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Applications
of Computers in Education
EDT 786
Instructors:
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Marguerite
Veres
Department of Educational Leadership
Wright State University
Allyn Hall Room 451
Dayton, OH 45435
Veres' Web
Page:
Phone: (O) (937) 775-3277
(H) 937-339-9405 (C) 937-216-9405
E-mail: marguerite.veres@wright.edu
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For WebCT assistance, go to WebCT
Orientation.
NOTE: You
are required to have the capability to use on-line communication. You
will be expected to access course information and resources online on a
daily basis. This is not just a once-a-week traditional course.
During this
course you are expected to exhibit professional behaviors. You should
1) learn the materials at a personal level and with deep understanding,
2) always be prepared to explain how your Knowledge, skills, and
projects can help your students learn, and 3) demonstrate a commitment
to building and maintaining a professional learning community. This
course is not just about your personal development.
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Department:
Educational Leadership
Credit Hours:4
Catalog Description:
Explores types of
educational software and applications, software evaluation, curriculum
development, and lesson planning integrating computer courseware.
Prerequisites:
None
Enrollment Restrictions for this Course:
Graduate standing.
Purpose of this Course:
To involve the
developing professional in the process of selecting, evaluating, and
utilizing educational computer software: Students are asked to
participate in individual and group activities demonstrating
collaborative learning and problem solving issues. This course focuses
on two aspects of technology in education: 1) pedagogy, i.e.,
theory and technology related issues and 2) technology proficiency
i.e., hardware and software knowledge, disposition, and skills.
Course Objectives:
Knowledge
The student will
K 1. demonstrate
knowledge of the design and content characteristics which make for
quality technology software.
K 2.
demonstrate knowledge of productivity software by performance.
K
3.demonstrate knowledge of integrating computer technology into the
curriculum and instruction. Students will design an exhibit of this
unit which will be subject to both peer and authority review.
K 4.
understand and articulate issues related to selecting, installing,
updating and maintaining educational networks.
K 5.
describe and identify characteristics of the Windows and MAC operating
systems as found in K-12 schools.
Dispositions:
Students
will
D 1.
recognize that computer technology is a tool that can complement
instruction but is not a panacea unto itself
D 2.
exhibit a comfortable and confident attitude while using computer technology
D 3.
adhere to legal and ethical policies and be sensitive to issues of
cultural diversity regarding utilization of computer technology
D 4.
demonstrate an openness to the evolutionary nature of computer
technology
D 5.
encourage others to value the medium of educational computer software
as an instructional tool
D 6.
influence appropriate utilization strategies as well as development of
policies and procedures supporting legal and ethical applications of
computer technology
Performances:
Students
will:
P 1.
make an annotated list of popular and critically acclaimed software.
P 2.
develop and evaluate projects for personal or classroom use utilizing
tool software.
P 3.
develop and evaluate an integrated curriculum unit.
P 4.
design an exhibit of the integrated curriculum unit.
P 5.
incorporate technology prepared media into lessons.
P 6.
plan and prepare procedure related to basic troubleshooting, preventive
maintenance, and procurement of internal and third-party maintenance
services.
P 7.
install and configure defaults for software typically found in
educational settings.
P 8.
Compare and contrast software features.
P 9.
Customize software defaults during and following installation.
P 10.
Install and maintain computer operating systems for classrooms and a
computer laboratory.
P 11.
Install computer peripherals to computers.
Suggested Instructional Strategies:
Demonstrations,
hands-on activities on the computer/s of your choice, student projects
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A = 93% or
higherB = 88%
or
higher
C = 76%
or higher
F = 75% or
lower
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How
to do well in this course:
- Read
assigned materials and postings and ask questions if you are unclear
about any of the concepts or skills dealt with in class or on-lineAttend
class. (You will receive a 5 point deduction for each unexcused
absence.)
Keep track of the workload and turn in
work on time.
- Learning
on-line is different. Although each class is somewhat different, all of
my classes have on-line participation as an expectation.
Communicate
with me if you have special needs or should you have problems.
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There are
phases in this course which parallel the forthcoming ISTE technology
toolkit. The idea goes like this.
Phase I. Individual
lessons or learning are acquired and provide a
person with competency and skills. This is done on a weekly basis.
Often this might be skill-based or content-based. In some classes you
may be exposed to prescriptive planning. Some teachers call this
preparing "lesson plans". So this is what teaching is all about? NO,
not necessarily. The greatest skill of content and the greatest ability
to prepare lesson plans can not guarantee excellent learning.
Phase
II. Once a student acquires "a handle" (i.e. basic understanding
or skills) on applications they must try to teach using technology. In
this class all of us will be posting our weekly thoughts and work for
the world to see. ALL WORK must be submitted on-line. NO
assignments may be submitted as traditional hard copy.
You should, however, maintain hard copy for the note book (portfolio)
that is required as part of the program.
