EDET 603 - Design and Development Tools I

SYLLABUS - Special Section: Technology in Early Childhood Special Education

This area contains a syllabus from the last time I taught this special section of EDET 603 so candidates can look at it before they enroll or have access to the class Blackboard site. Please note that I modify the syllabus each time I teach the course - primarily the Specific Assignments (IV.B) and Evaluation and Grading (VI).

For a PDF version of this syllabus, click here. This section was for a cohort of candidates in the special grant program for Early Childhood Special Education (Summer 2007).

EDET 603 – Design and Development Tools I (Web-Based)
Special Section – Technology in Early Childhood Special Education (ECSE)


A. Course number: EDET 603 Course title: (Design and Development Tools I) Technology in Early Childhood Special Education

B. Description: Focus on the use of contemporary technology to improve early childhood education and early childhood special education services.

C. Course credit: 3 credit hours

D. Prerequisite or co-requisite courses: none

E. Intended Audience: This course is intended for candidates in the Early Childhood Special Education (ECSE) Personnel Preparation Project. Others who might want to take the course include pre-service and in-service educators and others who are interested in exploring technology tools and other resources in the area of early childhood education and services. Please note that it is unlikely that this version of the course will fulfill the requirements for the Educational Technology Program; see your advisor if you have any questions.

NOTE: Alternative Accessibility to Course Materials

Any candidate enrolled in this course with a documented disability should contact the Office of Student Disability Services at 803-777-6742 (TDD) or 803-777-6744 to make arrangements for alternative forms of course materials and other classroom accommodations prior to the first class meeting. For more information about the services offered by Student Disabilities Services, please see their web site at http://www.sa.sc.edu/dss/

F. Instructor:
Susan W Quinn
Office of Instructional Support Training Center
College of Education, 274-H Wardlaw Building
Columbia, SC 29208
phone: 803/777-8734 (office) or 777-4475 (Training Center Welcome Desk)
e-mail: susanq@mailbox.sc.edu


A. Goal
The goal of this course is for candidates to explore trends, issues and tools related to the use of technology with young children who have special needs and to gain experience identifying, evaluating and using a variety of technologies that are appropriate in some of the following areas:
  • assessment of young children
  • early intervention
  • early childhood education
  • early childhood special education
  • related services, including assistive technology
  • collaboration and communication
  • administrative requirements

B. Objectives
1. Use electronic communications (e-mail, discussion groups, etc) to communicate with classmates and others with an interest in early childhood education and services and to access information and resources electronically. (TE6S1) *
2. Follow the rules for legal and ethical use of all materials, including copyright laws about duplication and distribution of software and other copyrighted technology materials. (TE9S2)
3. Practice professionalism.
4. Explore trends and issues in educational technology, early childhood education, early childhood special education and assistive technology.
5. Identify organizations, publications, and other resources relevant to the field of early childhood special education (Standard 9) and relevant to the field of technology and special education technology. (TE9K2)
6. Identify resources where one may arrange for demonstrations and trial periods with potential assistive or instructional technologies prior to making purchase decisions. (TE4S3)
7. Evaluate resources for accuracy and suitability.
8. Develop an understanding of the legislative mandates, and governmental regulations/policies that affect young children, families, and programs for young children and their implications for technology in special education. (Standard 1 and TE1S3)
9. Be knowledgeable about national, state, or provincial PK-12 technology standards. (TE7K3)
10. Articulate a personal philosophy and goals for using technology in special education. (TE1S1)
11. Reflect on issues in diversity and in the use of technology. (TE3K1)
12. Reflect on equity, ethical, legal, and human issues related to technology use in special education. (TE9K1)
13. Plan how to use technology to foster social acceptance in inclusive settings. (TE5S2)
14. Identify elements of the curriculum for which technology applications are appropriate and ways they can be implemented. (TE7S2)
15. Evaluate the features of software, technology systems and other materials for their potential application in special education. (TE5S1 and TE7K1)
16. Acquire knowledge and skills about the operation of instructional and assistive hardware, software and peripherals. (TE9S1)
17. Keep abreast of new developments in technology. (TE4S1)
18. Become familiar with technology that is use in the assessment, diagnosis, and evaluation of individuals with exceptional learning needs. (TE8K1)
19. [Design materials that would allow you to] use technology to collect, analyze, summarize, and report student performance data to aid instructional decision-making. (TE8S2)
20. Use knowledge of future educational settings to develop learning experiences and select appropriate instructional strategies for young children. (Standard 5)
21. Identify strategies for communicating effectively with families about curriculum and their child's progress. (Standard 9)

