EDTC
5410 Mary
Beckmann___ /_beckmann@webster.edu
COURSE
NUMBER AND SECTION INSTRUCTOR E-MAIL ADDRESS
Hand
Helds in the Classroom _____ Fall 2010 _____/_____01_________
COURSE
TITLE TERM CREDIT
HOURS
Face-to-face
class ___________
1.
Course Description: (provide
details of student focus, rationale, scope, and prerequisites)
Using handheld computers in the classroom provides hands-on anytime/anywhere learning, can be geared to multiple learning styles, increases and improves productivity and retention and makes teaching and learning informative and enjoyable while providing multiple opportunities to assess and evaluate. In this class students use the hand held Pasco scientific system and sensors and probes to collect data in and out of the classroom. Sensors and probes used in the class include soil moisture, temperature, light, sound, water quality, heart rate, and global positioning satellite. After data is gathered students will transfer the data to a computer, create graphs and charts, analyze the data, and create and present applicable lesson plans and activities pertinent to grades K-12, university, and college students.
2.
Learning Outcomes: (goals, objectives,
course outcomes, etc.) Identify any
MOSTEP or professional standards that are met by each learning outcome.
After completing this class,
students will:
·
develop an understanding of and discuss ways to integrate
handhelds into the k-12 curricula including math, science, and English so as to
generate higher level thinking and learning from their students
·
discuss terminology associated with hand held computers
·
examine miscellaneous peripherals for hand held computers and
how each fits into the classroom
·
discuss various ways to assess and evaluate hand held
activities and projects
·
examine a variety of hand helds for classroom use
·
examine how hand helds can be used in the classrooms in
reference to diversity, special needs, gender differences, and the No Child
Left Behind Act
·
use and evaluate data input and collection and how to
analyze, assess, and evaluate outcomes
·
examine legal, moral, and ethical issues in reference to hand
helds
3.
FOR
EACH PROBE:
·
PASCO
STANDARDS: http://www.pasco.com/resources/standards/Index.cfm
·
Video
tutorials: http://www.pasco.com/featured-products/xplorer-glx/index.cfm
·
CURRICULUM:
http://www.pasco.com/products/curriculum/index.cfm
(Click
on a curriculum topic, click on the ‘experiments’ tab, click on sample handouts and activity
sheets for each probe
·
ACTIVITIES
·
GPS
·
soil moisture
·
temperature/light/sound
·
water quality
·
exercise heart rate
4.
How will we gather the data and what will we do with the
data? Visit pasco.com for examples and sample, such as:
·
use the heart rate sensor and take heart rates of females
then males and compare/contrast the graphs from the heart rate sensor
·
Predict outcomes of water/temperature/light/sound in
different rooms of a building or house
·
Latitude and longitude and compare/contrast gps
5.
Required Textbook:
none
Suggested Textbooks:
during class
Supplemental Readings:
on-line links provided
6. The two-day schedule will
approximate the following:
Day One:
·
introductions
and discuss handhelds in general and introduction to the Pasco equipment,
Venier, and other options
·
check out
area - discuss check out procedures, and discuss time frame for keeping the
equipment, care of equipment, and the checkout spreadsheet schedule
·
visit the
web Pasco site, demonstration on how to use the hand held, an overview of the
software and how to meshes with Excel, and how to use flash drives
·
demonstration
on each of the five probes
·
groups of
two in the field w/ handhelds to collect data
·
clean the
equipment, walk back to the check out area and turn the teacher unit in so
students can see the check in process
·
expectations
the activity/assignment homework – collect data, save to flash drive to back
up, write the outline of a paper on data gathered, come up with a goal, the
outcome, anticipate issues, solutions, and discuss standards and curriculum,
share the project ideas below with students
Day Two:
·
discuss
equipment use, issues, solutions
·
share how
each used the equipment and the data each gathered
·
connect data
to standards and curriculum and discuss ethical, social, moral issues if
applicable and fine tune the activity/assignment paper from last week that will
culminate in their final paper to be presented at the end of class
·
transfer
data to Excel, create a Word document, create graphs in Excel that will
demonstrate data gathered and then copy and paste the graphs onto their paper
in a Word document
·
1finalize
their papers and group together to practice presentations
·
present in
groups of two – final project will consist of a paper that presents a goal and
problem statement, solution and procedure from gathering data, ties to
curriculum, ties to standards, and
graphs and charts to prove their point
7.
