COURSE SYLLABUS

EDUC 629
TECHNOLOGY AND DIVERSITY
There is NO Literature Review Podcast in this Course according to this course syllabus.

This course focuses on the nature of individual learners as it impacts instructional design with the use of technology in education. Specifically, the course covers topics on tools, methods and approaches to meet learning needs of children with special learning, those of differing socioeconomic and cultural backgrounds, and those of varying learning styles and preferences. The course attempts to bridge the gap between theoretical implications and practical applications of diversity considerations in the context of educational technology integration. RATIONALE Leaders focusing on educational technology design and management must be aware of the changing demographic landscape of education today. Students from backgrounds rich in culture, socioeconomic status, learning ability, and learning preferences differences beg the need for efforts in developing effective means for planning individual learning experiences. Issues of awareness, design and effective application and implementation become important in this light. This course focuses on these very issues. I. II. PREREQUISITES EDUC 631 REQUIRED RESOURCE PURCHASES Click on the following link to view the required resource for the term in which you are registered: http://bookstore.mbsdirect.net/liberty.htm III. ADDITIONAL MATERIALS FOR LEARNING A. B. C. D. Computer with basic audio/video output equipment Internet access (broadband recommended) Microsoft Word (Microsoft Office is available at a special discount to Liberty University students.) ILRC Resources

EDUC 629 Syllabus

IV.

MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Design and implement technology enhanced learning opportunities in consideration of the diverse needs of students, to include adaptive and assistive technologies. Develop plans for improving institution-wide awareness of effective means of engaging students from diverse backgrounds using technology-enhanced learning practices. Communicate research on best practices related to applying appropriate technology resources to affirm equitable access to learning in consideration of diversity and address cultural and language differences. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

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C.

D. V.

COURSE REQUIREMENTS AND ASSIGNMENTS A. B. Textbook readings and lecture presentations Course Requirements Checklist As the first activity in this course, please read the syllabus and Student Expectations. After reading the syllabus and Student Expectations, the student will then complete the related checklist found in Module/Week 1. C. Discussion Board forums (4) The student will complete four discussion board forums throughout the course, each forum consists of a thread and a reply, with the exception of the last forum which requires no reply. The thread is the students response to the instructors prompt and the reply is the students response to another students thread. The thread should be a minimum of 300 words, and replies should be a minimum of 150 words each. The initial thread is due by 11:59 p.m. (ET) on Thursday, and replies are due by 11:59 p.m. (ET) on Sunday of modules 2, 4, 6, and 8. D. Blog Entries (4) The student will complete a blog activity in modules 1, 3, 5, and 7. Each blog entry focuses on a specific topic and students are encouraged to write about related aspects of educational technology. Each blog activity will be completed in two parts: the student will post an initial blog entry in response to the prompt, and then comment on at least two peers initial blog entries. The initial entry is due by 11:59 p.m. (ET) on Wednesday, and replies are due by 11:59 p.m. (ET) on Sunday.

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EDUC 629 Syllabus

E.

Technology Implementation Plan The student will develop a diversity awareness and technology integration plan for meeting diverse learning needs. This assignment will be completed in 6 parts: Part 1: Vision, Mission, Goals The student will locate educational technology standards and create the vision, mission, and goals for a Technology Implementation Plan based on those standards. This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 2. Part 2: Needs Assessment The student will create a needs assessment for their local district considering cultural diversity, special needs, and varying socioeconomic groups in their analysis. This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 3. Part 3: The Planning Process The student will address each of the needs identified in part 2 including changes necessary for environment, engagement, application, and tools. The student will interview an Instructional Technologist or Technology Resource Teacher, submit a transcript of the interview in a word document, and incorporate what was learned into the planning process. This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 4. Part 4: Implementation The student will submit a timetable, budget and professional development plan. The student will also create 1-3 lesson plans showing how to integrate technology at the classroom level for each diversity. The lesson plan(s) must address cultural diversity, special needs, and varying socioeconomic groups. This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 6. Part 5: Executive Summary The student will complete the table provided in the template and describe in 2- 4 paragraphs how every goal has been met through the plan. This assignment is due by 11:59 p.m. (ET) on Sunday of Module/Week 7. Part 6: Completion The student will submit the completed TIP and a reference page including at least 5 sources. This assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8.

F.

Professional Affiliation The student is expected to present evidence of active student membership in ISTE, AECT or an approved equivalent.

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EDUC 629 Syllabus

VI.

COURSE GRADING AND POLICIES A. Points Course Requirements Checklist Discussion Board forums (4 at 50 pts ea) Blog Entries (4 at 45 pts ea) Technology Implementation Plan Part 1 Part 2 Part 3 Part 4 Part 5 Part 6 Professional Affiliation B. Scale A = 9601010 A- = 940959 B+ = 920939 B = 890919 B- = 870889 C+ = 850869 C = 820849 C- = 800819 D+ = 780799 D = 750779 D- = 730749 F = 729 and below C. Late Assignment Policy: The nature of this course requires that the candidate interact with the material, professor and other students on a weekly basis. Because of this, it is difficult to achieve the fullest experience in this learning environment when assignments are late. If unable to complete an assignment on time, the candidate must contact the instructor immediately by email to make arrangements for the completion of that assignment. Assignments that are submitted after the due date without appropriate excuse and pre-approval will receive the following deductions: 1. Assignments submitted after the due date will receive a 10% deduction. 2. Assignments submitted more than one week late receives a 20% deduction. 3. Assignments submitted after two weeks late or after the final due date of the class will not be accepted without documentation or extenuating circumstances. D. Disability Assistance Students with a documented disability may contact Liberty University Onlines Office of Disability Academic Support (ODAS) at [email protected] to make arrangements for academic accommodations. Further information can be found at www.liberty.edu/disabilitysupport. 10 200 180 50 100 125 200 75 50 20 1010

Total

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EDUC 629 Syllabus

VII.

BIBLIOGRAPHY Cavanaugh, C., Blomeyer, R. (Eds.). (2007). What works in K-12 online learning. Washington, D.C.: International Society for Technology in Education.

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COURSE SCHEDULE
EDUC 629
Textbooks: Solomon, Toward Digital Equity: Bridging the Divide in Education (2003). Spector, Handbook of Research on Educational Communications and Technology (2008). WEEK/ MODULE 1 READING & STUDY Solomon: chs. 13 Spector: chs. 6 & 7 1 presentation Solomon: chs. 5, 10, & 14 Spector: chs. 21, 34, & 29 1 presentation Spector: chs. 12 & 22 1 presentation Solomon: chs. 6, 7 & 9 Spector: chs. 24 & 52 1 presentation Spector: chs. 49, 38, & 43 1 presentation Solomon: ch. 8 Spector: chs. 14, 25 & 37 1 presentation Spector: chs. 13, 48 & 50 1 presentation Spector: ch. 28 ASSIGNMENTS Course Requirements Checklist Advising Guide Quiz Class Introductions Blog Entry 1 Discussion Board Forum 1 TIP: Part 1 Blog Entry 2 TIP: Part 2 Discussion Board Forum 2 TIP: Part 3 Blog Entry 3 Professional Affiliation Discussion Board Forum 3 TIP: Part 4 Blog Entry 4 TIP: Part 5 Discussion Board Forum 4 TIP: Part 6 TOTAL POINTS 10 0 0 45 50 50 45 100 50 125 45 20 50 200 45 75 50 50 1010

NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final week ends at 11:59 p.m. (ET)