Curriculum Unit - UBD: Introduction

My first dilemma in scaffolding for our major assignment was to focus on one area (I vacillated between my chosen content, career research & decision making, college success skills, and developing a ‘model’ for use in the community college class).

I intend to teach EME 2040 part-time again in the Fall, so I reviewed my previous experiences and student evaluations and decided that the course outcome, “Evaluate/review ethical, legal and social issues regarding technology in the classroom” was probably the unit most in need of revision. This unit is generally last in the sequence of semester modules and priority. I think it is a good example for UBD as the vast amount of content mimics many of those K-12 classes where teachers sometimes feel obligated to mention all of them in a superficial way – thus, very little understanding occurs. I’m a little nervous about assembling all of the necessary parts, especially in our short time frame – but my attempts will be positive (and realistically, it will be continually tweaked as it is tested with students).

In order to commit myself to this topic, I’m blogging an introduction now and hope to develop my thoughts more fully in a future blog. So here goes…

Content area: EME 2040 – Introduction to Educational Technology

Title: Ethical, Legal and Social Issues

Audience: Community College students (heterogeneous student composition varied in age range, technology skills, teaching experience, college level) preparing to be pursue a major in Education (though I’ve also had students take this course as an elective for another major).

Desired results: The desired results (Stage 1) are a compilation of established goals (gathered below, but not yet “unpacked”), understandings, essential questions, and key knowledge and skills (the remaining of which I will develop in more depth by the end of the week)
Students understand the social, legal, ethical and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.

• Model and teach legal and ethical practice related to technology use.


• Apply technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities.


• Identify and use technology resources that affirm diversity.


• Promote safe and healthy use of technology resources.


• Facilitate equitable access to technology resources for all students.

International Society for Technology in Education. (2005) National educational technology standards (NETS) for teachers - VI. Retrieved March 25, 2006 from http://cnets.iste.org/teachers/t_stands.html

Uses appropriate technology in teaching and learning processes.

• Demonstrates awareness of and models acceptable use policies and copyright issues.


• Models and teaches legal and ethical uses of technology.


• Uses accessible and assistive technology to provide curriculum access to those students who need additional support to physically or cognitively access the information provided in the general education curriculum at each school site.

Florida Education Standards Commission. (2003). Educators accomplished practices: Teachers of the twenty-first century - 12. Retrieved March 29, 2006 from http://www.myfloridaeducation.com/dpe/publications/accomplished4-99.pdf


Methods of gathering evidence (assessment) for learning: The assessment evidence cannot yet be specified until my big ideas are fully developed, but I envision using problem-based learning with a rubric evaluation tool as a primary and culminating performance task. I also want to incorporate a “pre-test” and “post-test” of basic concepts, formative checks for understanding, and a quiz.

More later…