EIPT 3043: Learning with Educational Technologies
Fall - 2004
Section 001 |
Sections 002 & 900 Andrea Beesley, M.Ed. Office: Collings Hall, Room 326A Hours: Phone: 325-5974 (leave message) E-mail: abeesley@ou.edu Sec. 002 Meets: 12:30 – 3:20, Wed. ED 325 Sec. 900 Meets: 7:15 – 9:55, Wed. ED 325 |
Section 003
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For this course you will need:
1. zip disks (one provided by instructor)
2. an e-mail address and website account
3. Course Textbook: Roblyer, M.D. & Edwards, J.
(2003) Integrating Educational Technology into Teaching (3rd Edition).
4. Lots of time! (a few hours each day). The amount of time and effort required
for this class may well exceed those of other class you have taken.
There is no one best method of teaching or learning and the most elaborate or futuristic technology is not necessarily the best for solving a particular instructional problem. Every instructional situation lends itself to many alternative approaches, depending on the values emphasized and the resources available. Recent and emerging technologies expand the range of possible solutions to instructional design problems. Three objectives of this course are to help you:
- Become familiar with alternative instructional approaches that use both cognitive and hardware technologies.
- Develop practical skills for using technology to solve instructional problems & accomplish educational goals.
- Use instructional technology to achieve complex goals such as higher-order thinking skills, positive disposition toward learning, and self-regulation of learning.
This course is intended to stimulate your thinking about how to integrate technology into your own practices of teaching and learning. A central purpose is to explore the overlap between theory and practice. During the semester, you will focus on becoming familiar with key concepts from the literature of cognitive psychology, motivational research, development, and instructional design, and using various software programs in teaching and learning situations. This course will help you "learn how to learn" to use technology on your own. Because software tools constantly change, knowing how to learn to use software programs is more important than knowing one or two specific programs. Although most software can be learned at an introductory level in a short period of time, becoming proficient takes longer.
- To assist you in learning how to use existing technologies (a) to solve instructional problems, (b) increase personal productivity, (c) increase student productivity, (d) improve presentation skills, and (e) help students learn through a variety of methods and applications of technology.
- To help you develop skills in using existing technology and effective strategies for learning how to acquire new technology skills.
- To enable you to generate connections and relationships among diverse concepts associated with the infusion of technology into the classroom.
- To stimulate reflection on your own personal position about the role of technology in the teaching and learning process.
- To promote the affective goal of choosing to integrate technology into your teaching and learning practices.
- To support you in developing a project plan for infusing technology into your own classrooms (ones you are currently teaching and ones you might teach in the future), based on an understanding of cognitive, motivational, and instructional design principles.
Project Descriptions (Course Responsibilities)
Developing Your Computer Skills
This class is designed to provide you with the opportunity to extend your computer skills. You will complete projects using Netscape Composer, Photoshop, and PowerPoint using good design principals. You will also become familiar with operating in a web-based instructional environment that supports collaboration via e-mail, discussion forum, and file uploading.
Concept Application Mapping - (Team Project) You will receive a list of concepts and definitions that will help you think about, understand, and effectively use instructional technology. The list is by no means definitive; you are encouraged to seek and suggest new concepts that you feel are important. Each team will add two concepts from other theory bases (e.g., motivation, development, cognition, learning, classroom management). While you may be familiar with the concepts from other courses, you will develop credible classroom applications specifically related to instructional technology. The assigned readings and the Internet are excellent resources. As a guideline, 25-100 words are reasonable for each application. In addition, each team will develop a thoroughly annotated concept map that includes all the concepts from the list.
This assignment will be posted on the web as concepts.html and cmap.html
Graphic Editing Project - The graphics project will give you the opportunity to acquire basic digital photo editing skills, such as scanning, cropping, and changing image backgrounds. A more detailed project description will be distributed in class.