http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/EthicsPracticeStandards/PS_Technology.pdf (PDF)


The following required textbook is available at the South Carolina Book Store at 801 Main Street (803-799-7188), which is across the street from the Wardlaw Building:

O’Bannon, B. W. & Puckett, K. (2007). Preparing to use technology. Boston: Allyn & Bacon.
ISBN 0-205-45617-0

The following required resource, the Technology TAM Fan, will be available the first day of class. (If the instructor purchases them from TAM, she can get a member discount and save shipping costs!):

Mistreet, S., Ruffino, A., Lane, S., Robinson, L., Reed, P., & Milbourne, S. (2006) Technology supports for young children [TAM Technology Fan]. Arlington, VA: Technology and Media Division (TAM).

Other required readings will be prepared by the instructors and given to the candidates in class and/or made available on the class website.


A. Academic Responsibility
The Rule of Academic Responsibility (Student Affairs Policy STAF 6.25) states that “it is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this rule or who knowingly assists another to violate this rule shall be subject to discipline.” The entire policy on Academic Responsibility can be found on the Student Judicial Programs page at http://www.sa.sc.edu/carolinacommunity/judicial.htm

Violations include, but are not limited to, the following: the use of multimedia or other materials without appropriate permissions and citations; the use of information without appropriate citation; and the use of work done by others and submitted as your own.

If the instructor reasonably believes that a violation of the Rule has occurred, he or she will share the evidence with the Program and Department Chairs, Academic Deans, and others as appropriate. A violation of the Rule may result in a failing grade for the project/assignment and/or a failing grade for the course in addition to the sanctions discussed in the Rule.

Please note the following statement in the Rule: “Whenever a student is uncertain as to whether conduct would violate this Rule, it is the responsibility of the student to seek clarification from the appropriate faculty member or instructor prior to engaging in such conduct.”

B. Specific Assignments

1. Introduction Activities:
All candidates will complete multiple online activities in which they use the various technologies required in the course, such as sending an e-mail message with an attachment, completing an online survey, and using the Discussion Board and Assignment features within the class Blackboard site. Together, these activities will introduce the instructor to each candidate and confirm that each candidate can use the technologies required in the course.

2. Class Activities
A wide variety of class activities will be assigned throughout the semester. Lab time will often be scheduled during class to work on these projects; one or more off-campus visits may also be scheduled during class time; some activities will be completed outside class time. Candidates are required to complete all the class activities unless arrangements for an alternative task are made with the instructor prior to the posted due date/time.

The Class Activities may include assignments such as the following:
- Copyright Activity
- Computer Access Activity
- Graphic Images & Animations Activity
- Communication Board
- Audio Activity
- Interactive Glossary
- Graphic Organizer Activity
- Instructional Materials
- Modify Lessons
- Word Processing/Desktop Publishing Activity
- Spreadsheet / Data Collection Activity
- Assessment Activity
- Assistive Technology Activity
- Web Authoring Activities
- Video Editing Activity

3. Projects
A few larger projects will be assigned throughout the semester. These projects will be discussed, designed, and begun during class lab time, but much of the work will be done by the candidate outside class time. These projects are intended to be used as the candidate continues in his or her program.

3a. Resources Collections Each candidate will develop a collection of resources that are organized into subcategories that will be useful to him or her. The collection will include a wide range of objects including links to online resources, citations to books and other publications, lists of organizations and vendors, and links to artifacts that he or she has gathered such as articles, lesson plans, and class activities. (Graduate-level candidates and UNDERGRADUATE-LEVEL CANDIDATES will be required to include a different number of resources.)

