THEME: TEACHER AS AN INQUIRER PROFESSIONAL
I. Program Affiliation: Elementary,
Secondary Education
Course Number and Titles: CI 519
Adventure of the American Mind
Course Description:
This course is designed for in-service
and pre-service classroom teachers to effectively and
wisely access, integrate, and produce curricula utilizing
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 also learn
how to disseminate lesson plans integrating technology
through mentoring activities in their schools and to
assist other teachers in accessing the resources of
the National Digital Library and develop materials integrating
technology.
Instructors' Information:
Dr. Randall Smith
Department Chair
Curriculum & Instruction
Office Location: Founders Hall 1142
Office Phone: 618/650-3434
E-mail: resmith@siue.edu
Amy Isom
AAM Program Manager
School of Education
Office Location: Alumni Hall 1139
Office Phone: 618/650-3777
E-mail: aisom@siue.edu
Technical Specialist's Information:
Binod Pokhrel
School of Education
Office Location: Alumni Hall 1141
Office Phone: 618/650-3778
E-mail: bpokhre@siue.edu
II. Relationship to Knowledge Base:
This course provides an in-depth study
on the research and practice of using primary resources
and embedded technology use in relation to content within
the classroom. In addition, this course will also model
strategies that will promote higher order thinking skills
while using primary resources by engaging K-12 students
in inquiry based learning activities using (but not
limited to) technology, and creating products that will
engage the learner.
III. Goals:
The goal of this course is to help in-service
and pre-service classroom teachers to effectively and
wisely access, use, and produce curricula that utilizes
the Internet and digitized primary source materials
from the collections of the Library of Congress. Teachers
will also learn how to disseminate lesson plans integrating
technology through mentoring activities in their schools
and to assist other teachers in accessing the resources
of the National Digital Library and develop materials
integrating technology.
IV. Program Objectives Related to this
Course:
Course Objectives and Strategies/ Requirements:
*Objectives reflect the Illinois Professional
Teaching Standards.
Knowledge
1. Knowledge of the Library of Congress
Digital Resources
a. Search the American Memory Digitized Resource Archives
and locate needed archives
b. Develop research skills using desktop, library and
Internet tools that are applied to course assignments
2. Knowledge of central concepts and
methods of inquiry
a. Evaluate teaching resources and curriculum materials
b. Develop curricula that demonstrates an interconnection
between subject areas that will reflect life and career
experiences
c. Develop effective questioning techniques
d. Develop multiple representations of concepts that
capture key ideas to develop conceptual understanding
3. Effective, efficient and wise use
of instructional technology in teaching
a. Develop grade level appropriate curricula through
the creation of Lesson Plans
b. Use technology to enhance abilities as curriculum
makers and instructional designers
c. Access resources in the digital archives of the Library
of Congress while acquiring instructional technology
skills that are addressed in the Illinois Content Area
Standards- Technology Standards for All Teachers and
the National Educational Technology Standards for Teachers
4. 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
a. Mentor teachers about instructional technology skills
using the Library of Congress Digital Archives (specific
to AAM teacher's school).
b. Appreciation for the Library of Congress Digital
Resources.
Experience
1. Develop curricula integrating technology
a. Integrate the American Memory archives into k-12
lesson plans.
b. Develop technology integrated products to accompany
lesson plans.
c. Confidently maneuver through the Internet to find
adequate resources for their grade level.
d. Utilize the laptop in an efficient and effective
manner as a learning tool in integrating technology
into the k-12 classroom.
2. Develop selected instructional technology skills
within the Illinois Content Area Standards
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.
Additionally, students are provided learning opportunities
that address the Illinois Content-Area Standards-Technology
Standards for All Teachers:
" Standard 3- Application of Technology
in Instruction
The competent teacher will apply learning
technologies that support instruction in their grade
level and subject areas. He or she must plan and deliver
instructional units that integrate a variety of software,
applications, and learning tools. Lessons developed
must reflect effective grouping and assessment strategies
for diverse populations.
Technology Requirements:
This course uses technology as a tool
for research, accessing primary digital resources, and
developing curriculum for use in teaching and learning
activities. The course stresses the effective, efficient,
and wise use of technology.
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.
VI. Course Evaluation:
Evaluation Procedures:
Students will be assessed on:
1. Attendance Required for completion of program
2. Active Participation 25%
4. Assignments 25%
5. Final Product 50%
6. Implementation of lessons Required for completion
of program
Attendance:
Students are expected to attend every
class meeting. One unexcused absence will be allowed,
after the allowed absences the student's grade will
be lowered one grade level for every class missed.
IMPORTANT: It is the student's responsibility
to obtain missed information and material. An appointment
should be made with AAM staff before the next class
period.
Policies and Procedures:
Meetings with AAM staff are by appointment
only. All other policies are those specified by the
university.
Resources:
Current research articles may include
but are not limited to 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/Unit plan designs
Additional Course Information:
1. Caveat: The instructors reserve 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.
Overview of how the course will be conducted:
This course will be conducted through
lecture, group discussions, group work, lab work, individual
assignment, on-line assignments, participant presentations,
and final projects.