This assignment will be posted on the web as graphics.html
Integrating Technology into K-12 Education
Chapter Self Tests - The textbook not only addresses current issues in instructional technology, it also addresses effective technology integration in the classroom. Online self-tests will be taken and submitted to check your reading comprehension and as practice for the Chapter Test. Because assigned readings correspond with class projects, you should come to class each day prepared to contribute to the discussion and possibly take a pop-quiz over that day's chapter(s). Each team will be responsible for presenting one or two chapters to the rest of the class highlighting an online resource that goes along with the chapter (See Discussion Forum description below).
Technology Integration Action Plan (TIAP) (Team Project) - The development of a technology action plan will anchor the investigation of problems, concerns, and issues raised and investigated by members of this class. The Technology Integration Plan will be introduced early in the course and be submitted as a final project of the course. The final product will consist of handouts and a team PowerPoint presentation. The exact nature of the presentation will be defined as the class progresses and a template for initially organizing your Integration Plan will be provided. Each member of the team will contribute, with one grade awarded to the whole team (minus any points deducted for not participating or for not working well with your team members).
Software Evaluation Project (Team
Project) - This project will give you and your teammates a hands-on opportunity
to thoroughly evaluate a piece of educational software that you might use in
your future classrooms. You will be expected to interact with the software and
critically analyze and evaluate its strengths and weaknesses. Each team will be
responsible for submitting a written report that addresses specific criteria
and includes a summative evaluation of the software program evaluated. Be
sure to include any relevant concepts in your report.
Contributing to the Community
Website Postings - As a member of a knowledge-building community, you will be asked to investigate problems and contribute your findings by posting them to a website where they are available to all class members. This will begin early in the semester and continue throughout the course. Various ways in which you will be asked to contribute include: your concept applications (concepts.html) and concept map (cmap.html), your completed graphics project (graphics.html), article responses (response.html), and your TrackStar project (to be determined later).
Discussion Forum – For each chapter in the text book, one team of students will facilitate discussion on the discussion board and post their ideas about the topics in the chapter. Each group will take the leadership in each chapter they are assigned. Leadership includes posting main ideas, questions, concerns in the discussion group, and also to try to answer the questions posted by peers. All students are required to participate in the discussion board at least 2 times each week in addition to Chapter Leadership responsibilities. You can post new issues about the projects or discussion topic and can respond to other messages as well.
Article Responses – You will be
assigned articles related to technological issues and write a response to each.
You also will be responsible for locating one article on your own. This article
must pertain to this class and consider instructional technology in a critical
way. Each response should include a brief description of the Main Ideas
(particularly those ideas which are most informative for teaching) and your Gut
Reaction to the article. Also include a question or two you have after reading
the article and any relevant concepts. These Questions should also be raised
via the class discussion. This assignment will be posted on your website and a
hard copy will be turned in for grading. In this way, the community will accumulate
annotations for the articles, which will help guide you regarding reading
choices, provide a basis for evaluating the usefulness of each document, and
encourage wider understanding and discussion of the readings. A copy of the
article you selected will be turned in with that response. Students are
encouraged to work ahead on this project. This assignment will be
posted on the web as response.html.
Interim Report and Final
Reflection - You are responsible for submitting an individual
interim report and a final reflection. These reports should include a
description of the quality of the learning experiences you are having, and any
suggestions for changes or improvement. These reports are confidential between
you and the instructor. Submit the reports via e-mail following the format
below. Include all questions with your responses and ensure the subject line is
properly labeled (labeled either Interim Report or Final Reflection).
- What, so far, do you see as the strengths of this course?
- What do you see as the weaknesses?
- What would you like to see more or less of?
- How is your team working out? (Is everyone contributing? If not, why not?)
- How much time (est.) do you spend on this course outside of class each week?
- Comments, concerns, or suggestions?
Attendance & Participation - Your attendance and participation are vital and impact each member of this class. Because in-class time is limited, you are expected to attend every session, arrive on time, and remain until class is dismissed. You will engage in whole-class activities, individual activities, face-to-face cooperative teamwork, and various forms of electronic communication. You may do some individual activities from home or office, if you have a computer with WWW access. During class you will use a Macintosh for class projects. However, if you have access to current Windows versions of the software used for class projects, you are welcome to work on them in a Windows environment as well.
