EDCI 564 Syllabus

 

Class:  June 11 - July 6, 2007   M W F  1:00-4:00 p.m. (arrange hours for        online discussions scheduled as 564J)   Prerequisite:  EDCI 270, EDCI 560        or equivalent, or instructor consent   BRNG 3292	Instructor:  James D. Lehman   Office:  BRNG 4108   Phone:  765-494-7935 (O)        765-463-5758 (H)   E-mail:  lehman@purdue.edu   Website:  http://www.edci.purdue.edu/lehman
Public course information:  http://www.edci.purdue.edu/lehman/edci564/intro564.htm WebCT site:  https://ecourses.purdue.edu  (choose West Lafayette Academic Campus)

 

Course Description

This course is intended for pre-service and in-service teachers, administrators, trainers, and others who use or intend to use computers in educational settings. It is a follow-up to either EDCI 270/271 or EDCI 560, the departmental "introduction to educational technology" courses, and is designed to build on skills acquired in those courses. This course focuses on techniques for and issued related to integrating computers in education, particularly in K-12 settings.

 

Drawing from the literature from the field, course topics include: educational reform and the role of technology; integration of popular computer applications; addressing content and technology standards; design of learning materials and experiences involving technology; management of technology resources in the classroom and organization; and issues related to the use of technology in education.

 

In-class activities are designed to model educational applications of technology, while personal projects allow individuals to develop skills and knowledge in areas of personal need. The goal of the course is to help you develop an understanding of important issues associated with the integration and management of technology in education and to effectively plan, implement, and evaluate technology-based instruction.

 

Needs

·         Textbook: Roblyer, M. D. (2006). Integrating educational technology into teaching. (4th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall This is one of the better and more widely used texts on the market that addresses computer integration in the classroom.

·         Readings: Ancillary readings will be available on the web or in WebCT Vista. Links to the readings are posted within the course modules in WebCT Vista.

·         Storage: You will need some means of storage to save/transport course projects. You can copy files to your Purdue career account or use a storage medium such as a USB flash drive, writable/rewritable CD-ROM, or floppy disk to save your work. For grading, some projects will need to be submitted electronically or on disk.

Grading

Grades will be based upon application of concepts drawn from class readings and discussions to both in-class technology-based activities and personal projects. The points associated with each activity/assignment are given below. See the schedule for specific due dates.

Grades will be assigned on the basis of accumulated points as follows:
230 or more pts = A, 210-229 pts = B, 185-209 pts = C, 160 - 184 pts = D.

 

In-Class Activities

·         Exemplary Technology Educator Vision (Initial and Revisited)

At the beginning of the course, write a short (about 2 page) vision of what you think makes someone an exemplary technology-using educator. Turn in the printed version of this vision. At the end of course, revisit this vision, reflect on what you said initially, and make changes, additions, and reflections based on what you've learned during the course. Submit the revised version, setting off your changes/comments in a different color or text style.

·         Computer Tool Activity

In small groups, you’ll participate in a short in-class activity involving the use of popular productivity tool software. Turn in an electronic version and the printed products of this activity (one copy for the entire group).

·         20th Century Multimedia Project

You will participate in a group project called the 20th century project. In this activity, you will use the Internet and other research to gather historical information and prepare a persuasive multimedia presentation. Your group will make an in-class presentation and submit the PowerPoint file that you created for the presentation. Each person will write an individual reflection about the activity and his/her role in the project.

·         Issues Project

You will participate in a group project about issues related to the use of technology in education. Your group will prepare a PowerPoint presentation on an assigned issue and lead a class discussion about it. You will be assessed on your PowerPoint presentation as well as the in-class discussion.

 

Online Activities

Online activities will complement in-class activities. Asynchronous online discussions using WebCT forums will augment our face-to-face discussions of class topics.

·         Instructional Software and Website Evaluations

You'll have two minor evaluation assignments, one an evaluation of instructional software and the other an evaluation of an educational website. Post your evaluations to the evaluation online forum in WebCT.

·         Online Discussion 1

The first online discussion will focus on the role of technology in education and educational reform. In this discussion, you will have the opportunity to interact with classmates about relevant readings and your perspectives of the issues. You will be assessed on the quantity and quality of your participation.

·         Online Discussion 2

The second online discussion will focus on technology integration in specific subjects. In this discussion, you will have the opportunity to interact with classmates about aspects of technology integration specific to particular disciplines. You will be assessed on the quantity and quality of your participation.

