Introduction
to Educational Technology and Computers (EDCI 270)
Spring
2006
|
Class Information: 2 credit hours T 1:00 – 1:50 Th 1:00-2:50 Location: TECH 219 |
Instructor: Dr. David Pratt TECH Room 206 (Education
Office) Phone: 785-5578 Email: dpratt@pnc.edu Office Hours: Wednesday 9-12 |
Textbooks:
Lever-Duffy, J., McDonald, J. B., & Mizell, A. P. (2005 ).Teaching and Learning
with Technology. 2nd Ed. Allyn & Bacon (Referred to as TLT in course schedule)
(Optional)
Shelly, G. B., Cashman, T. J., Gunter, R. E. , & Gunter, G. A. (2003). Teachers Discovering and Integrating Microsoft Office. Thompson Course Technology.
Course Description
This course addresses the
fundamentals of educational technology including the integration of
instructional design, media, computers and related technologies within the
classroom setting. Students will explore
and evaluate how, when, and why technology should be infused into education.
This course is taught concurrently with EDCI 271, a one-credit course that
focuses on classroom applications.
Purpose/Rationale
This course emphasizes three
main purposes. First, it has been designed to help you explore and experience
the various tools of technology. You will identify and understand the
technology available within classrooms and laboratories as well as what may be
available in the future. You also will experience how different tools are used
to create, manage, present, and evaluate instructional materials.
A second purpose of this
course is to help you understand how technology can influence learning. In
particular, the impact of specific computer software will be reviewed and
examined. One example is multimedia simulations that attempt to place students
within contextually appropriate problem-solving situations.
Finally, you will explore how
computers, other forms of media (e.g., video), and instructional design
techniques are integrated, utilized, and evaluated within the classroom. Obstacles to computer integration will be
identified and discussed to better prepare you to understand the problems that
may be encountered as they attempt to integrate technology within the normal
classroom setting.
|
The
candidate will gain knowledge of |
The
candidate will be able to |
|
...basic
software and hardware. |
...create
documents using a variety of software. |
Disposition:
The candidate values the use of technology in curriculum and the classroom.
Late Policy
Late projects will automatically be penalized 20% of the total possible points if submitted after the
announced due date and time. Unless specified otherwise, assignments are due no later than the beginning of the
class on the established deadline.
Academic Integrity
All students should aspire to high standards of academic
honesty. This class encourages cooperation and the exchange of ideas. However,
students are expected to do original
work, to do their own work except for group projects, and to properly
reference sources when using information from others. Any instance of academic
dishonesty will result in failure of the assignment in question. More than one
instance will result in failure of the course.
Classroom Accommodations
This class is accessible to all qualified
LAB EXERCISES AND PROJECTS
System Navigation
This exercise is
a simple introduction to using the computer effectively. You will practice creating, naming, storing,
and deleting files and folders. In
addition, you will explore how to access and use the HELP.
Word Processing
This is an exercise that requires you to
demonstrate your skills at formatting written documents to required
specifications. You will be creating a
newsletter from an unformatted block of text.
Web Site Exercise
This assignment will ask you to demonstrate that
you understand the basic features of navigating through websites and will
explore issues such as how to organize your favorites, how to complete an
effective search, etc.
Spreadsheet
This exercise allows you to create a data table,
insert data, as well as use formulas to analyze and summarize numerical data.
PowerPoint
This exercise will require you to use PowerPoint
to present information about your “class” to parents during Back to School
Night.
Kidspiration
In this project, you will have the opportunity
to design and develop an instructional/informational program using Kidspiration.
Integrated Activity
For
this project you will be combining the use of word processing and spreadsheet
software to create a document for parents or teachers.
WebQuest Evaluation
For this
project, you will be evaluating 2-3 WebQuests using
an established rubric.
Grading
Your course grade will be determined by your performance
in both the weekly discussion and the computer lab. Required lab projects will account for the
remaining part of your grade. As shown below, each project has been assigned a
specific number of points.
|
Assignment |
Points Possible |
Date Due |
|
Class Participation: Minimum of 10 online postings |
10 pts. |
Ongoing |
|
Top Ten List: Tips to Remember |
10 pts. |
Ongoing |
|
Online Quizzes Weekly Quizzes on each Chp. (10 pts.) |
120 pts. |
See schedule |
|
In-Lab Exercises: 8 exercises (10 pts. each) |
80 pts. |
See schedule |
|
Project: Designing a WebQuest
Activity |
80 pts. |
April 25 |
Total course points available:
300 points
Grading scale
92-100%: 300 – 276 = A
84-91%: 275 – 252 = B
76-83%: 228 – 251 = C
68-75%: 204 – 227 = D
203 or less = F
The
institutional mission statement has served as a guiding principle in our
development of the unit’s conceptual framework.
