2857 Transworld Drive

Stockton, CA 95206
www.teacherscollegesj.edu (209) 468-4926

Technology for the Classroom - Tech 110

Cohort: Pre-Service June 2
Dates and Times of Course:
June 15th, 20th, 22nd, and 27th, 2016
4:30 pm - 8:30 pm
Instructor Contact Information
Ruth Clark
(209)747-3398
ruclark@sjcoe.net
Mission of Teachers College of San Joaquin (TCSJ)
To develop a workforce of teachers and school leaders that are comfortable with collaboration,
understand the need to prepare students for both work and higher education, and have the skills
to develop, implement and sustain innovative educational ideas.
TCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, are
relationship-driven and incorporate reflection for professional growth.
TCSJs Core Learning Outcomes
1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates
design systems for effective leadership in the classroom, campus, and educational community
to ensure the success of all students.
2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum.
Graduates implement systems for effective leadership in the classroom, campus, and
educational community to ensure the success of all students.
3. TCSJ graduates sustain a practice of innovation and reform.
4. TCSJ graduates understand the power of research. They critically analyze and synthesize
findings to support the development and implementation of rigorous and relevant curriculum
and plans. Graduates develop and implement research to contribute to the wider body of
knowledge as well as to reflect on and inform personal practice.
5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing
rigorous, relevant, and innovative educational experiences for all students.
Course Description
In this course, teachers will be introduced to various technology tools, applications, and
resources, as well as, best practices for integrating technology into the classroom. The course
emphasizes hands on technology training designed to assist teachers in their role as a classroom
instructor and is designed to meet the introduction level of the technology mastery in accordance
with the California Standards of the Teaching Profession. Sessions have been designed to
incorporate technology use in conjunction with Common Core Standards in K-12, English
Language Acquisition, and Special Education classrooms.

Teachers College of San Joaquin

Syllabus
Revised June 4, 2016

Student Learning Outcomes (Course Objectives):

1. Teachers will be introduced to educational technology in the classroom.
2. Teachers learn best practices for incorporating technology into the curriculum.
3. Teachers use internet resources in project based lessons.
4. Teachers will demonstrate the best use of technology to use based on project objectives.
5. Teachers will use multiple means of technology and design integrated technology lessons.
6. Teachers will be introduced to resources to use with special populations including English
Language Learners, G.A.T.E and student with disabilities.
7. Teachers are introduced to various technology tools for communicating and collaborating
with colleagues, support personnel and parents/families.
Attendance and Tardy Policy:
It is mandatory that teachers punctually attend all class sessions and be ready to participate fully
in all class activities. Teachers must attend the duration of the session and will be considered
tardy if he/she arrives more than 15 minutes late of 4:30 pm or leaves more than 15 minutes prior
to the end of class, which ends at 8:30 pm. Two tardies will be counted as one absence.
Student Responsibilities and Expectations
Be an active listener and participant
Complete required readings and assignments
Be prepared to participate in class discussions and activities
Cell phones should be silenced during class
Limit Internet use only to needs of the course
Notify instructor if you will be absent from class
Academic Integrity

Plagiarism - For the purposes of the Teachers College of San Joaquin, the definition of plagiarism is
adopted from the American Psychological Association Ethics Code Standard 8.11 (APA, 2010).
Students who present the work of another as if it were their own work are guilty of plagiarism.
Whether paraphrasing, quoting an author directly, or describing an idea that influenced the work,
students must credit the source. (p. 170).

All members of this learning community agree to maintain personal and academic
integrity including refraining from plagiarism.

If faculty or staff allege that a student is guilty of plagiarism he/she may receive a
range of penalties, including failure of an assignment, failure of the course,
suspension (e.g. for a semester), or dismissal from TCSJ as determined by the
Academic Review Committee. This committee will decide on the appropriate
penalty. In all cases, the faculty will have final say regarding the violators final
grade for the course. Prior violation/s of college policy by the student may result in
more serious sanctioning than requested by faculty, including dismissal from the
college, as determined by the Academic Review Committee. In these cases, the
decision of the Academic Review Committee is final and binding on all parties. More
information on avoiding plagiarism can be found at www.plagiarism.org and in the
APA 6th Edition Guidebook.

Textbook and Materials

Article: The Pedagogy of Technology Integration by Mabel CPO Okojie, Anthony A.
Olinzock, and Tinukwa C. Okojie-Boulder
Article: Technology in the Classroom: It's Not a Matter of 'If,' but 'When' and 'How' by
Alice Armstrong, Illinois School Board Journal, January 2014
Assignments & Grading Policies
Title of Assignment
Article Reflection
Collaborative Narrative using Google Docs
National Park Presentation using Google Slides
Google Form
Communicating / Weebly website
Shared Website with Evaluation
Nightly Participation
Total

Point Value
25
20
20
10
20
15
40
150

Grading Scale and Description

Grades
A
AB+
B
BC+
C
CD+
D
DF

Minimum Score
93%
90%
87%
83%
80%
77%
73%
70%
67%
63%
60%
0%

Grade-Point
Equivalent
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.7
0.0

Students must maintain a 3.0 to

be in good academic standing.
C- will result in academic
probation.

Special Considerations Policy

Any student in this course who has a disability that prevents the fullest expression of his/her
abilities should contact the instructor as soon as possible so that reasonable accommodations can
be made.
Professional Conduct
Students and staff agree to treat one another with mutual trust and respect, promote the success
of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive
or reflects bias of any kind. All members of this learning community agree to maintain personal
and academic integrity including refraining from plagiarism.

Course Schedule
Session 1
Topic/Assignment
Introductions/Expectation
Syllabus
Standards
CCTC
Common Core
Emphasis: Appropriate use
of Technology

Topic, Activities, and/or

Assignments for Session
Introduction to Edmodo, Remind, and
Class Dojo

Alignment with
Core Learning Outcome
Student Learning Outcome
CLO #1, 4 and 5
SLO #1, 2, 3,4, 5, and 7

Introduction to Weebly
Blog for student/parent
collaboration
Website for ePortfolio
Share link with instructor

Emphasis: Communication
with students, parents, and
staff

Homework - Evaluate and share one

website/app that you're currently
using or that will benefit others.

*The instructor reserves the right to make

changes as needed.

Set up Gmail
Google Docs - Step-by-Step

CLO # 2 and 3
SLO # 1, 3, 4, and 7

Session 2
Emphasis: Collaboration
Tools

Activity: Collaborate using Scholastic

Story Starters - Narrative Writing Share with instructor via Google Drive.
Shared websites with evaluation
Guidelines for writing
reflections

Homework
Article Reflection: Technology in the
Classroom: It's Not a Matter of 'If,' but
'When' and 'How' by Alice Armstrong.
Share with instructor using Google
Docs - do not use MS Word.
(Due Beginning of Session 3)

*The instructor reserves the right to make

changes as needed.

Session 3
Emphasis: Project Based
Learning

Introduction Presentation tools

Google Slides
Step - by - Step

CLO # 1, 2, and 3
SLO # 2, 5, and 6

National Park Research

Create a presentation for a National
Park using Google Slides.

Shared websites with evaluation

*The instructor reserves the right to make

changes as needed.

Session 4
Data Management

Google Forms Step-by-Step

Presentations

Share completed Google presentation

with Instructor via Google Drive.

CLO # 1, 4, and 5
SLO # 1, 4, and 5

Presentation Showcase

Shared websites with evaluation

Course Evaluation

*The instructor reserves the right to make

changes as needed.