TIE 300/500

INTRODUCTION TO TECHNOLOGY IN EDUCATION

Spring 2005

Evanston Campus

Thursday, 9 am to 12 pm

Instructor

Craig A. Cunningham, Ph.D.

Chicago Campus

Work:   312-261-3605

Cell: 773-505-1133

Email: Craig.Cunningham@nl.edu

Office hours by appointment.

Program Mission Statement

The mission of the Technology in Education program is to prepare educators to use technology in their schools and to provide instructional leadership and technical support to other educators who wish to integrate technology in teaching and learning.

Course Description

This survey course provides the preservice educator with a broad base of knowledge about the uses of computers in education.   Students will have hands-on experience with word processing, databases, spreadsheets, graphics software, instructional software, and teacher utilities.   Other topics include software evaluation, hardware selection, and telecommunications.  

Prerequisites

None.

Special Needs

Please Note:  National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work.  Students may be asked to submit their papers electronically to a third party plagiarism detection service.  Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography.  When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure.  See Policy on Academic Honesty in the University Catalog and Student Guidebook (hard copy and online).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

Required Textbooks and Materials

Roblyer, M. D. (2003).   Integrating Educational Technology into Teaching (3rd edition; 2004 update).   Columbus, OH:   Merrill Prentice Hall.   Available from http://direct.mbsbooks.com/nlu.htm (Select Buy, then National-Louis University-Other Programs, then Evanston , then TIE 300-Cunningham)

Roblyer Companion Web Site, at http://wps.prenhall.com/chet_roblyer_integratin_3 .

Illinois Learning Standards. Available from: http://www.isbe.state.il.us/ils/

NETS-S Standards (National Technology Standards for All Students).   Available from http://cnets.iste.org/students/  

NETS-T Standards (National Technology Standards for All Teachers).   Available from http://cnets.iste.org/teachers/          

If you have never used applications software (word procession, spreadsheets, databases, you should plan to find an opportunity to spend about 30 minutes each week to review commands learned/used during class.   (See note on Atomic Learning below.)

Updated syllabus is always available at http://craigcunningham.com/nlu/ite

Required Materials

Three 3 and 1/2  inch "floppy" disks (or other storage device such as a USB microdrive). These will be used to store your work. Assignments will be submitted to the instructor either on 3 ½ in disks (PC format) or via email to craig.cunningham@nl.edu. Do not submit assignments on paper!

Course goals and expected student learning outcomes

Students will be able to

•  become knowledgeable about hardware and software products;

•  examine the many ways of using computers in educational settings;

•  apply appropriate criteria to evaluate instructional software for their classroom;

•  examine a broad variety of educational software and select an appropriate piece of software to use with students;

•  use teacher software and management tools to create instructional material for a specific purpose;

•  use graphics program to prepare visuals;

•  use a word processor as a personal writing tool for teachers and for activities in the classroom;

•  use database and spreadsheet software to find and analyze information;

•  use hypermedia to become aware of another communication tool;

•  become familiar with how telecommunications can be used in the classroom; and know a variety of resources available to computer-using educators;

•  become knowledgeable about equity, ethics, legal and human issues concerning the use of computers and technology;

•  appropriately plan for effective technology integration.

Class Structure

Each class session (unless noted otherwise) will begin with discussions, sharing, and questions.   Most of our time in class will be hands-on in the computer lab..   To become familiar with a variety of software and applications, and to complete the required projects, you will need to spend time over and above class time.