Participation and Attendance Points will be allocated when the student does the following:
- Attempts to participate and contribute meaningfully to class discussions.
- Prepares for class; takes the initiative to do required or additional reading in preparation for class.
- Demonstrates a professional attitude; is respectful in expressing his/her views and communicates respect for the views and opinions of other participants.
- Displays leadership by encouraging and engaging others in a positive way. Motivates and inspires others through his/her contribution.
- Attends all classes and is punctual.
Note: All projects can be completed on PC computers with the exception of the concept-mapping project. However, be aware that some projects developed via one platform will have unexpected results when displayed via another, so you will need to plan for extra time to check and fix platform related problems.
Research Participation - During this course, your participation in ongoing studies will be requested. As an incentive, you will earn points for participating (up to a maximum of 7) and the sincere appreciation of your instructor/researchers.
Team Evaluations - Periodically throughout the semester, you will be asked to complete a team evaluation (check the schedule for due dates). This form can be found by following this link - Team Evaluations. You will evaluate your team members - as well as yourself - on a scale of 1 to 5 (5 being the best) and express to your instructor any comments, concerns, etc. Take time to really think about and fairly evaluate your team members and complete the form prior to the class period that it is due. This is your opportunity to communicate with your instructor about your team cooperation and progress. Your instructor can/will not step in and try to help if not made aware of problem(s).
Creating Instructional Units
Instructional Multimedia Project/Presentation - Students (in teams) will create an instructional unit that incorporates multiple forms of media to include: text, graphics, audio, video and hyperlinks. These projects will be developed according to sound instructional design principles. An initial proposal/lesson plan will be due prior to submission of the final project. The Instructional Unit projects will be presented in front of the class.
The completed project should include each of these steps:
- Presentation of information
- Review of main points
- Provide practice activities with feedback
- Provide assessment with remediation
- Summarize what was learned.
The Proposal/Lesson Plan should include:
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The projects will be done on one of the topics listed below (or another topic with Instructor approval).
- Gagne's "Conditions of Learning" (a.k.a. "Events of Instruction")
- Keller's ARCS Model
- The ASSURE Model
- The ADDIE Model
- Bloom's Taxonomy
- ZPD, Scaffolds, & Transfer
TrackStar Revision Project (Team Project) - As the semester progresses you should be thinking about how you can use technology in your teaching. During this class you will identify a TrackStar track that has potential for use in your future teaching setting. After you (1) Identify a track that has potential but needs improvement, you will (2) Critique and Evaluate the the content and annotations for the site, (3) Write a plan for improving the site, including a rationale for why the track is worth revising, and (4) Implement your plan by customizing the track. This project will demonstrate how you can evaluate existing uses of technology and use technology to solve an instructional problem in a specific instructional situation. The project should demonstrate how you have incorporated ideas, concepts, and skills from the course into your use of technology in instruction. You are encouraged to do this project in a team of two with someone in your same specialization area, however, you have the option to do this project individually.
This assignment will be posted on the web as track.html, which will include a link to the original track, a link to your revision plan (track_rev.html) and a link to your new, revised TrackStar unit.
Note: Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible, so we can discuss accommodations necessary to ensure full participation and facilitation.
Your grade in this course will reflect the quality of your effort, participation, progress, and performance in four categories: Developing Computer Skills, Integrating Technology into K-12 Classrooms, Contributing to the Community, and Creating Instructional Units. Each assignment will be awarded points up to the maximum for each assignment. All assignments are to be completed individually unless otherwise noted.
