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Syllabus EME 2040: Introduction to Educational Technology

course site link: blackboard.unf.edu 

University of North Florida, College of Education and Human Services

Introduction to Educational Technology EME 2040

Instructors            Dr. T. Cavanaugh                   
E-mail  tcavanau@unf.edu 

Course Description: An introduction to the classroom applications of educational technologies. The course includes a survey of educational hardware and software. Topics include multimedia, interactive media, ethics and legal issues, and the Internet. 

Course Topics: Computer basics, technology standards, e-mail, World Wide Web, telecommunications, word processors, spreadsheets, databases, integrated software packages, ergonomics, multimedia, authoring and presentation tools, operating systems, software evaluation, hardware, technology integration and effectiveness, assistive technology.

 Text: 

Required:
Integrating Educational Technology into Teaching, 3^rd ed. 2003. Roblyer, ISBN 0-13-042319-X 

Optional:
Microsoft Office for Teachers, 1^st ed. 2003. Fewell & Gibbs, 2003, ISBN 0-13-032401-9

Plus Free subscriptions to:

§        THE Journal. Subscribe at http://www.thejournal.com

§        Technology and Learning. Subscribe at http://www.techlearning.com

§         Converge. Subscribe at http://www.convergemag.com

Course Objectives:

1.0      Use basic microcomputer functions to demonstrate essential knowledge and skills for practical application of technology.

2.0      Use appropriate terminology for describing technology to assess hardware and software for professional and personal purchase and use.

3.0      Create, revise, and print a word processing document that includes text, use of basic graphic tools, clip art, and columns to produce print-based products for communication within the classroom and the community.

4.0      Evaluate the format and appearance of documents and presentations to demonstrate the role of media in effective communication.

5.0      Create and use a simple database incorporated with a word processing program for efficiently storing and manipulating large amounts of data in an organized manner and producing individualized correspondence.

6.0      Use computer peripherals and other technologies related to specific disciplines to provide sources that address different modalities for teaching and learning.

7.0      Create and present a hypermedia program for linear or nonlinear presentations of information for both teacher and student productivity.

8.0      Access online networks for facilitating communication, locating electronic resources, and delivering instruction.

9.0   Troubleshoot basic computer problems to keep hardware and software available for us.

10.0    Know the basic principles of computer ethics and legalities to ensure compliance by professionals and students with laws, guidelines, licenses, and security in the use of all media.

11.0      Use additional educational technology to enhance presentation of electronic resources and to learn about new technologies.

Evaluation: Course grades are based on activities, projects, quizzes and lab assignments. 

Assignments may be turned in during class meetings in print or on disk, or they may be placed in Blackboard’s Digital Dropbox.  Be sure to use the “Send” feature when sending files to the instructor’s dropbox (please send an e-mail note if you choose to submit items into the digital drop box).

Grading Criteria:
Grades are computed on a percentage scale. 
(A ³ 90%; B ³ 80%, C ³ 70%, D ³ 60%. F > 60%)

Attendance Policy: 

Attendance at each class meeting is required because of the practical, hands-on nature of instruction. In addition, most quiz material is derived from class lectures and presentations. After 3 absences from class, the student’s course grade will be reduced by 1%, with a 1% reduction for each absence thereafter.

Assignments:

Completion of all assignments is expected on the day indicated. Assignments submitted after the due date are considered late, and a 10% reduction in grade will occur for each week the assignment is late. No late work is accepted after 2 weeks beyond the due date. Lab activities comprise approximately 50% of the course grade.

All required coursework may be completed in campus computer labs. To do work on a home computer, students will need Office 95, 98 (Mac), 2000, or XP installed. 

To view the course web sites you will need a browser such as Netscape <www.netscape.com> or Internet Explorer (Windows <www.microsoft.com/windows/ie/download/default.htm> and Mac <www.microsoft.com/mac/download/en/default.asp>) with plugins for Flash and Shockwave <www.macromedia.com/shockwave.com/download/>. All are available free on the Internet.

Tentative Course Schedule

Reading: IETT=Integrating Educational Technology Into Education by Roblyer; MOT=Microsoft Office for Teachers by Fewell & Gibson

Assignment details and rubrics:

 Online forum:

In Blackboard, use the Discussion Forum tool to respond to each discussion topic. Responses should be professional, since they are visible to all students in the course, but may be conversational in tone, in keeping with the casual nature of online discussion. Be sure to completely answer the discussion question, and follow guidelines of netiquette. Be especially sensitive when responding to the entries of other students. Responses should be one or two paragraphs.

