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Dr. Alice A. Christie's University Classes: EDT 530

Course Description

EDT 530 is a survey of computers and their instructional uses in educational settings. A constructivist perspective informs the course. Students will receive a broad-based introduction to educational technology including:

• becoming a technology-using teacher in a constructivist environment
• using computer terminology appropriately
• using word processing, spreadsheets, presentation software, and mail merge al an integral part of the curriculum
• doing a instructional technology inventory of a school
• creating digital video to share educational strategies/ideas
• creating curricular units that provide teaching-learning scenarios of technology-rich constructivist learning
• using the Internet to facilitate learning
• using Web 2.0 technologies to share ideas and collaborate with other teachers
• writing grants to acquire funding for educational technology for the classroom
• understanding ISTE standards for students, teachers and administrators
• understanding Arizona Technology Standards
• creating a professional teaching e-portfolio that showcases one's technology-rich units/curriculum.

The course incorporates extensive use of the Internet. Internet Glossary.

Student Learning Outcomes

An important goal of the course is for students to be empowered with computer-based technology. Students should gain a solid introduction and the motivation to use technology for personal and professional purposes. This class is designed to provide a positive beginning to a lifelong learning process. Upon completion of this course, students should be able to:

1. demonstrate an understanding of a constructivist approach to teaching and learning;
   
2. approach new computer-based tasks more easily and with greater confidence;
   
3. describe the key terms and concepts associated with educational technology;
   
4. discuss the functions of technology in classroom environments;
   
5. contribute to interactive, web-based environments on issues related to the use of technology in education and society;
   
6. demonstrate an understanding of and an ability to use word processing programs - including the mail merge feature, presentation programs, and spreadsheet programs to meet a variety of educational needs;
   
7. demonstrate an understanding of and an ability to use email and voice/video conferences to communicate electronically with others;
   
8. demonstrate good information management habits such as backing up files and organizing files in a logical fashion;
   
9. demonstrate an understanding of and an ability to use the Internet for a variety of educational purposes;
   
10. demonstrate an understanding of and an ability to use digital technologies to enhance learning;
    
11. demonstrate an ability to write grants to acquire educational technology for the classroom;
    
12. demonstrate an ability to create standards-based, technology-rich lessons to be used in a constructivist classroom;
    
13. create a professional teaching e-portfolio that highlights technology-rich, standards-based units;
    
14. reflect on the teaching and learning processes; and
    
15. deal with the personal frustration inherent in the use of technology.

Required Texts and Materials

1. Jonassen et. al. (2003). Learning to Solve Problems with Technology.
   
2. A Flash Drive to store files.
   
3. Notebook for recording notes during demonstrations and exploration.

Course Format

Class Policies

Assignments: Late assignments will be penalized 1 point (out of a possible 10 points) each day they are submitted past the due date.

Attendance and Participation: Since this class is highly participatory, attendance and a high level of participation are mandatory. Please sign-in at the beginning of class on the attendance sheet located on the bulletin board in the classroom. Each missed class will result in the loss of 4 points in participation (out of a possible 8 points). Students who miss more than two of our eight classes cannot pass the course. Each missed class will result in the loss of 4 points in participation (out of a possible 8 points).

Late Arrival to Class: Classes are carefully planned to maximize learning. Late arrivals disrupt class and reduce learning. Each 30 minutes missed due to late arrival will result in the loss of 1/2 point in participation (out of a possible 8 points).

Cell Phones and Pagers: Please turn OFF all cell phones and pagers during class.

Cheating: Cooperative or collaborative learning is encouraged! However, understand the fine line between collaboration and cheating. Turning in the work of another person is considered cheating and offenders are subject to university disciplinary action.

Disabilities: If you have a disability, please tell us at the beginning of the semester. We will do all we can to enhance your learning experience.

University Policies

Course Assignments

1. Readings and Reading Response Sharing (5% of final grade)
   
   You will use a blog to exchange ideas with your instructors and classmates about your assigned textbook and occasional online readings.
   
   You may use the Things to Think About at the end of each textbook chapter for inspiration on textbook readings if you wish.
   
