This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.

1. Dominican College
Division of Teacher Education
ED 533: Applications and Content Integration II
Focus: Mathematics and Science
Professor Christopher Polizzi
E-mail: Christopher.Polizzi@dc.edu or ChristopherPolizzi@gmail.com
Class Meeting Dates 2/12, 2/26, 3/12, 3/26, 4/9
Division Rationale:
Dominican College’s Division of Teacher Education, with its mission of Excellence,
Leadership, and Service is committed to preparing teacher candidates who will be able to
meet the challenges of the twenty-first century. Thus, the goal of the program is to produce
teachers who will:
• Be flexible and caring,
• Be personally responsible,
• Have a multicultural perspective,
• Be independent, reflective, lifelong learners who demonstrate continuous professional
growth,
• Demonstrate attitudes that promote positive human relationships and foster learning,
• Address the diverse developmental and educational needs of each learner to assure
success,
• Recognize their increasing responsibilities in the classroom and in the community.
(Also refer to Twenty Competencies in the TED)
Course Description:
This course is designed to develop the student’s leadership role in creating and
evaluating media-based, content-rich resources for the P-12 classroom. Students
will utilize the motivational and instructional qualities of various media to enhance
curriculum in the Mathematics and Science content areas, while developing peer-
mentoring and professional development skills. Materials will be prepared for use
by teachers and students in order to enhance teaching and learning in the content
areas, as well as for developing critical evaluation skills in these target populations.
Instructional videos, instructional television programming, documentaries, film and
web resources will be used to develop these materials. All assignments will be
stored online in the Central EdMedia Reference Library for community access and
attached to Student Portfolio. 5 hours of field experience required in elementary and
secondary schools for teacher certification. Students will be required to complete
assignments in either the lab or at home.
Required Text: Resources to be posted on line at class website, BB, and professional
articles

2. Student Learning and Assessments:
1. Recognizes and discuss the importance of content area knowledge as the solid
basis for lesson development.
Students will engage in classroom activities, engage in discussions, write a reflective
blog and prepare teaching and learning materials.
2. Promote content literacy through the use of the media.
By careful analysis of the Mathematics and Science curriculum, students will create and
evaluate media-based content rich teaching materials.
3. Develop the Appropriate Application of Technology
Through the use of productivity tools, application software, hypermedia and/or
educational video, students will evaluate, and create technologically enriched
curriculum for teachers and students.
4. Use Evidence-Based Teaching Methods and Strategies for Lesson Development.
Students will develop a repertoire of methods and materials to enhance teaching and
learning in the P-12 curriculum including but not limited to webquests, cyberguides,
games, blogs, wikis, webpages. Case studies will provide multiple examples.
5. Evaluate Learning Environments.
Students will investigate and evaluate the optimum learning environments to match the
learning mandate: environments that foster learning, creativity, independence, interaction,
and team building. These may include inclusive classrooms with single or multiple
computers, presentation stations, labs, studios, etc.
6. Incorporate Adult Learning Theory to construct a professional development
workshop.
7. Develop collaboration skills and environments to enhance teacher effectiveness.
Students will develop skills to become computer coordinators by creating professional
development workshop materials, collaborating with P-12 teachers and honing
professional development presentation skills.
8. Design and incorporate accommodations to teach every student in an inclusive
classroom.
Students will focus on how teaching materials may be modified to reach students with
physical or learning disabilities.
9. Recognize and develop gender and culture sensitive materials to engage every
student.
Student created materials will reflect the importance of considering gender and culture
in determining the best teaching practices to reach every student.
10. Provide a positive learning environment through evidence-based classroom
management techniques
Students will create Teacher Guides and Student Activities.
Identify the purposes of assessment in educational practice today.
Students will collaborate with teachers to create rubrics to match student activities.

3. Assessments:
• Professional Development Materials – Create a professional development
website for integrating technology into the science and math curricula to include
guides/tutorials, screencasts, presentations and resources. Provide a PD for each
topic.
• Math/Science Lessons - Integrate technology and media into 3 science and 3 math
lessons. Lesson plans must be written up and all materials posted to a website.
• WebQuest - Create a WebQuest for a math topic and a science topic
• Research - Create a social bookmarking archive for 5 topics in mathematics and 5
topics in science. Set up an RSS reader account following at least 10 resources.
Create a Twitter account and follow at least 10 people.
• Blog Posting and Comments - Search the Internet and/or professional publications
and blogs to find 6 articles related to technology/math, technology/science and
technology integration. Write reaction blog posts for each of the articles. Post
should include a summary and how you would use the idea in your classroom or
introduce it to another teacher. Each student is required to comment on everyone
else’s articles.
• Grant - Create an idea for a grant and write a one-page Problem (the problem you
wish to address when requesting funds.)
Assessment Due Dates
PD Lesson Research
Blog Post Comments Web Quests Grant
Materials Plans Materials
2/16 2/19
2/23 2/26
3/2 3/5 3/5 3/2 3/5
3/9 3/12 3/12 3/9 3/12
3/16 3/19 3/19 3/16
3/23 3/26 3/26 3/23 3/23
3/30 4/2 4/2 3/30
4/6 4/9 4/9 4/6 4/9

