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

GENERAL EDUCATION OUTCOMES (GEO)
3. Teacher Candidates will use computer and information technology when appropriate

COURSE OBJECTIVES (CO):  The Teacher Candidate 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: Teacher Candidate will Design & Publish Class/Home Web Page with Linking Educational Content  Resources (CO 1, 2, 3, 5)
2. Activity: Teacher Candidate will Develop In-Class Technology Activities to uses as Models when Teaching P-5 Students (CO 1, 2, 4, 5, 6, 7)
3. Assignment: Teacher Candidate will work in Groups to Develop &  Present Interactive Whiteboard Activities (CO 1, 2, 3, 4, 5, 7) 
4. Assignment: Teacher Candidate will Develop Mini-Research Web Site with two Technology Integrated Activities and Lesson Plans.  The two Lesson Plans will include: Lesson, Reflections, Elementary Students' Assessments, Examples of Elementary Students' Products of the Technology Integrated Activities, Teacher Candidate's Comments & Elementary Students' Comments. 
   
5. Lesson plans, Contextual Factors, and required comments to be submitted in Teacher Candidate's LiveText Portfolio and submitted for Review.  (CO 1, 2, 4, 5, 6, 7)
   

COURSE ASSIGNMENTS & 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 Old Farber Hall. For information, call  (229) 245-2498 (voice) and (229) 219-1348 (TTY), email: access@valdosta.edu, and website at: www.valdosta.edu/access.

INSTRUCTOR
Dr. Diane Judd
Education Center Room 1179
229.245.3796
djudd@valdosta.edu
Office hours: Posted on office door & ECSE Website: http://www.valdosta.edu/coe/ecre/FacultyOfficeHours.shtml

(Please note: assignments, due dates, points, etc. are subject to change.)

Judd's Home Page

djudd@valdosta.edu

Educational Resources