SyllabusEducational TechnologyED 303.01Education Department
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COURSE QUESTION
How can comptuer technology effectively be integrated into the elementary curriculum?
COURSE RATIONALE
Schools and teachers are under tremendous pressure to incorporate technology into the classroom and the curriculum. Computers are a fact in most schools (and will be in all schools in the near future), but they are not always used or used effectively. Computers offer great promise as tools for gathering, processing, and presenting information and as tools for learning. They also offer great promise as time-wasters and promoters of inequities.
All teachers must have a basic facility with technology so they can use it to enhance the instructional environment of their classrooms and prepare their students for the twenty-first century. However, this basic facility is not enough. Teachers must learn how to use technology as an effective tool for instruction, learning, and information processing; they must learn to distinguish between appropriate and inappropriate uses of technology; and they must become aware of the dangers of and problems with technology.
COURSE OBJECTIVES
1. Students will familiarize themselves with microcomputer hardware and basic applications, Internet, and multimedia software.
2. Students will familiarize themselves with applications of computers for information gathering, processing, and presenting.
3. Students will develop strategies for the application of technology as an integrated and integral part of the elementary curriculum.
4. Students will develop an appreciation for appropriate uses of technology in education and the dangers of and problems with technology in education.
COURSE MATERIALS
Primary Text (Required):
Healy, Jane M. (1998). Failure to connect: How computer affect our children's minds--and what we can do about it. New York: Touchstone.
Materials Needed:
Primary Text
2 blank 3.5 inch high density diskettes
Software (provided in class and Loyola College labs):
COURSE OUTLINE AND SCHEDULE OF CLASSES
| Class | Topics | Assignments (Due at the start of class) |
| 1 |
Nature Walk Introduction to Journey North and Journey North Lessons |
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| 2 | Work on Nature Walk Field Guide |
Healy: Chapter 1 Lesson Plan 1 |
| 3 | Journey North Lesson Plan Discussion |
Healy: Chapter 2 Lesson Plan 2 |
| 4 | Evaluating Web Sites and Critical Information Literacy |
Healy: Chapter 3 Nature Walk Project |
| 5 |
Hate.com Creating a Web Page |
Healy: Chapter 4 Lesson Plan 3 |
| 6 | Web Pages Continued |
Healy: Chapter 5 Lesson Plan 4 |
| 7 |
Journey North Lesson Plan Discussion Work Time |
Healy: Chapter 6 Lesson Plan 5 |
| 8 |
Journey North Lesson Plan Discussion Spreadsheets, Graphs, and Maps for Journey North |
Healy: Chapter 7 Critical Information Literacy Project |
| 9 | HyperStudio Guide to Monarch Butterflies |
Healy: Chapter 8 Lesson Plan 6 |
| 10 |
Journey North Lesson Plan Discussion HyperStudio Continued |
Healy: Chapter 9 Lesson Plan 7 |
| 11 | Journey North Lesson Plan Discussion | Lesson Plan 8 |
| 12 | Advanced Topics | |
| 13 | Legal, Ethical, and Social Issues for Educational Technology | Journey North Project |
| 14 | Final Exam Review | |
| December 15 | Final Exam 1:00pm - 4:00pm |
Hannah refers to the primary text edited by Hannah.
This schedule is likely to change as we may go more quickly or more slowly through some topics. Changes to the schedule and changes in assignments will be announced in class.
COURSE REQUIREMENTS
You are expected to:
1. Attend all classes.
2. Complete all reading assignments as assigned in class.
3. Participate in electronic class discussions.
4. Bring disks and cartridges to class to save work.
5. Hand in projects by the beginning of class on the project deadlines.
ASSESSMENT PROCEDURES AND GRADING CRITERIA
Projects and written materials should reflect the student's knowledge of the subject as well as the use of higher-order thinking skills (analysis, interpretation, synthesis, and evaluation). Materials should be presented in a professional manner, including correct spelling, punctuation, grammar, and usage.
For this class, there are several projects, a final exam, and a class participation grade. Grades will be weighted in the following way.
| Class Participation | 20.0% |
| Nature Walk Project | 20.0% |
| Critical Information Literacy Project | 20.0% |
| Journey North Project | 20.0% |
| Final Exam | 20.0% |
Each assignment will be awarded a letter grade from A+ to F (including all + and - grades in between). Grades will be converted to a 100 point scale (A+=100, A=95, A-=92, B+=88, B=85, B-=82, ..., D=65, D-=62, F=0) and averaged together to form a final grade.
Class participation is a significant part of your grade. Inappropriate behavior in class (including, but not limited to: talking while others are talking, failure to participate in in-class activities, wireless phone use in class, use of class time for non-class-related work, sleeping in class, interference with others' ability to learn, etc.) will negatively impact your class participation grade. Your class participation grade will be positively impacted by participating in in-class activities, participating in class discussions, working on your own course-related work and helping others with theirs during class work time, and sharing interesting ideas and resources with the class.
ATTENDANCE POLICY
Due to the fact that this an interactive, laboratory course, students are required to attend all class sessions. Repeated tardiness or missed classes (without appropriate excuse) will result in a reduction of the class participation grade. All anticipated absences must be reported to the instructor in advance of the missed class.
