Educational Technology

Mission Statement of Educational Technology
The mission of Educational Technology is to prepare professionals who demonstrate capable performance and insightful leadership, and to provide advanced study and professional growth opportunities for practicing professionals.

Based upon research and emerging technologies, the Division of Educational Technology is committed to:

* Advancing the study of effective learning techniques
* Designing instruction that integrates appropriate application of technology
* Advancing message development knowledge and skills
* Advocating effective integration of technology to support learning

University Catalog Course Description


Use of microcomputer technology in the classroom. Emphasis on evaluating instructional software and integrating computer technology with common teaching/learning practices. Prerequisite: 240:020 or 240:031.

Rationale/Purpose of the Course


Place in the program:


This course is the follow-up course for Educational Technology and Design. It is designed to provide a foundation for the educational technology minor's program.


Meaning to student:


Classroom Computer Applications provides the educational technology minor a background in using technology. As well as expanding the student's proficiency with technology applications, the student will have the opportunity to observe and teach using technology. ISTE NETS and subject-specific standards are integrated throughout the course.

Major Learning Outcomes/Objectives or Course Goals (Aligned with the ISTE NETS-T)


* Differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities. (II, III, V, VI)
* Plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for students (II)
* Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services. (I)
* Use technology tools and information resources to increase productivity, promote creativity and facilitate academic learning (I, III, IV, V)
* Observe and experience the use of technology in their major field of study. (III, V)
* Evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks. (I, III, IV, V)
* Use a variety of media and formats, including telecommunications, to collaborate, publish and interacts with peers, experts, and other audiences. (I, V)
* Identify the benefits of technology to maximize student learning and facilitate higher order thinking skills.
* Design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI)
* Develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V)
* Demonstrate a sound understanding of the nature and operation of technology systems. (I)

Course Requirements


Assumptions:


* Students have general understanding of using technology
* Students are competent computer users.



Expectations:


* Attend all of the course classes.
* Complete all of the reading and review other resources as required (i.e., podcasts)
* Complete all assignments to the best of her/his ability
* Submit assignments ON TIME.
* Participate in class through discussion.
* Participate asynchronously through email, forum discussions and blogs.
* Work with other students informally (through face-to-face or some sort of telecommunications system) as well as in formal assignments.
* Contact Dr. Z if any questions arise about what is expected or about how to use technology that is necessary to complete assignment

Required texts:

Cennamo, K., Ross, J., & Ertmer, P. (2010)
Technology Integration for Meaningful Classroom Use.
Wadsworth/CENGAGE Learning ISBN 978-0-495-09047-2
Book is available both in paper and electronic format.

Course Outline/Schedule
Week Date
Topic

Readings Due

Assignment Due
1 1/12 Introduction
1/14 Presentations/Overview of the Class



Presentation

2 1/19 Curricular Standards
Preface & Chaper 1

Presentation Review
Complete Online Surveys

1/21 Curricular Standards
RWLD


3 1/26 Portfolios
Chapter 2
RWLD
Quiz 1

1/28 Portfolios

RWLD
Electronic Portfolio Review

4 2/2

Authentic Instruction


Chapter 3
RWLD


2/4

Creative Thinking presentations
Delicious.com
RWLD
5 2/9 Introduce Podcasting Chapter 4
RWLD
2/11

Work on Podcasting Projects

RWLD

6
2/16

Technology-Rich Learning Environments
Chapter 5
RWLD
2/18

Promethean Workshop
RWLD Quiz 2
7
2/23 Assistive Technologies/Universal Design for Learning
Chapter 6 & 11
RWLD


Podcasting Assignment


2/25 Diversity and Cultural Understanding
RWLD Quiz 3
8 3/2

Field Trip!!


Chapter 7
RWLD
Promethean Flipchart
3/4

Assessment
RWLD
9 3/9

Selecting and Maintaining Digital Resources
Chapters 8 & 9
RWLD Quiz 4
3/11

Using Digital Tools
RWLD
10 Spring Break - Enjoy!!!
11 3/23 Safe, Legal and Ethical Use Chapter 10
RWLD
Extra Credit #1
3/25 Telecollaborative Learning
RWLD
12 3/30 Professional Growth and Leadership

Chapter 12
RWLD
Quiz 5
4/1

Action Research
RWLD
13 4/6 Group Worktime RWLD
4/8 Group Worktime RWLD
Telecollaborative Experience
14 4/13 Teaching Tech Lesson 1

RWLD TBA
4/15 Teaching Tech Lesson 2 RWLD TBA
15 4/20 Teaching Tech Lesson 3
RWLD

TBA
4/22 Teaching Tech Lesson 4 RWLD TBA
16 4/27 Teaching Tech Lesson 5 Extra Credit #2
4/29 Share Professional Portfolios


Professional Portfolio
17

5/4
Tues


Personal Consultation with Dr. Z


Course Assessment
Student work will be evaluated based upon the assignments submitted. This course will involve both individual and group assignments. Rubrics will be used to provide students with an understanding of teacher expectations for each assignment. It is the student's responsibility to refer to the rubric as well as the assignment explanation to best understand teacher expectations. While Dr. Z does his best to make the rubrics and assignment descriptions understandable, sometimes the words don't convey the intended information and a misunderstanding may occur. Please contact Dr. Z about any questions you may have.

