A-
87-89 B+ 84-86 B 80-83 B-
77-79 C+ 74-76 C 70-73 C-
67-69 D+ 64-66 D 60-63 D-
60 or below F
Evaluation of Student Outcomes:
a. Reading Reflective Responses (100 points or 25%)
b. Maintenance of a Professional Web Space/Blog (50 points or 12.5%)
c. Digital and Face-to-Face Participation (50 points or 12.5%)
d. Platform of Beliefs (100 points or 25%)
e. Inquiry into Cultivating a Digital Literacy Environment (100 points or 25%)
G. Assignments, Exams and Tests
Evaluation of Student Outcomes:
a. Reading Reflective Responses (100 points or 25%): Expanding your pedagogical content knowledge is critical for continuing to support your own professional learning. Therefore, it is important that you internalize the course material and make meaning and reflect upon the big ideas. You should come prepared to class by having not only read the material but also having written a reflection in the form of a blog entry is an expectation. Blogging platforms may vary throughout the course depending on topic/content (e.g., personal web space, Instagram, Twitter, etc.). Being a professional also means considering others’ thoughts and opinions and engaging in professional dialogue in online and face-to-face spaces.
b. Maintenance of a Professional Web Space/Blog (50 points or 12.5%): You also will be required to compose and maintain a personal web space, and you will be expected to contribute thoughts and ideas to others’ blog posts and other social media interactions.
c. Digital and Face-to-Face Participation (50 points or 12.5%): Your preparation for and participation in class and out of class are important aspects of your involvement in this course. Your contributions to the quality of classroom learning activities influence your own learning as well as that of your colleagues. It is expected that you will attend all classes, will come to each class having read the assigned readings carefully, and will participate actively in all learning activities including online discussions and activities. Building a supportive, respectful classroom community where all feel safe and encouraged to share their ideas and their experiences is the goal, and your active participation contributes to that desire. By sharing, we stimulate the thinking and learning of others and ourselves. You will earn participation points by being well prepared and participating both verbally and non-verbally in small and large group class activities and by participating regularly in online activities. Unexcused absences or repeated lateness will result in the loss of one letter grade in class participation.
d. Platform of Beliefs (100 points or 25%): You will develop a “Teaching Platform” that depicts your developing ideas and beliefs about teaching and learning in the digital age. Also synonymous with a philosophy of education, the platform states your key beliefs about teaching and learning and illustrates your ability to put these beliefs into practice through evidence gathered from your teaching. It also explores any discrepancies between your beliefs and your practices and includes reflections on this belief/practice intersection. You should be continuously re-evaluating your beliefs in light of new experiences and learning. During the year, you may find that the evidence you collect further bolsters your beliefs about supporting children’s learning. In other cases, initial beliefs may be modified in light of new evidence, or even abandoned as new beliefs are developed. Consider this a “work in progress” that will hopefully continue to grow and change.
e. Inquiry into Cultivating a Digital Literacy Environment (100 points or 25%): Systematically studying your own practice is an important aspect of furthering your own meaningful, professional learning. You will be required to identify a question that you have regarding your instruction and explore ways to meaningfully cultivate a digital literacy environment within your classroom . This assignment will require you to gather data about this integration, analyze that data, make claims using evidence about its effectiveness, and make new adjustments as necessary to continue engaging in this inquiry cycle.
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
. Academic Dishonesty:
“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”
“Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”
J. Program This Course Supports
MA in Elementary Education
- Course Concurrence Information