KH 3100:Instructional Technology for Health and Physical Education(CRN# 13307)
Room 326, Sparks Hall 11:00-11:50 a.m. Monday
11:00-12:00noon,Tuesday/Thursday Lab, Rm. 256, Instructional Technology Center
Spring Semester, 2004

Instructor:         Sandra Owen
Office:             Rm. 171, Sports Arena
Office Hours:   By appointment only
Phone:                404-651-4681
Web page:

Selected readings: A selection of current articles specific to multi-media development and instructional application are used. The "Milken Seven Dimensional Analysis Model for Gauging Progress in Technology Application in Schools", the National Education Technology Standards,  the Georgia Department of Education QCC for Technology, and "Five models for teaching health education"  provide the content and skill application framework for this course.



Each week, students participate in one hour of classroom discussion ,one hour of skill training, and one hour of skill application. Skill training is conducted in room 256, Instructional Technology Center, College of Education. Skill application for health and physical education is completed either in the Instructional Technology Center, GSU computer center, or on the student's personal home computer. A technology portfolio including technology applications and materials developed during the course will be created for use  during the field-based block and student teaching. Small group web sites will be developed during the course and will include the posting of all student created instructional technology applications.

COURSE GOALS: By the completion of the course, the student will:

    1. Understand multi-media technology and its instructional applications for health and physical
    2. Appreciate the importance of incorporating assistive technology for special needs students;
    3. Know of health education instructional technology resources;
    4. Appreciate the relationship between instructional technology and health education models for
        learning; and
    5. Be aware of the six technology strands described in the Georgia QCC for Technology.

    By the completion of the course, the student will:
            1.Describe the Seven Dimensional Analysis Model for Gauging Progress in Technology
              and apply at least three of the dimensions in assessing student progress;
            2. Demonstrate knowledge of "fair use guidelines" for copyright specific to teacher
               development of instructional materials;
            3. Select appropriate technology application for each of the five instructional models of
                health education;
            4. Incorporate effective design elements into the production of computer generated
                instructional support material; and
            5. Plan for the inclusion of resourcs, for special needs students, available from the Georgia
               Assistive Technology Project.


            6. Retrieve valid health and physical education information from a variety of on-line
               directories and search engines, and databases located within the GSU specific library
               search engines;
            7. Design,produce, and mount a health/physical education  topic related transparency with
                overlay including graphics and text generated from Power Point or EZMedia;
            8. Design and produce an interactive, student handout to complement the
                transparency/overlay using Power Point;
            9. Integrate selected portions of software material from Body Connections, Alcohol 101,
                Refusal Skills, Pyramid Challenge, ADAM, or Dine Healthy 3 into an age/stage
                appropriate technology instructional application;
            10.Write a storyboard and produce an instructional Power Point presentation on a selected
                 health/physical education topic;
            11.Write a web quest on a health/physical education issue and summarize the web quest for
            12.Develop a class electronic grade book and attendance record using Thinkwave Educator;
            13.Complete a graph application using EXCEL; and
            14.Communicate with classmates and instructor through course discussion board and e-mail.

Assignment specific grades are calculated as the percent of total number of points earned for any given assignment divided by the total possible number of points for each assignment. All assignments have equal weight and will be averaged for the final course grade.
            A= 90-99%
            F=59 & below

Assigned Work

    Technology Application discussion                      10 points        January 13
    Wellness on the Web                                         10 points        February 3
    Integrating Technology into P.E.                         10 points        March 30
    CD Rom infusion into health lesson                      10 points        April 6
    Classroom arrangement for technology                10 points        March 4

Instructional Materials Development:
   *Overhead/overlay                                            20 points        February 5
    Student handout                                                20 points       February 5
    Electronic Gradebook and attendance                 20 points        April 8
   *Health lesson integrating technology                  20 points        March 25

Technology Presentations:
   *Power Point                                                       50 points        February 19
   *Web Quest                                                       50 points        April 26
    Web page                                                           50 points        May 5

Any late work will receive a 2 point deduction from the initial grade earned. Any student absent from more than four classes or skill training labs will have the final grade dropped by one letter grade.

A pre-post assessment of student perception about personal technology competence will be conducted using three of the seven dimensions of the analysis model developed by Milken. Selected national standards will also be assessed through use of a likert self-report scale. Results of the pre/post assessment will not be calculated into the course grade. All data will be analyzed at the group level of analysis to assist in ongoing revision of the course.

Creating a Technology Portfolio

The portfolio will be an extended activity throughout the term. During the field-based block and student teaching, each student is encouraged to use materials developed during the technology course. It is suggested that the portfolio (notebook) be divided for articles, course handouts, and copies of completed assignments. The format for the portfolio is open ended promoting individual "meaning making" through reflection.

Sections to be included:
    1. Introduction including personal belief about how children/youth learn best; how you believe
       incorporating technolgy into health and physical education will enhance your teaching and
       promote learning for your students;
    2. Personal instructional technology goals and how you reached them during the term;
    3. Print-out of the web page created in small group; and
    4. Examples of best work during the course (web quest, health/pe lessons, student handout,
        Power Point presentation).