Phase
III. There is no final examination. This is a project based class.
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An A test, paper or project: [Full points or deduct up to 6%]o
Demonstrates a level of excellence and depth of thought
as it meets the expectations of the assignment.
o
Shows original thought and/or innovative design.
o
Demonstrates exemplary knowledge and techniques
o
Is well organized.
o
Demonstrates higher level thinking (according to BloomÌs
Taxonomy).
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Has almost no problems with mechanics A B test, paper or
project: [deduct up to 12%%]o
Meets basic expectations of the assignment.
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Shows technical proficiency.
o
Demonstrates sound knowledge and techniques
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Is well organized.
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Has few problems with mechanics. A C test, paper or
project: [deduct up to 24%]o
Meets the minimum expectations of the assignment.
o
Has more than a few problems with mechanics, or
organization issues.
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Demonstrates incomplete knowledge and techniques
An F test,
paper or project: [deduct 25% or beyond]o
Does not meet the minimum expectations of the assignment.
Anti Plagiarism:
In our web-based
culture individuals have easy and rapid access to the artistic and
intellectual property of others. Academic leaders have added
responsibilities in this culture to inform, protect, and defend
artistic and intellectual property and to prepare educators to do
likewise. Part of that responsibility is to use citations properly and
respect copyrights. Educators may encounter students and workers who
plagiarize or fail to cite the works of others properly. This course
will use anti-plagiarism applications or web-site resources to assist
future academic leaders in the development of professional
understanding of their role as a force to counter plagiarism and the
improper use of the intellectual or artistic work of others.Statement of
Civility:Civility
is a
fragile construct that is not easily defined. Each of us must cherish
and preserve reasonable rules or policies respecting the individual
rights of all teachers and learners. We will strive to
create an environment where all individuals participate and succeed.
This compels us to foster the best possible environment for doing our
work as educators and learners within the educational arena. Therefore
we commit to building a climate of civility and mutual respect
regardless of race, gender, age, or status. We encourage everyone to
speak, participate in the learning process, and act judiciously and
with respect for each other's ideas and opinions. We condemn messages
that promote divisiveness in our academic community, as being
antithetical and contrary to our shared responsibility for each other's
welfare. We
know that
traditions based on fear and intimidation flourish when unopposed
statements of racial divisiveness and diatribe are permitted. We must
maintain a climate of trust and respect. Likewise we must not permit
discrimination or harassment because it poisons the community of
learning. Portfolio
Reminder:Programs
requiring this course also require that a portfolio be maintained
relative to his or her program. Within this portfolio should be at
least one deliverable or artifact from this course. All deliverable/s
or artifact/s contained in one's portfolio must also include a
reflection statement. Reflection statements should include 1)
anticipated learning (prior to the creation of the one's deliverable or
artifact), 2) statements of major knowledge or skill acquisition, 3)
comments on what one could do differently if undertaking this project
again (lessons learned), and 4) a generalized statement of educational
purposefulness (where can this fit into one's teaching). A portfolio is
not part of this course but it is part of the program.
Certification Program for
Which the Course is Required:
Elective in
Educational Media K-12, 7-12; Elementary Media Endorsement
Suggested Text and/or Related References:
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ANNUAL
EDITIONS
Computers in Education
Tenth Edition
John Hirschbuhl, University Of Akron
ISBN:
0-07-247880-2
Publication Date: August 2001
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Resources
for You. (Tutorials and More)References:ADDITIONAL REFERENCES: Barry, D. (1996) Dave
Barry in Cyberspace Crown Publications, ISBN: 0517595753 Bracey, G. W.,
(1997) Setting the Record Straight: Responses to Misconceptions
About Public Education in the United Statesõ Published by
Association for Supervision & Curriculum Development, , ISBN:
0871202794 Dertouzos,
M.L.
(1997) What Will Be: How the New World of Information Will
Change Our Lives, Harper San Francisco, ISBN: 0062514792 Dyson E. (1997)
Release 2.0: A Design for Living in the Digital Age,
Broadway Books, ISBN: 0767900111 Glasser, W.
(1992) The Quality School: Managing Students Without Coercion
HarperCollins, ISBN: 0060969555 Gooden, A. R.,
and Silverman F. (1997) Computers in the Classroom: How Teachers
and Students Are Using Technology toTransform Learning Harper
Collins, (Editor), J. Chase ISBN: 0787902624 Fredman,A.
(1990). Yes I can. Eugene,OR: InternationalSociety for
Technology in Education.
Gilder G. (1994) Life After Television, W.W. Norton
& Co., ISBN: 0393311589 Gilster P.(1997) Digital
Literacy by, John Wiley & Sons, ISBN: 0471165204 Haymore
Sandholtz, J., Ringstaff C., & Dwyer D., (1997) Teaching
With Technology: Creating Student-CenteredClassooms, Teacher
College Press, ISBN 807735688 Lewis, R. (1992).
