IT 7360: Technology for Educators

Course Syllabus
Fall 1999
Tuesday 4:30-7:00 p.m.
100 ED. Building

• Course Description
• Course Goal
• Course Objectives
• Required Course Materials
• Course Requirements
• Unit Themes
• Additional Course Information
• Course Evaluation
Return to IT 7360 home page.

This course is intended to improve competencies needed to select, utilize, evaluate, and modify the wide range of instructional media.

Emphasis will be placed on the systematic selection of existing, commercially produced educational media, as well as the design and production of technology based media and technology integration plans.

The goal of the course is to create a learning environment, anchored in a specific metaphor, theme, or topic, which demonstrates the integration of technology for a specific unit in your classroom real or virtual.

Upon completion of this course, the learner will be able to:

• Meet the current NCATE/ISTE National Standards for Technology in Teacher Preparation (Recommended Foundations in Technology for All Teachers). See http://www.iste.org/Standards/index.html
• Demonstrate competence in instructional design and media integration through the planning and creation of a learning environment in his/her subject/employment /interest (in other words, design of instructionally sound plans for the integration of a variety of technologies into their respective subject/audience areas of education). Specifically:
• Create a learning environment based on a specific metaphor, theme or topic;
• Plan a unit and develop lesson plans based specifically geared toward the proposed learning environment; and
• Demonstrate competency in the design and development of basic student-centered learning activities;
• Demonstrate competence in the use of basic computer applications in the design, development, and production of educational media and technology-based learning. Specifically:
• Demonstrate competency in the operation of fundamental operating system functions on multiple platforms;
• Demonstrate competency in using information technologies, including electronic mail, the Internet, and the World Wide Web;
• Demonstrate competency in the use of a computer to produce text, graphics, and educational materials;
• Demonstrate competency in the production of a variety of print-based media, including: newsletters, posters, and other print materials (letters, worksheets, etc.);
• Demonstrate competency in the production of non-print-based media, including presentation, concept mapping, multimedia, and instructional WWW pages; and
• Demonstrate competency in the use of the computer as a cognitive tool, including spreadsheets and databases.
• Demonstrate ability to apply principles of visual and information literacy in creating electronic materials and learning environments.
• Select and evaluate a variety of commercially produced media (traditional media, technology-based media, and on-line resources) for use in educational experiences.

 

Text: Grabe, M. & Grabe, C. (1998). Integrating technology for meaningful learning (2^nd ed.). Boston, MA: Houghton-Mifflin.

Note: Additional readings/activities will be posted in the Related Web Links section of this course Web page.

Diskettes: (2) 3-1/2 1.4 MB diskettes

Portfolio: 3-ring binder with dividers (1-1/2"- 2 ") - 1 per group

1. Learning Environment Portfolio:A final project (it is recommended that it is completed in groups of 2-3 designers) based on the systematic planning and documentation of a learning environment to include:

• Instructional design (ADDIE)
• Resumes of each designer (if more than one),
• Description and depiction of the learning environment,
• Unit and lesson plans, and
• Appropriate educational materials needed for the environment.

2. Unit Work Samples: Assignments to demonstrate competency in use of basic computer software, including spreadsheets, database, desktop publishing, desktop presentation, multimedia, World-Wide Web use, and Web page creation. Along with product demonstrating technology competency, each student will include a 1-2 page narrative/reflection explaining how each technology might be used in instructional practice.

3. Reflection Papers.

4. Participation and idea sharing.

Specific dates for each unit are outlined in the Course TimeLine.

Unit 1 Creating Environments for Learning

• How do I design effective learning environments?
• How do I integrate technology into learning environments?
• How do I involve my students and their parents in the design of LEs?

• How can my students communicate with students for other cultures or countries?
• How can I research new information for my unit next week?
• How can I bring current events into the classroom?
• How can parents find out about academic calendars and school events?

• How can I and my students create exciting educational materials?
• How can my students become involved in displaying their work?
• How can my school and community share information?

• How can my students use technology tools to organize and manipulate information and create new knowledge?
• How can I keep better track of my grades and use the information throughout the school year?
• How can my students use technology tools to brainstorm and visualize their thoughts?

