EME 2040 Introduction to Educational Technology Spring 2009 - Sec. UO1
Monday 10:00-12:50
Professor:
Robert Vos
Office:
ZEB 245A (UP), AC-1 248 (BBC)
Phone:
305/348-6742 (UP), 305/919-5836 (BBC)
Fax:
305/919-5494
e-mail:
[email protected]
Course Resources: http://coeserver4.fiu.edu/classes/vos
Department of Curriculum & Instruction
Department Program Assistant:
Ms. Maria Macias
Phone:
305/348-2003
e-mail:
[email protected]
Location:
ZEB 215
Introduction to Educational Technology
EME 2040 Introduction to Educational Technology Course Overview This course is designed as an introduction to educational technology. While it is specifically geared toward, and required of, future teachers, it is general enough to allow non‐teacher education majors to benefit from the content. It is not a computer course, but rather a course designed to teach the student how to integrate computer technology into educational settings. It is not required to have a computer at home; however, it would be extremely helpful. Some of the tasks will be initiated in, but completed outside of class time, or in lieu of class time. Having access to a computer and printer outside of the Learning Technology Lab will simply make the completion of these tasks more convenient. No specific platform is required for the course. Much of our class work will be conducted in the PC lab but you may also have opportunities to work in the Macintosh Lab. You are expected to become familiar with the Macintosh (OS) and Windows (DOSS) platform and having one or the other should not pose a handicap. (Your professor has a Mac at home and a Dell in his office ‐ so I guess you could say he is bi‐platform!) NOTE: As with all college courses, the intent is for you to develop useful skills and knowledge from participating in the course. These skills will be acquired through individual and group practice. While you are expected to complete and submit your own work, you are encouraged to work with others in developing the skills necessary to create that work.
COE Conceptual Framework
The College of Education Conceptual Framework Vision and Mission of the College of Education
The desired future of the College of Education at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education – Revised 2007, p.1).
The mission of the College of Education includes a three‐pronged approach. First, the College is charged to prepare professionals who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Second, the College must promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning. The third part of the College’s mission is to develop professional partnerships in the larger community that foster significant educational, social, economic and political change. Consistent with the institution’s role of public, urban, multicultural research university, the unit’s mission is to serve the population of Southeast Florida, the State, the Nation and the international community by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering and nurturing creativity and its expression through service (Mission Statement of the College of Education Conceptual Framework, 2007). Student Learning Outcomes The three major outcomes become the lens through which each program organizes learning experiences and RV - EME 2040 – Spring 2009
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contributes to the vision and aim of the College of Education. o Unit Content Outcome: Stewards of the Discipline (Knowledge) o Unit Process Outcome: Reflective Inquirer (Skills) o Unit Dispositions Outcome: Mindful Educator (Dispositions) o The College of Education places a strong emphasis on learning technologies, as indicated by the following statement that appears in the strategic plan developed by the faculty of the College: The teacher of the 21st‐century must be as comfortable with technology as a learning tool as he/she is with the chalk board, textbooks, etc. Teacher education institutions must therefore play a vital role in the preparation of such kinds of teachers and other school personnel (Florida International University, College of Education, 1996, p.11).
Learning Outcomes Upon successful completion of this course, students will demonstrate the following understandings, skills, and dispositions: Understandings: 1.0 Understands basic knowledge about computers and other learning technologies that are used in K‐12 classrooms. 2.0 Understands how to evaluate educational software packages, videotapes, and CD‐ROM and videodisk titles. 3.0 Understands how to search, locate, and evaluate information and lesson plans in library databases and on the Internet and the World Wide Web (WWW). 4.0 Understands how to develop technology‐based lessons and information materials. 5.0 Understands the provisions of the copyright laws as they relate to the use of learning technologies in the classroom. 6.0 Understands how to communicate with each other using electronic mail and by subscribing to a course‐ based electronic discussion list. 7.0 Understands how to use different learning technologies to manage the classroom and to facilitate learning. Skills: 1.0 2.0 3.0 4.0 5.0 6.0 7.0
Can use appropriate terminology related to various learning technologies, and discuss the advantages and disadvantages of each. Can use appropriate criteria to evaluate educational software packages CD‐ROM and DVD‐ROM titles. Can search, locate, and evaluate information and lesson plans in library databases and on the Internet and the World Wide Web (WWW). Can to develop technology‐based lessons and information materials. Can articulate the provisions of the copyright laws as they relate to the use of learning technologies in the classroom. Can communicate with each other using electronic mail and by subscribing to a course‐based electronic discussion list. Can describe how to use different learning technologies to manage the classroom and to facilitate learning.
