Make your own free website on Tripod.com

TROY STATE UNIVERSITY ATLANTIC REGION
COURSE SYLLABUS
EDU 6607 – CURRICULUM INTEGRATION OF TECHNOLOGY

Term 3

January 5-March 16, 2003


INSTRUCTOR/PROFESSOR

Dr. Cynthia Sparks        
2404 Ballahack Rd.
Chesapeake, VA 23322
Home: 757-421-7346
Work: 757-547-0153 x199
FAX:  757-547-1346
e-mail: csparks@whro.net

MEETING LOCATION, DATES & TIMES:

The class will meet three weekends during Term3 from 4:30-9:30 on Friday night and 8:00-6:30 on Saturday in Building 143 computer lab, Norfolk.  Students must check in at the entry desk before reporting to the computer lab.  The dates of class are January 24/25, February 14/15 and March 14/15, 2003.  

CONSULTATION HOURS:

Dr. Sparks will be available in the assigned classroom before and after each class session.  She may be reached at 421-7346 (H) or 547-0153 ext. 199 (W) or anytime by E-mail. 

E-mail address:  csparks@whro.net

CATALOG COURSE DESCRIPTION:

This course covers evaluation, selection, and integration of educational software into elementary and secondary education curricula, taking into consideration teaching and learning styles while relating technologies to various disciplines, diverse models, and developmental levels.  Micro lessons are produced using multimedia-authoring tools.    

OVERALL OBJECTIVES/ PURPOSE

The student will be actively engaged in using the computer to create lessons infused with technology.  They will use three specific instructional methods that use the Internet as a mode through which classroom instruction is delivered.  In addition, students will fulfill the requirements for the Virginia Technology Standards for Instructional Personnel:

Standard 1

Operate a computer system and utilize software.

Standard 2

Apply knowledge of terms associated with education computing technology.

Standard 3

Apply productivity tools for professional use—word processing, databases, presentations tools, and spreadsheets.

Standard 4

Use electronic technologies to access and exchange information.

Standard 5

Identify, locate, evaluate, and use appropriate instructional technology-based resources (hardware and software) to support SOL and other instructional objectives.

Standard 6

Use educational technologies for data collection, information management, problem solving, decision-making, communications, and presentations within the curriculum.

Standard 7

Plan and implement lessons and strategies that integrate technology to meet the diverse needs of learners in a variety of educational settings.

 

 

METHOD OF INSTRUCTION:

This course will be taught in a computer lab with hands on activities. The class will require participation from students in exploring various ways to use the basic four application programs—word processing, spreadsheets, databases, presentation tools and the Internet to integrate technology into classroom instruction.  This class assumes that students have mastery of the basic skills of the four application programs.  Students will be using these programs to create integrated learning experiences for the classroom. 

STUDENT OUTCOMES/ COURSE LEARNING OBJECTIVES:

Upon completion of this course the student should be able to:

·         Acquire a technology vocabulary and knowledge of computer concepts.

·         Acquire an understanding of the impact of computers on classroom instruction.

·         Develop competence with and understanding of the role computers fill in the content oriented classroom.           

·         Develop competence in using computers in the area of education.

·         Develop a theoretical rationale for the use of computers in education.  

·         Demonstrate an understanding of the primary application of computers in education.

·         Gain exposure to real life experiences in designing and using computers in the classroom.

·         Gain exposure to uses of and be able to evaluate software for educational application.

·         Demonstrate the ability to integrate computer applications into specific content areas.

ENTRANCE COMPETENCIES:

Students have a varying degree of prior knowledge and experience using technology in the instructional program.  This is an intermediate level course and students are expected to have basic computer skills in basic programs (word processing, spreadsheets, databases, and presentations) as well as some understanding of the use of the Internet and web page development.

STUDENT REQUIREMENTS:

There will be a final exam that counts 25 % and demonstrates student’s skills.  A research paper (case study) on a topic of the student’s choice which counts 25%.  Three integrated lessons that display various techniques for using the Internet within the classroom will be created (guided tour 5%, scavenger hunt 10% and Web Quest 20%).  Each student will present/discuss one of the lessons with the class.  Each student is expected to evaluate three web sites that pertain to the specific area of content interest of the student (5% each—total 15%).

METHOD OF EVALUATION:

The student's overall performance will be established by completion of the specific objectives listed for the course. Class participation should be active and meaningful and will include attendance for a portion of the overall grade.

Guidelines for Website Review:

1.         Select three web sites relating to your instructional area.  The sites can relate to any subject of interest to you concerning technology and your content area.  The sites should reflect the lesson models under study:  guided tour, scavenger hunt, and WebQuest.

2.         Each review of a web site will be one page word processed, single spaced with bibliographical information in the upper right hand corner.

3.         The one page will include a concise summary of the content of the web site (site’s purpose, main points, etc.) and critique (your evaluation, comparisons, etc.).  The critique should relate to your job experience, general experience, and knowledge gained from other related readings.

4.         Sites for review should be dated 2000 or later.

Guidelines for Research Paper/Case Study

1.         Identify an educational environment or topic related to instructional technology appropriate for a review.  The topic for study can relate to any concept that you wish to study related to technology in your particular job.

2.         The length of the paper will depend on the depth of your study but will be double spaced with an introduction, purpose, summary, and bibliography.

3.         Research must be written according to the APA Publication Manual.

4.         Each study will include a final section summarizing knowledge gained (Executive Summary).

Guidelines for Lesson Plans and Presentation.

1.         Identify a topic for instruction which incorporates instructional technology in the lesson format.  The three design models are Internet Guided Tour, Internet Scavenger Hunt and Internet Web Quest.

