Syllabus

Spring 2003

Assistant Professor

Dusti D. Howell

Office

124A Visser Hall

Phone

341-5082

E-mail

howelldu@emporia.edu

Web Site Address

http://371ab.tripod.com/

Office Hours

9:00-9:45am; 2:00-2:45pm T & Th; or by appointment

Media Lab Phone Number

341-5746

Media Lab Hours

 Posted

Course Goal
By actively participating in this course, you will improve your abilities and desire to use traditional media as well as interactive “new” media to support the learning of worthwhile outcomes. This course will help you become a Critical Thinker, Creative Planner, and an Effective Practitioner! This complines with the teachers college mission to developing the whole professional.

CONCEPTUAL FRAMEWORK OF ESU'S TEACHERS COLLEGE

The mission of The Teachers College and personnel preparation unit of Emporia State University is to develop The Professional: Critical Thinker, Creative Planner, and Effective Practitioner. Our graduates are skilled practitioners who are prepared with essential knowledge, skills and dispositions in their fields of specialization. Candidate learning reflects historical and contemporary knowledge, research, theory, and practice that meet the academic, personal, and social needs of their students.

Professional programs are designed to reflect the current knowledge base and effective practices. Curricular coherence is strengthened through faculty study and dialogue on purpose, course content, and intended candidate learning outcomes.

 

Conceptual Model
The Professional as Critical Thinker, Creative Planner, and Effective Practitioner   
Emporia State University’s professional education faculty support a program designed to develop students who are critical thinkers, creative planners, and effective practitioners. Students will study, learn, and grow in an academic setting that integrates and highlights the connections among general studies, content studies, professional studies, and clinical experiences. Moreover, the student preparing for a career in the field of education will be immersed in an academic milieu that values a number of tenets the faculty see as essential for the professional development and growth of pre-service teachers: namely, the merit of diversity, the power of authentic assessment, the essentials of professionalism, the importance of collaboration, the value of technology, and the merit of reflection. ESU’s professional education programs devote themselves to the proposition that students who learn and grow in such an atmosphere and who integrate knowledge, theory, and practice will begin their professional lives as critical thinkers, creative planners, and effective practitioners.


Outcomes for Teacher Candidates and Other School-Based Professionals

KNOWLEDGE:
Candidates will exhibit knowledge of:
2. essential concepts of their content studies.
5. characteristics and equitable treatment of diverse learners.
6. essential concepts of planning, assessment, and instruction.
7. appropriate technology and how it may be used to enhance teaching and learning.
9. (proposed) legal and ethical issues of education.

SKILLS:
Candidates will be able to:
1. integrate and use concepts from their general, content, and professional studies in their teaching environment.
2. demonstrate professional performance that reflects current theory, research, and practice.
3. implement non-biased techniques for meeting needs of diverse learners.
4. use and support effective communication techniques in order to develop a positive learning environment.
6. employ appropriate assessment techniques in order to measure the development and learning of their students.
7. apply a variety of instructional strategies and materials to promote student learning, critical thinking, and problem solving.
8. make use of appropriate technology in their teaching environment.

DISPOSITIONS:
Candidates will demonstrate a:
1. commitment to professionalism and ethical standards.
2. desire to analyze concepts and clinical practices, to experiment, and to evaluate and/or initiate innovative practices.

Standard #12 from the Kansas State Board of Education for Professional Education

The educator understands the role of technology in society and demonstrates skills using instructional tools and technology to gather, analyze, and present information, enhance instructional practices, facilitate professional productivity and communication, and help all students use instructional technology effectively.
Knowledge
1. The educator understands different kinds of technologies available to society and the roles these technologies play.
2. The educator has knowledge of the uses of a variety of media communication tools and techniques to enrich learning opportunities.
3. The educator understands how technology and other instructional tools can be used to enhance instructional practices, enhance professional development, and facilitate professional productivity.
4. The educator understands the sociological, ethical, and economic issues related to technology use.
5. The educator understands the role of technology in gathering, analyzing, and presenting information and managing educational change.
Performance
1. The educator utilizes a variety of appropriate instructional technology and tools to prepare and deliver instruction.
2. The educator plans and teaches lessons in which all students apply technology and other instructional tools and resources appropriately and effectively.
3. The educator uses appropriate technology to gather, analyze, and present information, enhance professional development and learning, and facilitate professional productivity

