Syllabus

Calendar

Assignments

Field Experience Log

PLS Secondary Science Schedule

Blog

Digital Portfolios

Mr. Spurr's Schedule

Fall 2009

Instructor

Aaron Spurr
Price Laboratory School 135A
273-7897
aaron.spurr@uni.edu

Office Hours: 1:30-3:00 p.m. daily and by appointment

Meeting Times

The class meets on Tuesdays and Thursdays from 8:00-9:15 in PLS 139.

Text

There is no required text for this course. There is a $15.00 fee for equipment and software upgrades.

Course Description

-- UNI Catalog Description --
Exploration of and instruction in current educational technologies to facilitate science teaching. Primary attention given to computer, video, and calculator applications and their supporting materials. Discussion/lab, 3 periods. Prerequisite: Major or minor in a science teaching program or consent of instructor.

Current Technologies in Science Teaching is a required course for those students who are interested in teaching science courses at the middle school or high-school level. This course, which runs parallel with Orientation to Science Teaching (820:190), will provide opportunities to explore current instructional technologies available to enhance teaching in the various science disciplines. Primary attention will be given to computer, calculator, and other multimedia applications. Attention will also be given to analyzing written materials and activities that support these applications. The course will consist of lectures, discussions, demonstrations, and hands-on interactions with these applications and with Price Laboratory School science students. Discussions will focus on how technology addresses the needs of both students and faculty. A significant focus of the course will be exercising a reflective approach to the use of technology so the student will be able to determine whether any given technology is well suited for a given application.

Course Objectives (referenced to Renaissance Standards)

Following their active participation in this course, students will be able to:

Knowledge

• understand basic and science instruction-specific instructional technology equipment. [INTASC: 4, 11]
• explain how various instructional technology resources and tools can be used in the secondary science classroom to address the needs of students that are consistent with national science education initiatives and learning models. [INTASC: 4, 11]
• understand the issues of copyright, privacy, ethics, and reliability of information as they relate to the use of instructional technology resources and tools in the science classroom. [INTASC: 11]

Performances

• utilize various types of instructional technology resources and tools to access, use, share, and present information in a variety of formats. [INTASC: 6, 11]
• find and use relevant information from a variety of instructional technology resources that can be used for secondary science instruction and to provide real-life relevance for students. [INTASC: 1, 11]
• proficiently use available instructional technology resources and tools, including both computer-based and calculator-based laboratory tools, to engage students in scientific inquiry and problem solving. [INTASC: 11]
• effectively utilize a variety of instructional technology resources and tools for planning and classroom management of a secondary science classroom. [INTASC: 11]
• construct and present authentic and effective secondary science learning activities and assessments that are consistent with national science education initiatives and learning models and that integrate the use of available instructional technology resources to address the needs of students. [INTASC: 7, 11]
• utilize technology tools for recording, calculating, and reporting grades. [INTASC: 11]
• utilize various instructional technology resources and tools as a means to participate in professional development practices and to grow as a science teacher. [INTASC: 9, 11]
• work directly with secondary students in PLS classrooms to experience the application of educational technology and evaluate its effectiveness. [INTASC: 11]
• make educated decisions in purchasing and using instructional technology resources and tools in the secondary science classroom that effectively address the needs of students. [INTASC: 4, 11]

Dispositions

• exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. [INTASC: 11]
• demonstrate personal responsibility for lifelong learning and an eagerness to share knowledge of technology-based learning tools. [INTASC: 9, 11]

Course Topics

1. Technology's Role in the Science Classroom According to Personal Views and National Science Education Initiatives
2. Existing Conditions of the Use of Technology in Science Classrooms and Existing Instructional Technology Resources for the Science Teacher
3. How Can the Use of Technology in the Science Classroom Benefit Students and Teachers? - Looking at Learning and Teaching Styles
4. Equity Issues Related to the Use of Instructional Technologies in Science Classrooms
5. How Can We Tell the Good From the Bad When it Comes to Computer Software for the Science Classroom? – Evaluating Computer Software
6. Exploring the Internet as an Instructional Resource and Teaching Tool in the Science Classroom
7. Using Technology for Assessment, and Grading in Science Classrooms – The Use of Spreadsheets and Grading Software
8. Exploring the Use of Graphics and Video as Instructional and Professional Development Tools in Science Classrooms – e.g., DVDs, camcorders, digital cameras, scanners, biocams, USB cameras, etc.
9. Exploring the Use of Calculator-Based and Computer-Based Laboratory Tools and Curriculum for the Science Classroom
10. Planning, Developing, and Completing Calculator-Based and Computer-Based Laboratory Investigations for a Science Classroom
11. Using Video Projectors and Other Media Projection Devices
12. Purchasing Instructional Technology Resources and Materials for the Science Classroom
13. Introduction to UNI Preservice Teacher Technology Competencies