Course Outline:
This 3-semester hour course requires
45 hours "seat time". Class meetings will
be held weekly. During the course of the semester the
following topics will be covered:
¢ Using the Internet
¢ Using the WebCT
¢ American Memory Website
¢ Searching Techniques in American Memory
¢ Learning Page on the American Memory Website
¢ Inquiry Based Learning
¢ Creating Models and Strategies for using primary
sources
¢ Learning Skills and Teaching Methods using Technology
o Inspiration (Organizational tool)
o PowerPoint (Presenting tool)
o FrontPage (Web designing)
o Excel (Statistical tool)
Various digital medias (images, sound, and video clips)
References:
Anderson, Whit. That's Not a Drinking Fountain. Retrieved:
August 2003, from http://www.ncrtec.org/tl/digi/onecomp/
Barton, Mary Lee M.Ed., Billmeyer, Rachel Ph.D. Teaching
Reading in the Content Areas. Aurora, Colorado: McRel,
1998.
Erickson, H. Lynn. Concept-Based Curriculum and Instruction
Teaching Beyond the Facts. California: Corwin Press,
1998.
Gregory, Gayle H. and Chapman, Carolyn, Differentiated
Instructional Strategies: One Size Doesn't Fit All.
Corwin Press, 1st edition, 2002.
Harvey, Stephanie and Goudvis, Anne, Strategies that
Work: Teaching Comprehension to Enhance Understanding.
Portland, Maine: Stenhouse Publishers, 2000.
Hatton, Sharon Crawford and Ladd, Pam Leneave. Teaching
Idea Development: A Standards-Based Critical-Thinking
Approach to Writing. Thousand Oaks, California: Corwin
Press, 2002.
Jacobs, Heidi Hayes. Mapping the Big Picture Integrating
Curriculum & Assessment K-12. Virginia: Association
for Supervision and Curriculum Design (ACSD), 1997.
McGrath, Elisabeth. (Sept./Oct. 2001). Is it unique
& compelling? A Test for Internet activities in
the classroom. Washington DC: Momentum. Retrieved August
2003, from http://k12science.ati.stevens-tech.edu/papers/McGrathreprint1.pdf
McGraw Hill Companies. Keeping your cutting edge: Methodology
and research to take to your classroom. Retrieved August
2003 from http://www.glencoe.com/ps/printerFriendly.php4?articleId=418
Wiggins, Grant and Mc Tighe, Jay. Understanding By Design.
Virginia: Association for Supervision and Curriculum
Design (ACSD), 1998.
Main Internet Resources:
The Library of Congress http://www.loc.gov
American Memory http://memory.loc.gov
The Learning Page http://memory.loc.gov/ammem/ndlpedu/index.html
Spring 2004 Cohort
*Make sure to read Caveat under Additional
Course Information.
Week 1 Introductions
Program Requirements
Course Syllabus & Requirements
WebCT
Introduction to Library of Congress website
Introduction to American Memory
Assignment: (5 points)
Complete Tool # 7 online, http://www.nextsteps.lth5.k12.il.us/
Visit American Memory website: Be ready to provide feedback
with your experience
Week 2 Primary Sources
Why use primary sources?
Primary Source Analysis
Learning Page
Searching American Memory
Viewing American Memory
Saving American Memory Item pages and URL (web address)
Assignment: (10 points)
Locate primary sources that support lessons/activities
Post at least one lesson idea in WebCT Discussions
Research a journal article supporting integration of
technology and post in WebCT, read other postings
Week 3 Viewing and Downloading American
Memory
Photographs, Documents, and Maps
Assignment: (10 points)
Download primary sources that could be used for lessons/activities
Post remaining lesson ideas in WebCT Discussions
Week 4 Downloading American Memory
Sound and Video
Assignment: (5 points)
Download primary sources that could be used for lessons/activities
Continue to work on lessons
Week 5
American Memory website
Copyright
Citing Requirements
Assignment: (5 points)
Referring to American Memory primary source items used,
check copyright on collections and formal citation of
items used thus far (minimum of 3)
Week 6 Inquiry Based Learning
Concept Mapping using Kidspiration/Inspiration
Assignment: (5 points)
Complete concept maps for lessons
Continue to work on your lessons
Week 7 Pulling it all together:
Searching, Downloading, and Saving American Memory items
Local Primary Sources/Local History
Local Digitizing: using scanner and digital cameras
Assignment:
Continue to work on your lessons
Week 8 Lab time: Work on lessons/activities
Assignment:
Continue to work on your lessons
Week 9 No classes- Spring Break
Week 10 Fine tuning your laptop
Assignment: None
Week 11 Basic FrontPage
Assignment: (5 points)
Create/transfer lessons into .html documents
Week 12 Intermediate FrontPage
Uploading webpage using WS_FTP
Assignment: (5 points)
Continue to create/transfer/edit lesson/s, .html documents
Week 13 Basic PowerPoint and Excel
Roxio CD Creator
Assignment:
Transfer lesson files onto CD
Week 14 Presentations
Week 15 Presentations
Week 16 Getting Ready for:
Phase II: Workshop Dates
Phase III: Mentoring
Activity
Course Evaluations and Surveys
Week 17 Finals Week
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