 Quizzes:

In Blackboard, use the link in the Announcements to access each quiz during the times shown in the syllabus. Quizzes are 20 questions randomly chosen from the text and class discussions. There is a 30-minute time limit. Question formats include multiple answer, multiple choice, matching, true-false, and short answer. Treat the quiz as an open-book assessment, but not a group activity. Prepare to take the quiz early in the available timeframe, to allow time to solve problems that may arise with the technology. Email the instructor immediately if you have difficulty with a quiz.

Labs:

All labs may be turned in on paper or electronically to the Blackboard Digital Dropbox or on disk.

1. Website evaluation

Use the web site evaluation form located in Blackboard’s Course Materials to review 3 educational web sites on the theme of your WebQuest. The form may be printed and turned in on paper, or it may be completed electronically and sent to the Digital Dropbox located in Blackboard’s Tools. Include a half-page (word processed, single spaced, font size 12, 1 inch margins) summarizing your judgment of the value of each page for educational use in your WebQuest.

q     8            Complete all evaluation form items

q     8            Evaluate 3 web sites

q     4            All websites relate to WebQuest theme

q     4            Summary addresses all three web pages

q     4            Summary discusses positive and negative points of each website, and a judgment of value. Include discussion of strengths and shortcomings of the site for diverse students.

q     2            Summary is properly formatted

2. WebQuest evaluation

Use the web to locate a WebQuest that you feel effectively uses educational technology to teach a concept or skill. To identify a WebQuest to evaluate, try one of the following web sites, or use a web search.

http://webquest.sdsu.edu/matrix.html 

http://www.kn.pacbell.com/wired/China/ChinaQuest.html

http://www.iwebquest.com/

http://school.discovery.com/schrockguide/webquest/webquest.html

http://www.kn.pacbell.com/wired/bww/
Write a one-page paper comparing a web-enhanced lesson with a traditional lesson. Describe the objective of the WebQuest and the target audience. Discuss points from learning theory (such as Gagne's events of instruction, Bloom's taxonomy, or multiple intelligences). Include the link to the WebQuest and your multiple intelligence inventory with your paper.

q     4            Evidence that you have thoroughly explored the WebQuest

q     4            Describe the objectives of the WebQuest

q     4            Identify the target audience by subject, level, and other features

q     4            Include reference to learning theory

q     6            Provide your reaction/evaluation of the effectiveness of the WebQuest at meeting the objectives

q     6            Compare the WebQuest to a non-technology lesson on the same topic. Include discussion of diversity aspects of the WebQuest.

q     2            Paper is properly formatted

3. Concept map

Use software for visually displaying the concept of your WebQuest. Examples include Inspiration, Word Organization Chart, or Visio. Begin the main idea of your WebQuest, and branch out to the important sub-topics. Include all topics you expect to address in the WebQuest, and be sure to add connecting labels between the topics on the map.

q     5            Concept map completed using software

q     5            Clear relationship to WebQuest topic

q     10            Logical and complete display of concepts

q     5            Appropriate connections among concepts

q     5            Easily read and free of language errors

4. Software evaluation

Complete software evaluation forms (located in Blackboard’s Course Materials) for two software programs that fit the theme of your WebQuest.  The forms may be printed and turned in on paper, or they may be completed electronically and sent to the Digital Dropbox located in Blackboard’s Tools. Add a half-page summary for each program stating the value of the program for educational use in your WebQuest.

q     8            Complete all evaluation form items

q     8            Evaluate 2 software titles

q     4            All software relates to WebQuest theme

q     4            Summary addresses both programs

q     4            Summary discusses positive and negative points of each program, and a judgment of value. Include discussion of strengths and shortcomings of the software for diverse students.

q     2            Summary is properly formatted

5. Word processing

Create and print a proposal document describing your planned WebQuest. Use 1-inch margins on all sides. Use single spacing between lines, and double spacing between paragraphs. Use a 12-point font size. Include the date justified right, and your name and WebQuest title in the header. Include a bulleted or numbered list and a table. Spell check and proofread. Include an image and at least one link. Discussion should include the tasks, the steps of the process, and the evaluation methods. Describe the diversity aspects of your WebQuest.

q     2            Correctly formatted header

q     2            Correctly formatted margins, spacing and fonts

q     2            Correct justification

q     3            List

q     3            Table

q     3            Image

q     3            Link

q     4            Complete WebQuest content

q     3            Free of language errors

q     3            Printout of Readability Stats attached

6. Spreadsheet

Create a custom gradebook using a spreadsheet program such as Excel, Works spreadsheet or AppleWorks.
The gradebook should include values and totals for the tasks and evaluations used in your WebQuest. 

