Towson University 
College of Education 
Department of Educational Technology and Literacy

Syllabus for ISTC 301: Integrating Instructional Technology

  Fall 2011


Instructor:  Dr. Qing Li                                          E-mail:  This email address is being protected from spambots. You need JavaScript enabled to view it.                                                           Office: 410-704-4631
Office: Hawkins Hall Rm. 107D                       Office Hours: Wed. 3:30-4:30 pm                                    
Time & location of course:                                 Wednesdays 12:30-3:15 PM, Hawkins Hall Rm. 209

College Mission: Inspire, educate, and prepare educators as facilitators of active learning for diverse and inclusive communities of learners in environments that are technologically advanced. Additional details about the College’s Integrated Themes may be found at:

Course Description Materials, devices, techniques and settings are presented in an overview of the field of instructional technology. Laboratory experiences are provided in the operation of instructional hardware.

Rationale: The purpose of the ISTC 301/501 course is to introduce pre-service teacher candidates to the various forms of electronic and digital technology and to provide opportunities for engagement and reflection on the role these technology tools can play in the teaching/learning processes in the classroom. The students become skilled in some of the many digital tools used in today's schools. In addition, students will be exposed to basic learning theory and will be assisted in determining appropriate applications of these theories and techniques in educational settings. This course is designed to use the Towson University Conceptual Framework to meet the MSDE certification and accreditation requirements.

 The following is a guide to the Standards that ISTC 301 is designed to meet; the Codes associated with the Standards; and the Assessment tools used to measure the candidates’ abilities to demonstrate mastery of these standards.



International Society for Technology in Education-National Educational Technology Standards for Teachers


Maryland Teacher Technology Standards


Interstate New Teacher Assessment and Support Consortium


MSDE-Voluntary State Curriculum

Towson University Conceptual Framework

College of Education, Conceptual Framework [Mission, Vision-Integrated Themes and Standards].


Course Objectives, Standards and Assessment


Course Objectives/Outcomes/Standards


1. learn how to use a variety of technology and media resources  (ISTE-NETS*T IABC, IIBC; MTTS 5, 7)

Online portfolio; One-Minute Gurus; UDL Wiki; Blog; Internet Safety Blog; Practical Teaching Experience; Digital Games; Theory Interactive Whiteboard presentation

2. gain experience in planning to integrate technology into the classroom curriculum (ISTE-NETS*T II ABDE, III ABCD, IV ABC; MTTS 5,7;INTASC #1,3,4,5,6; MSDE-VSC.)

TPACK Game; UDL Wiki; Digital Games, Digital Game Supplement, Practical Teaching Experience; Internet Safety Wiki;  One-Minute Gurus, Theory Interactive Whiteboard presentation

3. develop an educational technology portfolio that supports specific academic content. (ISTE-NETS*T IIC; MTTS 1,2, 3, 4, 5, 6, 7; INTASC#1,2,7;MSDE-VSC.)

Online portfolio showcasing at least 5 different tools

4. design a multimedia project to present curriculum information. (ISTE-NETS*T IIAB; MTTS 1, 2, 3, 4, 5, 6, 7; INTASC#1; MSDE-VSC.)

Digital Games; UDL Wiki; Practical Teaching Experience

5. participate in meaningful communication within and outside of an electronic learning community. (ISTE-NETS*T VABCD; MTTS 2, 3, 5, 7; INTASC #9,10)

Blackboard discussion boards, blogs, wikis; Web 2.0 tools, Theory Interactive Whiteboard presentation

6. prepare to use technology independently throughout their education and their careers. (ISTE-NETS*T VABCD; MTTS 1, 2, 3, 4, 5, 6, 7; INTASC#9; MSDE-VSC.)

TPACK Game; UDL Wiki; Game Based Learning Project, Practical Teaching Experience; Internet Safety Wiki; One-Minute Gurus; Blog

7. connect their classroom experiences with situations and experiences in the outside world. (ISTE-NETS*T VIABCDE; MTTS 2,5; INTASC #2,9; MSDE-VSC.)

