USD – Computer for the Educator, Level II Ernie Lewis

An Overview This course is designed to fulfill the California Clear Credential Level II computer component. It includes general and specialized skill development in the use of computers in educational settings in order to do the following: Teach and practice specific computer skills that K-12 teachers need in order to function in today’s technological educational settings. Promote the integrated use of technology in their K-12 curriculum. This course will present educators the opportunity to learn, practice and apply Level II computer proficiencies within the context of educational practices.

Proficiency Each candidate uses a computer application to manipulate and analyze data (e.g. create, use, and report from a database and create charts and reports from a spreadsheet). Database: Creation of a database and printed report. AND Spreadsheet: Creation of spreadsheets and charts. Reflective Writing Component

Proficiency Each candidate communicates through a variety of electronic media e.g. presentation incorporating images and sound, web pages and portfolios). Web Page: Creation of class or subject area web pages complete with graphics/hyperlinks/ links. Multimedia: Creation of academic based multimedia presentations. Reflective Writing Component

Proficiency Each candidate interacts and collaborates with others using computer-based collaborative tools (e.g. threaded discussion groups, newsgroups, electronic list management applications, online chat and audio/video conferences). Interact and Collaborate: Maintaining a log detailing your interaction and collaborations using computer-based tools. Include the following: Discussion Groups: Show understanding of Proficiency 4 (below) in a threaded discussion by posting and responding to a posting by another 580AR student regarding the Proficiency. Listserv: Show evidence of joining and using an educational listserv Show use by sending messages to the course instructor. Prepare a plan for future collaborations and interactions. Reflective Writing Component

Proficiency Each candidate demonstrates competence in evaluating the authenticity, reliability, and bias of the data gathered; determines outcomes and evaluates the success or effectiveness of the process used. Evaluation of Data Gathered: Demonstration of understanding by posting to a threaded discussion bulletin board and by responding to posting. Reflective Writing Component

Proficiency 2.4 – Each candidate optimizes lessons based on the technological resources available in the classroom, school library media center, computer labs, district and county facilities and other locations. 2.5 Each candidate designs, adapts and uses lessons which address the students’ needs to develop information literacy and problem solving skills as tools for lifelong learning. 2.6 Each candidate creates or makes use of learning environments inside the classroom, as well as in library media centers or computer labs, that promote effective use of technology aligned with the curriculum.

Proficiency Each candidate uses technology in lessons to increase each student’s ability to plan, locate, evaluate, select and use information to solve problems and draw conclusions. Technology Resources: A report outlining available technology resources Curriculum Lessons: Development of two original lessons. Each lesson must state as objectives how it: Optimizes Technology Resources Develops Information Literacy and Problem Solving Skills Makes use of Learning Environments Promotes Effective Use of Technology Aligns Technology with Curriculum Benchmarks and Standards Increases Students’ Ability to Solve Problems and Draw Conclusions Reflective Writing Component

Proficiency Each candidate uses technology as a tool for assessing student learning and for providing feedback to students and their parents. Assessing Student Learning: A clear demonstration of the following: Use of a student grading program or a technology based record keeping/assessment tool. Use of the assessment tool to communicate progress to students and parents. How web pages and/or are or could be used to assess and communicate student progress Reflective Writing Component

Proficiency Each candidate frequently monitors and reflects upon the results of using technology in instruct6ion and adapts lessons accordingly. A report on how technology has continued to make a difference in the delivery of curriculum and how your current classroom curriculum has been adapted to such technology. Reflective Writing Component

Proficiency Each candidate collaborates with other teachers, mentors, librarians, resource specialists and other experts to support technology- enhanced curriculum such as interdisciplinary lessons or cross grade level projects. Share a journal that records efforts in developing a technology- enhanced collaborative curriculum and a statement concerning future endeavors in this area. Begin the journal this week Reflective Writing Component

Proficiency Each candidate contributes to site-based planning or local decision making regarding the use of technology and acquisition of technological resources. Contributions or Technology Planning: A written commentary on past efforts, current efforts and any future plans for input and involvement in site-based technology decision-making. (Committee/mentoring/modeling). Submit evidence of current site or district technology plan. Reflective Writing Component

What to Expect All students are expected to proceed through the course in a timely manner and to submit specific lesson content to the instructor as designated by the course Performance Objectives. Coursework submitted must meet the Proficiency Standards by satisfactorily accomplishing the Performance Objectives as measured by the assessment rubric. The instructor will return Coursework not meeting Standards for further clarification or revision.

More Expectations All coursework must be neatly organized, typed, and proofed before it is submitted. Students are expected to communicate with the instructor with any questions regarding content or procedure. Students are required to keep an ongoing Assessment Portfolio. Placed in the portfolio will be a written piece that reflects on all designated assignments for each Proficiency Standard. The Assessment Portfolio will be submitted to the instructor when all course work has been completed. Reflective writing pieces will be assessed using a Reflective Writing Rubric.

Even More Expectations Students are required to keep an ongoing journal to cover Inspect ortfolio_guidelines.htm for portfolio guidelines. Please follow them if you desire instructor approval at the end of the class. ortfolio_guidelines.htm

Required Course Materials and Supplies Technological A computer with in Internet connection An active account

Required Course Materials and Supplies Continued Software capable of allowing completion of the following Performance Objectives Word Processing (Microsoft Word - recommended) Data Base Spreadsheet Multimedia (PowerPoint or HyperStudio) Web Design Internet browsing

Other Needed Resources Access to site or district technology plans for purposes of review Access to school technology coordinator or other designated technology lead teacher Other texts and articles as appropriate A three-ringed binder with appropriate dividers (portfolio items)

Assessment All work submitted by students will be assessed in the following manner: Content of all work must be in compliance with Performance objectives. Coursework is organized and has been checked for spelling and grammatical errors. As measured by the assessment rubric, there is evidence of an understanding of the course content and its application to educational instruction. Deficiencies in any of the above areas will be revised and resubmitted for approval before a grade for the course will be awarded.

Reflective Writing Goals and Rubric Goals for each piece of reflecting writing: Describe how your classroom teaching or other educational settings might change by implementing the Proficiency Standard. Give specific detail and ideas relevant to the assignment and the following points: Changes in your delivery of curriculum or your influence on the delivery of curriculum that would need to change in order to implement the objective Experiences you have encountered in using technology relevant to the Proficiency Standard Changes in student behavior, time on task, and classroom environment that you could expect Barriers you might encounter trying to implement the objective

Get Approval Assignments assessed as unacceptable must be revised and resubmitted for approval.