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Teaching Technology
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ED-T&L
734 3 Credits Spring 2006 |
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Tuesday -
4:30pm - 6:48pm
Room 101,
1100 Kinnear Road
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Instructor: Paul E.
Post Room 100 1100
Kinnear Rd. Office:
292-7471 Fax:
292-2662 Home:
799-0086 Office
Hours: By Appointment |
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Download syllabus as PDF file.
Course
Description/Rationale:
The purpose of this course will be to provide
preservice technology education teachers with information and skills relative
to serving students from diverse backgrounds. Included in the course would be
information relative to students who come from various racial/ethnic
backgrounds; gender or sexual orientation issues; and students with special
needs including students with disabilities and those who are gifted and
talented. These goals relate to the academic plan of The Ohio State University,
specifically diversity and to the goals of the College of Education and the
School of Teaching and Learning. Likewise, these are issues that are specified
in NCATE and practice.
Relationship
to Other Courses:
While there are similar
courses in the college and university which center around the aforementioned
themes, this course will deal specifically with those teaching issues in
technology education as it relates to areas of diversity. The curriculum of
this course focuses on the goals set forth by the Council of Technology Teacher
Educators through NCATE and the new Standards for Technological Literacy
adopted by the International Technology Education Association.
It is meant to be taken
simultaneously with Edu T&L 684.21 – Field Experience in Technology
Education
Knowledge,
Skills, and Dispositions
As a result of this course prospective teachers of
technology education will be able to:
1. Develop
an appreciation of students from various diverse and cultural backgrounds.
2. Identify
and assess the impact of legislation on their specific teaching strategies
utilized in technology education.
3. Identify
and microteach appropriate teaching, management, and assessment strategies for
students from diverse backgrounds and students with disabilities.
4. Develop
an understanding of an inclusion and how technology education practices can be
a part of inclusive education for students with disabilities.
5. As
a part of their field placement experiences students will be required to
identify students with disabilities and those from diverse backgrounds in the
relative schools in which they are placed.
They will be required to
bring to class examples of practices and strategies that are used to serve such
students, such as individualized education plans, diversity initiatives, and
teaching/management/assessment practices that are used by teachers in working
with such students.
Off Campus Field
Experiences:
Although this course will
not have specific off-campus field experience as an assignment, it will be
offered in conjunction with a yearlong clinical/field internship. These
coordinated experiences should enable students to use their field placements as
a time and place to compare and contrast curriculum and lesson plans in at
least two schools.
Diversity:
Inherent in the content
of the course is the need to address curriculum planning for all students.
Lesson planning will focus on all students and their diverse needs. The essence
of this course is to respond to NCATE standards 1, 3, and 4.
Technology:
As a part of their
experiences in this class, students will be required to use an on-line website
which contains resources relative to diversity and special needs. Students will
also be required to post and interact with other student observations relative
to working with students from diverse backgrounds and disabilities on web-based
discussion groups.
Student's
Goals:
You
should have several reasons for studying how to be inclusive in your providing
instruction in technology education (other than it is required by the
faculty). What do you intend to
learn about?
Required
Texts
- Boyle, J. R., & Danforth, S. (2001).
Cases in special education (2nd ed.). New York: McGraw-Hill.
- Technology for All Americans Project. (2000).
Standards for Technological Literacy: Content for the Study of
Technology. Reston, VA:
International Technology Education Association. Available at
http://www.iteaconnect.org/TAA/Publications/STL/STLMainPage.htm.
- Technology for All Americans Project. (2003). Advancing
Excellence in Technological Literacy: Student Assessment, professional
development, and program standards. Reston, VA: International Technology Education Association.
Available at http://www.iteaconnect.org/TAA/Publications/AETL/AETLMainPage.htm.
- Ohio Technology Academic Content Standards - Available at http://www.ode.state.oh.us/academic_content_standards/acstechnology.asp
Calendar
and Topical Outline
March 28 Orientation to special
needs and diversity
April 4 Orientation
to special needs and diversity (Chapters 1&2)
April 11 Gender
issues: the voices of men and women in technology education
April 18 The voices
of students from various racial and cultural diverse backgrounds (Chapter 4)
April 25 The voices
of gay, lesbian, bisexual, and transgender voices in technology Education
(Chapter 3)
May 2 The
voices of poor and disadvantaged children in technology education
May 9 Introduction
to working with students with disabilities
(Chapters
5, 6 & 7)
May 16 Working
with students with mild disabilities (Chapters 8, 9, & 12)
May 23 Working
with students with significant disabilities (Chapter 10))
May 30 The
individualized education plan and inclusion
(Chapters
11, 13 and 14)
Reading
List
Diversity and Equity
Ayres, B. J., & Hedeen, D. L. (1996). Cultural
pluralism in education: Theoretical foundations. New York: Longman.