 

Field-Based Activity

You will participate in a field-based experience with learners during the course. This may involve on-site technology-related work with learners such as students in an area summer school program, or it may involve interaction with learners in an on-campus course or program. It is up to you to identify an appropriate setting for your activity and arrange time outside of class to complete it. Because experiences can vary widely, there are few specific requirements regarding the nature of this activity. It should involve a relatively significant commitment of time (ordinarily at least several hours), it must involve using technology with learners, and you must report on your experiences. Experiences might include activities such as helping students to: search the Internet, create a Powerpoint presentation, or learn subject matter content with instructional software. To complete this project, work with a teacher or course instructor to determine an appropriate activity. You are strongly encouraged to work with other members of the class on your field-based activity. Small groups work well because teams are able to plan together and share the burden of working with students. Each individual/team is to prepare written report of its activity describing the setting, learners, planning process, implementation activities, and evaluation (e.g., what you learned).

 

Personal Project

The personal project is intended to give you the opportunity to apply concepts and strategies from the course to a practical instructional problem of personal interest. Within broad parameters, you may elect the precise nature of your personal project. Several suggestions for possible personal projects are given below. If you would prefer to do something else, please get instructor approval before proceeding.

·         WebQuest

Create an age appropriate WebQuest that addresses a topic of your choice using FrontPage or Dreamweaver. The WebQuest should follow the “standard” WebQuest format, have working links, appropriate resources, be easily navigable, and have established evaluation criteria. In addition, it should include a teacher’s page (background on instructional plan, etc.) incorporating the content of your instructional integration plan to describe the context of usage of these materials and how they fit with the larger curriculum.

·         Ancillary Materials Development

Develop a set of support materials for use with an instructional lesson or unit involving computers. For example, develop a user's guide or create a Camtasia program to help students (or an adult training audience) learn to use a particular piece of software. Or, create a set of worksheets, teacher guides, related activities, or something similar to support the instructional use of computers in a lesson or unit.

·         Informational Materials

Create print-based or electronic informational materials. For example, use a word processor or desktop publishing program to create printed instructional materials for learners on a topic of your choice. Or, create at least two PowerPoint presentations (minimum 25 slides each) for a student audience to support a topic in the curriculum or to provide information to a non-student audience (e.g., a running slideshow for a school open house).

Regardless of the specific project you choose to do, your personal project must be accompanied by an instructional integration plan. At a minimum, your instructional integration plan should include the following: the specific educational needs being addressed, a description of the target learners, instructional goals/objectives, standards being addressed (both relevant content area standards and relevant ISTE NETS standards), an overview of expected implementation strategies and activities (i.e. how will the project actually be used?), and planned assessments.

 

Course Policies/Special Notes:

·         In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. To get information about changes in this course, see the WebCT Vista site or contact me by email or telephone (see contact information above).

·        Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs.

·        All students, but particularly those in education, should aspire to high standards of academic honesty. Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]. While this class encourages cooperation and the exchange of ideas, students are expected to do original work, to do their own work except for group projects, and to properly reference sources when using information from others. Any single instance of academic dishonesty will result in failure of the assignment in question. More than one instance will result in failure of the course.

·         In the summer, there is a lot to do in a relatively short time. While some time is provided in class for work on your own projects, you should plan on spending time outside of class to complete the work. It is essential that you keep up with the work, manage your time well, and submit assignments on time. Late projects will be penalized 10% of available points if submitted within 48 hours of the deadline. After 48 hours, they will be penalized 50% of available points. Any late assignments must be submitted by the last class period to receive any points. Online discussion participation cannot be late; missed participation scores zero points.

 




Tentative Course Schedule

Date	Topics	Assignment
Mon June 11	Introduction to the course; Educational technology yesterday and today Lab: Word process vision of exemplary technology educator	Text: Ch. 1
Wed June 13	Planning for technology integration: theoretical perspectives and models; integrating instructional software Lab: Review instructional software; Begin online discussion 1	Text: Ch. 2-3 Initial Vision Due
Fri June 15	Using computer-based tools (e.g., spreadsheets, databases, graphics tools) for teaching and learning Lab: Tool activity	Text: Ch. 4-5 Tool Activity Due
Mon June 18	Integrating multimedia and hypermedia in teaching and learning Lab: Begin 20th Century Multimedia Project	Text: Ch. 6
Wed June 20	Integrating the Internet and World Wide Web in the classroom Lab: End online discussion 1; Evaluate educational websites; Work on 20th Century Multimedia Project	Text: Ch. 7-8
Fri June 22	More about the Internet; Distance education technologies in education Lab: Continue work on 20th Century Multimedia Project	Software and Website Evaluations Due
Mon June 25	20th Century multimedia project in-class presentations Lab: Begin Issues Project	20th Century Project Due
Wed June 27	Technology and classroom management Lab: Work on Issues Project; Begin online discussion 2	Text: Ch. 9-15
Fri June 29	School-based technology issues; Issues Project in-class presentations and discussions Lab: Free time to work on Personal Project	Issues Project Due
Mon July 2	Discussion of field activities; The future of educational technology Lab: End online discussion 2; Work on Personal Project	Field Activity Report Due
Wed July 4	No class – Independence Day Holiday
Fri July 6	Sharing of personal projects, visions, and lessons learned	Personal Project and Revised Vision Due