3b. Program Portfolio Each candidate will plan, design and begin to develop an electronic portfolio to gather artifacts and evidence of professional growth in his or her program. The framework of the Program Portfolio will be developed during this course so candidates will be able to add information as they continue in their program.

4. Reflection Activities
A few activities will be assigned throughout the semester to provide opportunities for the candidates to reflect on the information and skills they are learning and to help assess the materials and activities in the course that are most useful to them., and evaluate the course to make suggestions about how to improve it in the future.

4a. Discussion Questions
Each candidate will reply to a number of prompts in the Discussion Board area of the class web site. These prompts may ask the candidate to extend some of the concepts addressed in class, others may ask the candidates to apply information presented in class, consider various issues in the field, reflect on how they might apply the tools they have used in class, or explore new resources. (Graduate-level candidates and UNDERGRADUATE-LEVEL CANDIDATES will reply to a different number of prompts.)

4b. Module Activities: Each candidate will participate in a few small activities for each course module, which may include surveys about his or her prior experience with the topic and tools, discussion about the usefulness of the resources and tools used in the module, and reflections about the value of the skills learned in the module. Most modules will also include a small activity which might be an evaluation of a resource, a response to a reading related to the topic, a reflective journal entry about an issue discussed in class, or other small activity.

4c. Midterm Update Survey: Each candidate will complete a short online survey midway through the semester that is designed to help the instructor improve instruction and to provide an opportunity to assist any candidates who may be struggling at the midpoint of the semester.

4d. Course Evaluation Surveys: Each candidate will complete two online surveys. One is provided by the College of Education to evaluate the course and instructor; the other is from the instructor and is designed to provide an opportunity to make suggestions for ways to improve the course in the future.

5. Class Participation

All candidates are expected to participate in class activities that take place during class time, on the class web site, and outside class in a professional manner.

Candidates are responsible for all assigned work and are responsible for any announced changes/additions/deletions to the syllabus and schedule. It is the responsibility of each candidate to check the class web site and their e-mail regularly during the course for changes and other announcements. It is each candidate’s responsibility to confirm that the e-mail address in the Blackboard system is the e-mail address he or she checks regularly.

It is expected that candidates will follow all directions and will submit their work on time. All work must be submitted in the appropriate format by the beginning of class the day it is due unless another time is announced. Work submitted after the due date/time may not be scored, regardless of the reason. Additional points may be deducted for assignments submitted before the cut off date/time if a grace period is announced for a specific assignment. See the scoring guide/rubric for each assignment for additional information. All assignments are required.

A grade of “Incomplete” may be assigned at the discretion of the instructor. The guidelines from the Graduate Bulletin* will be followed. Please be aware that a grade of “I” can be given when certain conditions exist, such as “an unanticipated work-related responsibility, family hardship, illness, accident, or verified disability. The student [candidate] should notify the instructor without delay that one of these conditions exists or has arisen. In any case, notification must be given before the end of the term.” Refer to the appropriate bulletin for additional information.

  • The student bulletins are available online at the following URLs:
Graduate Bulletin: http://www.sc.edu/bulletin/grad/GGradschool.html
Undergraduate Bulletin: http://www.sc.edu/bulletin/ugrad/acadregs.html

Points will be awarded for the following assignments up to the number listed below. Detailed instructions and specific evaluation criteria (scoring guides and/or rubrics) will be provided for each assignment.