Tentative Schedule and Expectations

Attendance and Class Participation:   Read assigned chapters and/or selected articles and handouts distributed in class.   Participate and positively contribute to class discussion.   Complete computer projects assigned during in-class work sessions. It is recommended that students plan to attend each class and arrive on time. Missing or coming late to classes will likely place you at a disadvantage, as classroom participation and hands-on activities are required in this course. If you must be absent, please let me know in advance by phone or e-mail, and I will work with you to help provide an alternative assignment for you for that day.  (10% of grade) "Hot Tech" Presentation: Each student will sign up for a 5 minute presentation on a "hot technology" that they think may be useful in K-12 education. Presentations must include visual aids (web sites, Powerpoint slides, handouts) and must include specific references to either the Illinois Learning Standards or the National Educational Technology Standards. Presentations will take place during the first 15 minutes of class each week starting April 28. (5% of grade) Note: Please turn in assignments by their due date. A penalty of 10% per week the first week, and 20% per week after that, will be deducted for all late assignments. Assignments are due by the beginning of class on the day listed. Topics for each class meeting are listed on the day they will be covered. (Topics may vary from those listed.) Chapter #'s refer to Roblyer text.
Date	Topics for class	Assignments Due
4/7	Pre-assessment (does not count toward grade) Introduction to the Course What Good is Educational Technology Anyway? NETS   & Other Standards
4/14	NO CLASS (Instructor at conference)
4/21	Planning and Implementing Integration Using Inspiration to draw concept maps.	Ch. 1 & 2:   Read + Do Online Self-tests. If you don't get at least 80%, re-read. One-page essay. Use a word processor and the Roblyer reading to answer this question: What is technology integration and why is it a good thing? Email to instructor prior to start of class. (5%)
4/28	Learning Theories and Integration Models Direct instruction/constructivivsm debate	Ch. 3:   Read + Do Online Self-test If you don't get at least 80%, re-read. "Inspiration" Chapter Web for Chapter 3 (concept map) (5%)
NOTE Syllabus changes next few weeks!
5/5	Using Application Tools, including Word and Excel Excel Demo and Practice	Ch. 4:   Read + Do Online Self-test. If you don't get at least 80%, re-read. Classroom newsletter using Word (10%) "Hot Tech" Presentation: Gayle Rodin
5/12	Using Photoshop Elements Discussion of lesson planning	Chs. 5 & 6:   Read + Online Self-tests. If you don't get at least 80%, re-read. Excel Grade Book (Note: you should do the assignment on your own and turn it what you have completed. If the class needs additional instruction to complete the assignment, we'll do it together in class on the 22nd. (10%) "Hot Tech" Presentations: Katie Goodchild and Kelli Glicksman
5/19	Instructional Software	Share Integrated Project ideas with class. "Hot Tech" Presentations: Asma Yandani, Morgan Patton
5/26	Work on Integrated Project Plans Presentations on Instructional Software	Ch. 7:   Read + On-line Self-test Integrated Project Plan due by the end of  class period (20%) "Hot Tech" Presentations: Catherine Love, Byung Kim
6/2	Telecommunications:   The Internet/Distance Education Web searching and evaluation of web sites Web Site evaluations (done in class; 10%)	Ch. 8:   Read + On-line Self-test   "Hot Tech" Presentations: Andrea Lockhart
6/9	Multimedia and Hypermedia, including Media Blender Media Blender activity See Media Blender project ideas Course Evaluations	Computer Shopping Spree (15%)

Summary of Assignments

Attendance and Class Participation (10%)

Hot Tech Presentation (5%)

One Page Essay on Technology Integration (5%)

Inspiration Chapter Web (5%)

Classroom Newsletter (10%)

Wish-List (10%)

Excel Grade Book (10%)

Integrated Project Plan (20%)

Web Site Evaluations (10%)

Computer Shopping Spree (15%)

 

Suggested Resources:

Bitter, G.G., & Pierson , M.E. (1999). Using technology in the classroom . Boston : Allyn & Bacon.

Caughlin, Janet (2002).   Apple Workshop for Students K-6 (6 th Edition) Eugene , OR : Visions Technology in Education.

Cunningham, Craig and Marty Billingsley (2003). Curriculum Webs: A Practical Guide to Weaving the Web into Teaching and Learning. Boston: Allyn & Bacon.

Handler, M.G., & Dana, A.S. (1998). Hypermedia as a student tool: A guide for teachers (2nd ed.). Littleton , CO : Libraries Unlimited.

Harris, J. (1998). Virtual architecture: Designing and directing curriculum-based telecomputing . Eugene , OR : International Society for Technology in Education.

Morrison, G.R., Lowther, D.L., & DeMeulle, L. (1999). Integrating computer technology into the classroom . Upper Sadle River , NJ : Merrill.

Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas . New York : Basic Books.

Papert, S. (1993). The children's machine: Rethinking school in the age of the computer . New York : Basic Books.

Robinette, M. (1998). MACS for teachers (3rd ed.). Foster City , CA : IDG Books.

Robyler, M.D. (1999). Integrating technology across the curriculum: A database of strategies and lesson plans [CD-ROM]. Upper Saddle River , NJ : Merrill.

Sharp, Vicki (2002). Computer education for teachers: Integrating Technology Into Classroom Teaching ( 4 th Edition) . NY: McGraw Hill.

ATOMIC LEARNING

If you have never used application software (word processing, spreadsheet, database, presentation), you should plan to return to the computer lab for about 30 minutes each week to review materials learned in class. A helpful resource will be Atomic Learning at http://www.atomiclearning.com and your login is ****** (email to find out) and the password is ****** (email to find out).