2.         Plan and design the lessons to meet the design specifications of each model.  The final project will include a teacher page that includes: (to be discussed during class) lesson summary, objectives (SOL), expected student outcomes, vocabulary, materials needed, prerequisite skills, procedure, and evaluation.

3.         Select one design model and present the model to the class.

ASSIGNMENT OF GRADES:

Final letter grades are then calculated on the following basis:

A

90-100%

B

80-89%

C

70-79%

D

60-69%

F

<60%

Quality verbal participation with focus on the topic of discussion and written work is vital to your grade.  

 

 

ATTENDANCE POLICY:

Attendance is mandatory. No automatic cuts are authorized. Excessive absences will be reported to appropriate VA and military officials. Arrangements for excused absences must be made PRIOR to the absence.

INCOMPLETE GRADE POLICY:

A grade if "I" is not automatically assigned, but rather must be requested by the student by submitting to the instructor the Petition for and Work to Remove an Incomplete Grade form. An "I" can never be used in lieu of an "F" nor can an "I" be assigned because of excessive absences, with the exception that the student will make up the work by repeating all or part of the class in some subsequent term.

MAKE-UP WORK POLICY:

All classes missed must be made up, regardless of whether the absences were excused or unexcused. Make-up assignments will be given by the instructor on an individual basis.

REQUIRED TEXTBOOK(S) AND/OR OTHER MATERIALS:

None.  Web site address will be supplied where all handouts and notes will be posted.  Research as necessary to complete required assignments.

We will use HTML to code the web-based projects.  Either of the following books will help with basic HTML.


Recommended Text: 
Teach Yourself Visually HTML by Ruth Maran, Martine Edwards (Editor) OR

Creating Web Pages with HTML Simplified® 2nd Edition by Ruth Maran.

AMERICANS WITH DISABILITIES ACT (ADA):

Any student whose disabilities fall within the ADA must inform the instructor at the beginning of the term of any special needs or equipment necessary to accomplish the requirements of the course.

STANDARDS OF CONDUCT:

By their enrollment, students are responsible for following the TSU “Standards of Conduct” as they apply in the Troy State University Atlantic Region. Students may be disciplined up to and including suspension and expulsion for the commission of offenses in described on pages 34-35 of the Graduate Bulletin. As a reminder to TSU-AR graduate students, the “Standards of Conduct” regards dishonesty as an offense, which includes cheating and plagiarism. Students should carefully study the definitions of cheating and plagiarism:

1. Cheating includes:

a) Copying, or relying upon, another student’s answers or submitting another student’s work as one’s own, while completing any class assignment, study group assignment, or during in-class or take-home examinations.

b) Providing one’s own answers to another student while completing any class assignment, study group assignment (except where approved by the instructor due to the nature of the assignment itself), or during in-class or take-home examinations.

b) Using notes, books, or any other unauthorized aids during an examination, or holding an unauthorized discussion of answers during in-class examinations.

2. Plagiarism is submitting a paper, other required student course requirement in which the language, ideas, or thoughts are identical to published or unpublished material from another source, including material found on the Internet, without correctly giving credit to that source. A good rule of thumb for correctly crediting a source is found in the citation below:

"Quotation marks should be used to indicate the exact words of another. Summarizing a passage or rearranging the order of a sentence and changing some of the words is paraphrasing. Each time a source is paraphrased a credit for the source needs to be included in the text. … The key element of this principle is that an author does not present the work of another as if it were his or her own work. This can extend to ideas as well as written words." (Publication Manual of the American Psychological Association, 1994, pp.293-4.)

 

While computers and the Internet allow students to cut and paste work from other material, new software is making it easier for universities to detect plagiarism. Instructors may screen electronic versions of student assignments using the detection software.  To avoid the pitfalls of plagiarism, students are strongly encouraged to review information on it available through Troy State University Writing Center resources (http://www.troyst.edu/writingcenter/) at the Purdue University Online Writing Lab.

LIBRARY SUPPORT:

Go to http://www.tsuar.edu/ select Library Services and then TSU Atlantic Region Hampton Roads Area Library Guide

THE TROY STATE UNIVERSITY ATLANTIC REGION LIBRARY IS LOCATED AT THE LANGLEY AFB, BATEMEN MEMORIAL LIBRARY: 

42 Ash Ave., Langley AFB

TELEPHONE:    Circulation: (757) 764-2906; (757) 764-2907; (757) 764-2908 DSN: (88) 574-2906 (88) 574-2907; (88) 574-2908

TSU LIBRARIAN: Susan Cornett: (757) 766-1468 (Leave Message); FAX: (757) 764-3315

E-MAIL:      LangleyLibraryRef@excite.com

HOURS:            Monday - Thursday 10:00 a.m. to 9:00 p.m.

Friday - Sunday 10:00 a.m. to 6:00 p.m.

Holidays Closed

 

SCHEDULE OF ASSIGNMENTS:

 

Date

Topic

Assignment

Class 1

E-mail, the web as a classroom tool; Introduction to design models for lessons using the Internet

E-mail the instructor giving her the address and a self-assessment of your computer skills and experiences.

Class 2

Standards and how to teach to them.  Virginia Standards of Learning.  Introduction to Internet Guided Tours

Create a simple guided tour of a topic from your area of content.

Class 3

NTEQ Model, Introduction to Internet Scavenger Hunts

Create a 10 question scavenger hunt of a topic from your area of content

Class 4

Brain based research and Internet Web Quests

Create a Web Quest on a topic from your area of content.

Class 5

Simulations and Integrating technology into the classroom

Finish the revisions of your three basic lesson models from the Internet.

Class 6

Final Project presentations

Final Exam (afternoon)*

Lesson Plans and research paper due.