Class Activities (maximum points = 190)
- Resources Collection (maximum points = 50)
- Program Portfolio (maximum points = 40)
Reflection Activities
- Discussion Questions (maximum points = 50)
- Module Activities (maximum points = 150)
- Midterm Evaluation Survey (maximum points = 10)
- Course Evaluation Surveys (maximum points = 15)
Class Participation (maximum points = 20)

Conversion to University Grading Scale – Graduate-level (maximum = 550)
A = 495 – 550 points
B+ = 468 – 494 points
B = 440 – 467 points
C+ = 413 – 439 points
C = 385 – 412 points
D+ = 358 – 384 points
D = 330 – 357 points
F = 329 points and below

Introduction Activities (maximum points = 25)
Class Activities (maximum points = 190)
- Resources Collection (maximum points = 25)
- Program Portfolio (maximum points = 40)
Reflection Activities
- Discussion Questions (maximum points = 25)
- Module Activities (maximum points = 150)
- Midterm Evaluation Survey (maximum points = 10)
- Course Evaluation Surveys (maximum points = 15)
Class Participation (maximum points = 20)

Conversion to University Grading Scale – Undergraduate-level (maximum = 500)
A = 450 – 500 points
B+ = 425 – 449 points
B = 400 – 424 points
C+ = 375 – 399 points
C = 350 – 374 points
D+ = 325 – 349 points
D = 300 – 324 points
F = 299 points and below

Topics may include the following:

Overview: What All Computer Users / Educators Need to Know
Legal Issues
Assistive Technology
Presentation Tools
- Graphic Images and Animations
- Audio
- Video
Instructional Materials
- Planning and Design
- Adaptations and Accommodations
Productivity Tools
- Word Processing and Desktop Publishing
- Spreadsheets
- Databases
Assessment Tools
Web Authoring
Communication Tools

  • A variety of instructional strategies will be used in this course, such as demonstrations, whole class and small group discussions and activities, lecture, candidate presentations, etc.
  • Both individual and small group assignments may be given.
  • Online information, assignments and activities will be integrated throughout the course.
  • Computer lab time / work sessions will be scheduled as part of the course.
  • One or more off-site filed trip may be scheduled as part of the course.
  • One or more ‘virtual class’ sessions may be scheduled, which means the instructor would meet with the candidates in a synchronous (live) meeting on the internet. The candidates will be able to participate in this session(s) from any location with the proper technology. The participants will practice with the online meeting room program prior to a virtual class session.
  • Regular access to a computer outside class time is required to log on to the class web site, to complete and/or submit many class activities, and to facilitate communication with the instructor and classmates.


Current lists of resources will be linked from the class web site. A few recommended resources include the following:

Anderson, R. S., Grant, M. M., & Speck, B. W. (2008). Technology to teach literacy: A resource for K-8 teachers (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Belson, S. I. (2003). Technology for exceptional learners. Boston: Houghton Mifflin.

Bryant, D. P. & Bryant, B. R. (2003). Assistive technology for people with disabilities, Boston: Allyn & Bacon.

Frieman, B. B. (2001). What teachers need to know about children at risk. Boston: McGraw-Hill.

Gronlund, G. (2006). Make early learning standards come alive: Connecting your practice and curriculum to state guidelines. Upper Saddle River, NJ: Merrill/Prentice Hall.

Kostelnik, M . j., Soderman, A. K., & Whiren, A. P. (2007). Developmentally appropriate curriculum: Best practices in early childhood education (4th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Male, M. (2003). Technology for inclusion (4th. ed.). Boston: Allyn & Bacon.

Norton, P., & Sprague, D. (2001). Technology for teaching. Boston: Allyn & Bacon.

O’Bannon, B. W. & Puckett, K. (2007). Preparing to use technology. Boston: Allyn & Bacon.

Petersen, E. A. (2003). A practical guide to early childhood curriculum. (2nd. ed.). Boston: Allyn & Bacon.

Salvia, J. & Ysseldyke, J. E. with Bolt, S. (2007). Assessment in special and inclusive education. (10th. ed.). Boston: Houghton Mifflin.

Schwartz, S. E. & Conley, C. A. (2002). Diverse learners in the classroom. (2nd. ed.). Boston: McGraw-Hill.

Thouvenelle, S. & Bewick, C. J. (2003). Completing the computer puzzle: A guide for early childhood educators. Boston: Allyn & Bacon.

