Integrated Technology Studies Syllabus:
John Snedden, Correia Middle School

Course Description:

This is a 36-week, paperless course offered to middle school students to prepare them for successful computer use in academic applications.  The course is broken down into six, six-week segments designed to focus on the most efficient and applicable computer skills in each of the four core content areas as well as physical education/health. As a project-based course, every six-week term will be assessed by completion of a culminating project.



Course Objectives:  To satisfy the SDCS high school requirements for technology, students will become proficient in the following :

-   Presentations—PowerPoint

-   Word processing—Word, Appleworks

-   Spreadsheets—Excel

-   Digital photo editing—iPhoto, Photoshop

-   Digital video and audio conversion and editing—iMovie, iDVD, Movie Maker, Final Cut Pro, iTunes, Garage Band, Audacity

-   Graphic organizing—Inspiration, Omnigraffle

-   Online storage and collaboration—Weblockrz, Moodle

-   Online Databases—ProQuest (eLibrary), Gale (InfoTrac), Grolier Online

-   Internet Searching

-   File Compression (Quicktime)

-   Portable Storage Devices (iPods, MP3 players, Memory Stick, Flash drive)

-   CD and DVD Burning

-   Website Design and Evaluation

-   Podcasting

National Educational Technology Standards:

The following standards are nationally accepted for computer use by students and will drive the curriculum of the course.  Each of the six standards will be applicable throughout every six-week project.  For more information on the National Educational Technology Standards (NETS)

 

Technology Foundation Standards for Students

   1. Basic operations and concepts

* Students demonstrate a sound understanding of the nature and operation of technology systems.

          * Students are proficient in the use of technology.

 2. Social, ethical, and human issues

* Students understand the ethical, cultural, and societal issues related to technology.

            * Students practice responsible use of technology systems, information, and software.

* Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools

* Students use technology tools to enhance learning, increase productivity, and promote creativity.

* Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools

* Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

* Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

* Students use technology to locate, evaluate, and collect information from a variety of sources.

          * Students use technology tools to process data and report results.

* Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

  6. Technology problem-solving and decision-making tools

          * Students use technology resources for solving problems and making informed decisions.

* Students employ technology in the development of strategies for solving problems in the real world.

Content Area Standards:  While driven by the NETS, the Integrated Technology Studies will support student proficiency in the seventh and eighth grade core content area standards including math, science, English, history, and physical, education.  Every six weeks, the content area focus will shift to include different academic content areas.  Students will be required to demonstrate growth in these content area standards as part of their class portfolio.  

 

 

 

Course Outline:

Timetable

Outcomes

Standards Supported

Weeks 1-6:  Introduction

Tools & Resources Boot Camp

Students will be introduced to how, when, and why to use the hardware, software, and online tools and resources available to them.  Students will write a research report based on the resolution model of the Junior Model United Nations. 

 

Each student will: 

-   Choose a country and issue

-   Do background research on their chosen topics using Online Databases

-   Take notes and organize research using graphic organizer tools (Inspiration)

-   Report on their findings using word processing software (Word)

-   Participate in peer revision and process writing

-   Save, transfer, collaborate and submit files for grading using online digital storage (Weblockrz, Moodle)

 

NETS:

1, 2, 3, 4, 5, and 6

 

 

SDCS Computer Competencies:

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

 

ELA 7th and 8th: (research, persuasive writing)

Writing: 1.4, 1.5, 1.6, 1.7 and  2.4 a, b, c, and d.

Weeks 7-12:

Stock Market Project

 

Focus on Math

Students will manage earning and spending money by being given a mock budget to invest in the stock market. 

 

Each student will:

-   Use Online Databases to research three major companies to invest in from the NASDAQ and New York Stock exchanges

-   Use the Internet to track stock prices.

-   Create a spreadsheet (Excel) to track the spending and earnings of the initial budget

-   Use presentation software (PowerPoint) to give a class presentation on the over all success of their investment strategy.

-   Assess the strategies of their peers by comparing those strategies to their own via message board communication (Moodle)

-   Save, transfer, collaborate and submit files for grading using online digital storage (Weblockrz, Moodle)

 

NETS*S:

1, 2, 3, 4, 5, and 6

 

SDCS Computer Competencies:

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

 

Math 7th: (percentages, ratios, graphing)

 Number Sense 1.3 (%’s) Measurement & Geometry 1.0 (ratios)

Algebra & Functions 1.5 (graphs)

 

 

ELA 8th: (research, reporting)

-   Writing: 1.4 , 1.5  1.6, and  2.3 a,   b, c, and d.

Weeks 13-18:

How-To Video

 

Focus on Science

Students will create a procedural presentation, based on the scientific method, designed for an audience of their peers.

 

Each student will:

-   Choose a scientific process with which they have significant interest but little familiarity

-   Use Online Databases to research the environment, materials, procedures, and expectations for performing a procedural experiment on their topic

-   Prepare a scientific question and propose a hypothesis

-   Perform the experiment using digital still/video images to record the procedures and spreadsheet software (Excel) to record experiment data and outcomes

-   Use Presentation Software (PowerPoint) to give a How-To presentation to a group of peers. 

