Syllabus
MDL 390M: Educational Technology for Modern Languages
(SPRING Semester
2010)
Dr. Lawrence F. Glatz
Office: Plaza 360H
Phone: 303-556-4268
E-Mail: glatz at
mscd.edu
Course Description:
This course will seek to engage students in learning about Second Language Acquisition (SLA) and language instruction through a focus on the use of various technologies for both. The students will gain important skills and critical abilities in assessing the integration of technology into classroom activities and learner strategies. Topics include interactive Hypertext and Hypermedia technologies, Computer-Assisted Language Learning (CALL) and second language literacy, assisted reading, assisted writing in telecollaboration, language testing, distance learning, online chatrooms, software selection, and new media such as pod- and videocasting.
This course is designed to prepare
pre-service teacher educators to integrate technology into
their teaching curriculum. The goal is to provide students with the skills and
knowledge to make appropriate decisions regarding the role of technology in
supporting content standards, learning, and assessment in elementary, and
secondary foreign language education.
Teacher candidates become
proficient in beginning, intermediate, or advanced skills and specialized
foreign language content area/grade level applications. They select, operate,
and use media, computing, Internet, and related technologies to facilitate
teaching/learning, communication, professional development and productivity to
meet the educational needs of diverse groups of learners.
This course can be taken for 2
credits to complete the minimum required to fulfill elementary and secondary
program requirement in technology, or may be completed based on projects for up
to 4 credits. Students are
strongly encouraged to register for at least 3 credits, as this number is the
standard for many circumstances!
Blackboard Course URL:
http://metrostate.blackboard.com/webct/logon/9215106757021
Required Reading Materials:
Bitter, G., &
Pierson, M. (2008). Using
technology in the classroom (7 ed.). Boston, MA: Allyn and Bacon.
Blake, Robert J.
(2008) Brave New Digital
Classroom: Technology and Foreign Language Learning. Washington, DC:
Georgetown University Press.
Rent:
Unit Quizzes are
based on these 2 books, submitted as a homework assignment.
Additional article
analysis reports will be based on:
Online Articles
from periodicals such as Language Learning &
Technology
See: MDL 390M Calendar of Readings and
Assignments at
http://www.lawrenceglatz.com/MDL390M/MDL390M_Calendar.htm
Required Software and
Platforms:
Access to the
Internet
MetroConnect
Blackboard Vista
Firefox Internet
Browser
Microsoft Office
(MSCD computer labs) or Open Office (free download)
Rcampus –
ePortfolio
PBWorks
Zotero (works in
Firefox)
Skype
Audacity or
similar mp3 voice recording software
Additional
applications and platforms students may explore and report on include
Audio-Blogging,
Twitter, Second Life, and others
A webcam and
microphone/speakers headset are suggested!
(A smartphone make
be used in certain ways instead.)
Evaluation of Student
Performance:
1. Use of the
Blackboard Vista Online learning environment, including
a. Chatroom
(synchronous)
b. Threaded
Discussion (asynchrononous)
c. Submission of
homework (6 Unit Quizzes)
d. Journal
postings
i. description of personal learning experiences in
this course
ii. description of personal learning experiences with
a target language
iii. analysis and feedback on topics
2. Web Projects in
the ePortfolio, including
a. Use of Wikis
b. Linking created
materials, such as
i. podcasts, powerpoints, webquests
ii. others as assigned
3. Article
analysis, including
a. Group work
b. Individual work
c. Discussion of
the topic based on personal learning
4. Unit Quizzes
(Submission of Homework)
a. Unit quizzes on
each unit
5. Final Project
(for 1 or 2 credits)
a. Approved
outline
b. Creation of a
practical presentation or detailed activity for language instruction
Percentage Distribution of
Student Evaluations:
1. Use of the
Blackboard Vista Online learning environment (15%)
2. Web Projects
including Journal postings and ePortfolio (20%)
3. Article
analyses (20 %)
4. Quizzes and
Tests = Submission of Homework (6 units at 5% = 30 %)
5. Final Project
for 1 or 2 credits (15 %)*
*If student is
enrolled for 2 credits, the last category will not be used.
A two credit
project will demand twice the work of the one credit project.
The unit quizzes
are open-book home work assignments on the readings and personal use of
learning technologies. Think of them as tests on work completed.