Baker, G. C. (1983). Planning and organizing
for multicultural instruction.
Reading, MA: Addison-Wesley.
Banks, J. A. (Ed.) (1995). Handbook of research
on multicultural education. New
York: Simon & Schuster Macmillan.
Barton, L., & Walker, E. (Eds.) (1983). Race,
class and education. London:
Croom Helm.
Bell, D. (1992). Faces at the bottom of the
well. New York: Basic
Books/Harper.
Cawley, J. F., Baker-Kroczynski, S., & Urban,
A. (1992). Seeking excellence in mathematics education for students with mild
disabilities. Teaching Exceptional Children, 40-43.
Cuevas, G. (1990). Increasing the achievement and
participation of language minority students in mathematics education. In T. J.
Cooney & C. R. Hirsch (Eds.), Teaching and learning mathematics in the
1990s: 1990 yearbook (pp.
159-165). Reston, VA: National Council of Teachers of Mathematics.
Cuevas, G., & Driscoll, M. (Eds.) (1993). Reaching
all students with mathematics.
Reston, VA: National Council of Teachers of Mathematics.
Delpit, L. (1995). Other peopleÕs children. New York: The New York Press.
Estrada, K., & McLaren, P. (1993). A dialogue
on multicultural and democratic culture. Educational Researcher, 22 (3), 27-33.
Feldhusen, J. F. (1996). How to identify and
develop special talents. Educational Leadership, 53 (5), 66-69.
Franklin, M. E. (1992). Culturally sensitive
instructional practices for African American learners with disabilities. Exceptional
Children, 59 (2), 115-122.
Gamoran, A. (1992). Is ability grouping equitable?
Educational Leadership, 50
(2), 11-17.
Garcia, R. L. (1982). Teaching in a pluralistic
society: Concepts, models, strategies.
New York: Harper & Row.
Grant, C. A., & Sleeter, C. E. (1986). After
the school bell rings.
Philadelphia: The Falmer Press.
Greene, M. (1993). The passions of pluralism:
Multiculturalism and the expanding community. Educational Researcher, 22 (1), 13-18.
Hale-Benson, J. E. (1986). Black children:
Their roots, culture, and learning styles (rev. ed.). Baltimore: The John Hopkins University Press.
Hart, D. (1994). Authentic assessment: A
handbook for educator. Menlo
Park, CA: Addison-Wesley.
Hilliard III, A. G. (1995). Mathematics excellence
for cultural ÔminorityÕ students: What is the problem? In I. E. Carl (Ed.), Prospects
for school mathematics (pp.
99-114). Reston, VA: National Council of Teachers of Mathematics.
Kotlowitz, A. (1991). There are no children
here. New York: Doubleday.
Kozol, J. (1991). Savage inequalities: Children
in AmericaÕs schools. New York:
Harper Collins.
Ladson-Billings, G. (1990). Culturally relevant
teaching. College Board Review, 155,
20-25.
Ladson-Billings, G. (1994). The dreamkeepers:
Successful teachers of African American children. San Francisco: Jossey-Bass.
Moses, R. P. (1994). Remarks on the struggle for
citizenship and math/science literacy. Journal of Mathematical Behavior, 1 (1), 107-111.
Oakes, J. (1995). Opportunity to learn: Can
standards-based reform be equity-based reform? In I. E. Carl (Ed.), Prospects
for school mathematics (pp.
78-98). Reston, VA: National Council of Teachers of Mathematics.
Ogbu, J. G. (1992). Understanding cultural
diversity and learning. Educational Researcher, 21 (8), 5-14.
Orenstein, P. (1994). School girls: Young
women, self-esteem, and the confidence gap. New York: Anchor.
Sadker, M., & Sadker, D. (1995). Failing at
fairness: How AmericaÕs schools cheat girls. New York: C. ScribnerÕs Sons.
Scherer, M. (1992-1993). On savage inequalities: A
conversation with Jonathan Kozol. Educational Leadership, 50 (4), 4-9.
Singham, M. (1998). The canary in the mine: The
achievement gap between black and white students. Phi Delta Kappan, 80 (1), 9-15.