1. Begin with a blank workbook or sheet.
2. Type a heading for the gradebook in a cell at the top of the sheet, giving your name and the date, plus your WebQuest title.
3. In a row near the top, type column headings. Include student names, two blank columns and at least 5 assignments, plus any other information such as student numbers.
4. Base each grade on a 100-point scale.
5. Assign grades for each student and each assignment.
6. In a column to the right of the student names and left of the grades, calculate the grade average for each student. Insert an Average function for the first student, and select the range of cells with grades to average. Fill down the average function for each student. 
7. Next to the average calculated column insert a formula to calculate the students letter grade based on their average.
8. Below the column for each assignment, insert an average function for the assignment. 
9. Provide a bar graph showing student averages. 

q     4            Complete heading

q     4             Column headings that match WebQuest items

q     4            Grades entered for each student

q     8            Averages computed for each student

q     4            Letter grades for each student

q     4            Bar graph included for student averages

q     2            Free of language errors

Extra credit:
For 5 extra points, try a commercial gradebook program. Grade Machine may be downloaded for Windows or Macintosh from http://www.mistycity.com/grademachine/gm_demo.html
After you download, install and run the program, create a class with at least 5 students, and at least 5 assignments. Print out the class report to turn in. Use these commands: New class--type names. Assign--type assignments. Window--Scores--type scores. Report--Group--Preview--Print.

7. Database

Using the database program of your choice, create a short database of at least 6 website addresses for use in your WebQuest. Use the database to create a form letter or report that displays all of the sites in the database. Merge the letter/document with the database. For each website entered, include the site title, the address, a short description, a note about how it fits into your WebQuest, and the date you entered it into the database.

q     9            Database includes required categories

q     9            Database includes 6 entries

q     9            Report or merged document 

q     3            Free of language errors

8. Presentation

Create an electronic presentation introducing your WebQuest to students. You may use PowerPoint, HyperStudio, Appleworks, or other software such as mPower. The presentation must include: at least 6 slides, cards or screens; at least 2 pictures not from the program's built-in clipart; at least 2 links, either within the presentation or to an external resource; text; any other media you choose, including animation, sound or video (recall that images and WAV sounds become embedded in the presentation file, but other audio and video files do not, so be sure to include such files with the presentation if you use them). 

q     6            At least 6 slides

q     4            At least 2 images

q     4            At least 2 links

q     4            Text

q     4            Follows presentation design principles

q     6            Provides a clear and engaging overview of the WebQuest

q     2            Free of language errors

9. Web page

Create the first two pages of your WebQuest. Include an overview of the WebQuest concept on the first page, and the task details on the second page. The web page lab requires: at least 2 web pages linked together, at least one image of any type, web links other than the links between the pages, text with at least 2 different types of formatting. Turn in your lab files on disk, in print, or online. Please do NOT use the Digital Drop Box because of the number of files needed for this lab. If you place your web pages on the web, you can turn in the link to the pages instead of the files.

Use your choice of web page editing/authoring software (Netscape Composer, Microsoft FrontPage, Dreamweaver, HTML, or others). Do NOT use Word, Publisher, PowerPoint or other software that converts files to web pages. Your Office 2000 book has steps for FrontPage Express.

q     4            Two pages

q     4            Links between the pages

q     4            Web links

q     2            Image

q     2            Text with formatting

q     4            WebQuest overview

q     4            WebQuest task

q     4            Appropriate software used

q     2            Free of language errors

10. Tech Teach

You will teach a technology skill to another person (someone is not and has never been in EME 2040 or any other technology course). The person may be another student, a family member, an acquaintance or a faculty member. Document the need for the person to have the skill, the methods you used to teach the skill, and the outcome of the teaching. Have the person write a short paragraph explaining what he or she gained from the teaching, and try to include a sample of work from the person before and after the teaching.

q     7            Description of person taught, and his or her need for the teaching

q     7            Description of the skill taught and the methods used

q     7            Documentation of performance before and after teaching

q     7            Statement from person

q     2            Free of language errors

WebQuest & ePortfolio:

