Syllabus

Introduction to Educational Technology

ET605

Education Specialties Department
School of Education

Loyola University Maryland

2034 Greenspring Drive, Suite 26
Timonium, MD 21093

Syllabus: ET 605 Introduction to Educational Technology
Credit Hours: 3
Term: Fall 2014
Location: ET605.H01: Howard High School; ET605.P01: Bishop McNamara High School
Time ET605.H01: Tuesdays, 4:30-8:30pm; ET605.P01: Wednesdays, 4:30-8:30pm
Professor: David M. Marcovitz, Ph.D.
Office: Timonium 26N
Phone: 410-617-2250
Office Hours: 4:00-4:30 before class and by appointment
Email: marco@loyola.edu

Education Department Learning Outcomes
I. Competence X
   I.A. Possesses Broad Knowledge X
   I.B. Creates Productive Learning Environments X
   I.C. Reflects on Practice X
   I.D. Displays Leadership  
   I.E. Forms Community Relationships X
II. Conscience X
   II.A. Behaves Ethically X
   II.B. Is Committed to Social Justice  
III. Compassion X
   III.A.Exemplifies Cura personalis X

COURSE QUESTION

How can computer technology effectively be integrated into the curriculum?

CATALOG DESCRIPTION

Examines applications of traditional and emerging technology to the curriculum with an emphasis on uses of technology as instructional tools to enhance the quality of classroom instruction and facilitate the work of the teacher. Includes hands-on experience with a variety of technology as well as discussions of the place of technology in school reform. This laboratory-based course provides hands-on computer experience in class and requires extensive computer work outside of class.

COURSE RATIONALE

While many teachers know how to use technology, few know how to integrate it effectively into the curriculum. Research has shown that knowledge of technology is not enough. In this course we will explore basic technology for the classroom and concentrate on finding ways to apply it to the curriculum.

COURSE OBJECTIVES

1. Students will develop answers to the Course Question: How can computer technology effectively be integrated into the curriculum?

2. Students will understand the basics of a variety of computer technologies that can be used in the classroom.

3. Students will develop standards-based approaches to using technology in their curricular areas.

4. Students will develop an appreciation for appropriate uses of technology in education and the dangers of and problems with technology in education.

STANDARDS

This course will cover many of the NETS-T standards (National Educational Technology Standards for Teachers) as well as many of the Maryland Teacher Technology Standards. In addition, students in the Educational Technology Program will find this useful for the following ISTE Technology Facilitation Standards:

Note that, depending on the exact nature of the learning activities you create in this class, some of these standards might be more or less fully covered by your work in this class.

COURSE MATERIALS

Primary Text (Required):

LiveText account (required for all students entering the program Fall 2012 or later; not required for students who entered the program earlier).

Other Texts/Resources (Available Online):

International Society for Technology in Education. (2000). National Educational Technology Standards for Students: Connecting Curriculum and Technology. Eugene, OR: International Society for Technology in Education. Available online: http://tinyurl.com/NETSBook

Arizona's Technology Integration Matrix. Available Online: http://www.azk12.org/tim/

Bernie Dodge's Webquest Page. Available online: http://www.webquest.org/

Secondary Text (Recommended for those with very limited technology skills):

Poole, Bernard J. (2013). Essential Microsoft Office 2013: Tutorials for teachers. Retrieved, January 3, 2014, from http://www.pitt.edu/~edindex/Office2013frame.html

Poole, Bernard J. (2010). Essential Microsoft Office 2010: Tutorials for teachers. Retrieved, September 7, 2011, from http://www.pitt.edu/~poole/Office2010frame.html

Materials Needed:

Primary Text/Articles

Storage medium (such as CD-R disks or Flash Drives)

Software (provided in class and Loyola University labs):

COURSE OUTLINE AND SCHEDULE OF CLASSES

Class Date
.501
Date
.P01

Topics Assignments (Due at the start of class)
1 8/26 8/27

Introduction to course

Newsletters

PowerPoint

 
2 9/2
9/3

Discuss Monke Article

PowerPoint and Pecha Kucha

Web Page Creation with HTML

Read 5 Ways to Reduce PowerPoint Overload: http://www.indezine.com/stuff/atkinsonmaye.pdf

Read: http://www.thinkoutsidetheslide.com/issue-248-november-8-2011/

Watch: http://youtu.be/j6gamzBqCwA (for style, not for content)

Review more examples at: http://www.pechakucha.org/

Sign up for extra technology at http://et605.wikispaces.com/

Read: Monke, Charlotte's Webpage

3 9/9 9/10

Discuss Learning Connections Article

Screencasting

Spreadsheets

Tech Resource Work Time

Form Learning Activity Groups

Read: Learning Connections (check Moodle for link)
4 9/16 9/17
Pecha Kucha Presentations

Group Work Time for Learning Activity 1

Technology Resource Due

5 9/23 9/24
Note: Due to the Rosh Hashanah Holiday, we will not meet in person. Groups are strongly encouraged to meet independently at this time or another time during the week.