Slavin, R. E. (1993). Students differ: So what? Educational
Researcher, 22 (9), 13-14.
Sleeter, C., & Grant, C. A. (1994). Making
choices for multicultural education: Five approaches to race, class, and gender. New York: Merrill.
The AAUW Educational Foundation and National
Educational Association. (1992). The AAUW report: How schools shortchange
girls. Washington, DC: Author.
Wang, M. C., Walberg, H., & Reynolds, M. C.
(1992). A scenario for better—not separate—special education. Educational
Leadership, 50 (2), 35-38.
Assessment
Brown, J. H., & Shavelson, R. J. (1996). Assessing
hands-on science: A teacherÕs guide to performance assessment. Thousand Oaks, CA: Corwin Press.
Burke, K. (1993). The mindful school: How to
assess thoughtful outcomes.
Palatine, IL: IRI/Skylight.
Burke, K. (Ed.) (1992). Authentic assessment: A
collection. Palatine, IL:
IRI/Skylight.
Burz, H. L., & Marshall, K. (1996). Performance-based
curriculum for mathematics: From knowing to showing. Thousand Oaks, CA: Corwin Press.
Herman, J. L., Aschbacher, P. R., & Winters,
L. (1990). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and
Curriculum Development.
Marzano, R. J., Pickering, D., & McTighe, J.
(1993). Assessing student outcomes: Performance assessment using the
dimensions of learning model.
Alexandria, VA: Association for Supervision and Curriculum Development.
Schurr, S. (1992). The ABCÕs of evaluation: 26
alternative ways to assess student progress. Columbus, OH: National Middle School Association.
Wiggins, G. P. (1993). Assessing student
performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass.
Management
Deardoff, R. (1996). Remaining a nonparticipant in
a cooperative group setting. Teaching and Change, 3 (4), 378-394.
Giangreco, M. F. (1996). What do I do now? A
teacherÕs guide to including students with disabilities. Educational
Leadership, 53 (5), 56-59.
Gamoran, A. (1992). Is ability grouping equitable?
Educational Leadership, 50
(2), 11-17.
Melton, J. A. (1996). Does math performance
improve when students select their own partners? Teaching and Change, 3 (3), 244-259.
Netzer, M. (1993). Collaborative learning involves
everyone in the classroom. Homework, 4 (2), 1-3.
OÕNeil, J. (1992). On tracking and individual
differences: A conversation with Jeannie Oakes. Educational Leadership, 50 (2), 18-21.
Quast, G. A. (1996). Teaching students to follow
directions. Teaching and Change, 3
(4), 367-377.
Swanson, C. B. (1995). How technology in the
chemistry classroom affects studentsÕ attitudes and motivation. Teaching and
Change, 3 (1), 63-75.
Warger, C. L., & Pugach, M. C. (1996). Forming
partnerships around curriculum. Educational Leadership, 53 (5), 62-65.
Inclusion
Cardon, P. L., & Scott, M. L. (2000). Using
problem solving to teach the disabled. The Technology Teacher, 59 (8), 12-15.
Elliott, D., & McKenney, M. (1998). Four
inclusion models that work. Teaching Exceptional Children, 30 (4), 54-58.
Grigal, M. (1998). The time-space continuum. Using
natural supports in inclusive classrooms. Teaching Exceptional Children, 30 (6), 44-51.
Jorgenson, C. M. (1992). Natural supports in
inclusive schools: Curricular and teaching strategies. In J. Nisbel (Ed.), Natural
supports in school, at work, and in the community for people with severe
disabilities (pp. 172-215).
Baltimore: Paul H. Brookes.
Ryan, S., & Peterna, L. (1998). Junior high
can be inclusive. Using natural supports and cooperative learning. Teaching
Exceptional Children, 30 (6),
36-40.
Course
Requirements/Evaluation:
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Materials Available in Another Formats
Any student who feels s/he may need an accommodation based on the
impact of a disability should contact me privately to discuss your specific
needs. Please contact the Office for Disability Services at 614-292-3307 in
room 150 Pomerene Hall to coordinate reasonable accommodations for students
with documented disabilities. Their web site is http://www.ods.ohio-state.edu.
Academic Misconduct
o
Faculty
Rule 3335-5-54, which states, "Each instructor shall report to the
Committee on Academic Misconduct all instances of what they believe may be
academic misconduct" will be followed.
o
Academic
misconduct includes substituting another person's work as your own, either in
written or product form.
o If you have any questions regarding a behavior
that might constitute academic misconduct consult your instructor.