Classroom Schedule

First Week:
    January 12   Course overview; Discuss importance and impact of technology on learning
                            assignment: Read article on impact of technology on teaching and learning
                            Complete "Technology impact" questions

    January 13        Simulation and the writing of a persuasive letter to the principal and PTA
                             chair-person on the need for technology infusion at the school

    January 15       Copyright guidelines, "Fair Use for Educators"

Second Week:
    January 19         Holiday    

    January 20      Design element rules in developing instructional materials (visuals)

    January 22      Sketch out overhead/overlay and student handout
                           (discussion of "Wellness on the Web" assignment)

Third Week:
    January 26    Complete sketch of overhead/overlay and student handout

    January 27   Power Point training, room 130 College of Education Building(11am-1pm)

    January 29    Work on overhead/overlay and student handout (computer lab)

Fourth week:
    February 2     Work on overhead/overlay and student handout (computer lab)

    February 3     Mounting overhead/overlay; presentation of overhead/overlays and student

    February 5     Storyboarding in preparation for Power Point presentation (30 slides including a
                            title slide and a credit slide, transition slides and graphic/text slides.

Fifth Week:
February 9     Developing the storyboard for the selected health or physical education topic

   February 10    Storyboarding power point presentation; instructor interacts with each student to
                          review individual progress in creating the storyboard

  February 12    Creating/designing a web site

Sixth Week:
February 16  Draft the design ideas for the front page of the web page

  February  17  Frontpage training (room 130 College of Education Building, 11 am-1 pm)

  February 19  Working in small groups to begin designing the web page using Frontpage

Seventh Week:
   February 23  Working in small groups to continue developing the web page

   February 24  View the video on the one computer classroom

   February 26  Discussion of applying technology in the one computer classroom

Eighth Week:
March 1  Respond to questions on assistive technology in preparation for trip to
                 assistive  technology lab

  March 2   Arranging classrooms for technology; Drafts of web page are due

  March 4    Tour of Assistive Technology lab, Instructional Technology Center

Ninth Week: Spring Break! March 8-12,2004

Tenth Week:
March 15        Each student is to post a comment on the discussion board in the section identified
                      for KH 3100, and send an email to the instructor, download Ga. Technology
                      standards and the National Technology standards

  March 16       Integrating technology into a health lesson (considering the seven components of a
                         lesson plan and the five models for teaching health)

  March 18        Integrating technology into a health lesson (considering the seven components of a
                         lesson plan and the five models for teaching health)

Eleventh week:
March 22      Work on health lesson that integrates technology 

March 23      Excel training , ITC, 130 College of Education, 11am-1pm.

March 25      Integrating technology into a physical education lesson

Twelfth Week:
March 29    Completing the health lesson which integrates technology

March30     CD ROM infusion (Pyramid Challenge, ADAM, Alcohol 101, Health Quest...)
                  CD ROM infusion in a lesson (Review BodyFun on the Health and Safety
                  web page)

April 1        Electronic grade book using staged data

Thirteenth Week:
  April 5        Complete the CD ROM infusion assignment

  April 6        Electronic grade book completing attendance record using staged data

  April 8        Writing a Web Quest using Frontpage (Instructions)

Fourteenth Week:
   April 12       Complete electronic grade book and attendance record assignment

   April 13       Writing a Web Quest (Beginning to draft the Web Quest)

   April 15       Writing a Web Quest

Fifteenth Week:
   April 19        Individually working on Web Quest

   April 20        Writing a Web Quest

   April 22        Writing a Web Quest

Sixteenth Week:
   April 26            Complete Web Quest (save Web Quest to disc)

  April 27             Present Web Quest in class

  April 29            Mandatory attendance, Complete web page in small group;
                  take post test for course

Exam week:       Presentation of Web pages (hand in webpage on CD ROM
May 5           

Attendance Policy

The attendance policy for this course is consistent with the University guidelines as stated in the University General Catalog, in that excessive absences are prohibited and emergencies must be discussed with and determined by the instructor.  Pg. 49-50

policy on incomplete grades

The incomplete (I) grade indicates that a student had completed satisfactorily a substantial portion of the coursework; but for NONACADEMIC reasons beyond the students control, was unable to meet the full course requirements.   The awarding of “I” is done at the discretion of the professor and is not the prerogative of the student. An “I” not satisfactorily removed within the prescribed time limit of the END OF THE NEXT SEMESTER if the student is enrolled in the university, or not later than the END OF THE NEXT TWO CONSECUTIVE SEMESTERS, whether or not the student is enrolled in the university at that time, will be changed automatically to the grade of “F”.  (Please see GSU catalog, pg. 50-51 for further information).


The university assumes as a basic and minimum standard of conduct in academic matters that students are honest and they submit for credit only the products of their own efforts.  All dishonest work will be rejected as a basis for academic credit.  This includes work done in unauthorized collaboration with another person, falsification (for instance, misrepresented material, fabricated information, false or misleading citation of sources, falsification of the results of experiments or computer data) and multiple submissions (work submitted for credited more than once without the explicit consent of the instructor to whom work is being submitted for additional credit). 

Cheating and plagiarism Any assignment/paper/report/test found to have been completed with unauthorized help will, at the least, be given a grade of 0.  Sanctions up to and including expulsion are possible in cases of cheating or plagiarism, subject to the appeal procedures outlined in the Statement on Student’s Rights and Responsibilities.   

Please see the 2002-2003 General Catalog Policy on Academic Honesty, pg. 66-69 for further information and definitions. 

All written work must exhibit a college-level competency in spelling, grammar, punctuation, and style.  Written work with significant mechanical flaws will not be accepted. 

Writing Center (Excerpt form GSU Catalog, 2002-2003, pg 102) 

The Writing Center in the Department of English off free assistance to students with writing assignments required in any courses in the university.   Students may walk in the consult with faculty or graduate-student tutors about the basic writing problems, ways of developing a assigned topic, or techniques for revising and editing.