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Dispositions: 1.0 2.0 3.0
Is disposed to learning terminology related to learning technologies. Is disposed to be objective while evaluating educational software packages. Is disposed to verifying the accuracy and quality of the information found on the Internet and the World Wide Web (WWW). 4.0 Is disposed to developing hypermedia stacks or multimedia lessons. 5.0 Is disposed to following the provisions of the copyright law. 6.0 Is disposed to communicating electronically. 7.0 Is disposed to learning the different ways in which learning technologies are used in K‐12 classrooms. Upon completion of EME 2040 you will be able to:
use appropriate terminology related to various learning technologies. locate, use and evaluate appropriate educational software packages, videotapes, CD‐ROM and DVD titles for the task at hand. search, locate and evaluate information and lesson resources in library databases and on the Internet and the World Wide Web (www). develop technology ‐ based lessons and information materials. observe the provisions of the copyright laws as they relate to the use of learning technologies in the classroom and beyond. communicate with other students and your professor using electronic mail. use different learning technologies to facilitate learning and manage classroom tasks. use and be able to compare and contrast the PC (DOSS) and Macintosh platforms. In this course you will:
communicate using electronic mail. search, locate, and evaluate information, lesson plans, and other educational resources available on the World Wide Web. review and observe copyright laws associated with electronic media develop a unit plan, teacher and student resource materials create a brochure and/or newsletter create a multimedia presentation create (and possibly publish) a teacher classroom web site. visit a public elementary, middle and/or high school and observe how technology is used in the classroom.
Accomplished Practice # 12 – Technology As a pre‐professional teacher you will be required to be able to demonstrate the following: The pre‐professional teacher uses technology as available at the school site and appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction. Sample Key Indicators: o Uses technology tools on a personal basis. o Demonstrates awareness of and models acceptable use policies and copyright issues. o Identifies and uses standard references in electronic media. o Uses technology in lesson and material preparation. o Identifies technology productivity tools to assist and management of student learning. o Teaches students to use available computers and other forms of technology. o Creates authentic tasks using technology tools and recognizes the need for learner‐centered environments. o Selects and utilizes educational software tools for instructional purposes based upon reviews and recommendations of other professionals. o Uses digital information obtained through intranets and/or the Internet (i.e., e‐mail, research).
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o o o
Uses technology to collaborate with others. Develops professional goals relating to technology integration. The pre‐professional teacher uses accessible and assistive technology to provide curriculum access to those students who need additional support to access the information provided in the general education curriculum as available at each school site.
General Course Requirements
You are expected to attend all class sessions. Unexcused absences and tardiness may result in a reduction of at least one letter grade. Habitual tardiness/absences will result in an administrative drop from the class. Excused absences must, if possible, be approved prior to the anticipated absence. Work submitted by you must be created by you! While some activities will be group activities in which you are encouraged to work with others, the work you submit must be your own. Plagiarism will not be tolerated. Cell phones must be turned off or in the vibrate mode before entering the classroom. The first violation will result in a warning. There will not be a second violation! No food or drink is allowed in the Learning Technologies Laboratories. Pirated software is software which has not been paid for or is being used in a manner other than intended. It is illegal and not allowed in the Learning Technologies Laboratories. All users of the Learning Technologies Laboratories are expected to observe ethical behavior in particular as it relates to copyright laws. All users of the Learning Technologies Laboratories are expected to behave in a respectful manner to students and faculty alike. Assignment re‐grade policy: Should you receive a grade less than expected, you may improve your assignment and resubmit it for a re‐grade. You must resubmit the work within one week of its return. Late assignments may not be resubmitted for a re‐grade.
Academic Misconduct Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. Any student, who fails to give credit for ideas, expressions or materials taken from another source, including Internet sources, is responsible for plagiarism.