Practical teaching experience; Game Based Learning Project


Other related key themes:

To address barriers that research has shown inhibits students from utilizing technology appropriately in their classrooms.

To give students an opportunity to think about technology and the context it will be used in at the same time.


Textbook: No required text for the class.  All course readings and resources are located in Blackboard.




E-mail account: All email will be sent via your Towson account.  Check it often or have messages automatically forwarded.  When emailing instructor, include a clear subject line and sign your name.


Assignments: All assignments will be submitted electronically via Blackboard and are due by 6 PM of the date due unless otherwise noted.  As a last resort if Blackboard isn’t available, you can email them as an attachment.  All assignments should be in Microsoft Office formats.  If you have to use another program, save it as a PDF or RTF file before submitting.  You are required to have a way to save your electronic work. You may use your Towson WebDisk space or a key drive.  Inaccessible files, lost files, etc. are no excuse for not completing an assignment or handing it in late.  Be sure to back up your work. Late assignments will not be accepted unless you have made prior arrangements with the professor at least 24 hours in advanceof the due date.


Attendance: Read your student manual concerning attendance and absences in the current graduate catalog. Students are expected to be on time for all classes: class attendance is mandatory. This counts towards your attendance/participation grade. Students are expected to notify the instructor before any absence. The only acceptable excused absence is a documented doctor's excuse due to illness. Absence for religious holidays or medical reasons will be excused; however, a written memo should be submitted at least 24 hours in advance. It is your responsibility to get the excuse and make up missed work. All other absences will be unexcused and no credit will be given for any assignments or group work completed in class on the day of your absence and 5% will be deducted from your total participation/attendance grade for each absence.  Tardiness and/or early departures will be noted and count as a partial absence and 3% will be deducted from your participation/attendance grade.


Participation requirements: Participation in all assignments is a required part of this course.  Failure to actively participate and contribute to assignments is equivalent to not attending class and your grade will be affected.  While most group projects will result in all group members earning the same grade, if peer evaluations reveal lack of participation, the instructor reserves the right to give different grades to group members.  In-class participation points are earned by being engaged, on-task, and active in activities and discussions. Online participation is gained by active and timely posting of online assignments. Because of the hands-on nature of this course and with some of the class sessions online, you will be required to learn about and use technology tools outside of class.  You will need to be organized and have strong time management skills as much of the work in the course is self-directed exploration and inquiry. You will need access to a computer with internet access on a daily basis. 

Classroom computer use and electronic devices: During classroom time, computer use is limited solely to course specific applications. Improper use, which includes but is not limited to accessing personal web pages (ie. Facebook), sending/reading email or blogs, surfing websites not related to task/content of assignment, or playing games, will result in the reduction of 2% for participation for every instance of misuse.  Turn off all cell phones, pagers, mp3 players etc. during class.  You are expected to adhere to the University Guidelines for Responsible Computing. The guidelines are posted on the OTS web site:


Documented Disabilities: Students with documented disabilities are encouraged to share this information with the instructor as soon as the semester begins. Every effort will be made for appropriate accommodation.


Academic (dis)honesty and plagiarism: Towson University's policy on academic (dis)honesty can be found in the most recent Towson University Undergraduate Catalog. Cases of cheating or plagiarism on assignments or examinations will result in a score of zero for the particular work, the possibility of failure for the course, and/or dismissal from the University. APA Style (6th ed.) should be used to cite all sources.


Grading Scale


























Distribution of Points (Note: Assignment details posted on Blackboard.)

Class Participation and Attendance                                                                                                                                                             10 points
A component of this course is your participation including attendance, thoughtful participation and preparation of readings/assignments, active group engagement and a concern for others in this course.

Technology Integration Projects                                                                                                                                                                     60 points
A significant portion of this course is based on your participation in learning teams. This includes on-task, on-time, thoughtful posts, and interaction with your peers throughout the course.  The focus of these projects is on the technology integration and the creation of artifacts that show your ability to use and create learning materials via technology tools.