Valmont, W. J. ((2003). Technology for literacy teaching and learning. Boston: Houghton Mifflin.

Ysseldyke, J. E., Algozzine, B., & Thurlow, M. L. (2000). Critical issues in special education. (3rd. ed.). Boston: Houghton Mifflin.


See separate handout for Tentative Schedule for the current semester.
Candidates are responsible for any announced changes/additions/deletions to the schedule.


Class Meetings
The class will meet from 8:00-10:15 in Wardlaw Room 274-M, which is in the Instructional Support Training Center. The first day of class is Tuesday, July 10. We will follow the regular University schedule, which means we will meet Monday through Thursday for five weeks.* The last day of class – the Exam Day, which in this class means the day student presentations are given – will be Thursday, August 9.

Lab time will often be scheduled during class to work on class activities, but you will also have quite a bit of ‘homework’ to do that uses technology. The classroom where we meet and/or other areas of the Training Center will be available until 5:00 each evening after class in the summer and on Fridays. Please plan to take advantage of the resources available in the Instructional Support Training Center to complete work in this class – and as you work on other projects throughout your program.

Class Web Site
The University of South Carolina uses the course management program Blackboard for online course support. Candidates enrolled in this course must have access to a computer with Internet access on a regular basis. All public libraries in South Carolina should have computers with Internet access.

To access the class web site, point your browser to http://blackboard.sc.edu. After successfully logging in, you will see a list of the classes in which you are enrolled. Instructions for using Blackboard can be found in the “Blackboard Tips” handout available online through USC Computer Services at http://www.sc.edu/ars/handouts/bb.html You will need your USC Network Username and password to use the class web site. Instructions for finding these can be found in the area called, “Blackboard Username Lookup/Password Set” on the Blackboard Tips handout. The College of Education’s Office of Instructional Support also has information about using Blackboard at http://www.ed.sc.edu/ois/howtoguides/software_programs.htm

Technology Support
Technical questions about connecting to the University and technical problems with Blackboard, University E-Mail, or Trend Micro can be answered by calling University Technology Services (UTS) at 803-777-1800. This phone is answered from 6:00AM-9:00PM weekdays. Recorded messages about known network outages and scheduled maintenance events are given 24/7.

University E-Mail is a web-based e-mail system that the University provides for all faculty, staff and students. You may use an e-mail account from other provider, such as AOL, Hotmail, BellSouth, etc, but neither the instructor nor UTS can assist you with problems you might encounter with one of these other systems. Information about using University E-Mail can be found at http://www.sc.edu/universityemail/ The College of Education’s Office of Instructional Support also has information about using University E-Mail at http://www.ed.sc.edu/ois/howtoguides/software_programs.htm The direct link to the log in is https://webmail.sc.edu/

If you use another e-mail service you should identify someone at your work or home who can assist you with any problems or questions you encounter. It is a good idea to identify local support for any equipment or other technologies you use outside the class lab area.

The University also provides free virus protection for faculty, staff and students to put on their home computers. Information about downloading Trend Micro on your computer can be found at the USC Virus Information Center site at http://csd.sc.edu/virus/index.shtml Please don’t forget to keep the virus protection up-to-date throughout the semester!

Communicating with the Instructor
Much of the communication between the instructor and a candidate takes place through e-mail. Because the instructor may be getting a large number of e-mails each day and will probably not have the opportunity to learn each candidate’s e-mail address, it is important for you to identify yourself to the instructor in each message you send. Please use your name as it appears in the University system, either by starting your correspondence with, “This is FirstName LastName. I am writing to …” or by signing your message with your name as it appears on the class roles. If you are leaving a phone message for the instructor, it is important to include your complete name, a phone number (including area code) and times you may be reached at that phone number.

One Final Thought – Technology
Please remember that the appropriate technology for the assignment you are working on (Internet access, Blackboard, your e-mail account, etc.) may not always be available when you want it, so do not wait until the last minute to go to the class web site or submit an assignment.

Welcome to this special section of EDET 603