-   Use digital video to record peers attempting the same procedures

-   Save, transfer, collaborate and submit files for grading using online digital storage (Weblockrz, Moodle)

 

NETS*S:

1, 2, 3, 4, 5, and 6

 

SDCS Computer Competencies:

1, 2, 3, 5, 6, 7, 8, 9, 10

 

Science 8th: (Scientific Method)

9: 1-6

 

ELA 8th: (Functional Literacy)

-   Writing 2.1, 2.5

ELA 8th: (research, reporting)

- Writing: 1.4 , 1.5  1.6, and  2.3 a, b, c, and d.

Weeks 19-24: Advertising

Persuasive Analysis Case Study

 

 

Focus on English

Students will examine the persuasive techniques used by three major corporations in online and television advertising.  Students will then work with a partner to use persuasion and digital media to create their own advertisements.

 

Each partnership will:

-   Use the Internet to research three major corporations and at least five advertisements from each.

-   Formally contact television and Internet service providers to inquire as to advertising costs.

-   Use graphic organizer tools (Inspiration, Kidspiration, Omnigraffle) to organize, storyboard and script a television commercial.

-   Use video editing software (iMovie, Movie Maker), Quicktime, and digital video recording equipment to perform, and edit a 30 second television advertisements to also be compressed for web streaming. 

-   Design a webpage based on the advertising models they observed and analyzed

-   Save, transfer, collaborate and submit files for grading using online digital storage (Weblockrz, Moodle)

NETS*S:

1, 2, 3, 4, 5, and 6

 

SDCS Computer Competencies:

1, 2, 3, 5, 6, 7, 8, 9, 10

 

ELA 8th:  (persuasive, career documents)

-  Writing 2.4 a, b, c, 2.5  a, b,

-  Speaking 2.4 a, b, c, d,

-  Evaluation of Sources  1.8, 1.9

Weeks 25-30:

Historical Documentary

 

Focus on History

Students will identify a pattern in History that has manifested itself in three different centuries or across three different civilizations.  Students will then create a documentary video to show how their chosen historical pattern has impacted 21st century civilization(s).

 

Each student will:

-   Use the Internet and Online Databases to research their historical pattern

-   Use graphic organizer tools (Inspiration) to organize their pattern and its impacts over time

-   Create a presentation using presentation software (PowerPoint) that includes 60 digital images, notes from their graphic organizer (Inspiration chart), and music (original from Garage Band, recording, CD, or iTunes)

-   Use word-processing software (Word) to write a research paper on their chosen topic.  Later to be converted to voice-over script.

-   Convert the images and music from the presentation (PowerPoint) and the words from the research paper to create a film documentary (iMovie) enhanced by transitions, special effects, and video commentary.

-   Formally contact owners of copyrighted materials for permission to use images or sounds.

-   Save, transfer, collaborate and submit files for grading using online digital storage (Weblockrz, Moodle)

NETS*S:

1, 2, 3, 4, 5, and 6

 

SDCS Computer Competencies:

1, 2, 3, 5, 6, 7, 8, 9, 10

 

History:  Various 6th, 7th, and 8th grade standards to include at least one History standard from three separate grades or three separate standards from one grade.

 

ELA 8th: (writing and delivering research report)

 - Writing: 1.4 , 1.5  1.6, and  2.3 a, b, c, and d.

-  Speaking 2.3 a, b, c, d

 

Weeks 31-36:

Exercise Video

 

Focus on PE

Students will work in small groups to examine the health benefits of exercise and a good diet to maintain proper health.  The unit will culminate in the creation of an exercise DVD.

 

Each group will:

-   Use Internet research to identify the health benefits of their favorite form of exercise or diet

-   Use word processing software (Word) to report their research findings and create a persuasive introduction for peers unfamiliar with the chosen exercise or diet

-   Use graphic organizer software (Inspiration) to storyboard their exercise video

-   Create, film, and edit an exercise video using digital recording equipment.  (iMovie, iDVD, and Quicktime)

-   Create an original background score using music editing software (Garage Band)

-   Save, transfer, collaborate and submit files for grading using online digital storage (Weblockrz, Moodle)

-   Evaluate peers using online collaboration tools (Moodle) to rate student work.

NETS*S:

1, 2, 3, 4, 5, and 6

 

SDCS Computer Competencies:

1, 2, 3, 5, 6, 7, 8, 9, 10

 

PE 7 and 8: (physical fitness and health)

- Standards 3 and 4 including all sub-standards

 

ELA 8th: (writing and delivering research report)

 - Writing: 1.4 , 1.5  1.6, and  2.3 a, b, c, and d.