Specific Measurable Student Behavioral Learning
Objectives:
1. Students will demonstrate
knowledge and ability to operate a computer system to explore, use, and
evaluate relevant software programs and technology-based materials that support
attainment of state approved content standards. (CPBS 4.1)
2. Students will use a variety of
computer-based and other technology approaches to meet the content area
learning needs of students with varying learning styles: e.g. multimedia,
hypermedia, telecommunications, Internet, software slides, film, video manipulatives, games, models, electronic texts. (CPBS 6.1)
3. Students will use
computer-based technology to enhance personal and professional development and
productivity: making presentations; staying current in applications of media,
computing, and related technologies; assessing, selecting and applying
information; collecting data; managing information; solving problems; making
decisions; and communicating with individuals and groups. (CPBS 5.8, 5.9)
4. Students will design uses of
computers, telecommunication, Internet, and other technologies to enhance
communication and collaboration with diverse school related groups: students,
parents, colleagues, higher education, and the general public. (CPBS 5.6, 5.7,
7.3)
5. Students will apply knowledge
of how computers and technology help students learn in the design of technology
based instruction and assessments. (CPBS 7.4)
6. Students will use the computer
as a tool to individualize content area, interdisciplinary, and/or grade level
instruction and meet varying needs of diverse learners: grouping strategies,
independent learning and self-directed activities, in-depth study, electronic
research, hypothesis testing, multi-cultural resources. (CPBS 2.1, 3.1, 4.1,
4.2, 6.2, 6.3)
7. Students will demonstrate
knowledge of equity, ethical, legal, and human issues relating to computing and
technology as used in the educational process and as modeled in appropriate
ways by teachers. (CPBS 8.2, 8.5)
8. Students will develop and
utilize graphic and projection materials to engage students in positive,
productive learning. (CPBS 7.2)
9. Students will locate, use, and
assess content area software to assist special needs or heritage students in
enhancing content understanding and/or developing independent life skills.
(CPBS 6.2, 6.3, 7.2)
10. Students will design a variety
of mediated lessons that promote students' critical thinking and reflecting.
(CPBS 5.5, 7.1)
11. Students will collaborate with
fellow students and/or educators to design, implement, assess, and revise
multicultural and/or interdisciplinary technology-based projects. (CPBS 5.6,
8.5)
12. Students will describe and
assess the value of using media/computers as a tool to help all students
succeed. (CPBS 7.5)
13. Students will investigate
available resources and their various applications in the classroom to assess
student interests and facilitate student career exploration. (CPBS 8.4)
14. Students will locate, adapt or
design a variety of computer-based assessments to verify student learning and
monitor student progress. (CPBS 3.3, 3.5, 5.7, 6.6, 7.4)
Detailed
outline of course content (major topics):
I. Introduction
1. Introduction to SLA, Language Instruction, and Technology
2. Computer-Assisted Language Learning in Context
II. The World Wide Web
3. The World Wide Web
4. Culture and
Intercultural Competency
5. Podcasting and Videocasting
III. CALL (Computer Assisted
Language Learning)
6. Grammar Explanations, Grammar and Feedback, Intelligent Tutoring
7. Reading Tools
8. Learner Programs with Multimedia and the User Interface of Software
IV. CMC (Computer Mediated
Communication)
9. Telecollaboration
10. Intercultural Communication
11. Intercultural Learning
V. Placement and Testing,
Distance Learning, and Language Centers
12. Evaluation
of Language Skills, Placement, and Testing
13. Distance
Language Learning, the Virtual Classroom, and the Future
14. Learning Centers and Infrastructure; Teacher Training and Continuing
Development for Teachers
VI. Digitized, Digital and
Net Literature; Conclusions and Projects
15. Digitized Literature, Digital Literature and Net Literature
16. Conclusions and Projects
***See also: MDL 390M
Calendar and Assignments.docx
or
MDL 390M Calendar of Readings and
Assignments:
http://www.lawrenceglatz.com/MDL390M/MDL390M_Calendar.htm
Teaching Goals:
I strive to:
¥ exhibit knowledge of my subject
matter
¥ show enthusiasm for my subject
matter
¥ impart that enthusiasm to students
¥ maintain rigorous academic
standards
¥ have a positive impact on students'
learning and professional development
¥ show a commitment to teaching
¥ cultivate accessibility and open
rapport with students
IMPORTANT DATES FOR SPRING 2010
Tue. Jan 19
Classes begin
Mon.
Jan 25
Last
day to drop full-term courses with 100% refund
Mon. Jan 25
Last day to submit
a petition for In-State Tuition
Tue. Jan 26
Last day to be
placed on a Wait List
Fri. Jan 29
Deadline
for Spring 2010 Application for Graduation
Wed. Feb 3
Last day
to drop full-term courses with 50% refund and have classes deleted from your
record.
Wed. Feb 3
Last
day to request a Pass/Fail
March
22-27
Spring
Break
Mon.
April 5
Last
day to withdraw and receive an ÔNCÕ
Sat. May 8
Last
day of classes
May
10-15
Finals
Week
Thu. May 20
Grades due from
faculty noon
Fri. May 21
Grades available
on Web