Assessment
of Computer Technology Competency, Level I
ETEC 411 serves as an alternative to ETEC 444 and is
appropriate only for students who are already familiar with the material
covered in that course. This assessment course provides students seeking
preliminary teaching credentials with an opportunity to meet the California
Level I computer technology requirement by a performance assessment.
Recommended
text
Shelly,
G. B., Cashman, T. J., Gunter, R. E., & Gunter, G. A. (2004). Teachers
discovering computers: Integrating technology in the classroom. (3rd ed.).
Web site accompanying the text: http://www.scsite.com/tdc3/
Additional recommended readings
(available from the World Wide Web)
·
Becker, H. J. (2000, November 15). Findings from the
teaching, learning, and computer survey: Is Larry Cuban right? Educational
Policy Analysis Archives. Retrieved August 30, 2004, from http://epaa.asu.edu/epaa/v8n51
·
Cuban, L. (2001). Oversold and underused: Computers
in the classroom.
·
Lonergan, J. M. (2000, October). Internet access and
content for urban schools and communities. Archive of ERIC Clearinghouse on
Urban Education publications. Retrieved August 30, 2004, from Columbia
University Web site: http://iume.tc.columbia.edu/eric_archive.asp?show=1
(Look for Number 157)
·
Moskal, Barbara M. (2003). Recommendations for
developing classroom performance assessments and scoring rubrics. Practical
Assessment, Research & Evaluation, 8(14). Retrieved August 30, 2004, from http://PAREonline.net/getvn.asp?v=8&n=14
·
Pea, R., & Cuban, L. (1998). The pros and cons
of technology in the classroom. Retrieved August 30, 2004, from SRI
International, TAPPED IN Web site: http://www.tappedin.org/info/teachers/debate.html
·
Stake, R. (1998, July 21). Some comments on
assessment in U.S. Education. Educational Policy Analysis Archives, Retrieved
August 30, 2004, from http://olam.ed.asu.edu/epaa/v6n14.html
·
Lamb, A. (2000). Project, Problem, and Inquiry-based
Learning. Retrieved October 4, 2004,
from http://eduscapes.com/tap/topic43.htm
·
Warschauer, M. (2000, January 7).
Technology and school reform: A view from both sides of the tracks. Educational
Policy Analysis Archives, 8. Retrieved August 30, 2004, from http://epaa.asu.edu/epaa/v8n4.html
Course
Objectives
1.
Demonstrate knowledge of computer hardware and
software terminology
2.
Demonstrate competency in operating computer
hardware
3.
Implement troubleshooting techniques
4. Demonstrate
an understanding of legal and ethical issues associated with computer
technology
5. Demonstrate
knowledge of copyright issues
6. Demonstrate
knowledge of privacy, security, and safety issues
7.
Use presentation software (e.g., PowerPoint,
HyperStudio, Kidpix)
8.
Use computer-based collaborative tools (e.g.,
e-mail, listservs, newsgroups)
9.
Demonstrate competence in using of electronic
research tools
10. Evaluate
the authenticity, reliability, and bias of information
11. Use a
database to assist in classroom administration (e.g., mail merge letter to
parents)
12. Use a
spreadsheet for keeping records of grades
13. Publish
Web pages and begin an electronic teaching portfolio
14. Utilize
key Web sites for teachers
15. Communicate
through printed media (e.g., newsletter to parents)
16. Demonstrate
an understanding of appropriate uses of computer technology in education,
including collaborative, inquiry-oriented, constructivist, and other teaching
approaches
17. Demonstrate
an understanding of strategies for using productivity applications
(spreadsheets, databases, word processing) in lessons
18. Analyze
"best practices" and research findings on the use of computer
technology and design lessons accordingly
19. Evaluate
and select software and electronic resources for their relevance,
effectiveness, alignment with content standards and student needs
20. Demonstrate
a critical understanding of pros and cons of computer technology in education
21. Identify
strategies for integrating computer technology in diverse classrooms
22. Identify
assistive computer technologies for people with a range of disabilities
23. Identify
issues associated with equitable access to technology
24. Identify
issues associated with educational computer technology and gender
25. Manage
student learning activities in computer technology-enhanced environments,
including single- and multiple-computer settings
26. Manage
computer technology resources
|
Assessments |
|
|
|
Multiple-choice
examination,
covering basic computer operations and concepts, technology integration,
copyright, security, and societal issues, etc. |
50 |
25% |
|
Hands-on
demonstrations / performances, e.g., creating a spreadsheet and a PowerPoint
presentation |
50 |
25% |
|
BeachBoard
Discussion: (1)
educational technology in relation to school reform, (2) societal issues,
including appropriate and inappropriate uses of computers, and issues of
equity and access to computers; (3) pros and cons of educational technology |
20 |
10% |
|
Electronic
Portfolio: |
70 |
35% |
|
0. Index |
|
|
|
1.
