ed 421 syllabus

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ED 421 Syllabus Pg 1 of 6

ED 421: Technology Integration

Fall 2008

3 Credits Team Taught ITC 001

Section #1: M 12:002:50 PM (10830) Section #3: R 8:0011:50 AM (10831)Section #2: M 4:006:50 PM (10833) Section #4: R 12:00 2:50 PM (10832)

Instructor Phone Office Email Office Hours

Dr. Mary Bucy 503-838-8794 ED 202M [email protected] 12:303:30

W 3:005:00

Denvy Saxowsky N/ASomewhere in

[email protected] Virtual contact only

Dr. Rolfe Windward 503-838-8539 ED 114D [email protected] 10:0011:30 AMor By Appointment(arrange by email)

Bill Hamlin (TA) TBA ED 101 [email protected] TBA

Course DescriptionExplores operations and concepts of basic technology to enhance personal and professional growth

and productivity, and integration of technology into classroom planning, instruction and assessment.

Required ResourceCourse Home Page: http://rwindward.tripod.com/docs/ed421/

Within this course students will develop a conceptual framework for using educational technology,

analyze strategies for integrating technology into educational contexts and evaluate its potential forthe improvement of teaching and learning. This project-based course is taught through a combination

of lecture, discussion, demonstration and hands-on practice. In this class, we will:

explore a variety of ways to display information through words, images, sound, and video;

become familiar with concepts of visual design;

study how and why we can organize information spatially;

find and evaluate electronic resources; study ways to encourage collaboration through the use of online tools

evaluate, design and build educational websites; and

examine ways that all of these techniques can be integrated into classroom to enhance learning.


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Course ObjectivesStudents will:

recognize and define computer terminology, concepts and equipment related to the uses ofcomputers in education settings;

work effectively on computer tasks both individually and in small learning groups;

identify methods for integrating computers into educational settings;

assess potential impacts of emerging technologies upon the learning process;

effectively apply word processing, graphics, mapping, presentation, database, and Internet softwareto instructional, learning, and management tasks in the classroom;

engage in information exchange via email technologies; and

integrate effective technologies into the design of instructional units.

Program Proficiency #7, Technology, is targeted in this course.A candidate who is proficient in this area understands operations and concepts of basic technologyequipment, applies technology to enhance personal and professional growth and productivity, and

integrates technology in classroom planning, instruction, and assessment. Technological equipmentincludes computer hardware and software, related peripherals such as printers, scanners, digital

cameras, CD-recordable equipment, and graphic, video, print, and audio devices. Demonstrates facility in identifying/mastering technology applications

Identifies strategies for integrating technology into instructional contexts

Identifies/applies technologies which facilitate the attainment of higher order skills andcreativity

Demonstrates ability to design means for assessment evaluation (e.g. spreadsheets, databases)

Identifies appropriate classroom technologies and designs activities in which they areemployed productively

Observes social, legal, and ethical uses of technology resources.

WOU Core Competencies Emphasized:6. Students will ...demonstrate improvements in their information and media literacy.7. Students will learn how to use appropriate technologies.11. Students will be able to apply theory in relevant, appropriate and reflective ways.

Sources of EvidenceNOTE: These are summaries only. Directions for each assignment will be made available on thecourse web site or distributed during class as appropriate.

Class participation

Regular attendance and active engagement in discussions, readings, assignments and otheractivities associated with college scholarship as well as display of professional behaviors and

teacher dispositions such as teamwork, punctuality, reliability and reflective practice. Full creditfor assignments depends upon evidence you have planned and engaged in the production of the

necessary material: The primary source for that evidence is your observable activity in class.

Assignment #1

Using a drawing program, word processor or PowerPoint, design a poster, brochure or newsletter,

or presentation following design guidelines discussed in class.


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Assignment #2

Using Photoshop, combine three images into a montage. Add a text label. Publish following in-

class instructions.

Assignment #3

Using a digital video camera, shoot clips or an educationally focused activity or topic. Capture the

clips in iMovie, edit the video adding transitions and titles, and submit as a highly compressed

movie either in QuickTime or Windows Media format.

Assignment #4

Create a community or other educationally useful map using Google Earth. Submit a printout orincorporate into the projects developed in Assignments #1 and #2.

Assignment #5

Web 2.0 Application Currently undergoing design, instructions will be available on the coursewebsite when ready.

Assignment #6 (Website presentations during Finals week, time TBA)

Create an educational website. Your website may stand alone or support a unit of instruction, mustbe appropriate to your authorization and content area, and should encourage critical thinking.

Details will be given in class.

Assignment #7 Technology-infused unit of instructionDesign a coherent instructional set of activities that makes use of technology as an integral part of

the student learning process. Examples and criteria will be given during class. Lessons must alignwith ISTE NETS standards and the Framework for 21st Century Learning.

Criteria for AssessmentDemonstrated ability to design effective handouts, overheads, and electronic slides.

Demonstrated ability to work with a variety of digital imagery formats and peripherals.Demonstrated ability to use computers to display spatial information and create maps.

Demonstrated ability to use Web 2.0 tools for collaboration and sharing.

Demonstrated ability to use electronic resources to conduct research and evaluate validity.

Demonstrated ability to create educational websites.

Demonstrated ability to infuse lessons with technology.

GradingLab Pts* Grades (%)

A 93-100

Design 1: Newsletter/Brochure/PowerPoint Show 10 A- 90-92Design 2: Photo Montage 10 B+ 88-89

Video 10 B 83-87

Map 10 B- 80-82

Web 2.0 Application 20 C+ 78-79

Web Site 30 C 73-77

Class participation and attendance* 25 C- 70-72

Technology infused instructional activities 30 D 60-69

F below 60


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*Lack of observable evidence an assignment was produced by the student may result in a 10%deduction in the assignment score in addition to a lower class participation score.