   
2. Wiki Article and Teaching Demonstration (15% of final grade)
   
   You and your teammates will contribute to and collectively write a wiki article entitled Using Advanced Microsoft Office™ Tools in Education. Your individual efforts will be part of a semester-long project to share our collective understanding and examples of how K-12 teachers can incorporative interactive MS Office activities and tools in their classrooms.
   
   Each student will teach a lesson in one or more advanced MS Office™ applications that will model for other students how MS Office™ tools can be used effectively to create engaging, student-centered lessons. Each lesson will then become part of our Wiki article.
   
   

3. WebQuest Discoveries (3% of final grade)
   
   WebQuest are one well-developed technology integration strategy. Therefore, after viewing twenty or more WebQuests appropriate for your grade level and/or content area, you will select six WebQuests to share with other class members. Using the template I provide and Bernie Dodge's rubric, list the name and URL of each of these WebQuests along with a summary and evaluation of the WebQuest. Also, see how EDT 530 students completed this assignment previously. This assignment will become part of the HomePage for EDT 530.
   
   
4. Instructional Unit Using Word Processing, Spreadsheets, Presentation Software, Brochure/Flyer Software, and Mail Merge (40% of final grade)
   
   Using the model found in ISTE NETS, your will write a scenario and a technology-rich, standards-based instructional unit appropriate to your grade level AND your Instructional Technology Inventory. You will use MS Word™, Excel™, Publisher™, PowerPoint™, and Mail Merge to create an instructional unit that includes:
   

• Unit Plan
• One (or more) Teacher Application of Word™
• One (or more) Teacher Application of PowerPoint™
• One (or more) Teacher Application of Publisher™
• One (or more) Teacher Application of Excel™ utilizing it’s number crunching capabilities
• One (or more) Teacher application of Mail Merge (can be integrated into Intel project, or another application from your current classroom)
• Two (or more) Student Examples of software use (your choice of software: Word™, Powerpoint™, Excel™, Publisher™, or Mail Merge

This major assignment is designed to:

• familiarize you with advanced tools within MS Office and lay the skills foundation for the other courses in the EDT concentration
• familiarize you with national and state standards
• help you understand the importance of technology-rich, standards-based lessons and scenarios
• make constructivism more than a term you can explain, but rather a way of life in your classroom.
  
  
5. Instructional Technology Inventory (7% of final grade)
   
   Technology integration requires a thorough knowledge of the hardware, software, and networking capabilities within your school. For that reason, you will conduct an Instructional Technology Inventory of your school. This information will be used to complete the Virtual Tour described as the next assignment. Technology Inventory Download (Word Document).
   
   
   
6. Virtual Tour: Digital (Still or Video) Cameras and PowerPoint™ or web-based display (8% of final grade)
   
   This assignment is designed to provide a tool for sharing your Instructional Technology Inventory OR Instructional Unit with other members of the class as well as your fellow teachers. It will also familiarize you with the use of digital cameras and possible tools to disseminate your information. You will use digital cameras or camcorders to record:
   • hardware and hardware configurations in your school
   • peripherals available in your school
   • instructional activities used in your classroom
   • anything else that depicts how hardware, software, web-based tools, and technology -rich lessons are used in your school/classroom.
   You will then incorporate these digital images into a PowerPoint™ or web-based Virtual Tour.
   
   
7. Grant Writing (5% of final grade)
   
   For many, schools budget cutbacks are looming darkly on the horizon. School budgets for technology are becoming tighter each year. Teachers who are enthusiastic about using technology to enhance their teaching and their students' learning lack the technology to do so. Therefore teachers need to know more about grant writing. You will learn the fundamentals and grant writing and then write a grant proposal to an organization likely to fund your proposal.
   
   Wells Fargo Grant Application
   
   
8. Putting It All Together (5% of final grade)
   Showcasing assignments and progress in a Professional Teaching E-Portfolio
   
   Table of Contents with Links to all assignments.
   
   
   See link for full description of this assignment.
   
   
9. Reflections (5% of final grade)
   
   You will write a 4-5 page Reflection Paper that speaks of your growth on each course assignment.
   
   
10. Participation (5% of final grade)
    
    See Attendance and Late Arrival to Class Policies Above

Course Schedule for Spring 2008

Face-to-face classes are indicated in white, online classes in orange. All electronic assignments should be placed/saved in the ASU Class Server on or before their due date.

Evaluation

We use the following grading scale in EDT 530: