Welcome to EDT 786! I'm glad you are here.

Applications of Computers in Education
EDT 786

Instructors:

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

Conceptual




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.

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




Assignment and links to assignment guides
Points
  Going over the syllabus

Internet tour - finding information Try this. and this too


Resources


 
 

Paper Assignment
Quia Assignment HTM Use the teacher resources

200 Points
100 Points

 


Drawings in PDF (Using Office apps )
Drawing Instructions in HTML



100 Points
  Participation in Virtual Field Trips (Post in Discussion Area) 100 Points
 

Newsletter/Brochure PDF Formatting for publication using wizards and templates. Newsletter HTML

100 Points
 

WebQuest Rubric
Information about WebQuests-Hypertext educational activity Need Rubric so go to: Rubrics More Rubrics

200 Points
 


PowerPoint

SPED Tip Sheet Selection and investigation of a special education issue from an educational perspective. Creation of a resource for students, teachers, or parents with Internet links.

1."Technology Resource Centers"
2. In Dayton,
3. In Cincinnati - Ft. Mitchell
4. Merlot
5.Special Education



300 Points
 

Spread Sheets - Basic use of generic spread sheets in education
Some Ideas
Excel Resources

100 Points

 

 

Atomic Learning Tutorials

 

 

 

Open Source Reaction (Post in WebCT Area)

Virtual Field Trips


Disposition - Appropriate professional behavior is exhibited in class. Attendance. If you are not here, you can not learn. You will not receive an "A" with poor attendance.

100 Points

 

200 Points

 
 

A = 93% or higherB = 88% or higher

C = 76% or higher

F = 75% or lower

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.

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.




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 Bloom╠s Taxonomy).
o        Has almost no problems with mechanics
A B test, paper or project: [deduct up to 12%%]o        Meets basic expectations of the assignment.
o        Shows technical proficiency.
o        Demonstrates sound knowledge and techniques
o        Is well organized.
o        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.
o        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:

ANNUAL EDITIONS
Computers in Education
Tenth Edition
John Hirschbuhl, University Of Akron

ISBN: 0-07-247880-2
Publication Date: August 2001

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 States§ 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). Excel§ 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.