Developing Computer Skills |
Points |
Date Due |
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Personal
Website (posted, periodic & final checks) |
35 |
Refer to Schedule |
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Graphic Editing Project (PhotoShop) |
20 |
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Integrating Technology into K-12 |
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| Great Site Annotation |
4 |
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| Software Evaluation Project (team) |
10 |
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Technology Integration Action Plan (team) |
20 |
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| Contributing to the Community |
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| Articles
Responses ( |
10 |
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| Concept
Test & Comprehensive Chapter Test ( |
40 |
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Discussion Forum (Gen. participation & feedback) |
10 |
Ongoing |
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Chapter Discussion Forum |
10 |
Ongoing |
| Interim
Report & Final Reflection ( |
5 |
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| Attendance
& Participation ( |
(15 + 5) 20 |
Ongoing |
| Research
Participation Points ( |
7 |
Ongoing |
| Creating Instructional Units |
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| Instructional Multimedia Project Proposal (team) |
5 |
|
| Instructional Project Critique/Feedback (teams) |
4 |
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| Instructional Multimedia Project/Presentation (team) |
21 |
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| TrackStar (WBI) Revision Proposal (individual) |
10 |
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| TrackStar (WBI) Critique/Feedback (pairs) |
6 |
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| TrackStar (WBI) Project (individual) |
20 |
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| Total Points Possible (no extra credit) |
250 |
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225-250 = A 200-224 = B 175-199 = C 150-174 = D 0-149= F
Late Work
All assignments must be completed prior to the beginning of the class
session on which they are due.
Late assignments up to one class period after due date (with or
without pre-approval) will result in a 10% penalty.
Late assignments more than one class period after the due date
will result in a 50% penalty.
| Week |
Date |
Topics & Activities (in class) |
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1 |
8/24 TUE |
Introductions, Personal Profiles Syllabus, Assignments, Study Tips Activate E-mail & Websites Course
Website, Tools & Resources, Intro to web basics (brief DW demo) File Management
101 (Review basics) Chapter
Discussion Facilitation (Ch. 1 demo) |
Personal Profiles |
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2 |
8/31 TUE |
Technology Integration (TIAP Preview) Teams Assigned (discussion board, group chat) Concept Definitions/Applications, & Maps "Inspiration" Demo & Exercise Scanning instructions in lab (whole class) Graphics Editing Project introduction Chapter
Discussion Facilitation ( |
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3 |
9/7 TUE |
Graphics Editing Project (cover as needed) Website Development – “Dreamweaver” Assignment: Search for own article. Website Development - Dreamweaver / Intro. to personal web pages [Demo pages] |
Chapter
5 Self Test & Forum Leadership Chapters 5 & 6 |
| 4 |
9/14 |
Chapter Discussion ( Learning Theories & Integration Models Assignment: Compile a list of 5 key criteria for educational software. |
Forum Leadership Chapter 3 |
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5 |
9/21 TUE |
Concept Game |
Website
ready to post (home, 3043, concepts) |
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6 |
9/28 TUE |
Hypermedia & Multimedia |
Chapter
4 Self Test Forum Leadership Chapter 4 |
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7 |
10/5 TUE |
Screen Design Primer |
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| 8 |
10/12 TUE |
Chapter Discussion ( Instr. Multimedia Projects Peer Feedback**
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Individual Interim Report Team Software Evaluation |
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9 |
10/19 TUE |
Midterm Test (concepts and IT knowledge) |
Web Check 2 |
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10 |
10/26 TUE |
Instr. Multimedia Project Presentations (teams) Web-Based Instruction (WBI) Project TrackStar Resource Introduction |
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11 |
11/2 TUE |
Work on TrackStar Revisions Assignment: List of five great uses of technology - at least two ed. Related. |
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12 |
11/9 TUE |
Chapter
Discussion ( Social Impacts of Technology |
Chapter 9 & Chapter ___ **
** Remember Discussion board postings |
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13
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11/16 TUE |
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Article Responses* (hc &
posted online) *(Sections 200 & 201) |
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14 |
11/23 TUE |
Discuss Tech. Integration Action Plan Project Discuss Tech. Integration Action Plan Project Review Chapter 2 |
Web Check 3 |
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15 |
11/30 TUE |
Work in teams on TIAP |
FINAL Track(WBI) revisions |
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16 |
12/7 TUE |
Last Day of Class |
TIAP & Presentation |
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FINAL WEB
CHECK |
Final Web Check
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** |
For week 3, select the chapter from 10 - 15 that is closest to your area of specialization. For weeks 12 and 15, select two additional chapters from 10-15. For weeks 3, 12 and 15, take and submit the quiz for the chapters you choose. |
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