Class Schedule(subject to change see course web site for updates)

Week Theory (& instructor) Application

1 Course overview and main targetsTechnology in the classroom

Visual design principals (Mary Bucy)

Intro to the labAppleWorks / Drawing programs9/2910/3

2 Using images in the classroomDigital images (Mary Bucy)

PhotoShopDigital cameras / scanners10/610/10

3Video in the classroom(Mary Bucy)

Digital camcorders

Video editing / iMovieDue: Assignment #1

10/1310/17

4 Displaying information spatially

Using maps; Introduction to technologyplanning (Rolfe Windward)

Google Earth

Due: Assignment #210/2010/24

5 Information LiteracyEvaluating Websites (Mary Bucy)

Google ToolsDue: Assignment #310/2710/31

6 Basics of web design and navigation(Denvy Saxowsky)

WebsitesNetscape / DreamWeaver11/311/7

7Web-site constructionHTML (Denvy Saxowsky)

WebsitesNetscape / DreamWeaver


8 Technology for connecting andcollaboratingWeb 2.0 (Bill Hamlin)

Web 2.0 Applications

Assignment #5(Due date TBA)11/1711/21

9 Open Lab (Rolfe Windward)Thanksgiving Holiday 11/27&28

Website workday

Due: Assignment #6 Outline11/2411/26

10 Tech Unit/Website work sessions(Rolfe Windward)

Finalize websites


Finals WeekDue: Assignment #6

Website presentations (times TBA)

(Mary Bucy, Denvy Saxowsky, Rolfe Windward, Bill Hamlin)12/812/12

General course guidelines Attend class every week. Working individually with students during office hours is normal but

reserving that time for those who really need help rather than those who simply missed a class is

preferred.

If you are ill or have an unavoidable conflict, please email to let me know ahead of time.


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Occasionally, classes can be made up by attending a different section. If you need to do this, pleasebe sure that all students officially enrolled in that section have a computer before you claim one.

You should not plan on doing this regularly and you will need to provide evidence of attendanceand work produced to gain full credit on the assignment (see grading guide).

Participate in class discussions. Join in the conversation and listen carefully to your classmates.

Make every attempt to turn work in on time. Let me know if technical difficulties are interferingwith your timeline and I will try to help you get back on track.

Consistently back up, make copies and otherwise keep track of your work; loss of an assignmentis normally not accepted as an excuse for not turning it in.

If there are any problems talk to us! In class, after or make an appointment by e-mail.

Plagiarism policyMuch of the work we do in this class involves using online electronic texts and images as a resource.

If you use material you have found online, you are expected to acknowledge the source and, in thecase of text, paraphrase as appropriate. If you use another writers words, you must put those words in

quotation marks (or use block quote formatting) and formally cite where they came from. If you cutand paste text or any other material without crediting your source, you are plagiarizing. Plagiarism is

unethical and can lead to a failing grade.

WOU Student Support Services AvailableDisability Accommodation: If you have a documented disability that my require assistance, you will

need to contact the Office of Disabilities Services (ODS) for coordination in your academic

accommodations. The ODS is located in the Academic Programs and support Center (APSC) Suite405. The phone/TTY is (503) 838-8250

Writing Center (www.wou.edu/las/humanities/writingctr)

Learning Resource Center (www.wou.edu/provost/aalc/learning)

Counseling Center

Department or College Resources

References

Brabec, K., Fisher, K., & Pitler, H. (2004, February). Building better instruction: How technology supports

nine research-proven instructional strategies.Learning & Leading with Technology, 31, 6-11.

Deubel, P. (2002, Februrary). Selecting curriculum-based software.Learning & Leading with Technology, 29,

10-16.

Heinich, R. (1995). The proper study of instructional technology. In G. J. Anglin (Ed.), Instructional

technology: Past, present, and future (2nd ed., pp. 61-83). Englewood, Colorado: Libraries Unlimited.

ISTE NETS Project (2002).NETS for teachers: Preparing teachers to use technology, [Online]. International

Society for Technology in Education: Accreditation and Professional Standards Committee. Available:

http://cnets.iste.org/teachers/t_book.html [2008, March 31].

Koschmann, T. (Ed.). (1996). CSCL: Theory and practice of an emerging paradigm . Mahway, MJ: Lawrence

Erlbaum Associates.


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McGraw, T. M., Blair, B. C., & Ross, J. D. (1999).Educational software use: Results of a 1999 regional

survey . Charleston, WV: Southeast and Islands Regional Technology in Education Consortium

(SEIR/TEC) at AEL.

Nardi, B. A. (Ed.). (1995). Context and consciousness: Activity Theory and human-computer interaction.

Cambridge, MA: MIT Press.

Norman, D. A. (1993). Things That Make Us Smart: Defending Human Attributes in the Age of the Machine.

Reading, MA: Addison-Wesley.

Partnership for 21st

Century Skills. (2004).Framework for 21st

Century Learning. [online]. Available:

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120

Ryba, K., & Brown, M. E. (2000). How proficient IT teachers integrate computers into the curriculum.Journal

of Computing in Teacher Education, 16(4), 6-11.

Windward, R. (1997). Steady work: Education, instructional technology, and change, [Online]. Available:

http://rwindward.tripod.com/docs/helpers.pdf [2007, June 30].

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