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
Explores types of educational software and applications, software evaluation, curriculum development, and lesson planning integrating computer courseware.
Enrollment Restrictions for this Course:
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.
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.
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
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
A = 93% or higherB = 88% or higher
C = 76% or higher
F = 75% or lower
How to do well in this course:
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.
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.
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
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
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
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:
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:
(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://184.108.40.206/) - 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.
other webpage at the Utah Education Network http://my.uen.org/68880
I have many excellent public links at this site.