4. Assessment Rubrics
Blog Post
4 3 2 1
On time post. On time
Posting or comments are Parts of the assignment are
comments to every
Post and comments are on late. Article does not missing. Resource is not
student. Article is
time. Article is relevant to align with course subject relevant to course.
informative adding to
the course. Resource matter. Resource Summary and questions
course learning. Quality
summary and questions summary is incomplete do not show an
resource summary along
are included. and questions do not lend understanding of the
with thought provoking
to a discussion. material.
questions.
PD Materials
4 3 2 1
Posted on time. Posted on time. Assignment is posted late.
Assignment is posted late.
Resources include a Resources include a Resources do not include
. Resources do not
screencast, summary, screencast, summary, one or more of the
include many of the
annotated handouts and annotated handouts and following screencast,
following screencast,
resource links. resource links. summary, annotated
summary, annotated
Technology is tied into Technology is not fully handouts and resource
handouts and resource
math and science tied into math or science. links. Curriculum
links. No curriculum tie
curriculum. Multiple Multiple content examples examples are not given or
ins are given.
content examples given. are not given. don’t align.
Lesson Materials
4 3 2 1
Lesson contains Lesson contains some Lesson contains Lesson is late. Lesson
transforming uses of transforming uses of technology literacy or contains technology
technology. Lesson technology. Lesson adapting uses. Lesson literacy uses. Lesson
touches most of the 6 touches some of the 6 touches none of the 6 touches none of the 6
focuses from the Learning focuses from the Learning focuses from the Learning focuses from the Learning
Spectrum. Lesson is Spectrum. Lesson is Spectrum. Lesson is not Spectrum. Lesson is
comprehensive and easy comprehensive and easy comprehensive or easy to incomplete and hard to
to follow. to follow. follow. follow.

5. Webquest
4 3 2 1
All 5 Webquest steps are All 5 Webquest steps are Some of the 5 WebQuest
included. WebQuest included. WebQuest steps are missing. Webquest is late.
transforms lesson into a adapts lesson into a Webquest does little to Multiple WebQuest steps
unique learning unique learning add to traditional content. are missing. WebQuest
experience. Sites are well experience. Sites are well Sites in WebQuest do not takes away from the
chosen adding to the chosen but don’t connect flow or do not add to the content being studied.
lesson. to the lesson. lesson.
Grant
4 3 2 1
Grant is well written and Grant is late and not well Grant is late and not fully
Grant is well written but
shows a creative new use written. Grant idea shows completed. Little or no
using an establish idea of
of technology in the little effort and thought in effort was put into the
technology use.
classroom. preparation. brainstorming of an idea.
Research
4 3 2 1
More than 10 resources
At least 10 resources were Less than 10 resources
were found for Delicious, Research materials were
found for Delicious, were found for Delicious,
Reader and Twitter. late. Less than 5 resources
Reader and Twitter. Little Reader and Twitter. No
Active participation in were found for one of the
participation in these participation in these
these learning tools covered. Student did
learning communities was learning communities was
communities was not participate in the
demonstrated. Resources demonstrated. Resources
demonstrated. Resources learning community or use
were sometimes used in were not used in other
were used in other areas the resource in class.
other areas of the course. areas of the course.
of the course.
Evaluation: Students are expected to log on to BB at least twice a week to either post
assignments or find new activities and/or resources. Rubrics will be posted for each
assignment along with the due date on Blackboard.
Students are expected to be aware of and comply with the Statement of Academic
Integrity as found in the Student Handbook.
Students who require accommodations due to documentable disability should speak
with the professor at the onset of the course and make contact with the Office of
Student Services.
Appropriate use of language in speaking and writing is expected of all graduate
students.
A course evaluation will be conducted at the end of the term.

6. In addition to class attendance, participation in class and online activities, punctuality,
completion of class and outside readings, the following criteria will also influence grading:
Quality of oral/written work (e.g. organization, presentation, knowledge of subject matter,
neatness/legibility, scholarly format)
Quality of oral/written English (e.g. spelling, punctuation, grammar, usage, etc.)
Assignments are to be completed following scholarly format and personal/professional integrity.
All information from research MUST BE cited and referenced appropriately using APA 6th
Edition format. Breaches of academic integrity (plagiarism) in any form will be penalized with
an F in the course.
Kindly mute all cellphones/electronic devices and refrain from all forms of texting during class
meetings to maintain a scholarly, distraction-free environment.
An assumption of this class includes the realization by all students that this is a graduate level
course. As such the time commitment and scholarliness required for a satisfactory grade are
implicit responsibilities of the student.
If accommodations are required, please make certain that you speak confidentially with your
professor at the beginning of the course. Also, please contact Margaret Giuliano, Director,
Office of Special Services at Rosary Hall at 845-848-4035 or at margaret.giuliano@dc.edu .
All assignments are due by 11:59:59 EST on the dates posted unless otherwise advised. Late
assignments will not be graded nor will they receive credit.
A minimum grade of B is required in all courses in MS in Education programs. Failure to earn a
B will result in a repeat of the course; however, only one course in the program may be repeated.
Undocumented lateness to class of up to ½ hour will result in ½ absence; undocumented lateness
beyond ½ hour will be marked as absence. More than one absence in the class will result in a
failing grade for the course. Time missed due to class absence will need to be made up according
to program policy/instructor requirements AND will result in grade reduction.