Group Work Time for Learning Activity 1


6 9/30
10/1
Project Presentations

Group Work Time for Learning Activity 2

Learning Activity 1
7 10/7
10/8

Group Work Time for Learning Activity 2

Group Work Time


8
10/14
10/15
Project Presentations

Final Exam
Learning Activity 2 

This schedule is subject to change. Changes to the schedule and changes in assignments will be announced in class. Note that dates are the originally scheduled dates and are subject to change (e.g. to schedule a make-up day for a missed snow day).

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.

6. Present one project to the class.

7. Participate in the Article Review discusssion on Moodle.

8. Work professionally with your group members.

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, you will be graded on your two group-designed learning activities, your technology resource and presentation, and your final exam. Grades will be weighted in the following way.

Learning Activities 50%
Technology Resource and Presentation
25%
Final Exam 25%

Each of the above will be awarded a letter grade from A to F (including all + and - grades in between and with A+ being awarded in very rare cases), except that some assignments might be awarded a numerical grade on a 100-point scale. For the purposes of averaging, the following numeric equivalents will be used: A+ = 100; A = 95; A- = 92; B+ = 88; B = 85; B- = 82; C+ = 78; C = 75; C- = 72; D+ = 68; D = 65; D- = 62; and F = 0. When the grades are averaged, the following scale will be used to assign the final grade (note that A+, C-, D+, D, and D- are not options for final grades): above 92 = A; 90 - 92 = A-; 87.5 - 90 = B+; 82 - 87.5 = B; 80 - 82.5 = B-; 76.5 - 80 = C+; 70 - 76.5 = C; below 70 = F. For further explanation of this system, click here.

Group grades generally will apply to each individual in a group. However, individual grades may be adjusted if group work is divided unevenly.

In addition to the above graded assignments, each group is required to present one project to the class. Failure to do a project presentation will result in a reduction in grade of one complete letter grade.

While class participation is not formally factored into 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.) may, at the instructor's discretion, reduce the final grade for the class by up to one complete leter grade.

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) may result in a reduction of the final grade. All anticipated absences must be reported by email to the instructor in advance of the missed class. Unanticipated absences must be reported to the instructor by email as soon as possible.

PLAGIARISM

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. Any plagiarized work will lead to a grade of 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

Atkinson, C. & Mayer, R. (2004). 5 ways to reduce PowerPoint overload. Retrieved, June 9, 2014, from http://www.indezine.com/stuff/atkinsonmaye.pdf

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.

Freeman, E. & Freeman, E. (2006). Head First HTML with CSS & XHTML. Cambridge, MA: O'Reilly.Gee, J.P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.

Grabe, M., & Grabe, C. (2004). Integrating technology for meaningful learning, (4th ed). New York: Houghton Mifflin Company.

Groves, Dawn. (1997). The web page workbook: Academic edition. Wilsonville, OR: Franklin, Beedle & Associates.

Healy, J.M. (1998). Failure to connect: How computers affect our children's minds--and what we can do about it. New York: Touchstone.

Hirschbuhl, John J. & Bishop, Dwight. (Eds.). (2004). Annual editions: Computers in education 04/05 (11th ed.). Guilford, CT: McGraw Hill/Dushkin.

International Society for Technology in Education. (2000). National Educational Technology Standards for Students: Connecting Curriculum and Technology. Eugene, OR: International Society for Technology in Education. Available online: http://tinyurl.com/NETSBook

Kahn, J. (1998). Ideas & strategies for the one-computer classroom. Eugene, OR: International Society for Technology in Education.

Marcovitz, David. (November, 1997). I read it on the computer: It must be true. Learning & Leading with Technology, 25(3), 18-21.

Monke, Lowell. (September/October 2005). Charlotte's webpage: Why children shouldn't have the world at their fingertips. Orion. Retrieved September 13, 2005, from: http://www.oriononline.org/pages/om/05-5om/Monke.html

Niess, M., & Lee, J. (2008). 2007 Microsoft Office System: A Resource for Teachers. New York: Wiley.

November, Alan (2001). Empowering students with technology. Arlington Heights, IL: Skylight Professional Development.

Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York: Basic Books.

Poole, Bernard J. (2010). Essential Microsoft Office 2010: Tutorials for teachers. Retrieved, September 7, 2011, from http://www.pitt.edu/~poole/Office2010frame.html

Poole, Bernard J. (2013). Essential Microsoft Office 2013: Tutorials for teachers. Retrieved, January 3, 2014, from http://www.pitt.edu/~edindex/Office2013frame.html

Postman N. (1995). The end of education: Redefining the value of school. New York: Alfred A. Knopf.

Roblyer, M. D. (2003). Integrating educational technology into teaching (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Techers College Press.

Serim, F. & Koch, M. (1996). NetLearning: Why teachers use the internet. Sebastopol, CA: Songline Studios, Inc.

Taylor, R. (Ed.). (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press.

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This page was prepared by Dr. David M. Marcovitz.

Last Updated: August 25, 2014