Diane Judd ECED 3000 Course Syllabus

Conceptual Framework: Guiding Principles
(adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)

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 Technology Principle: Technology facilitates teaching, learning, community- building and resource acquisition.

The Standards Principle: Evidence based standards systematically guide professional preparation and development.

Prerequisites: ECED 2999 or SPEC 2999; ACED 2400. Corequisite: ECED 3190. 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.

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.

CO 1. demonstrate knowledge of various types of educational technology resources for classroom application. (CFS III)
CO 2. demonstrate knowledge of criteria that can be used to determine appropriateness of educational technology resources suitable for use by young children in P-5 classrooms. (CFS III)
CO 3. evaluate educational software and other instructional technology resources to determine appropriateness for use in P-5 classrooms. (CFS III)
CO 4. demonstrate knowledge of appropriate use of strategies to enhance learning strategies of diverse students. (CFS V)
CO 5. demonstrate knowledge of applying educational technology resources and the designing of learning activities for young children. (CFS V)
CO 6. apply critical thinking and problem-solving skills in developing for integrating technology into the curriculum. (CFS V)
CO 7. have the opportunity to apply teaching strategies and methods presented in class during field experience. (CFS I)

Course Points	COURSE ACTIVITIES & ASSIGNMENTS
100 Points	Design & Publish Hub/Home Web Page with Educational Resources (CO 1, 2)
100 Points	Design & Publish Student Resource Page (CO 1, 2)
100 Points	Develop Electronic Reading Project Tables & Web Page ( CO 1)
300 Points	Design & Develop TopicQuest Web Page with Topic Related Links: TopicQuest Mission Activity; Review & Evaluate Software Related to Topic (CO 1, 2, 3, 4, 5, 6, 7)
100 Points	E-Book Learning Activity & Presentation (CO 5)
100 Points	In-Class Technology Activities (CO 1, 2, 5, 6)
.	Learning About Global Diversity Through Art & Literature (Final Project)
300 Points	Learning About Global Diversity Through Art & Literature Project: Lesson Plan; Reflections; Elementary Students’ Assessment and Products with Students’ Comments (CO 1, 2, 4, 5, 6, 7)
100 Points	Learning About Global Diversity Through Art & Literature Project submitted as Artifact for Standard V in ECE Electronic Portfolio (CO 5)

Grades are calculated by the total number of points earned in each course activity, project, and assignment and divided by 12 (the number listed in the course activity and assignment table).

Grading Scale
A   =    93-100
B   =    85 - 92
C   =    76 - 84
D   =    69 - 75
F   =    68 and below

Attendance is important. Please note, after the first absence two points will be deducted for each absence from your ECED 3000 total average, and after the first tardy one points will be deducted for each tardy from your ECED 3000 total average.

The full text of this policy is available in the College of Education Dean’s Office, EC room 227.
The following penalties will be enforced, as stated in the Policy:
FIRST OFFENSE: The student will earn a “0” on the assignment, test, project, etc.
SECOND OFFENSE: The student will earn the letter grade “F” for the course.
THIRD OFFENSE: The student will earn the letter grade “F” for the course, and further action involving referral of the matter (with documentation) to the appropriate college (university) officials within the administrative structure will be taken. (Please also see page 39 of the VSU Student Handbook.)

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).

Dr. Diane Judd
Education Center Room 286
229.245.3796
djudd@valdosta.edu
Office hours: Posted on office door