Diane L. Judd, Ph.D.  Early Childhood & Reading College of Education  Valdosta State University

Conceptual Framework: Guiding Principles
(adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framwork)
The Dispositions Principle:  Productive dispositions positively affect learners, professional growth and the learning environment.
The Equity Principle:  All learners deserve high expectations and support
The Process Principle:  Learning is a life-long process of development and growth.
The Ownership Principle:  Professionals are committed to and assume responsibility for the future of their disciplines.
The Support Principle:  Successful engagement in the process of learning requires collaboration among multiple partners.
The Impact Principle:  Effective practice yields evidence of learning.
The Technology Principle:  Technology facilitates teaching, learning, community- building and resource acquisition. 
The Standards Principle:  Evidence based standards systematically guide professional preparation and development. 

REQUIRED TEXTBOOKS
None; Online research

COURSE DESCRIPTION
Prerequisites: ECED 2999 or SPEC 2999.  This course explores the integration and application of technology into the early childhood and elementary curricula.  Achieved through modeling and applying teaching and learning strategies; discussions of technology and pedagogy; strategies of classroom management; review and evaluation of technology and software appropriate for use with young children; and the development of integrated technology learning activities, which include the Georgia Performance Standards and/or the Georgia QCC Standards.

COLLEGE OF EDUCATON ONCEPTUAL FRAMEWORK STANDARDS (CFS)
I.  CONTENT AND CURRICULUM:  Teachers demonstrate a strong content knowledge of content area(s) and appropriate for their certification levels.
III.  LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
V.  PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.

GENERAL EDUCATION OUTCOMES (GEO)
3. Students will use computer and information technology with appropriate

COURSE OBJECTIVES (CO):  The student will:
CO 1. demonstrate various types of educational technology resources for classroom application. (CFS I, V), (GEO 3)
CO 2. use criteria to determine appropriateness of educational technology resources suitable for P-5 students. (CFS I, V), (GEO 3)
CO 3. evaluate educational software resources to determine appropriateness for use in P-5 classrooms. (CFS I, V), (GEO 3)
CO 4. use appropriate strategies to enhance learning of diverse students. (CFS III, V) , (GEO 3)
CO 5. apply educational technology resources to design learning activities for young children. (CFS I, III, V), (GEO 3)
CO 6. apply critical thinking and problem-solving skills to develop integrating technology activities for P-5 students. (CFS III, V), (GEO 3)
CO 7. apply teaching strategies and methods presented in class when teaching P-5 students. (CFS III, V), (GEO 3)

COURSE ACTIVITIES / ASSIGNMENTS / REQUIREMENTS

1. Assignment: Students will Design & Publish Home/Class Web Page with Linking Educational Resources (CO 1, 2)
2. Assignment: Students will Design & Publish Student Resource Page with Linking Content Resources (CO 1, 2, 5)
3. Activity: Students will Develop In-Class Technology Activities to uses as Models when Teaching P-5 Students (CO 1, 2, 4, 5, 6, 7)
4. Activity: Students will Develop Presentations on topics that will include Cutting Edge Technology Information, How-To Technologies, Assistive Technology, or Software Reviews and Activities (CO 1, 2, 3, 4, 5, 7)  
5. Activities: Students will Develop Mini-Research eBook Web Site with Technology Integrated Activity and Lesson Plan.  Lesson Plan will include: Lesson, Reflections, Elementary Students' Assessments, Scanned Projects of Elementary Students' Technology Integrated Activities, Preservice Teacher Comments & Elementary Students' Comments.  (Websites & lesson plans to be submitted and linked in your LiveText portfolio, Standard V.)  (CO 1, 2, 4, 5, 6, 7)

COURSE EVALUATION

Below is information directly quoted from the Academic Honesty Policies and Procedures:
Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi.  Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members’ syllabi.  All students are expected to do their own work and to uphold a high standard of academic ethics.  

The full text of Academic Honesty Policies and Procedures is available in the on the Academic Affairs website (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml). 

The consequences for acts of academic dishonesty in the Dewar College of Education are:
FIRST OFFENSE:  

1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). 
2. The faculty member will complete a Level Two Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml).
3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml). 

SECOND OFFENSE:

1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course). 
2. The faculty member will complete a Level Two Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml).   According to the Dewar College of Education Concern Form Policy, “a second level two concern form will result in the student being dismissed from his/her program of study.  This dismissal will result in an automatic review by the COE Undergraduate Policies Committee.” 
3. The faculty member will complete a Valdosta State University Report of Academic Dishonestyhttp://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml). (   According to the Academic Honesty Policies and Procedures document, “after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee.”

SPECIAL NEEDS STATEMENT
Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the sex, race, religion, color, national origin or handicap of the individual. It is the intent of the institution to comply with the Title VI of the Civil Rights Act of 1964 and subsequent executive orders as well as Title XI in Section 504 of the Rehabilitation Act of 1973.

Students requesting classroom accommodations or modifications because of a documented disability must contact the Access Office for Students with Disabilities located in Room 1115 Nevins Hall. The phone numbers are (229) 245-2498 (voice) and (229) 219-1348 (tty).

INSTRUCTOR
Dr. Diane Judd
Education Center Room 150
229.245.3796
djudd@valdosta.edu
Office hours: Posted on office door & ECSE Website

Judd's Home Page

djudd@valdosta.edu

Educational Resources