EVALUATION / GRADING SCALE:
93-100 = A
90-92 = A-
86-89 = B+
83-85 = B
80-82 = B-
76-79 = C+
a) Attendance/Participation/Weekly Posts = 10 points
b) Worksheets / activities = 30 points
c) Weekly projects = 30 points
d) Final projects = 30 points
Evaluation will be based on mini projects and a final
project, discussions, attendance and class participation. Total points for each
assignment will be listed in each week’s lesson.
All academic and
professional behavior of students in this course is subject to review for the
purposes of student evaluation.
6. ACADEMIC HONESTY POLICY:
Students
at Webster University are expected to practice academic honesty.
In its broadest sense,
plagiarism is using someone else's work or ideas, presented or claimed as your
own. Any time you refer to another
person's work, whether as a direct quotation or paraphrased, you must use a
citation. Students should not copy more than two paragraphs from any source as
a major component of papers or projects. All citations must be properly
documented and references must be provided using APA guidelines (http://library.webster.edu/citation.html).
7. ACCESSIBILITY/ACCOMODATIONS
POLICY:
If you have a
disability, please notify your instructor as soon as possible to discuss your
accommodation needs.
8. ATTENDANCE:
Attendance
is crucial in all online courses. This means that a student is expected to
login to the course several times during each week.
Even
though you are not required to be logged in at any precise time or day, you are
expected to login several times during each week. It is important to actively
participate each week in the course.
The
instructor reserves the right to lower the final grade by a letter grade for
absences.
Students who do not
complete the requirements of the course must contact the instructor prior to
the end of the course to complete an Incomplete Course form. Incompletes are not awarded except in
emergencies, as defined by the instructor.
NB: An Incomplete may only
be awarded to a student who has maintained a passing grade up to the point of
the emergency. Incomplete grades will
change to a grade of F or NC unless the requirements stipulated on the
incomplete form are met by the date listed on the form or one calendar year
from the end of the course, whichever comes first.
9. OTHER - n/a
10. STANDARDS / GOALS:
International
Society for Technology in Education (ISTE) - National Educational
Technology Standards for Teachers (NETS) – http://cnets.iste.org/teachers/t_stands.html
NETS.T 2008 Standards:
1.
Facilitate and Inspire Student
Learning and Creativity
Teachers use their knowledge of subject matter, teaching and
learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual
environments.
2.
Design and Develop Digital-Age
Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning
experiences and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and
attitudes identified in the NETS•S.
3.
Model Digital-Age Work and
Learning
Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
4.
Promote and Model Digital
Citizenship and Responsibility
Teachers understand local and global societal issues and
responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices.
5.
Engage in Professional Growth and
Leadership
Teachers continuously improve their professional practice, model
lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and
resources.
The School of
Education (SOE) Goals:
1.
The knowledgeable learner:
Education
candidates will demonstrate knowledge of the subject matter, knowledge of the
learner, and knowledge of pedagogy based on inquiry and scholarship.
2.
The informed instructor:
Education
candidates will incorporate multiple assessment and instructional strategies to
support effective educational practices based on research and theory.
3.
The reflective collaborator:
Education
candidates will reflect on the roles educators take as leaders of change
through collaboration with colleagues, students, and families in schools and
communities.
4.
The responsive educator:
Education
candidates will demonstrate respect for diversity through responsive teaching
and learning that values individual differences.
This
syllabus is subject to change at the discretion of the instructor.