-  Speaking 2.3 a, b, c, d

 

 

 

Grading:

-   Classwork and Portfolio 80%:  Students will be expected to keep a digital portfolio of their coursework to show growth in their knowledge and use of computer skills and applications as well as the academic content areas supported by the course.  The portfolio will contain examples of student proficiency in the Microsoft Office Suite—Word, Excel, PowerPoint, Apple iLife Suite—iPhoto, iMovie, iDVD, iTunes, Garage Band, Inspiration, Weblockrz, and the Online Databases—ProQuest (eLibrary), Gale (InfoTrac), Grolier Online, web design, and Internet research.

-   Tests and Quizzes 20%: To demonstrate transfer of knowledge, students will take weekly, online week-in-review quizzes designed to reinforce applications and skills learned or used during the week.

 

Citizenship Expectations:  While it is the philosophical goal of the teacher to realize the dream of computer access for all, it is reality that computer access is still merely for the privileged.  All Correia students are privileged to be provided access to computer hardware, software, and digital recording equipment.  It is a class expectation that students keep their privilege by:

-   signing and having their parents sign a computer/Internet use and lab etiquette contract

-   understand and protect the fragile nature of expensive technology

-   exemplify the core values at Correia—excellence, respect, responsibility, and teamwork

 

 

Absences:

It is the responsibility of the student to pursue work missed due to absence.  Many cooperative group assignments are conducted in class and cannot be made up; as a result, excessive student absences will greatly affect a student’s learning as well as their grade.  Tests and quizzes may only be made up when the absence has been excused.

 

Tardies: 

Class begins when the teacher begins.  The teacher will begin when class is scheduled to start.  Students are expected to be in their seats, have their materials for the day out, and unneeded materials put away for the start of class.  Students who are not in their seat and prepared to start class will be marked tardy.  Three unexcused tardies in any six-week grading period will result in lunch detention and the reduction of citizenship by one letter grade. 

 

 

 

Class Work and Routines:

 

Students can expect to work in small groups of 2-6.  They will be expected to: listen to others, express appreciation to others, be helpful and assist each other, disagree in a positive way, and stay on task for the duration of the class period.  All classwork assignments will be completed on the computer, stored on the school server and submitted electronically.  All classwork assignments, directions, and warm-ups can be found daily on my website www.jsnedden.com

 

 

 

Monday: Class begins by updating planners and sharing a “what’s up”.  The “what’s up” consists of student summaries and responses to current events, cultural, economic, or social issues found on various forms of media technology. 

 

Tuesday, Wednesday, and Thursday: Class will begin with a warm-up activity, which will consist of timed writing, sustained silent reading, art, video, or music review on a topic relevant to material being covered in class.  Warm-ups last approximately 5-10 minutes and are used to review concepts or launch the class to new ideas or discussion.  The warm-up is submitted using the message board function in weblockrz.

 

Friday: Class begins with the Week-In-Review quiz (WIR).  The WIR is a ten question, online quiz designed to reinforce the learning for the week and to develop test-taking skills.  (Note: Accomodations in test time will be made for students who have an IEP or 504 specifically noting the need for extended time)

 

 Class Materials:

This is a paperless course, therefore few school materials are required.  All computer hardware and software needed for the class will be provided at school for use during the school day.  It is recommended that students have access to or purchase a flash drive, blank DVD-R and /or blank CD-R discs.  All are available at the school store.

 

Parent Involvement:

 

I feel that the education of your child requires a team effort.  My class is built on routines, if your child cannot tell you what is going on in class, something has gone terribly wrong.  We should be in contact immediately to find the root of the problem. Parent volunteers are frequently needed and always appreciated.  Please feel free to contact me at Correia whenever you have questions or wish to participate:

 

By phone:  (619)-222-0476 ext. 4607

Email: jsnedden@sandi.net

Website: www.jsnedden.com

 

I look forward to a productive year in hopes of preparing every student for a successful future. 

 

 

 

 

 

 

 

 

 

 

 

 

Dear parent,

The world of computers and new technology will offer unlimited possibilities to your child in his or her future.  Our job is to help these young adults to use technology in the most efficient way possible and to help them find their path to success.  In so doing it is essential that they understand the potential and responsibility associated with computer use.  Please read the course syllabus, student computer use agreement, and Internet use agreement then sign and return this form.

I feel that the education of your child requires a team effort.  My class is built on routines, if your child cannot tell you what is going on in class, something has gone terribly wrong.  We should be in contact immediately to find the root of the problem. Parent volunteers are frequently needed and always appreciated.  Please feel free to contact me at Correia whenever you have questions or wish to participate:

 

By phone:  (619)-222-0476 ext. 4607

Email: jsnedden@sandi.net

Website: www.jsnedden.com

 

Thank you.  I look forward to a very productive and enjoyable school year.

 

 

Student’s name___________________                   Period _______

 

 Student's signature _________________________

 

Home Phone Number _______________________

 

Parent can be reached during the day at:      Location: ______________________

 

 

 

 Parent Name (print): _________________________

 

 Phone Number:  ____________________________

 

 Parent's email: ______________________________

 

I have read the course syllabus ____

I have read and signed the student computer use agreement ____

I have visited the class website ____

 

Parent Signature: ___________________________

 

 

 

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