Syllabus EME 5403 Technology in Education

 Course Number:        EME 5403

Course Title:              Technology in Education

Credit Hours:             3

Day and Time:           Online: Pick your own time – but keep to it! Making a schedule for yourself helps a lot.

Location:                   Online: http://blackboard.unf.edu   

Professor/Instructor:  Terence W. Cavanaugh Ph.D. 

Office:                       11/1103

Office Hours:            by appointment

Telephone:                 620-3875

Email Address:          tcavanau@unf.edu

Web:                          http://www.unf.edu/~tcavanau and http://www.drscavanaugh.org

 Course Description: This introductory course provides information and skills for future and current teachers in the effective use instructional technology, focusing on the use of the microcomputer and application software in the classroom. In addition to the technology, concepts include introduction in educational learning theory, methods, and applications. Students learn through weekly assigned readings, lectures, and hands-on lab experiences.

Course Topics: Computer basics, e-mail, World Wide Web, telecommunications, word processors, spreadsheets, databases, computer managed instructions, integrated software packages, ergonomics, multimedia, authoring & presentation tools, operating systems, software evaluation, hardware, technology integration, educational theory.

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

Target Learners: Current Future educators (It's a required course for admission into the college of education.) It also may be applied to recertification at all grades and subject areas.

Text:

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

Learning to Read in the Computer Age, by Anne Meyer & David Rose
ISBN 1571290702. This text is available from Amazon or can be read totally online from the Books section of our Blackboard course.

Optional :
Microsoft Office for Teachers, 1^st ed. 2003. Fewell & Gibbs, 2003, ISBN 0-13-032401-9
How People Learn: Brain, Mind, Experience, and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, Editors (1998).
Teaching Every Student in the Digital Age: Universal Design for Learning by David H. Rose and Anne Meyer. Alexandria, VA: ASCD, 2002.

Distance Learning
Distance learning, if you are new to it, is an exciting and very different learning situation from the classroom. It is important for you to realize that is takes a good amount of self-discipline to keep up. If you keep up I’m sure that you will do well

The course internal e-mail is for communication between class members and will use the e-mail address that you supply in your personal setting. If wish to contact the instructor or send in assignments you should e-mail them to my main mail address: tcavanau@unf.edu. Be sure to include EME5403 in the subject of your message. You do not have to use the e-mail that is initially listed, you may change the listing to one of your choice and then continue to use your own e-mail.

The discussion board/forum is an important component of the class. It is required that you participate with the discussion/forum topics and provide not only your own information but also comment/reply to others.

All of your assignments and your main section to work out of is the Course Contents section. Make sure that you check weekly to see if any new material has been added.

STUDENT ASSESSMENT

Expectations
Project assignments (details in assignments section) are to be submitted via email or on diskette. All assignments should be submitted as attachments in Rich Text Format (RTF) or if possible MS Office. You should also include the course number and assignment statement in the subject. Assignments must be delivered by the given due date. Assignments up to one week late will only be worth half credit, and more than a week late will not be accepted.

PRODUCTS:

Paper: (1) - Paper should be three to four pages, in APA style. You will be publishing many more times and this is an opportunity to practice and get feedback. You should take advantage of it and pay attention to format, spelling, and grammar. References are the spice of life, use them often and correctly!  Information Paper Topic - We are told from every corner that we live in an "information society" driven by an "information economy". What does this mean? What does this mean to education? How does it change the role of teachers, students and schools? How is the nature of information changing? How does change itself change what we do as teachers?
This paper should examine issues and societal trends and their effect on education.

Portfolio (1) - The portfolio project is actually a series of six one page portfolio reflections. Portfolio development has become an important component of the education process. In this activity you will create portfolio reflections based upon the labs or activities that you have completed in this course. In your portfolio associate the item with the Florida Teacher Technology Standards and cross reference them with an international technology standard for teachers (see the ISTE list).

Your each reflection of your portfolio should address these points:

• State the standard that the item addresses and the organization that the standard comes from.
• Briefly describe what you are including as a sample of your ability.
• How does the item indicate completion of the Technology Standard?
• What does this item say about your skills and abilities as a technology using educator?

Action Research (1) - The action research project will be having you experience and use a new "learning/teaching" technology and you writing up your experiences and findings.

Projects: (9)

1. Software Evaluation - Using the guidelines, rubrics and forms from the website, review commercially available software in your discipline. Recommend buying or not buying.

2. Hardware Evaluation -- Using the guidelines, rubrics from the website, review commercially hardware and construct a rubric for your evaluation then write up the results

3-4. Generic Tools - (Office based preferred, contact professor if other program is desired)

1.       Design and produce a one-page document to advertise an event or provide information to students or parents. Include at least one graphic, a headline in a different font and size, and format at least part of the text in two or more columns.

2.      Use database or spreadsheet tools to include some calculated information, such as dollar amounts or GPA, and student information such as name, address, or organization/activity information.

5. Presentation - Create an electronic presentation of an educational concept. The presentation should include text, at least two images, and at least two links or buttons. It should be at least 6 slides or frames. The presentation may be created using PowerPoint. Turn in your presentation by email or digital drop box.

6. Web Lesson Plan - Research web-based resources in your discipline. Write a brief lesson plan that includes the use of these resources.

7. Web Page - Create an instructional web page in your discipline as outlined in your Web Lesson Plan. The page should contain information, graphics and links.

8. Web Site Evaluation - Compare a given set of sources using evaluation tools and determine which would be the most appropriate for the given situation.

9. Assistive Device Activity - Given a specific situation investigate and determine an appropriate device to use as an assistive technology device for a child.

10. 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.