Identify at least three Web sites for classroom instruction and
describe strategies for using them |
5 |
|
|
2. Evaluate an educational software
title using established criteria |
5 |
|
|
3. Identify and critique three
WebQuests (on-line interactive research and synthesis using a variety of
resources) |
10 |
|
|
4. Use a spreadsheet application to
create an electronic grade book |
10 |
|
|
5. Design
a lesson that integrates word processing and the Internet |
10 |
|
|
6. Design
a lesson that integrates a multimedia presentation software (such as
PowerPoint, HyperStudio, and Keynote) |
10 |
|
|
7. Design a professional teacher's
Web page (including scanning and digital photography) with lesson plans and
resources for students |
20 |
|
|
Portfolio presentation/
interview |
10 |
5% |
|
Total |
200 |
100% |
|
Grade |
Percent |
Points |
|
A |
90-100% |
180-200 |
|
B |
80-89% |
160-179 |
|
C |
70-79% |
140-159 |
|
D |
60-69% |
120-139 |
|
F |
0-59% |
0-119 |
Writing: College-level writing is expected. The grades for some assessments will be
based, in part, on writing.
Out-of-class activities: You should make
arrangements for out-of-class activities, including video assignments, BeachBoard
discussions, etc.
On-campus
Computer Resources:
|
Academic Computing Services http://www.csulb.edu/divisions/aa/academic_technology/acs/ EDPAC Computer Labs: LA1-206 and 207 |
Technology Help Desk
Phone: 562-985-4959 Email: helpdesk@csulb.edu |
Late assignments: No assignment will be accepted
after 1 PM on October 16th, 2004.
Participation/attendance/classroom courtesy:
Do not take this class if your
work schedule is in conflict with any portion of the class. It is your responsibility to obtain materials
covered in class when you are absent. In
case of illness or emergency, within a week, please provide written evidence
(e.g., a doctor’s note) for verification.
Before entering the lab, please make sure that your cell phone is turned off. Ringing phones are very destructive to a class or an exam in session. Also, please do not bring children or friends to the class. Only those who sign up for the class have the privilege of staying.
Registration/withdrawal: See the Schedule of Classes
for registration and withdrawal policies and procedures. After September 13, 2004, you must
demonstrate serious and compelling reasons to withdraw from a class, and
“serious and compelling” is defined more narrowly as the semester progresses.
Students with disabilities: Students with
disabilities who need reasonable modifications, special assistance, or
accommodations in this course should promptly direct their request to the
course instructor. If a student with a
disability feels that modifications, special assistance, or accommodations
offered are inappropriate or insufficient, he/she should seek the assistance of
the Director of Disabled Student Services on campus.
To avoid plagiarism, you should credit your sources
and quote, paraphrase, or summarize the original texts, from which you borrow
ideas. Refer to the Publication Manual
of the American Psychological Association (5th ed.) for proper citation
formats. When citing electronic
references, you may also refer to the guidelines found at the following Web
page: Electronic Reference Formats Recommended by the American Psychological Association
(http://www.apastyle.org/elecref.html). For examples of plagiarism, see Earl Babbie’s
Web page on this topic at http://www.csubak.edu/ssric/Modules/Other/plagiarism.htm. Some assignments may be scanned using Turnitin.
-
Students asking for a make-up final need to provide
legitimate reasons as well as written evidence for verification. A make-up final will be subjected to a 20%
penalty.
§
A CSULB Internet account, available free by filling
out a form at http://www.csulb.edu/namemaster
or at the
§
An EDPAC login (for the hands-on exam)
§
A scantron: Form No. 882-E (for the multiple-choice exam)
§
A CD-ROM (for the electronic portfolio)
|
Week |
Date |
Topic/ Activity |
|
1 |
9/11
|
Introduction
|
|
§
Course overview §
Assessment formats §
Guidelines for developing an electronic portfolio §
BeachBoard account, CSULB Internet/ e-mail account, & EDPAC
login §
Sample practical exam: hands-on procedures |
||
|
2-5 |
--
|
Out-of-Class
Activities
|
|
§
Video assignments ü
Learn and Live ü
Digital Divide §
BeachBoard discussion §
Consultation sessions (October 7 & October 14, from 10:30 AM to
12 PM) |
||
|
6 |
10/16 |
Assessments |
|
§
Multiple-choice items §
Hands-on computer procedures §
Portfolio interview |
Theme:
Teaching for…
·
Life-long Learning
·
Professional Growth
·
Social Responsibility
Our mission is to foster a learning and teaching
community committed to educational excellence. Our community
·
Promotes intellectual, personal, and interpersonal
growth for all students;
·
Prepares socially responsible leaders for a rapidly
changing, technologically-rich world;
·
Values diversity and prepares students for a diverse
world;
·
Serves and collaborates with other educators and the
community;
·
Promotes school improvement for all students; and
·
Engages in research, scholarly activity, and ongoing
evaluation.