Assignments/Requirements

1. In-Class Assignments: You will be expected to attend class and participate in discussions and complete a number of in-class assignments and activities during the semester.
2. Reading Assignments: There will be several reading assignments during the semester. Some of these will be printed copies of articles, and some will be online reading assignments. Most online reading assignments are in PDF format and require Adobe Acrobat Reader or equivalent to view.
3. Field Experience: You must complete five hours of field experience during the semester. More details will be provided in class. All field experiences must be completed at Price Lab School. If you do not fulfill the field experience requirement, the highest grade you can receive for the semester is a C-. A grade of "C" or better is required in order to student teach.
4. Reflective Journal: See course calendar for due dates. Some of the journal entries will address specific questions asked by Mr. Spurr during class. In each journal entry you can
• Identify any difficulties related to the course you have encountered during the past week.
• Comment on any connections you see between concepts and your learning (or lack of learning) in other courses that you are taking. Describe any of the ideas which are not clear to you.
• Make suggestions for changes in the class procedures. Suggest any topics which we have studied for which you would like more detail. Use this opportunity to communicate any concerns or comments you have about the teaching/learning process.
5. Reaction Papers: You will analyze current topics and issues that are related to the use of instructional technology in the classroom by reading articles and reacting to findings, issues, concerns, or remedies they suggest. A short discussion will follow after each assignment.
6. Exploring the use of video and graphics: This in-class activity will allow you to explore the use of video and graphics as instructional resources in the teaching and learning of science. In addition, this assignment provides you with experience manipulating various video and graphics equipment.
7. Using Inspiration Software to Create a Science Concept Map: Use Inspiration to create a concept map and share it with the class.
8. Teaching a Science Concept Using PowerPoint: Use PowerPoint to create a 10 minute lesson you will present to the class.
9. Grading Software: You will be exposed to various methods for using computers for recording and calculating grades.
10. Using Spreadsheet Software: You will utilize spreadsheet software to record data, make calculations, and generate graphs.
11. Selection and Evaluation of Instructional Technologies: For a specified grade level, science course, and computer platform, you will evaluate two science (non-MBL/CBL) software programs (software, Web-based, etc.) by completing an evaluation form which should include a description and discussion of the strengths and weaknesses. Your description should include what documentation or supporting materials are available, and where the program is available at either UNI or AEA 267. Evaluate two programs that are of different types.
12. CBL/MBL Lab Experiments: You will design one lab experiment that utilizes either a calculator-based laboratory tool or a microcomputer-based laboratory tool. In your experiment, you should also provide a set of written instructions on the steps that the students should follow in doing the activity. It is not necessary to identify each precise keystroke or calculator entry, but it is necessary to identify what the computer or calculator setup requirements are for your activity. You should include the rationale for doing the experiment, objectives, student prerequisites (what they will have studied up to this point), the key topics and concepts being introduced, and the teaching and learning strategies used. Identify the intended grade level and topic.
13. Instructional Technologies Purchase Order: You are given a scenario in which you are a first year high school science teacher for a school and you are given funds to purchase equipment.
14. Professional Digital Portfolio: You will create an online portfolio that will be used throughout the rest of your science education preparation.
15. Construction and Presentation of a Web site for a Science Classroom: You will create your own set of Web pages that could be utilized by you, your students, and your students' parents.
16. Final Exam

Point Distribution

Grading Scale

Students are expected to keep track of their own progress during the semester. Students may find out at any time what their current grade is by contacting Mr. Spurr.

Attendance Expectations

Class Attendance and Prompt Arrival to Class are Expected. As an educator, it is important to be on time and attentive. You are allowed two absences during the semester. You will be considered absent if you arrive more than 15 minutes after class begins. For each absence after two your overall grade will be lowered one grade level (e.g., B+ to a B). The same will occur for every two late arrivals you have during the semester.

As a courtesy and whenever possible, you should inform Mr. Spurr in advance of the circumstances which result in an absence. If you must be absent, it is your responsibility to contact both Mr. Spurr or your classmates to obtain all the content and information you missed.

An absence is excused if it is required for one of your other classes (confirmation required), or for an extended health or family emergency. In the case of a health issue which prevents you from attending class for an extended period, confirmation is required from your health provider. Late assignments are not accepted except in the event of an excused absence.

Assignments may be resubmitted, but will not be elligible for the maximum possible points.

Plagiarism

Plagiarism and cheating are serious offenses and may be punished by failure on the assignment, paper, or project, failure in the course, and/or suspension from the University. For more information, refer to the Academic Ethics/Discipline Policies in the UNI Catalog for more details.

Special Needs

The University of Northern Iowa is an Affirmative Action Equal Opportunity Institution. The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal discrimination for qualified individuals with disabilities. Students requesting instructional accommodations due to disabilities must arrange for such accommodations through the Office of Disability Services (ODS). The ODS is located at 103 Student Health Center and the telephone number is 273-2676.