Assignment Submission: Electronic materials will be submitted to the appropriate assignment dropbox (or placement of submission defined on the assignment description.) They are to be submitted by NOON on the date listed in the Assignments table. Printed assignments will be submitted to Dr. Z at the beginning of class on the dates listed (unless otherwise requested by Dr. Z).

Late Assignments: Late project assignments will lose 10% of the final grade for each day late (weekends included).

Attendance: Students are expected to attend ALL classes. Attendance will be taken every class. 5 points will be deducted for every unexcused absence (Excused absences include dire sickness (Doctor excuse is required), family death or university/professional activity (e.g., parent-teacher conferences). The student is responsible for obtaining the information covered in class from other students or through an out-of-class appointment with Dr. Z.

Course Assignments

Project



Points



Due Date



Medium

Presentation Review



10



1/19



Electronic

Complete Student Surveys
10

1/19
Online
Quizzes
50

Varied (10 pts each)
Online
Electronic Portfolio Review
20

1/28
Paper
Promethean Flipchart
40

3/2
Electronic
Telecollaborative Project
80

4/8
Electronic
Podcast
40

2/16
Electronic
Teaching Technology Unit Assignments (10 points each)

50



Varied



Electronic

Teaching Technology Unit
120

TBA


Flesh/Paper/
Electronic
Digital Portfolio
200

5/1
Web
Blogging

50



Postings



Electronic

Attendance



40



All Semester



Flesh

Total

820

Extra Credit (2 opportunities)
2 x 20

3/23 and 4/27
Electronic

Min %

Min Points

Grade

Min %

Min Points

Grade

Min %

Min Points

Grade
96%

754

A

84%

656

B-

72%

549

D+
93%

738

A-

81%

631

C+

69%

508

D
90%

713

B+

78%

590

C

66%

492

D-
87%

672

B

75%

574

C-

0

F


Bibliography


* Alessi, S Trollip, S (2001). Multimedia for Learning. Methods and Development. Needham Heights, MA: Allyn and Bacon.
* Anglin, G. (1995). Instructional Technology. Past, Present, and Future. Englewood, CO: Libraries Unlimited, Inc.
* Bloom, B. (Ed.) (1956). Taxonomy of Educational Objectives. New York: David McKay Company, Inc.
* Brooks J. and Brooks M. (1993). The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
* Dick, W and Carey, L (2000). The Systematic Design of Instruction. New York: Harper Collins College Publishers.
* Driscoll, M (2000). Psychology of Learning for Instruction. Needham Heights, MA: Allyn and Bacon
* Ely, D. and Plomp, T (1996). Classic Writings on Instructional Technology. Englewood, CO: Libraries Unlimited, Inc.
* Ely, D. and Plomp, T (2001). Classic Writings on Instructional Technology (Vol.2). Englewood, CO: Libraries Unlimited, Inc.
* Gardner, H. (1993). Frames of Mind; The Theory of Multiple Intelligences. New York:Basic Books.
* Jonassen, D. (2000). Computers as Mindtools for Schools. Upper Saddle River, NJ:
Prentice Hall Inc.
* Jonassen, D. (1988). Instructional Designs for Microcomputer Courseware. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
* Jonassen, D. (Ed.) (1996). Handbook of Research for Educational Communications and Technology. New York: Simon Schuster Macmillan.
* Moore, D. and Dwyer, F. (1994). Visual Literacy; A spectrum of Visual Learning. Englewood Cliffs NJ: Educational Technology Publications
* Palloff, M. and Pratt, K. (1999). Building Learning Communities in Cyberspace. San Francisco, CA: Jossey- Bass Publishers
* Reigeluth, C. (1999). Instructional Design Theories and Models (Vol.2). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
* Seels, B. and Richey, R (1994). Instructional Technology: The definition and Domains of the Field. Washington, DC: Association for Educational Communications and Technology.
* Williams, R. (1994). The Non-Designer's Design Book. Berkeley, CA: Peachpit Press.