Course Outcomes
Part One: Introducing Instructional Media
1.1   Define “media”
1.2   Explain when media are considered instructional
1.3   Describe the role different types of media should play within an effective learning environment
1.4   Define “interactive” and distinguish between more interactive and less interactive media
1.5   Define “multimedia”
1.6   Describe several important factors affecting how people learn from instruction
1.7   Identify ways in which interactive multimedia can be used to effectively deal with the various learning factors
1.8   Explain why teachers must develop some of their own instructional materials instead of relying upon prepackaged curricula
Part Two: Basic Instructional Design
2.1  Understand basic instructional design principles
2.2  Evaluate and critically examine different genres of media
2.3  Develop and create instructional materials for the classroom
2.4  Identify and select appropriate media resources
2.5  Understand intellectual property rights and copyright law
Part Three: Instructional Technology and Change
3.1  Given a piece of computer software, classify it as one or more of the following types: Situation Exploration, Reference Exploration, Simulation, Creation, Drill-and-Practice, Tutorial, and Game.
3.2  Describe ways in which instructional media can be used to aid the effectiveness of instruction
3.3  Describe ways in which specific areas of instructional design could be treated differently from the ways educators have traditionally treated them so that improvements can occur in the classroom
3.4  Describe ways in which instructional technology might affect your own teaching (classroom design, daily activities, instructional design/lesson planning, time management, etc.)
Part Four: Integration of Technology
4.1   Integrate a lesson development application software (HyperStudio) into a lesson plan and/or unit plan
4.2   Integrate a webpage/website development application software (DreamWeaver) into a lesson plan and/or unit plan.
4.3   Integrate an Internet lesson (WebQuest) into a lesson plan and/or unit plan.
4.4   Integrate Audio-Video-Image Editing (iMovie2 and HyperStudio) into a lesson plan and/or unit plan.


6 ISTE NETS for Teachers (International Society for Technology in Education National Educational Technology Standards) pdf
The International Society for Technology in Education (ISTE) developed the standards for technology and teacher education [http://www.iste.org]. These standards are called the National Educational Technology Standards (NETS). These standards may be used by the accrediting agency known as National Council for Accreditation of Teacher Education (NCATE) [http://www.ncate.org]. There are six broad standards with a variety of performance indicators for each standard. The performance indicators are listed below.

Standard I - Technology Operations and Concepts. Teachers demonstrate a sound understanding of technology operations and concepts.
Standard II - Planning and Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology.
Standard III - Teaching, Learning, and the Curriculum. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.
Standard IV - Assessment and Evaluation. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.
Standard V - Productivity and Professional Practice. Teachers use technology to enhance their productivity and professional practice.
Standard VI - Social, Ethical, Legal, and Human Issues. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools and apply that understanding in practice.

24 Professional Preparation Performance Profiles (combined with the ISTE NETS)
Performance Indicator

Topic

Grabe&Grabe (3rd ed. 2001)
     

1. identify the benefits of technology to maximize student learning and facilitate higher order thinking skills (I, III)

Constructivism

Chapters 1, 2, 3

2. differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities . (II, III, V, VI)

HyperStudio

Chapters 5, 7, 8, 10

3. identify technology resources available in schools and analyze how accessibility to those resources affects planning for instruction. (I, II)

IMovie2, digital camera, scanner, cd-rom burner, Image Editing, Audio Editing, Video Editing, PowerPoint

Chapters 5, 9

4. identify, select, and use hardware and software technology resources specially designed for use by PK-12 students to meet specific teaching and learning objectives. (I, II)

Software Evaluation, KidPix, Kidspiration, Inspiration

Chapters 2, 4, 7, 8, 9

5. plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for solutions. (II)

IT 371 Projects, Educational Methods Courses & Subject Methods Courses

Chapters 5, 7, 8, 9, 11

6. identify specific technology applications and resources that maximize student learning, address learner needs, and affirm diversity. (III, VI)

Lesson Plans; IT 371 Course Content

Chapter 1, 2, 11

7. design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI)

IT 371 Projects

Educational Methods Courses & Subject Methods Courses

Chapter 11

8. design and peer teach a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology. (II, III)

IT 371 Projects

Educational Methods Courses & Subject Methods Courses

No Chapters

9. plan and teach student-centered learning activities and lessons in which students apply technology tools and resources. (II, III)

IT 371 Projects

Educational Methods Courses & Subject Methods Courses

No Chapters

10. research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. (II, IV, V, VI)

World Wide Web; Reliability/Validity, ERIC; Various information resources

Chapter 4

11. discuss technology-based assessment and evaluation strategies. (IV)

School District Grading Systems

Chapters 2, 5, 9 (Spotlights)

12. examine multiple strategies for evaluating technology-based student products and the processes used to create those products. (IV)

Performance rubrics, Performance assessment, Authentic assessment

Chapter 2 (Spotlight, Focus) and Chapter 10 (Spotlight)

13. examine technology tools used to collect, analyze, interpret, represent, and communicate student performance data. (I, IV)

Gradebooks, Spreadsheets, School District Grading Systems

Chapter 5

14. integrate technology-based assessment strategies and tools into plans for evaluating specific learning activities. (IV)

Surveys, Reports, Data Forms, IT 371 Projects, Educational Methods Courses & Subject Methods Courses

Chapter 5 and Chapter 10 (Spotlight)

15. develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V)

Unit Portfolio, Dreamweaver, IT 371 Projects, Educational Methods Courses & Subject Methods Courses

No Chapters. This is a technology infused learning activity suitable for the final project as a Unit Portfolio to match IT 125 Intel Teach to the Future (ITTF) Unit Portfolio.

16. identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education. (V)

Online Instruction segments

Chapter 6

17. apply online and other technology resources to support problem solving and related decision making for maximizing student learning. (III, V)

Internet; WebQuests

Chapters 3, 6, 10

18. participate in online professional collaborations with peers and experts. (III, V)

Discussion Groups

Chapter 6
Keeping current via the Internet

19. use technology productivity tools to complete required professional tasks. (V)

Word processing, spreadsheets, databases, grading systems continued from IT 125

Chapter 5

20. identify technology-related legal and ethical issues, including copyright, privacy, and security of technology systems, data, and information. (VI)

Research topic, It 371 Course Content at every level.
Continued from IT 125

Chapter 11

21. examine acceptable use policies for the use of technology in schools, including strategies for addressing threats to security of technology systems, data, and information. (VI)

School District Policies from selected districts and/or Internet online

No Chapters

Obtain from selected school districts

22. identify issues related to equitable access to technology in school, community, and home environments. (VI)

Websites related to access, equity, adaptability, and special education

Chapters 1, 11

23. identify safety and health issues related to technology use in schools. (VI)

Related websites.
Continued from IT 125

Chapter 11

24. identify and use assistive technologies to meet the special physical needs of students. (VI)

Related websites.
Educational Methods Courses & Subject Methods Courses

Chapter 1

Compiled by Harvey Foyle for IT 371, Instructional Media, and correlated to ISTE Preprofessional Preparation standards and Mark Grabe & Cindy Grabe, Integrating Technology for Meaningful Learning, 3rd edition, Boston: Houghton Mifflin Company, 2001.


Required Materials:
Texts  
Integrating Technology for Meaningful Learning by Grabe & Grabe, 2001
Using PowerPoint in the Classroom, 2002.
Powerful Presentations in PowerPoint by Howell,

Recommended Text
The Non-Designer's Design Book, Robin Williams, 1994

Disks 
One Zip Disk (100MB - IBM or PC Formatted) [not 250MB] and one 3.5” floppy disk (1.4 MB)

Exams and Quizzes
Performance Based Tests (PBT) will be given in HyperStudio, and Dreamweaver. A PowerPoint Design quiz will be given. The final exam will focus on design elements and all assigned readings.

Final Exam Dates and Times: 10:00 TR (Monday, May 12 @ 8am) or 12:30 TR (Friday, May 16 @ 8am)

Grading:

Assessment Activities
Points
#1 - PowerPoint Slide Show Introduction, iMovie, IPR, & Design Quiz 
75
#2 - Educational Software Development with HyperStudio PBT
75
#3 - WebQuest Project and PBT
75
Reading Bullets or papers
50
Final Exam (Comprehensive Final)
25
Total points possible
300

Grading Scale:
 

Grade

Points

90 - 100%

A

  

80 - 89%

B

  

70 - 79%

C

  

60 - 69%

D

  
0 - 59%
F
  

Date

Topic

Due

x; 1/16

Intro (name tags, pics & sound files, ppt), Surveys, Course Design, NTC, Mac

x; x

1/21; 1/23

Finish NTC, Software Evaluation

IT 34-42 (standards), 65-73 (pedagogy); IT 120-149 (software categories & evaluation)

1/28; 1/30

Lab resources, Demo tips, Advanced PPT (terms-database, spreadsheet, keyboard, word wrap, cursor, formatting, template); iMovie Demo/Tutorial

IT 21 (research), 419-443 (IPR); IT 326, 328-349 (digital media)

2/04; 2/06

PPT & IMovie, Storyboard, Brainstorm; IPR

175-6, 190 (terms); x

2/11; 2/13

IPR Internet Search; Project Work

UP 57-87 & Storyboards; PPP 45-82 (special effects, design)

2/18; 2/20

Project Work; Project Work

x; x

2/25; 2/27

Project Work (discuss PPT readings and application); PPT Demos & Discovery School design quiz

design quiz; #1

3/04; 3/06

HyperStudio in an hour; #2 Introduction

x: IT 297-308 (HS), 360-9 (Software Design)

3/11; 3/13

Storyboard, Brainstorm (CRAP design & PPT design review); Project Work

x; x

3/25; 3/27

Project Work; Project Work

x; x

4/01; 4/03

Project Work; Demos

x; #2

4/08; 4/10

HyperStudio PBT & CRAP Design Test; #3 Introduction and WQ on WQs

x;x

4/15; 4/17

Web Page Lesson; Web Page Lesson

x; x

4/22; 4/24

Web surfing, evaluating, brainstorming and storyboards; Project work

Storyboard IT 81-3, 103-111 (HOTS), 214 (URL), 217-229 (searching); IT 232-8 (WQ), 245-6, 250-3 (optical disks)

4/29; 5/01

Project Work (CRAP design & PPT design review); Project Work

IT 386-397 (Web Development); Net Filtration Evaluation, WQ Proposal

5/06; 5/08

Project Work; Demos

x; #3

Finals Week

Web Editor PBTs & Final Exam

PBT & Final Exam

Classroom Policy:

OLD

Seventy (70) points will be deducted for each tardy.If you disagree with this policy, please hand me a post-it note with your name on it and what you feel the tardy policy should be before class starts. Please don't share this information with your friends. They can read. :)

Those who prefer not to take quizzes over assigned reading materials may opt out and write a 3 page synopsis of the material instead. This paper must be handed in before class begins.