EDEX 750
Technology
for Special Populations
Spring Semester
A. EDEX 750 Technology For Special Populations
B. Catalog Description:
"The
application of microcomputers and other technology in services for special
populations. Case management, assessment, and instructional uses of the technology
are included."
At this time, we are only offering this course during Spring semester.
Technology for Special Populations is course in the study of technology applications for persons with disabilities and the use of technology for personal productivity for the special educator. This document describes the goals and objectives, requirements, grading, calendar, and activities for the course.
C. Course Credit: 3 Graduate Hours at the 700 level
D. Prerequisites:
There are no course prerequisites for this course. However, candidates who are not familiar with the computer operating system and basic programs like Word, Excel, PowerPoint & Web Browsing may need to spend extra time at the beginning of the course becoming familiar with the specific software, different hardware and operating systems. Candidates do need to know how to use a mouse and be proficient with a word processor. Candidates need to be prepared to take risks and explore new technologies.
E. Intended Audience: Graduate candidates enrolled in the M.A.T or M.Ed. program in special education, special educators, general education, counselor educators, and speech language pathologists interested in the integration of technology in teaching.
F. Instructor: Dr. Cheryl Wissick
Programs in Special Education, 235 D
(office) 777-8859 (OIS) 777-4475 call for specific hours
(email) cwissick@sc.edu (WWW) http://www.ed.sc.edu/caw/edex750.html
Office Hours: TBA, by appointment and on email at all times
II. Statement of course goals & objectives
Goal:
The goal of this class is to prepare candidates to be contributing professional educators in the area of special education technology. As a professional educator, you will possess specialized knowledge in the applications of technology to support the Universal Design of the Curriculum for students with disabilities and have the ability to transform that knowledge pedagogically into a form appropriate to the classroom and the learner (knowing the subject from the perspective of both student and teacher) preparing the student for the transition from school to work or the educational setting and the client. You will learn the technology skills appropriate for a professional education. This includes the integrity, justice, intellectual spirit and stewardship to integrate technology for students with disabilities. In this course, we address skills from CEC standards 4, 6, and 7
Most
importantly students will consider two questions concerning technology:
- Will technology enable students to do something they could not do before?
- Will technology enable students to do something they could do before but
now do it better?
Objectives & Competencies:
The candidates will:
1. Choose, use, and modify appropriate technologies to accomplish instructional objectives and integrate them appropriately into instructional and remedial methods and techniques.
2. Discuss instructional considerations, examine features of universal design for learning, and analyze research regarding the use and effectiveness of technology for diverse populations;
3. Develop an awareness of cost, source and range of technology configurations and resources available for all students including persons with disabilities and students from culturally and linguistically diverse backgrounds;
4. Evaluate, select, develop, and adopt technology-based curriculum materials that respond to the cognitive, physical, and emotional characteristics of the learner and cultural, linguistic, and gender differences.
5. Integrate technology experiences and knowledge with classroom teaching, practicum, or other graduate classes;
6. Understand the importance of curriculum standards and objectives and how technology might be used to enhance instructional objectives, access the general education curriculum, and prepare students for the school to work transition and functional living skills;
7. Develop awareness and appropriate use and range of the adaptive and assistive devices available for persons with disabilities (i.e., communication boards for young children or students with severe disabilities; word processors and word prediction for students with learning disabilities; )
8. Discuss the ethical issues related to copyright issues and the use of technology for students with disabilities and those from culturally and linguistically diverse backgrounds;
9. Complete a technology integration curriculum unit which will include:
Checklist for Specific Skills: http://www.ed.sc.edu/caw/750skills.html
III. Text and Readings: All Students are required to submit work in MS Word Format. Open Office is available for free download and file can be saved as Office compatible http://www.openoffice.org/
1. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. [Online http://www.cast.org/teachingeverystudent//]
2. Price & Nelson, Planning Effective Instruction, 3rd Edition, Thomson Wadsworth. ISBN 0-495-00757-9 (M.A.T. students only also required for Student Teaching)
3. O'Bannon, B.W., & Puckett, K. (2007). Preparing to use technology. Allyn and Bacon. ISBN 0-205-45617-0
In addition to readings, the hands-on nature of this course requires that the candidates spend a great deal of time in the labs or at home on your personal computer completing assignments and viewing programs. Lab hours for the OIS are posted. All CDs or jump drives brought to class, must be labeled with the person's name. Candidates are also expected to read email and handouts before class and bring all handouts and notes with them whenever they work in the lab. Handouts, web articles, and links to tutorials will be provided with instructions for using various software. Using these handouts, web guides, and help files will assist candidates in becoming independent technology users.
Return to Menu
IV. Academic Course Requirements
All candidates are required to have a valid email account that will allow them to send and receive documents.
Assignments will be submitted electronically as discussed during the first class session. Questions or comments related to class can be sent directly to me via email. Be sure to include a subject line with the type of question or that you need help so that I will answer quickly.
Then the attachment document should be labeled with your LAST name and then a s (for skill) and the number. For example, my skill assignment one would be called: Wissicks1.doc Again the labeling of the document is important so that I can file the document correctly and check that it has been received. Please do not include EDEX or 750 in the document title. Use the same type of labelin for each skill. If you have to submit more than one part for a skill then label the second part as WissickS2part2 or WissickS2a. If you turn in a word document for a lesson and then the actual skill in the other program label both with the skill number Example for PowerPoint = WissickS8.doc (for lesson) Wissicks8powerpoint.ppt. If you need to include information for yourself in the title then you can do that after your name and skill Example Wissicks6inspiration.doc.
If you have a problem with an assignment, then please write the type of skill and then either question, or problem or help needed. For example if you cannot do the inspiration file then label an email subject line - "inspiration question" then I will know that I need to answer this quickly.