ACADEMIC INTEGRITY
Loyola College Honor Code Statement: "The Honor Code states that all students of the Loyola Community have been equally entrusted by their peers to conduct themselves honestly on all academic assignments. The students of this College understand that having collective and individual responsibility for the ethical welfare of their peers exemplifies a commitment to the community. Students who submit materials that are the products of their own minds demonstrate respect for themselves and the community in which they study. All outside resources or information should be clearly acknowledged. If there is any doubt or question regarding the use and documentation of outside sources for academic assignments, your instructor should be consulted. Any violations of the Honor Code will be handled by the Honor Council."
The Honor Code as it pertains to this class: Plagiarism is a significant area of concern in the Internet age. As a future teacher, you should be very concerned about the issue of plagiarism and behave yourself as you will expect your future students to behave. Plagiarism will not be tolerated. Unless otherwise stated, all work handed in for assignments is expected to be the original work of the student. Work that is not your own should be properly and clearly credited to the original author. When in doubt, cite your sources.
Plagiarism on an assignment will, at a minimum, lead to an F for the assignment and a final grade for the course of not better than a C. At the instructor's discretion, plagiarism may lead to an F for the course.
Note that your instructor has access to many of the same resources that you do and can easily check for plagiarism in a number of ways (see for example http://www.plagiarism.org/).
LEARNING DISABILITIES
If you have a disability that is documented with the Disability Support Services Office (DSS) and wish to discuss academic accommodations, please contact your instructor as soon as possible. If you have a learning disability that has not been documented, you may contact the Disability Support Services Office (410-617-2602) for assistance.
BIBLIOGRAPHY
Apple, M. W. (1992). Computers in schools: Salvation or Social Disaster? The Education Digest 57(6), 47-52.
Beynon, J., & Mackay, H. (Eds.). (1993). Computers into classrooms: More questions than answers. Washington, DC: The Falmer Press.
Braun, J.A., Fernlund, P., & White, C. (1998). Technology tools in the social studies curriculum. Wilsonville, OR: Franklin, Beedle, & Associates.
Brown, C.A. (1998). AppleWorks for Windows and Macintosh: Visual quickstart guide. Berkeley, CA: Peachpit Press.
Brownell, G., Youngs, C., Metzger, J. (1999). A PC for the teacher: Microsoft Office 97, HyperStudio 3.1, Internet Explorer. Albany, NY: Wadsworth Publishing Company.
Bruce, B. C., Peyton, J. K., & Batson, T. (Eds.). (1993). Network-based classrooms: Promises and realities. New York: Cambridge University Press.
Bruce, B., & Rubin, A. (1993). Electronic quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, NJ: Lawrence Erlbaum Associates.
Cafolla, R., Kauffman, D., & Knee, R. (1997). World wide web for teachers: An interactive guide. Boston: Allyn and Bacon.
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
Duffy, T. (1997). Microsoft Office 97 Professional. Reading, MA: Addison Wesley.
Grabe, M., & Grabe, C. (1996). Integrating technology for meaningful learning. Boston, MA: Houghton Mifflin Company.
Groves, Dawn. (1997). The web page workbook: Academic edition. Wilsonville, OR: Franklin, Beedle & Associates.
Hawkins, J. (1993). Technology and the organization of schooling. Communications of the ACM, 36(5), 30-35.
Healy, J. M. (1998). Failure to connect: How computers affect our children's minds--and what we can do about it. New York: Touchstone.
Hunter, B. (1993). Internetworking: Coordinating technology for systemic reform. Communications of the ACM, 36(5), 42-46.
Kahn, J. (1998). Ideas & strategies for the one-computer classroom. Eugene, OR: International Society for Technology in Education.
Land, M., & Coe, M.A. (1999). Tools for schools: AppleWorks/ClarisWorks 5.0. Belmont, CA: Wadsworth Publishing Company.
Lynch, G. & Lynch, H. (1995). ClarisWorks step by step: Macintosh version 4.0. Gilroy, CA: Computer Literacy Press.
Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York: Basic Books.
Postman N. (1995). The end of education: Redefining the value of school. New York: Alfred A. Knopf.
Roblyer, M.D., & Edwards, J. (2000). Integrating educational technology into teaching, 2nd ed. Upper Saddle River, NJ: Prentice Hall.
Rubin, A., & Bruce, B. (1990). Alternate realizations of purpose in computer-supported writing. Theory Into Practice, 29(4), 256-263.
Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
Serim, F. & Koch, M. (1996). NetLearning: Why teachers use the internet. Sebastopol, CA: Songline Studios, Inc.
Sharp, V. (1997). HyperStudio 3.1 in one hour. Eugene, OR: International Society for Technology in Education.
Simonson, M.R. & Thompson, A. (1994). Education computing foundations. New York: Macmillan College Publishing Company.
Taylor, R. (Ed.). (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press.
Williams, Robin. (1994). The non-designers design book: Design and typographic principles for the visual novice. Berkeley, CA: Peachpit Press.
This page was prepared by Dr. David M. Marcovitz.
Last Updated: August 29, 2003