Through the semester you will develop a WebQuest to teach a concept or skill from the Sunshine State Standards at a specific grade level. The WebQuest will include an introduction, the tasks, the process, the evaluation, and a conclusion. For information on the development process, see http://projects.edtech.sandi.net/profdev/webquest.html

http://webquest.sdsu.edu/webquest.html

http://www.education-world.com/a_tech/tech011.shtml

 Grading scheme:

q     2            Link to website evaluation lab

q     2            Link to WebQuest evaluation lab

q     2            Link to concept map or concept map included

q     2            Link to software evaluation

q     2            Link to word processing lab

q     2            Link to spreadsheet lab

q     2            Link to database lab

q     2            Link to presentation

q     84            WebQuest rubric located in Blackboard

Florida Accomplished Practices – Pre-professional

#2             Communication (written directions, reaction and research papers, variety of instructional formats)

#5            Diversity (discussion of materials selected or modified to incorporate diverse linguistic        backgrounds)

#6        Ethics (experiential reports or reflections related to ethical behavior in PreK-12 setting)

#8         Knowledge of Subject Matter (learning experiences for students which integrate the Sunshine State Standards)

#10             Planning (variety of methods, activities, materials to develop concepts and support second language learners)

#12             Technology 

§         plans to integrate technology into the curriculum 

§         instructional materials adapted to incorporate technology 

§         database (and/or spreadsheet) to monitor attendance, behavior, and learning 

§         multimedia presentations 

§         results of Internet searches 

§         classroom instructional materials developed, e.g., overheads 

§         electronic communication with faculty and students 

§         technology based searches for research paper

§         web page

§         activities using educational software to deliver instruction

§         activities focused on teaching students to use computers and other forms of technology

§         student products requiring use of electronic networks to gather information

§         student products requiring use of computers to analyze and present data or  reports

§         software reviews

§         lesson plans found on the Internet

§         use of technology in school

Florida ESOL Competencies

Competency 15: Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels.

Florida Essential Teaching Competencies

Competency 12:         Selects, adapts, and/or develops instructional materials for a given set of   instructional objectives and student learning needs.  

Skill 65:                Knows and observes current copyright law. 

Competency 27:       Uses computers in education. 

Skill 140:             Recognizes proper operational procedures for computers.

Skill 141:            Identifies major components and their functions for a computer system commonly used in an educational setting:

Skill 142:              Recognizes criteria for selecting software for use in an instructional setting.

Skill 143:      Recognizes the ethical and legal impacts and consequences of a computerized society.

Skill 144:            Identifies appropriate school and classroom management applications of computers.

Skill 145:      Selects methods of integrating computers in instruction.

International Society for Technology in Education (ISTE)

The National Educational Technology Standards (NETS)

1.  Basic operations and concepts 

• Students demonstrate a sound understanding of the nature and operation of technology systems. 

• Students are proficient in the use of technology. 

2.         Social, ethical, and human issues 

• Students understand the ethical, cultural, and societal issues related to technology. 

• Students practice responsible use of technology systems, information, and software. 

• Students develop positive attitudes toward technology uses that support lifelong learning,             collaboration, personal pursuits, and productivity. 

3.            Technology productivity tools 

• Students use technology tools to enhance learning, increase productivity, and promote creativity. 

• Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works. 

4.            Technology communications tools 

• Students use telecommunications to collaborate, publish, and interact with peers, experts,             and other audiences. 

• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 

5.            Technology research tools 

• Students use technology to locate, evaluate, and collect information from a variety of sources. 

• Students use technology tools to process data and report results. 

• Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks. 

6.            Technology problem-solving and decision-making tools 

• Students use technology resources for solving problems and making informed decisions. 

• Students employ technology in the development of strategies for solving problems in the real world. 

Supplemental readings assigned from journals and the Internet as deemed appropriate by the instructor.

Software: Free demo versions of Inspiration <www.inspiration.com> and Grade Machine <www.mistycity.com> are available for download by clicking on the links above. Students will also need to have Office 95, 98 (MAC), or 2000 or installed on their computers if they intend to complete assignments at home. To view the web sites you will need a browser such as Netscape <www.netscape.com> or Internet Explorer (Windows <www.microsoft.com/windows/ie/download/default.htm&g t; and Mac <www.microsoft.com/mac/download/en/default.asp>) with plugins for Flash and Shockwave <www.macromedia.com/shockwave.com/download/>. All are available free on the Internet.

Last updated 03/13/04