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Online classes

Effective: Late Fall 8-Week, 2017/2018

EDUC 532: Technology In Education

Course Description

The study of instructional media and its use in the classroom. Traditional media and the latest technology are investigated. Provided are opportunities to work with the various mediums, produce materials, and integrate mediated experiences into instruction.

Prerequisite: Graudate Standing

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Thorsen, C.. (2009). Tech tactics: Technology for teachers (3rd ed.). Boston: Pearson.
    • [ISBN-978-0-205-57845-0]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

In this course, you will explore and evaluate instructional resources and tools and get hands on experience with digital images, presentation software, spreadsheets, databases, and social networking tools and determine their suitability for your classrooms.


Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Learning Outcomes

  1. Understands how to make knowledge accessible to all students.
  2. Uses diverse instructional strategies to teach for understanding.
  3. Demonstrates familiarity with learning theories and instructional strategies, and stays abreast of current issues in American education.

Grading

Grading Scale
Grade Points Percent
A 558-620 90-100%
B 496-557 80-89%
C 434-495 70-79%
F 0-433 0-69%
Grade Weights
Assignment Category Points Percent
Discussions 220 35%
Technology Projects 400 65%
Total 620 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction Discussion 0 Wednesday
Discussion 1 20 Wednesday/Sunday
Week 2
Assignment Points Due
Discussion 2 20 Wednesday/Sunday
Week 3
Assignment Points Due
Discussion 3 20 Sunday
Discussion 4 20
Week 4
Assignment Points Due
Discussion 5 20 Sunday
Discussion 6 20
Week 5
Assignment Points Due
Discussion 7 20 Sunday
Technology Project 1 100
Week 6
Assignment Points Due
Discussion 8 20 Sunday
Technology Project 2 100
Week 7
Assignment Points Due
Discussion 9 20 Sunday
Technology Project 3 100
Week 8
Assignment Points Due
Technology Project 4 100 Friday
Discussion 10 20 Saturday
Discussion 11 20
Total Points 720

Assignment Overview

Discussions

Discussion is the heart of learning for this course. Therefore, you are expected to thoroughly answer discussion questions, participating in the required discussion topics each week. Discussions should be complete by Sunday of each assigned week.

Technology Projects

You will design four technology projects that directly relate to your area of instruction. Technology is to be thoroughly integrated into four units of study so that computer literacy is enhanced for your students. The choice of technology for each of the projects is dependent on the resources available at your school and technology usage policies. Some examples might include social networking sites, new technologies from the textbook, interactive Smartboards, even new generation video games!


Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Current Issues in Technology Education
Readings
Roblyer: Chapter 1: Educational Technology in Context: The Big Picture
Introduction Discussion
Introduce yourself and be sure to include your current job position, and any personal information that you are willing to share to help us know you better. 
Discussion 1

Reflect on the following questions regarding your use of technology, both professionally and personally, as well as with the students you work with.

  • Whether working at school or at home, what are your concerns about Internet privacy and security?  
  • To what degree are your students Digitally Literate?  How do you encourage the process of Digital Literacy in your classroom
  • Is your school district committed to technology funding?
  • With all kinds of information available on the Internet, are you concerned about cyber cheating? 
Week 2: Theory into Practice, Foundations for Effective Technology Integration
Readings
Roblyer: Chapter 2 Theory into Practice: Foundations for Effective Technology Integration
Discussion 2

This week, reflect on the theories and strategies that impact your instructional style and technology integration.  In addition, share some websites you have used in your classroom and describe how you found them.

  • Describe the differences between the Directed Model and the Inquiry/Constructivist Model.  Which one do you favor for technology integration?  Why? 
  • Of the various theorists discussed in this chapter, B.F. Skinner, Harriet Gagne, Albert Bandura, John Dewey, Howard Gardner, Jean Piaget, Jerome Bruner, and Lev Vygotsky, which two most closely align with your instructional style. 
  • What conditions must be present for successful technology integration?  Are some conditions more important than others?
  • When implementing technology in your lessons, what setbacks have you experienced?  How could those setbacks have been avoided?
Week 3: Presentation Tools
Readings
Chapters 5-6
Discussion 3
How can students utilize presentation software in your classroom? How would you teach students to utilize this tool?
Discussion 4
Develop a graphic for instructional use in your classroom. This graphic can be created with any presentation software; it can be a graph, table, chart, or it can be a digital image from a camera, Flicker site, or other image that enhances instruction. Post the graphic and your thoughts about how it was developed, what skill sets you needed in order to develop it, and how graphics support student cognition.
Week 4: Idea Maps and Storyboards
Readings
Chapters 7-8
Discussion 5
Create an Idea Map or Storyboard and post it with your reflections about its creation and how students can benefit from these types of technology.
Discussion 6
Create a rubric that evaluates a storyboard. Post the rubric and comment on others’ rubrics, so that we can refine our language to render the rubric as informative and clear as possible.
Week 5: Word Processing and Instruction
Readings
Chapters 9-10
Discussion 7
How can word processing be used to teach content from your curriculum? Which of the tips mentioned in chapter 9 would be useful for your students? Why?
Technology Project 1
 Submit Technology Project 1 to the Dropbox.
Week 6: Databases and Data Sets
Readings
Chapters 11-12
Discussion 8
Create a database, with data sets, which would be used by students to problem solve in a content area that you teach. The problem can come straight from a student text or you can create it. Post the problem, the database, and your comments about the process.
Technology Project 2
 Submit Technology Project 1 to the Dropbox.
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Spreadsheets
Readings
Chapters 13
Discussion 9
Even if you do not teach math, create a spreadsheet to be used in an area of your instruction, perhaps in a lesson that integrates science with math, for example. How does this technology support current brain research? In what other ways could you use this technology in your classroom?
Technology Project 3
 Submit Technology Project 1 to the Dropbox.
Week 8: Social Networking and Beyond
Technology Project 4
 Submit Technology Project 1 to the Dropbox.
Discussion 10
Do some research on social networking and report your findings to the discussion. How has the evolution of the Internet led to social networking sites and other innovations? How can these innovations be utilized in the classroom? To the extent possible, link your discussion response to a URL address so that we all can have the benefit of an example.
Discussion 11
Reflect on all the technology that you have read about, researched, and viewed from your classmates. Which is the most helpful for you to use to complement your instruction? Why? Which technology would you like to be able to use more efficiently? Why? What kinds of support will you need to implement these changes/goals? How can you help others incorporate more technology into their lessons at your school?


Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late dropbox assignments will be accepted up to 1 week past the due date, but a 20% penalty will be imposed.  After 1 week, no late assignments will be accepted.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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