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
Email:
sowen2@gsu.edu
Web page: http://www.gsu.edu/~wwwche
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.
UNIT THEME: CREATING EFFECTIVE CONTEXTS FOR LEARNING
PROGRAM THEME:EDUCATOR AS CRITICAL AND DIVERGENT THINKER
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
education;
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.
COURSE OBJECTIVES:Knowledge-based
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.
COURSE OBJECTIVES: Skill-based
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
classmates;
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.
ASSESSMENT:
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%
B=80-89%
C=70-79%
D=60-69%
F=59 & below
Assigned Work
Assignments:
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
handouts
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
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.