The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

INSYS 433 Teaching and Learning Online in K-12 Settings

Teaching and Learning Online in K-12 Settings (3 credits) explores uses of online technologies for K-12 settings including cyber charter and blended settings.

Overview

This course focuses on the status of online K-12 education, including criticisms of the movement and how cyber charter schools are impacting the general educational movement. Students will critically examine the cyber charter school money trail and learn how the funding flows.This will include federal level, state level, and district level funding models as they impact online K-12 cyber charters. Students will be guided through the process of transforming their teaching when moving from traditional face-to-face classrooms to online settings. Topics explored include Key principles of effective online instruction, tools for teaching online, setting the tone, collaboration and community building, strategies for online collaboration, facilitative effective online discussions, designing quality online lessons, supporting learners with special needs and special concerns in online learning environments. The assignments in the course include a major micro teaching experience which happens twice for each learner as well as a paper on the uses of technology with kids and discussion engagement. The course is relatively traditional with primary course online materials exploration as well as collaboration and exploration of the digital youth culture.

Course Objectives

Here are the course objectives for INSYS 433.

• Describe types of online programs.
• Summarize current status of online K-12 programs.
• Experiment with tools and approaches to online K-12 teaching.
• Evaluate methods for building strong online communities.
• Considerations necessary for quality online lessons.

Required Course Materials

• Cavanaugh, C., and Blomeyer, R. (2007). What works in K-12 online learning. Eugene, Oregon: International Society for Technology in Education. ISBN #: 9781564842367

Technical Requirements

Technical Requirements

Operating System	Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version
Processor	2 GHz or higher
Memory	1 GB of RAM
Hard Drive Space	20 GB free disk space
Browser	We recommend the latest ANGEL-supported version of Firefox or Internet Explorer. To determine if your browser fits this criterion, and for advice on downloading a supported version, please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers. Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses.
Plug-ins	Adobe Reader [Download from Adobe] Flash Player (v7.0 or later) [Download from Adobe]
Additional Software	Microsoft Office (2007 or later)
Internet Connection	Broadband (cable or DSL) connection required
Printer	Access to graphics-capable printer
DVD-ROM	Required
Sound Card, Microphone, and Speakers	Required
Monitor	Capable of at least 1024 x 768 resolution

If you need technical assistance at any point during the course, please contact the World Campus Help Desk.

Course Requirements and Grading

 

Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.

Assignment Values

Assignment	Points	Total Points	% of Grade
Discussion Forum and Microteaching Participation	25 points	25	25%
Kids' Use of Technology Paper	15 points	15	15%
Microteaching	2 @ 30 points each	60	50%
	Totals	100	100%

The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.

Tutoring resources are available to all students.

• Technology Tutoring
• Writing Tutoring

Week 1

Lesson 1

Lesson 1	Overview of K-12 Online Education
Activities:	Read Chapter 1: The Landscape of K-12 Online Learning. Review all course materials for the lesson. Explore examples of K-12 TLO. Participate in discussion forum on pros and cons of K-12 E-Learning. Establish relationships with your teaching team.

Week 2

Lesson 2

Lesson 2	Some Basics and What Kids Want
Activities:	Read Chapter 2: Developing Quality Virtual Courses: Selecting Instructional Methods. Review all course materials for the week. Explore debates on school choice. Participate in discussion forum on school choice. Establish roles and plans for microteaching with your teaching team. Begin Kids' Use of Technology paper.

Week 3

Lesson 3

Lesson 3	Microteaching 1 - Elementary Classrooms and Finances
Activities:	Read Chapter 3: Integrating Online Learning into Elementary Classrooms. Review all course materials for the lesson. Engage in microteaching/learning. Review and (optionally) discuss the business of K-12 TLO. Continue to work on your Kids' Use of Technology paper.

Week 4

Lesson 4

Lesson 4	Microteaching 2 - Literacy and Language Arts Online and Perspectives
Activities:	Read Chapter 4: Teaching and Learning Literacy and Language Arts Classrooms. Review all course materials for the week. Engage in microteaching/learning. Review and discuss the experience of K-12 TLO and your own future. Submit the Kids' Use of  Technology paper.

Week 5

Lesson 5

Lesson 5	Microteaching 3 -  Math and Flipped Classrooms
Activities:	Read Chapter 5: Teaching and Learning Mathematics Online. Engage in Microteaching/Micro learning as teacher/student. View Let’s Use Video to Reinvent Education. View Basic of Flipped Classroom. Read Evidence on Flipped Classrooms is Still Coming In. Review and discuss the potential for TLO in Math and Flipped Classrooms (optional).

Week 6

Lesson 6

Lesson 6	Microteaching 4 - Social Studies and Basic Design Considerations of Online Learning
Activities:	Read Chapter 6: Teaching and Learning Social Studies Online. Engage in Microteaching/Micro learning as teacher/student. Read excerpt from Instructional Design for Teachers. Read Why Online Courses [Really] Need an Instructional Design Strategy. Review and discuss the uses of ID in TLO settings with a reflection on your own microteaching experiences (optional).

Week 7

Lesson 7

Lesson 7	Microteaching 5 - PE and Gaming in the Online Classroom
Activities:	Read Chapter 7: Teaching and Learning Physical Education Online. Engage in Microteaching/Micro learning as teacher/student. View Connections Academy’s Yoga Program video. Read Online Phys Ed Classes: Legit or Loophole? Read Position Paper from the National Association for Sport and Physical Education. Review and discuss gaming in TLO (optional).

Week 8

Lesson 8

Lesson 8

Microteaching 6 - Special Populations and Assessment

Activities:

Read Chapter 8: Exceptional Learners: Differentiated Instruction Online. Engage in Microteaching/Micro learning as teacher/peer reviewer. View How Online Education Works for Gifted, At-risk, and Special Needs Student Populations, starting at 9:10 of the video. Read Improving the Accessibility of Online Course Materials. View Assessing Student Online Learning. Read Diane Ravitch’s Blog, reading back several entries to get a sense of the problems in assessment in all schools. Review and discuss assessment in K-12 TLO (optional).

Week 9

Lesson 9

Lesson 9

Best Uses of Online Discussion Forums and Instructional Strategies for Online Learning

Activities:

Read Chapter 9: Online Discussions. Review all course materials for the week. Engage in the discussion forum reviewing your uses of discussion forums in your microteaching and discussing how you think you might improve that experience for the learners. Engage in the discussion forum reviewing your uses of instructional strategies in your microteaching and discussing how you think you might improve that experience for the learners. View Managing an Online Course: Discussion Forums. Read Mastering Online Discussion Board Facilitation (While this is from 2009, it still has good best practices). Read Best K-12 Online Teaching Strategies (If you look along the left hand side of this website you’ll find a number of possible strategies you can reflect on for your discussion forum activity this lesson).

Week 10

Lesson 10

Lesson 10

Professional Development and Course Wrap Up

Activities:

Read Chapter 10: Professional Development for Online Teachers. Read Chapter 11: K-12 Online Learning: Sustainability, Success, and Sensibility. Engage in discussion forum on best parts of this course, also suggesting possible improvements. View Discovery Education Professional Development (think of how Discovery might help you as a TLO practitioner). View Combat Cyberbulling and Cybersafety Issues (examples of available online professional development on cyberbulling and cybersafety; what do you want to learn more about?). Read Cybersmart. Explore Educscapes and International Society for Technology in Education (ISTE), which are sources for technology rich professional development opportunities.

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.

Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Accommodating Disabilities

Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Additional Policies

For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.