Labeling is extremely important so that your assignment does not overwrite someone else's assignment or one of your previous assignments AND so that I can easily track all the assignments that are completed. For other problems in emailing assignments, please seek assistance from the staff in the OIS.
Documents in the wrong format or labeled incorrectly will be returned. Please review this.
Example of a email message with skill one attached:
| To: Dr. Cheryl Wissick From: Sandy Student Subject: Skill 1 |
| Attached you will find Skill 1, it is labeled Sandys1.doc |
Class Participation
Purpose: Candidates are expected to participate in class, be prepared by bringing handouts and reading the textbooks, listening during the demonstrations, and working on the computer individually or in groups at the appropriate times. Please note that the OIS charges for printing. Points are deducted for each missed class with two points for half-class (e.g., coming in late or leaving early).
Weekly Skill Assignments
Purpose: Candidates are expected to practice the technology skills presented in class. Assignments and specific requirements will be presented as part of the weekly outline. Skill assignments MUST be done individually. Content choices can be related to the technology integration project. Skills should be submitted electronically in the appropriate format attached to email (unless otherwise noted in class). Your email subject line should be labeled with the assignments that are attached. Then the attachment should be labeled with your first name and then an "s" and the number. Remember, my skill assignment one would be called: cheryls1
Skills are each worth 10 points and should be completed before class starts on the due date.
Curriculum Integration Project & Presentation
Purpose: For you to demonstrate your competency to envision technology as a tool for Universal Design of the Curriculum, you will complete an inclusive curriculum integration project. For this project, candidates select a topic and develop an in-depth unit of study specific for the student population in which you want to teach. The topic may be used in a cross discipline thematic approach addressing relevancy to all content or as an in-depth study in one area (example: The study of Pirates in 4th grade may be thematic with ideas for math, science, social studies, language arts, art, and music. In middle or high school, a unit on Cars would focus on the science and math or writing. The project will integrate all aspects of the course competencies listed previously. Units are on file in the OIS AT Lab (274A) for checkout. Final projects should be provided to the instructor on diskette/CD/email AND hard paper copy. Project guidelines can be found at: http://www.ed.sc.edu/caw/edex750proj.html
For you to demonstrate your competency in using various technologies and integrating technology with teaching, you will create a multimedia presentation with the Smartboard, Intellipics, Inspiration, Kidspiration, or PowerPoint presenting an important skill for the curriculum integration project. In addition, you will also demonstrate a software package, web site, or TrackStar that accompanies their unit. Copies of presentations should be provided to the instructor on diskette/CD/email/wiki. Presentations will be graded on the content and the format/design of the presentation. In your presentation you need to address UDL and how you incorporated it into your unit.
Please note: Curriculum projects and particular aspects might be submitted for review at any point during the semester. Lessons submitted on time will be reviewed as part of the skill assignments. On the other hand, feedback or help on the any lessons or the final curriculum project will not be given AFTER the last class has met. At this point in the semester,candidates are expected to be competent technology users in order to troubleshoot aspects related to the final projects OR have asked specific questions during the course of the semester.
Portfolio and Web Work
Purpose: Candidates will be introduced to the Content Collection in Blackboard and be required to complete a portfolio. Candidates should begin their portfolio for the program. Additional online activities will be required throughout the semester such as review of free software and posting of web sites. The portfolio may be shared privately with the instructor or publicly with the class. The porfolio should include a welcome page with a picture, at least three other buttons with appropriate information on each page and all information included within the pages. You would be wise to begin your portfolio to demonstrate your CEC knowledge and skills. Candidates may also choose to complete their portfolio using a wiki such as WetPaint, PBWiki or Wikispaces - which can all be private.
V. Administrative Course Requirements
You will be expected to attend EACH class session, come to class on time, read all assigned materials, complete skills and projects on time, and contribute to class discussions. Candidates are expected to listen and pay attention when someone else is talking, and share their comments, questions, or thoughts with the rest of the class as appropriate. Candidates will be asked to leave class if they engage in side-talking or otherwise disrupt the group. Please turn off your cell phone during class. Candidates who work on the computer during class presentations will be asked to turn off the computer. Points will be deducted for each missed class, with partial points for half-class. Five points will be deducted each week for each assignment turned in later than one week after the due date. Due dates of assignments are indicated on the calendar. Candidates who miss more than 2 classes in full or 3 partial classes in the semester may have their grade lowered by one letter grade or may be required to repeat the course. Candidates who do not complete assignments by the last day of class will be graded on the assignments completed UNLESS prior arrangement has been made for an incomplete. If you are experiencing problems in completing assignments, please seek assistance from me, or your classmates. If you feel you need accommodations, please seek advice from Disability Services.
Return to Menu
| Activity |
Points |
| Technology Skills (10*10) |
100 |
| Curriculum Integration Project and Presentation |
100 |
| Portfolio and Web Work |
30 |
| Class participation & TES activities |
30 |
| Final Exam: Newsletter & UDL/AT reflection |
40 |
A (92% and above) = 274-300
B+ (87%-91%) = 260-273
B (82%-86%) = 244-259
C+(77%-81%)= 230-243
C(72%-76%)= 215-229
D(Below 72%)= Below 215
IV. Course Topics, Calendar, & Assignment Dates
Link to Topics & Assignment Calendar: http://www.ed.sc.edu/caw/edex750calendarspr09.html
VIII. Mode of Instruction
Demonstration 50%
Lab Activities 30%
Group Projects 10%
Presentations 10%
Return
to Menu
| ©
1999 University of South Carolina Board
of Trustees
URL: http://www.ed.sc.edu/caw/bio.html
Last updated: March, 2009 |