  • Project 1: TPACK Game (10 points, due 9/14) – Instructor gives the pedagogy, content, and technology. Students work in their learning teams to brainstorm a lesson plan that effectively incorporates all three elements. Work is shared via the class wiki. (See Richardson, K.W. (2010). TPACK: Game on.Learning and Leading With Technology, 37(8), 34-35. Retrieved from:
  • Project 2: UDL Wiki (10 points, due 10/5)– Students will complete the Assignment located at
  • Project 3: Game Based Learning Project (40 points,  Game-due 11/16, written portion - due 11/30) –students will design and build educational games using Scratch, Kudo or other platform. Details for the project are shared in class and the course Blackboard under “Course Information”.


Learning Theory Assignment                                                                                                                                                                           10 points
Working with a partner, you are required to investigate one theory and create an interactive whiteboard presentation. In this 10 minutes presentation, you will demonstrate the appropriate use of the whiteboard technology in teaching. Details are shared 
in the course Blackboard under “Course Information”.


Blogging Assignment and Reflection                                                                                                                                         10 points
You are required to write blogs.  Blog responses will be checked and evaluated to ensure that you are reflecting on the subject at hand, answering the questions posed thoughtfully and completely, and able to connect the topic with prior knowledge you have. You will not be graded on format, spelling, sentence structure, or mechanics, and are encouraged to use this space as a journal to store your thoughts as the semester progresses. Blogging about the required questions/topics should be thought of as the minimum requirement and you are welcome to use this space to blog/reflect on course-related ideas and thoughts. In addition to writing on your own blog, you should also make comments to peers’ blogs that enrich the discussion.

  • Blog 1: Theorist Review (see Blackboard for details) – due 9/7
  • Blog 2: UDL –due 9/28

Considering the following prompt:

At the core of UDL is the premise that often the curriculum is disabled (and disabling!). It is not flexible; it often poses barriers, and consequently prevents rather than supports optimal learning experiences. Do you agree or disagree with this view? Why or why not?

What are the benefits of analyzing the curriculum for strengths and weaknesses rather than focusing on the student’s strengths and weaknesses? What are the challenges of this approach?

  • Blog 3: web 2.0 – due 10/12

Prompt: Web 2.0 is changing the way we work, live, study, and play. Scholars claim that this change of technology is causing an emergent of a participatory culture and consequently challenging our school systems and ways we teach and learn.  Are we, as teachers, prepared to teach in this new context?  After completing the readings, discuss your thoughts about this issue, focusing on practical strategies of how we can use web 2.0 tools to enhance students’ learning.

  • Blog 4: Internet safety – due 10/26

In this blog, you will discuss the topic of internet safety. You need to include basic background information on the topic and strategies for integrating the concept into k-12 teaching. Following are the topics you can choose from: cyberbullying, file sharing and pirating, identity theft, malware/viruses/worms/Trojans, internet addiction, net banging, phishing, spam, tracking cookies, sexting. 

  • Blog 5: Digital game based learning –due 11/9

Reflect on your experience of using digital games and game building, what have you learned? What are the most important issues we need to consider when adapting game based learning?  What are the challenges you’ve experienced?

  • Blog 6: One minute Guru – due 12/7

This blog is a place for you to share your ideas for tools you come across during exploration and research for your projects. In this blog post, you will have a ‘on stop shop’ list of tools, tips and tricks that you can access when you are brainstorming for lesson plans in the future. Post at least 5 tips, tricks, or tools that you and others can use later.


Practical Teaching Assignment                                                                                                                                                                      50 points
Students will select their own pedagogy, content, and technology they will use and will create a lesson plan that seamlessly integrates all three areas. Students will submit the lesson plan and then will “teach” a key component of the lesson (40 minutes) to the class. Students will be asked to give feedback on themselves as well as each other. See the assignment rubric for detailed instructions. (Lesson plan due 48 hours prior to date of teaching the lesson, reflection due 48 hours after teaching; teaching dates are 11/30, 12/7, and 12/14)


Electronic Portfolio                                                                                                                                                                                                10 points
Each student will create an electronic, professional portfolio to compile a selection of course projects, assignments, reflections etc. that showcase mastery of the course objectives, the teacher technology standards and the INTASC principles.  This portfolio may be used as a basis for portfolio required for graduation requirements. (Due date: 12/15)