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TROY STATE UNIVERSITY ATLANTIC
REGION Term 3 January 5-March 16, 2003 |
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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:
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Standard 1 |
Operate a computer system and utilize software. |
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Standard 2 |
Apply knowledge of terms associated with education
computing technology. |
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Standard 3 |
Apply productivity tools for professional use—word
processing, databases, presentations tools, and spreadsheets. |
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Standard 4 |
Use electronic technologies to access and exchange
information. |
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Standard 5 |
Identify, locate, evaluate, and use appropriate
instructional technology-based resources (hardware and software) to support
SOL and other instructional objectives. |
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Standard 6 |
Use educational technologies for data collection,
information management, problem solving, decision-making, communications, and
presentations within the curriculum. |
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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:
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Acquire a technology vocabulary and knowledge of computer
concepts.
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Acquire an understanding of the impact of computers on
classroom instruction.
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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.
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Develop a theoretical rationale for the use of computers in
education.
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Demonstrate an understanding of the primary application of
computers in education.
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Gain exposure to real life experiences in designing and
using computers in the classroom.
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Gain exposure to uses of and be able to evaluate software
for educational application.
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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:
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A |
90-100% |
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B |
80-89% |
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C |
70-79% |
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D |
60-69% |
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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
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Topic |
Assignment |
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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. |
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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. |
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Class 3 |
NTEQ Model, Introduction to Internet Scavenger Hunts |
Create
a 10 question scavenger hunt of a topic from your area of content |
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Class 4 |
Brain based research and Internet Web Quests |
Create a Web Quest on a topic from your area of content. |
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Class 5 |
Simulations and Integrating technology into the classroom |
Finish the revisions of your three basic lesson models
from the Internet. |
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Class 6 |
Final Project presentations Final Exam (afternoon)* |
Lesson Plans and research paper due. |