Grading Scale & Criteria The following scale will be used to determine the letter grade in the course: A
180 ‐200
B+
174 ‐ 179
B
160 ‐ 173
C+
154 ‐ 159
C
140 ‐ 153
D+
134 ‐ 139
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D
120 ‐ 133
F
119 or less
Assignments* will be awarded points as follows:
Homework and In‐Class Activities ……… 125
Quizzes (Unannounced**) …………….…….. 40
Participation…………….………………………….. 10
Final Exam …………………………………………… 25
Total Points
200
* Assignments and due dates are subject to change, with prior notification, upon the discretion of the Professor. ** With the exception of excused absences, there will be no “make‐up” quizzes. Expectation of quality: All work submitted must be of high quality. No credit will be given for poor or sloppy work. Unacceptable work, or that which received a grade lower than expected or desired which was submitted on time may be revised and resubmitted once within one week of its return (examinations and quizzes may not be resubmitted). For an assignment to be re‐graded after improvement the new copy and the previously graded copy must be submitted. Work submitted past the due date may not be resubmitted for a re‐grade. The grade received on the resubmitted work will be the final grade for that assignment. Incomplete grades (INC) are assigned when unforeseen circumstances, beyond the student’s control, prevent him/her from completing the requirements of the course. (See University Policy for a complete description.) Incomplete grades must be converted to a regular grade within two semesters of the end of the course to prevent conversion to the default grade, typically an “F”. Religious holidays, which fall on class days, are considered excused absences. While class attendance is not mandatory on these days students are expected to complete the assigned work and submit it no later than the next class period. Americans with Disabilities Act (ADA) Compliance: Students requiring accommodations due to a disability must register with the Office of Disability Services for Students and provide appropriate documentation to the Professor.
Text, Lab Supplies, and Course Resources Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom, Fifth Edition By: Shelley, Cashman, Gunter & Gunter Published by: Thompson: Course Technology, 2007 ‐ and – Intel Teach to the Future Intel Corporation, 2007 (These resources are provided complimentary by the Intel Corporation) Getting the most out of the textbooks: Teachers Discovering Computers: Integrating Technology and Digital Media in the Classroom, Fifth Edition is linked to a substantial publisher website (http://www.scsite.com/tdc5) which contains significant resources. You will be required to review many of these resources; however there are some which will not be assigned. Just because the specific pages are not assigned does not mean they are not of value. I strongly suggest you surf the site and review the In Brief, Key Terms, Checkpoint as well as some of the other sections which you find of interest. They will be especially useful to you as you prepare for quizzes and examinations.
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The Intel Teach to the Future CD’s and on‐line resources provide supplementary resources, quizzes, video, lab exercises, as well as a host of other materials. Plan to review these resources as part of your reading assignment. The following link will take you to the latest version of the Intel Teach to the Future on‐line resources. http://www97.intel.com/education/teach/intelteach_web_sites_ps2.htm The Intel Teach to the Future CD’s must be returned…Should you withdraw from this course you must return the CD’s and case in usable condition to prevent a hold being placed on your records. If you complete the course the CD’s are yours to keep. Laboratory Supplies: You will be required to submit a paper copy and, and on occasion, you must e‐mail me the assignment as an attachment. You may not simply e‐mail me your assignment in lieu of submitting a paper copy. The assignments to be e‐mailed will be announced. Because you will be completing in‐class exercises in the Learning Technologies you must purchase a USB powered portable storage device (sometimes called a USB Drive, Quick Drive, Scan Drive, or a Flash Drive) of at least 512 MB. There are many brands available, (Target is selling a Quick Drive of 1 GB for $6.99, after rebates, as I prepare this). Please have the USB drive available no later than the second week of class. You cannot save a file on the computers in the Lab. Do not rely on the ability to e‐mail a copy of the file to me or yourself from the lab as some of the files will become rather large. Course Resources: A host of course resources are located at the following: http://coeserver4.fiu.edu/classes/vos Take some time to review what is available. Note: Not all assignments listed at this site are assigned every term. Use this syllabus and the Check Sheet to determine which assignments are due this particular term.
