ED 421 Syllabus
ED 421 Syllabus
Fall 2008
3 Credits Team Taught ITC 001
Section #1: M 12:002:50 PM (10830) Section #2: M 4:006:50 PM (10833) Instructor Dr. Mary Bucy Denvy Saxowsky Dr. Rolfe Windward Bill Hamlin (TA) Phone Office
Section #3: R 8:0011:50 AM (10831) Section #4: R 12:00 2:50 PM (10832) Email [email protected] [email protected] Office Hours T 12:303:30 W 3:005:00 Virtual contact only
Course Description
Explores operations and concepts of basic technology to enhance personal and professional growth and productivity, and integration of technology into classroom planning, instruction and assessment.
Required Resource
Course Home Page: http://rwindward.tripod.com/docs/ed421/ Within this course students will develop a conceptual framework for using educational technology, analyze strategies for integrating technology into educational contexts and evaluate its potential for the improvement of teaching and learning. This project-based course is taught through a combination of lecture, discussion, demonstration and hands-on practice. In this class, we will: explore a variety of ways to display information through words, images, sound, and video; become familiar with concepts of visual design; study how and why we can organize information spatially; find and evaluate electronic resources; study ways to encourage collaboration through the use of online tools evaluate, design and build educational websites; and examine ways that all of these techniques can be integrated into classroom to enhance learning.
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Course Objectives
Students will: recognize and define computer terminology, concepts and equipment related to the uses of computers in education settings; work effectively on computer tasks both individually and in small learning groups; identify methods for integrating computers into educational settings; assess potential impacts of emerging technologies upon the learning process; effectively apply word processing, graphics, mapping, presentation, database, and Internet software to instructional, learning, and management tasks in the classroom; engage in information exchange via email technologies; and integrate effective technologies into the design of instructional units.
Sources of Evidence
NOTE: These are summaries only. Directions for each assignment will be made available on the course web site or distributed during class as appropriate. Class participation Regular attendance and active engagement in discussions, readings, assignments and other activities associated with college scholarship as well as display of professional behaviors and teacher dispositions such as teamwork, punctuality, reliability and reflective practice. Full credit for assignments depends upon evidence you have planned and engaged in the production of the necessary material: The primary source for that evidence is your observable activity in class. Assignment #1 Using a drawing program, word processor or PowerPoint, design a poster, brochure or newsletter, or presentation following design guidelines discussed in class.
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Assignment #2 Using Photoshop, combine three images into a montage. Add a text label. Publish following inclass instructions. Assignment #3 Using a digital video camera, shoot clips or an educationally focused activity or topic. Capture the clips in iMovie, edit the video adding transitions and titles, and submit as a highly compressed movie either in QuickTime or Windows Media format. Assignment #4 Create a community or other educationally useful map using Google Earth. Submit a printout or incorporate into the projects developed in Assignments #1 and #2. Assignment #5 Web 2.0 Application Currently undergoing design, instructions will be available on the course website when ready. Assignment #6 (Website presentations during Finals week, time TBA) Create an educational website. Your website may stand alone or support a unit of instruction, must be appropriate to your authorization and content area, and should encourage critical thinking. Details will be given in class. Assignment #7 Technology-infused unit of instruction Design a coherent instructional set of activities that makes use of technology as an integral part of the student learning process. Examples and criteria will be given during class. Lessons must align with ISTE NETS standards and the Framework for 21st Century Learning.
Grading
Lab Design 1: Newsletter/Brochure/PowerPoint Show Design 2: Photo Montage Video Map Web 2.0 Application Web Site Class participation and attendance* Technology infused instructional activities Pts* 10 10 10 10 20 30 25 30 Grades (%) A 93-100 A90-92 B+ 88-89 B 83-87 B80-82 C+ 78-79 C 73-77 C70-72 D 60-69 F below 60
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*Lack of observable evidence an assignment was produced by the student may result in a 10% deduction in the assignment score in addition to a lower class participation score.
