Syllabus

Introduction to Educational Technology - 1 Credit

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: 1
Term: Fall 2012
Location: Graduate Center - Columbia Campus
Time Mondays, 4:30pm - 7:00pm, September 10 - October 22 (no class September 17)
Professor: David M. Marcovitz, Ph.D.
Office: Graduate Center - Timonium Campus, 26N
Phone: 410-617-2250
Office Hours: 4:00pm - 4:30pm 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
   I.D. Displays Leadership  
   I.E. Forms Community Relationships
II. Conscience X
   II.A. Behaves Ethically X
   II.B. Is Committed to Social Justice  
III. Compassion
   III.A.Exemplifies Cura personalis

CATALOG DESCRIPTION

Explores basic computer-based technology skills useful in an educational context. Skills might include desktop publishing, spreadsheets, Web page creation, and presentation software. This laboratory-based course provides hands-on computer experience in class and requires extensive computer work outside of class.

COURSE RATIONALE

ET605 Introduction to Educational Technology 1 Credit (formerly TE603 Technology Skills for Teachers) is a 1-credit course with the objective of providing basic educational technology skills to candidates in the MAT program. The MAT program uses an integrative model of technology in which technology is infused throughout the curriculum. In order to do this effectively, all candidates must have certain basic technology skills. The primary objective of ET605 1 Credit is to teach the basic skills, rather than to integrate the technology in the curriculum, so that, in other courses, candidates and instructors can focus on curricular uses of these technologies. For example, a methods course might require the creation of a WebQuest as part of a social studies unit, and candidates will have learned the technology in ET605 while the methods course focuses on the design and educational value of the technology.

COURSE OBJECTIVE

Upon completion of this course, candidates will have basic technology skills in the following areas:

COURSE MATERIALS

Primary Text (Required):

None.

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

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:

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 Topics Assignments (to be completed in class or as homework)
1 9/10 Desktop Publishing Desktop Publishing Assignment
2 9/24 Spreadsheets Spreadsheet Project
3 10/1
Web Page Creation I
4 10/8
Web Page Creation II Web Site Project
5 10/15 PowerPoint Interactive PowerPoint Quiz
6 10/22 Final Exam

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. Hand in projects by the project deadlines.

3. Complete the Final Exam

ASSESSMENT PROCEDURES AND GRADING CRITERIA

This class is a skills-based class. Your main objective is to receive an acceptable score on the Final Exam. The Final Exam is scored on a scale of 0 - 100. Grades of 90-100 receive an A. Grades of 80-89 receive a B. Grades of 70-79 receive a C. Grades of 0-69 receive an F. If you attend all classes, show up on time to all classes, and complete all assignments, your Final Exam score will be your final course grade. Up to 10 points may be deducted for attendance, tardies, and/or failure to complete assignments.

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 10 points.

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 (as noted above). 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

Apple, M. W. (1992). Computers in schools: Salvation or Social Disaster? The Education Digest 57(6), 47-52.

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.

Bruce, B. C., Peyton, J. K., & Batson, T. (Eds.). (1993). Network-based classrooms: Promises and realities. New York: Cambridge University Press.

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.

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.

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.

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://cnets.iste.org/students/s_book.html

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.

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

Marcovitz, David M. (November 2001). Me become a programmer? Unleash the multimedia power of PowerPoint with a few VBA tricks. Learning & Leading With Technology 29(3), 46-49, 62-63.

Mills, S.C., & Roblyer, M.D. (2006). Technology tools for teachers: A Microsoft Office tutorial (2nd ed.). Upper Saddle River, NJ: Pearson.

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

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.

Schwartz, J. E. and Beichner, R. J. (1999). Essentials of Educational Technology. Boston: Allyn and Bacon.

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.

Williams, Robin. (1994). The non-designers design book: Design and typographic principles for the visual novice. Berkeley, CA: Peachpit Press.


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

Last Updated: August 16, 2012