Task Stream TaskStream offers the college a stable and powerful set of tools to support collection and analysis of student outcomes in all our programs TaskStream offers students a personalized space to submit assignments and to use their best work for building an online portfolio. It is required for all students in all COE Programs as of Fall 2008. Students enrolled in EME 2040 will be required to upload an artifact (an assignment) and have it graded on TaskStream. The artifact to be uploaded in this class will be the PowerPoint WebQuest assignment. Once you have submitted and received your grade for the final (second) time you must upload the assignment to TaskStream for the grade to be recorded. If you do not have a TaskStream account yet, now is the time to sign‐up. Go to: www.taskstream.com or click on the link on the COE website: http://education.fiu.edu.
Class Sessions / Assignments Reading Assignments are due on the date specified (for example: Chapter 1 should be read before you come to class the second week). In‐Class Activities are to be completed in lab and submitted on the class day of the week specified. All other Assignments are due on the dates noted. Assignments are due in hard (paper) copy and occasionally also via e‐mail attachment.
Due dates and assignments are subject to change at the discretion of the Professor.
Date
Topic
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Week 1
Introduction
January 5, 2009
Self-Assessment
Course introduction; student introductions; review of syllabus and location of course resources; discussion of assignments; review of Intel: Teach to the Future text, CD and Web site; review of text and textbook Web site; learning technology laboratories orientation, self-assessment. Video: Inside the Computer Assignment # 1: Teacher Technology Use Interview - Due Mar. 9th.
Week 2 January 12, 2009
Introduction to using computers in the classroom
Read Ch. 1 Integrating Educational Technology into the Curriculum Assignment # 2: Create a Unit Plan (See ITTTF Module 2 and use form on disk). A first draft is due February 9th.
Week 3 January 19, 2009
Week 4 January 26, 2009
Plan and begin to make arrangements to conduct your Teacher Technology Use Interview Note: If you have not been approved for field experience you must contact the Office of Student Teaching as the process takes time. Read Ch. 2: Communications, Networks, the Internet, and the World Wide Electronic Web communication and surfing the Internet In-Class Activity #1: With a partner conduct WWW research with a purpose Read Ch. 3: Application Software Productivity Tools for Educators
Week 5 Internet research February 2, 2009
Productivity Tools Week 6 February 9, 2009
Presentation Software Desktop Publishing
Assignment # 3: Classroom Newsletter-Using Publisher (or other desktop publishing program) create an Open House classroom newsletter with graphics and photographs. Due: February 23rd. Read Web Quest resources available on-line at: www.webquest.org Assignment # 4: Using PowerPoint, create a Web Quest related to your intended teaching subject and grade level. Due March 23rd. DUE: Assignment # 2: Unit Plan (First draft due) Read Ch. 4: Hardware for Educators
Week 7 Hardware
In-Class Activity # 2: Substitute Teacher Assignment
February 16, 2009
Week 8
Use class time to revise your Unit Plan Website Evaluation DUE: Assignment # 3: Classroom Newsletter
February 23, 2009
Week 9 March 2, 2009
Multimedia Integration
Read Ch. 5: Integrating Digital Media and Educational Software Applications Assignment # 5: Create a Movie Maker Movie. Due March 30th.
Multimedia Software DUE: Assignment # 2: Unit Plan (Final draft due)
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Read Ch. 6: Technology, Digital Media and Curriculum Integration Week 10
Technology and
March 9, 2009
the Curriculum
Assignment # 6: Create a Classroom Web site. Due: April 13th. DUE: Assignment # 1: Teacher Technology Use Interview
Week 11 March 16, 2009
Week 12
Integrating technology into the classroom
Read Ch. 7 Evaluating Educational Technology and Integration Strategies In Class Activity # 3: Create a grade book
March 23, 2009
Database programs
DUE: Assignment # 3: Web Quest
Week 13 Class presentations
DUE: Assignment # 5: Movie Maker Movie - Present to class.
March 30, 2009
Week 14 April 6, 2009
Security, privacy, ethics and other issues.
Read Ch. 8: Security Issues, Ethics, and Emerging Technologies in Education
Copyright and the teacher DUE: Assignment # 6: Classroom Website - Present to class.
Week 15 Class presentations
Discuss final exam
April 13, 2009
Week 16 April 20, 2009
Exam date TBA
Instructor Evaluation and Final Exam administered
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