Excelõ for the Mac. Carmel, IN: Que. Office of
Technology Assessment (1988). Power on! New tools for teaching
and learning. (Publication No. OTA-SET-379).
Washington, D.C.: U.S. Government Printing
Office. Postman
N. (1986)
Amusing Ourselves to Death: Public Discourse in the Age of Show
Business. Viking Press, ISBN: 0140094385 Postman N. (1995)
The End of Education: Redefining the Value of School
Knopf, ISBN: 0679430067 Papert S. (1994) The
Children's Machine: Rethinking School in the of the Computer.
Basic Books, ISBN: 0465010636 Papert, S. (1996)
The Connected Family: Bridging the Digital Generation Gap.
Longstreet Press, ISBN: 1563523353 Perelman, L. J.
(1995) School's Out. Avon Books, ISBN: 9995388200 Presley, B.,
& Freitas, W. (1994). An introduction to desktop publishing
using PageMaker. Pennington, NJ: Lawrenceville Press. Reidelbach,M.
(1994). Quick reference guide: Works 3 for Windows. New
York: Dictation Disc Company.
Rizzo, J., & Clark, K. D. (1993). How Macs work.
Emeryville, CA: Ziff-Davis. Roszak, T. (1994)
The Cult of Information: A Neo-Luddite Treatise on High Tech,
Artificial Intelligence, and the True Artof Thinking,
University California Press, , ISBN: 0520085841 Rothfeder, J.
(1992) Privacy for Sale: How Computerization Has Made Everyone's
Private Life an Open Secret, Simon & Schuster, , ISBN:
067173492 Schwartz,
K.
& Schwartz, J. (1992). Quick reference guide: Microsoft
Windows 3.1 IBM PC. New York: Dictation Disc Company. Shenk, D. (1997) Data
Smog: Surviving the Information Glut, Harper San Francisco,
ISBN: 0060187018 Stephenson, N.
(1995) The Diamond Age, Bantam Spectra, ISBN: 0553573314
Stoll, C.,
(1996)
Silicon Snake Oil: Second Thoughts on the Information Highway,
Anchor, ISBN: 0385419945 Tapscott, Don
(1997) Growing Up Digital: The Rise of the Net Generation
McGraw-Hill, ISBN: 0070633614 Toliver, Pamela
R. (1994). Quick reference guide: PowerPoint 4.0 for Windows
& Macintosh. New York: Dictation Disc Company. Turkle, S.,
(1997) Life on the Screen: Identity in the Age of the Internet,
Touchstone Books, ISBN: 0684833484 Wells, A.
(1995) Who Owns Information?: From Privacy to Public Access Branscomb
Basic Books, ISBN: 046509144 Wiebe, J. H.,
Moreton, J. M., & SIovacek' S. P. (1996). Works for Windows
for educators. Wilsonville, OR: Franklin, Beedle, &
Associates. GREAT
WEB SITES: Also keep track
of resources on my
web page
American Library Association (http://www.ala.org/parentspage/greatsites/amazing.html)
has Compiled by the Children and Technology Committee of the
Association for Library Service to Children, a division of the American
Library Association.The Best Web
Sites and Resources for Teachers (http://www.csun.edu/~vceed009/)
- is one of the best in existence. The developers of this amazing Web
site have methodically searched the Internet and WWW and identified
more than 650 sites across the K-12 curriculum that they feel will
benefit busy teachers University of
California Davis (http://education.ucdavis.edu/K-12.html)
organized resources of subject-specific groups who share a dedication
to improving the teaching of academic disciplines.Cisco Education
Archives (CEARCH) (http://sunsite.unc.edu/cisco/edu-arch.html)
links educators to lesson plans, projects and colleagues to create a
"virtual schoolhouse. GLOBE Program (http://www.globe.gov)
is a
collaborative classroom project comprised of K through 12 grade
students, teachers, and scientists working worldwide studying the
environment. The site also provides program information through its
on-line tour and serves as a forum where participants post findings and
observations related to the activities. The School Net (http://207.213.167.19/) - Great
resources for teachers. Resource navigator, links and more.Classroom Connect
(http://www2.classroom.net/databases/grades/edufind.html)
is a commercial site tied to the monthly magazine by the same name.
There are thousands of hotlinks that are designated by K-6 and 7-12
suitability, as well as many Internet educational resources related to
many topics. ED's
Oasis' (http://www.EDsOasis.org)
primary
purpose is to make the Internet easier and more rewarding to use with
students. AskERIC
(http://ericir.syr.edu) is part of
the Educational Resources Information Center, an information service
supported by the federal government. Search tools make available
education articles, lesson plans and books on a wide range of
educational topics through 16 subject-specific clearinghouses. Curricular
Resources and Networking Projects (http://inet.ed.gov/EdRes/EdCurric.html)
is a service of the US Department of Education with links to innovative
projects for teachers and students at all grade levels.
Dr. Carlsen's
other webpage at the Utah Education Network http://my.uen.org/68880
I have many excellent public links at this site.