In addition to the above project/products there may be quizzes and there are a series of on-line discussion forums.

Grading
Grades will be determined by the sum percentage of points earned in each component of the listed assignments.
90-100 A, 80-89 B, 70-79 C, 60-69 D, less than 60 percent F

Schedule (tentative on the assignments and mind’s on activities)

Standards addressed by EME 5403

Florida Accomplished Practices

#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.

Disabled Students

Please notify the instructor within the first week if a reasonable accommodation for a disability is needed for this course. Additional resource information is available through the Graduate Student Handbook. A letter from the Office of Student Disability Services must accompany the request.

Course Policies and Guidelines

COLLEGE OF EDUCATION AND HUMAN SERVICES POLICIES

1.       Americans with Disabilities Act (ADA) Policy.  The College of Education and Human Services complies with ADA requirements in making reasonable accommodations for qualified students with disabilities.  Students desiring reasonable accommodations should contact the UNF Office of Disabled Services (Founders Hall 2120; telephone: 904/620-2769) and are encouraged to inform the instructor as early in the semester as possible regarding desired accommodations.

2.      College Undergraduate Admission Policy. In order to earn credit toward an undergraduate degree in the College of Education and Human Services, students must be admitted to a COEHS undergraduate program of study.  Admission to the University does NOT in and of itself constitute admission to a given program of study.  Transfer students cannot take more than 14 UNF hours toward any COEHS undergraduate degree without first having been fully admitted into a program of study.

Prior to being considered for full admission into an undergraduate program of study, students must (a) submit acceptable scores on all parts of the College-Level Academic Skills Test (CLAST) and (b) present official transcripts documenting a cumulative undergraduate GPA of 2.5 or better on a minimum of 60 semester hours from a regionally accredited college or university. Students are encouraged to consult the Undergraduate Catalog and/or contact the College’s Office of Student Services (Schultz Hall 2305; telephone: 904/620-2530) for information regarding admission to a specific undergraduate program of study.

3.        University Enrollment Policy.  Only those students who are admitted to the

University are entitled to enroll in classes, and only those students who are enrolled in a given course are permitted to attend class meetings for that course.  Sitting through a class without registering does not constitute enrollment.  Instructors are authorized to bar students who are not enrolled in a course from attending class sessions until evidence of enrollment is presented to the instructor.  Even if unenrolled students are allowed via the instructor’s oversight to remain in a class, university policy prohibits students from being added to a class roster after the reinstatement deadline.  The primary responsibility for assuring that a student is enrolled in a course belongs to the student. Students are therefore encouraged to check their enrollment status several times during each semester with an advisor or via the UNF website.

4.      Policies Governing Student Conduct.  The University of North Florida has adopted a Student Conduct Code in order to promote responsible behavior for all students and to assure a physically, emotionally, and intellectually safe university community.  This code addresses issues that may threaten the safety and order of the university environment and provides procedures and remedies for addressing these issues.  Specific issues addressed include, but are not limited to, sexual misconduct; endangerment; harassment; hazing; possession/use of weapons, alcohol, and illegal drugs; damage or destruction of property; malicious mischief; computer misuse; and falsification/fraud.  Students who are aware of and/or feel they are victims of any activity in violation of the Student Conduct Code should report the activity to the University Police or the appropriate campus administrator.  The conduct code is available in its entirety on the University website at web address  http://www.unf.edu/studentaffairs/handbook/HB2002-2003.pdf

5.      Academic Integrity Policy.  The University of North Florida has adopted a strict policy on academic integrity. As noted in the UNF 2003-2004 Undergraduate Catalog (p. 35) and the UNF 2001-2002 Student Handbook (p. 23), violations to academic integrity include, but are not limited to cheating; fabricating and falsifying information or citations; submitting the same work for credit in more than one course; plagiarizing; providing another student with access to one’s own work to submit under this person’s name or signature; destroying, stealing, or making inaccessible library or other academic resource material; and helping or attempting to help another person commit an act of academic dishonesty.  The full policy on academic integrity is available on the University website at web address http://www.unf.edu/studentaffairs/handbook/HB2002-2003.pdf

The Academic Integrity Policy affords University instructors authority to assign penalties for these offenses.  For example, the instructor may assign a grade of “F” on the assignment in question or for the course.  In the case of flagrant violations of the Academic Integrity Policy, the instructor may recommend additional specific penalties to the university administration, including referral for academic counseling, expulsion from a program of study, denying of degree, expulsion from the University, or revocation of a degree already granted.

6.      E-mail Policy.  The University of North Florida’s policy on student e-mail allows academic and service units of the University to use e-mail as the primary means for communicating certain types of information to students.  Although individual instructors may determine that “external” (i.e., non-University-provided) e-mail accounts are a suitable means for communicating with students, the University policy specifies that the University-provided e-mail address serve as the “official” e-mail address for purposes of formal electronic communication with students.  All students should become knowledgeable of their University-provided e-mail address and either check their account regularly or arrange for all e-mail delivered to their account to be forwarded to an external e-mail account of their choice.  Students can find out their e-mail account username, reset their password, and set forwarding options by visiting http://www.unf.edu/compserv/guidelines/glemail.html.

INSTRUCTOR POLICIES

A variety of learning/instructional activities will be incorporated into this course. Every effort will be made to meet the diverse needs of learners who have different learning styles. As a student, you will be ultimately responsible to read the textbook and other associated readings.

Our time spent together as a learning group is too valuable and too short to simply "discuss the chapter." Although much of the content in the textbook(s) will be incorporated into class discussions and activities, please do not assume the instructor will simply lecture from the book.

Completion of all assignments is expected on the day indicated. Assignments submitted after the due dates 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.