Class Schedule (subject to change see course web site for updates)
Week 1 9/2910/3 2 10/610/10 3 10/1310/17 4 10/2010/24 5 10/2710/31 6 11/311/7 7 11/1011/14 8 11/1711/21 9 11/2411/26 10 12/112/5 Finals Week 12/812/12 Theory (& instructor) Course overview and main targets Technology in the classroom Visual design principals (Mary Bucy) Using images in the classroom Digital images (Mary Bucy) Video in the classroom (Mary Bucy) Displaying information spatially Using maps; Introduction to technology planning (Rolfe Windward) Information Literacy Evaluating Websites (Mary Bucy) Basics of web design and navigation (Denvy Saxowsky) Web-site construction HTML (Denvy Saxowsky) Technology for connecting and collaboratingWeb 2.0 (Bill Hamlin) Open Lab (Rolfe Windward) Thanksgiving Holiday 11/27&28 Tech Unit/Website work sessions (Rolfe Windward) Application Intro to the lab AppleWorks / Drawing programs PhotoShop Digital cameras / scanners Digital camcorders Video editing / iMovie Due: Assignment #1 Google Earth Due: Assignment #2 Google Tools Due: Assignment #3 Websites Netscape / DreamWeaver Websites Netscape / DreamWeaver Due: Assignment #4 Web 2.0 Applications Assignment #5 (Due date TBA) Website workday Due: Assignment #6 Outline Finalize websites Due: Assignment #7
Due: Assignment #6 Website presentations (times TBA) (Mary Bucy, Denvy Saxowsky, Rolfe Windward, Bill Hamlin)
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Occasionally, classes can be made up by attending a different section. If you need to do this, please be sure that all students officially enrolled in that section have a computer before you claim one. You should not plan on doing this regularly and you will need to provide evidence of attendance and work produced to gain full credit on the assignment (see grading guide). Participate in class discussions. Join in the conversation and listen carefully to your classmates. Make every attempt to turn work in on time. Let me know if technical difficulties are interfering with your timeline and I will try to help you get back on track. Consistently back up, make copies and otherwise keep track of your work; loss of an assignment is normally not accepted as an excuse for not turning it in. If there are any problems talk to us! In class, after or make an appointment by e-mail.
Plagiarism policy
Much of the work we do in this class involves using online electronic texts and images as a resource. If you use material you have found online, you are expected to acknowledge the source and, in the case of text, paraphrase as appropriate. If you use another writers words, you must put those words in quotation marks (or use block quote formatting) and formally cite where they came from. If you cut and paste text or any other material without crediting your source, you are plagiarizing. Plagiarism is unethical and can lead to a failing grade.
References
Brabec, K., Fisher, K., & Pitler, H. (2004, February). Building better instruction: How technology supports nine research-proven instructional strategies. Learning & Leading with Technology, 31, 6-11. Deubel, P. (2002, Februrary). Selecting curriculum-based software. Learning & Leading with Technology, 29, 10-16. Heinich, R. (1995). The proper study of instructional technology. In G. J. Anglin (Ed.), Instructional technology: Past, present, and future (2nd ed., pp. 61-83). Englewood, Colorado: Libraries Unlimited. ISTE NETS Project (2002). NETS for teachers: Preparing teachers to use technology, [Online]. International Society for Technology in Education: Accreditation and Professional Standards Committee. Available: http://cnets.iste.org/teachers/t_book.html [2008, March 31]. Koschmann, T. (Ed.). (1996). CSCL: Theory and practice of an emerging paradigm. Mahway, MJ: Lawrence Erlbaum Associates.
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McGraw, T. M., Blair, B. C., & Ross, J. D. (1999). Educational software use: Results of a 1999 regional survey . Charleston, WV: Southeast and Islands Regional Technology in Education Consortium (SEIR/TEC) at AEL. Nardi, B. A. (Ed.). (1995). Context and consciousness: Activity Theory and human-computer interaction. Cambridge, MA: MIT Press. Norman, D. A. (1993). Things That Make Us Smart: Defending Human Attributes in the Age of the Machine. Reading, MA: Addison-Wesley. Partnership for 21st Century Skills. (2004). Framework for 21st Century Learning. [online]. Available: http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120 Ryba, K., & Brown, M. E. (2000). How proficient IT teachers integrate computers into the curriculum. Journal of Computing in Teacher Education, 16(4), 6-11. Windward, R. (1997). Steady work: Education, instructional technology, and change, [Online]. Available: http://rwindward.tripod.com/docs/helpers.pdf [2007, June 30].
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