Craig A. Cunningham, Ph.D.
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TIE 300 - INTRODUCTION TO TECHNOLOGY IN EDUCATIONFall, 2004Evanston CampusFriday, 9 am to 12 pmCraig A. Cunningham, Ph.D. Chicago Campus Work: 312-261-3605 Home: 773-538-6128 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. Required Textbooks and Materials : Roblyer, M. D. (2003). Integrating Educational Technology into Teaching ( 3 rd edition; 2004 update). Columbus, OH: Merrill Prentice Hall. Available from http://direct.mbsbooks.com/nlu.htm (Select Buy , National-Louis University-Other Programs , Evanston , and 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/ 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 . 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. The main structure of this class will be hands-on in the computer lab.. To become familiar with a variety of software and applications, you will need to spend time over and above class time. Tentative Schedule and Expectations
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). GRADING SCALE (amended 11/4/04) 90-100% A 119-135 pts. 80-89% B 103-118 pts. 70-79% C 87-102 pts. 60-69% D 71-86 pts. Below 60% F 70 points or below Note : 10% per week will be deducted for all late assignments. For example, points for assignments turned in two weeks late will be reduced by 20%. 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. NLU seeks to ensure that its programs are accessible to all persons. Students in need of special assistance or an accommodation regarding any of the course requirements as outlined in this syllabus, the course objectives and/or course evaluation and assessment criteria, are advised to notify me immediately. We will meet privately to discuss a resolution of your issue, which may or may not include an appropriate referral (e.g., a Writing Specialist, the ADA Accommodations Coordinator). Confidentiality will be maintained regarding your special needs. A maximum of nine (9) semester hours credit taken as a special student prior to formal admission may apply toward an on-campus degree or certificate.
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