The mission of the unit is to serve area residents and schools with an
exceptional teacher education program.
To fulfill the mission, we provide candidates in our program with strong
pedagogy and optimal field experiences.
Our courses have small teacher- student ratios to ensure that candidates
receive ample individual attention and feedback. Furthermore, most of the courses are
primarily taught by full-time, tenure-track faculty who are experts in their
areas. As the University has a close
relationship with local schools, members of the unit are able to work together
to provide varied opportunities for candidates to learn to be effective
educators, to discover the fulfillment of becoming a life-long learner, and to
engage in the educational process as catalysts for school reform. The unit is committed to providing,
assessing, and enhancing candidates’ knowledge as well as helping candidates
develop the skills and dispositions that are necessary for becoming effective
educators who are able to foster students’ positive development through learning,
discovery, and engagement.
Vision
We envision
that the Elementary Education program at Purdue University North Central will
prepare candidates to complete our mission, and meet the challenges they will
encounter as classroom teachers in educating students in our global, diverse
and democratic society. Our candidates
will have the knowledge that allows them to integrate theory with practice so
that they will be viewed as effective and reflective educators. They will possess the necessary knowledge,
skills, dispositions and will be committed to
providing all children with developmentally appropriate instruction to foster
students’ learning, discovery and engagement.
As they gain classroom experience, our graduates will be seen as school
leaders who are advocates for student growth and school reform. They will continually reflect and seek to
grow professionally, and support professional organizations. The conceptual framework, the foundation of
the program, is designed to bring this vision to fruition through the outcomes,
dispositions and goals. The vision and
mission are captured in the following theme:
Theme
The unit’s
conceptual framework is represented in the model found in Figure 1. The
triangle was chosen as a symbol, to represent the candidate’s continuous
growth. At the center of the model is the unit’s theme. Surrounding the theme
are Purdue University North Central’s three institutional core beliefs of
learning, discovery, and engagement, which we believe are the fundamental elements
of the educational process.
Figure 1. Conceptual Framework Model
TENTATIVE
COURSE SCHEDULE
Session
Topic
Assignment
|
Week 1 |
Review Syllabus |
|
|
Week 2 |
Learning Theories, Windows XP |
TLT
Ch.1*/ Post to |
|
Week 3 |
Planning w/
Technology, Word Processing |
TLT
Ch 2 / Windows ex.
due ** |
|
Week 4 |
Computer Basics,
Web Review |
TLT
Ch 3 / Word exercise due |
|
Week 5 |
Future Technologies, Powerpoint |
TLT
Ch 4 / Web exercise due |
|
Week 6 |
Administrative Software,
Excel |
TLT
Ch 5 / PowerPoint ex. due |
|
Week 7 |
Academic Software, Kidspiration |
TLT
Ch 6 / Excel exercise due |
|
Week 8 |
Networks and Internet, WebQuest
Review |
TLT
Ch 7 / Kidspiration ex. due |
|
Week 9 |
NO CLASS |
|
|
Week 10 |
WebQuest, Gradebook |
TLT
Ch 8/ Integrated Activity due |
|
Week 11 |
WebQuests |
|
|
Week 12 |
Audio
Technologies, Web Activities |
|
|
Week 13 |
Video Technologies, WebQuest
Rubric |
TLT
Ch 10 / WQ Evaluation due |
|
Week 14 |
Distance Education, WebQuest
Standards |
|
|
Week 15 |
Implementing
Technology, Peer Review |
TLT
Ch 12/ WebQuest Review
|
|
Week
16 |
Technology
Organizations |
WebQuest FINAL Project Due |
*
Each time a chapter is listed as being due, there will be a 10 point quiz given
at the beginning of that day’s class.
**
Unless otherwise specified, lab assignments are due before class on the Tuesday
after assigned. Also, assignments are required to be sent as email
attachments to dpratt@pnc.edu.