• How do I know that the educational software will be effective?
• How can parents determine what software to buy for their home computer?
• How will I know if the video/movie is "good?"
• How do I use computers in my classroom and not throw my schedule (and sanity) out the window?
• How do I know when its okay to "borrow" text and images from periodicals, books, and the WWW?

• How can my students create effective and appealing multimedia products?
• How can I make use of multimedia technologies for my lessons?
• How can parents take advantage of distance learning opportunities for their children?

The following provides more information on course responsibilities and expectations, for you and your instructor.

Academic Honesty
Georgia State University has a policy on Academic Honesty. You are expected to read and observe this policy. A copy can be found on the GSU Web site : GSU Policy on Academic Honesty

Assessment/Assignments
All assignments cited in the syllabus must be turned in by the specified due date (See Course TimeLine for details). Late work will not be accepted unless prior arrangements are made with the instructor. All assignments, except Internet-based assignments, must be prepared using a word processor. Special assignments may be added during a regularly scheduled class or via e-mail by the instructor. It is your responsibility to obtain the specifics of any such assignments.

Whenever possible, all assignments will be evaluated and returned within a week of being submitted. You will also have the opportunity to evaluate the course two times during the semester: at mid-term and at the end. The midterm evaluation will enable your instructor to adjust the course as needed to better meet your needs.

Attendance
IT 7360 is a "hands-on, minds-on" activity-based course. Attendance and participation constitute a portion of your final grade. In addition, it is your responsibility to obtain any content, knowledge, assignments, etc., missed due to absence or tardiness from other class members (if they are so willing.)

If the instructor will not be in class for whatever reason (illness, emergency, etc.) you will be notified as quickly and as conveniently as possible.

E-mail/Internet
As GSU students, you are provided with a GSU Panther Internet (E-mail and WWW space) account. It is your responsibility (before the second class meeting) to make sure your account (UserID and password) is active and up to date. Lab computers require active Panther/PawPrint accounts for use. I will use e-mail to make announcements pertaining to the course. It is your responsibility to check your e-mail on a regular basis (e.g. twice a week) to make sure you keep current with the course and are prepared when you come to class each week.

This course is not competitively graded. Therefore, you are encouraged also to use e-mail to communicate with your classmates to ask questions, gain feedback, and to discuss class topics.

E-mail is also the BEST way to get in contact with me with any questions or concerns that you may have. I check my e-mail on a regular basis. Answers to any messages sent Sunday-Thursday will be answered within 24 hours (Friday messages will likely not be answered until Sunday.)

Class Courtesy

As a "hands-on, minds-on" activity-based course, IT 7360 will usually meet in computer classrooms. That means that you will
typically have a computer in front of you during class discussions. Out of respect for your class mates and your instructor, it is
expected that you will focus your attention and energies toward current class activities (e.g., class discussion). Disrespectful use
of lab computers during instructional time will be noted and will result in a grade reduction. Lab time will be made available
during the class session so you can work on course projects.

As a courtesy, please turn off (or sound off) all electronic devices during class (e.g., beepers, cell phones).

All work for this course must be completed on time and presented to the instructor on the given date. Learning Environment Portfolios are due at the beginning of final exam week (5 p.m. Monday, December 13, 1999). The portfolio is a self-directed learning activity. It is recommended that you set a timeline for the completion of this rather large activity as it is doubtful that you could complete it in a short period of time.

Note Well:  Do you best work. Simply completing the assignments as described will result in a "B" grade. Going beyond the requirements and demonstrating creativity and exceptional planning will result in an "A" grade.

Incomplete grades will not be given for this course unless you suffer from extraordinary adversity (legitimate medical emergencies, death in the family, etc.)

Grades will be calculated in the following manner:
 

Grading Scale
 

• This syllabus is tentative and subject to change.
• Cheating and/or plagiarism will not be tolerated in any form. Be certain to reference anything you "borrow."
• Read your syllabus carefully. It is your road map to this course.
• What you get out of this course is relative to the amount of effort you put into this course.
• "Poor planning on your part does not constitute an emergency on my part." Author unknown.
• Be responsible. Aim for quality. Be creative.