ETEC 510 Foundations of Education Technology

 

 

ETEC 510 introduces major developments in the field of educational technology.  Students will survey professional standards, theoretical approaches, instructional design processes, research trends, and prominent issues in the field.  Students will incorporate social, historical, psychological, and philosophical perspectives in the study of educational technology.  The class does not teach computer applications, but students are expected to build on the computer knowledge and skills covered in ETEC 444, ETEC 411, or an equivalent course.

 

Prerequisite

ETEC 411, 444, or equivalent experience satisfying the California Level I computer technology standard

 

Required readings

Available as follows:

1785 Palo Verde Ave. Ste. H, Long Beach

(562) 431-9974

M.- Th. 8 am – 8 pm; F. 8 am – 7 pm; Sat. & Sun. 10 am – 6 pm

 

Additional online readings as assigned.

 

Student-based Learning Outcomes

Upon successful completion of this course, students will be able to

1.       Identify pioneering projects, recent developments, and current trends in the history of educational computing in the United States.

2.       Demonstrate general understanding of the field of educational technology.

3.       Apply findings from innovation research and models of change in analyzing the diffusion of educational technology.

4.       Apply multiple views on technology to analysis of policies and practices concerning educational technology.

5.       Analyze the roles that technology plays in educational reform.

6.       Analyze research findings and identify research methods used in the field.

7.       Identify learning and instructional theories and their applications to technology-enhanced instruction.

8.       Identify and analyze prominent issues in educational technology.

 

Grading and Assignments

Assignments

110

55%

1. Educational technology timeline (group)

 10

 

2. Plan for professional development (individual)

10

 

3. Educational reform and technology (group)

10

 

4. Diffusion of innovation (individual or group)

20

 

5. Design of instruction: Theory to practice (group) - e-portfolio

20

 

6. Research methods used in the field (group)

20

 

7. Final project and presentation (individual or group) - e-portfolio

20

 

Written Final Exam

30

15%

Participation, readings/ preparation for discussions, attendance

60

30%

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: The grades for some assignments will be based, in part, on writing.  All written assignments are expected to be word-processed, unless noted otherwise.

 

On-campus Resources:

Library and Academic Technology Services

http://www.csulb.edu/divisions/aa/academic_technology/acs/

 

Writer’s Resource Lab

http://www.csulb.edu/colleges/cla/departments/english/wrl/
Technology Help Desk http://helpdesk.csulb.edu

Phone: 562-985-4959; Email: helpdesk@csulb.edu

 

College of Education Professional Development Series – See BeachBoard for more information

 

Late assignments: You are strongly encouraged to keep up with assignments and turn them in on time.  The class will discuss most of the assignments, which will be a basis for your final project.  Assignments are due at the beginning of class.  For certain specified assignments, please make a copy available online to share with your peers.  If you turn in your assignments late, you will miss valuable feedback from the class.  Assignments up to one week late will be subject to a 10% penalty.  Assignments that are two or three weeks late are subject to a 20% penalty. Assignments beyond three weeks late may only be accepted by special arrangement with the instructor, and are subject to a 30% penalty.  Assignments cannot be accepted after the last day of instruction, May 15, 2009.

 

Participation/attendance/class courtesy:

Absences, tardiness, and early exits are inadvisable.  Because most of the in-class activities are collaborative, there is no possible makeup for the activities that you missed.  It is your responsibility to obtain materials covered in class when you are absent.  During the semester, you are allowed one "free" absence.  Beyond that, each absence subtracts 3 points from the grade, up to a maximum of 20 points.  In case of illness or emergency, within a reasonable time frame, please provide written evidence (e.g., a doctor’s note) for verification.  Retroactive notes provided at the end of the semester to account for an absence in the third week, for example, are not considered valid.   

To prepare for discussions, students are expected to have read assigned readings.  An atmosphere of constructive dialog and exchange of differing viewpoints is encouraged.  To receive full credit for participation, you are expected to attend class and join the online sessions consistently, arrive on time, be prepared for discussions, and participate actively and appropriately in activities.  The online participation grade will be based mainly on the quantity, quality, relevance, and writing of the postings throughout this course.  Please submit your online postings before the specified deadline.  Participation points will not be given to postings submitted after the deadline.

Before entering the classroom/lab, please make sure that your cell phone is turned off (or in “vibrate” mode).  Ringing phones are very destructive to a class in session.  When you join online discussions, please observe basic “netiquette.”

 

Group activities:  Students are expected to participate in group work assigned throughout the course.  These activities will focus on topics and readings assigned for each session.  Each group will share responsibility for completing the assignment given and for preparing and delivering a brief presentation to the class.  Students are expected to participate in class discussions and to share leadership responsibilities in group work. 

 

Policy for withdrawal:  Withdrawal during the last 3 weeks of instruction is not permitted, except due to circumstances that are beyond the student's control, and the assignment of an Incomplete grade is not practical.  Students will need approval from the instructor, Dept. Chair, Dean, and Provost's office to withdraw at this time in the semester.  Refer to the current California State University, Long Beach Catalog of Undergraduate and Graduate Studies for more detailed guidelines.

 

Students with disabilities:  Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course should 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.

 

Cheating and plagiarism:

See the Schedule of Classes for definitions of cheating and plagiarism.  Depending on the circumstances, penalties may include a zero score on the involved assignment/exam, an “F” for the course, and/or referral to the Office of Judicial Affairs.  In some cases, the Office of Judicial Affairs may impose possible probation, suspension, and/or expulsion.

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, also refer to the guidelines found at the following web site: APAStyle.org (http://www.apastyle.org/elecref.html).

 

Final exam:

Date and time – May 19 (Tuesday), 5:00 – 7:00 PM

Format - Short-answer and essay questions that cover all assigned readings

            (A make-up final will be subjected to a 10% penalty.)

 

Schedule

1

1/27

f2f

Introduction to the Course

 

2

2/3

online

History of Educational Computing

 

3

2/10

f2f

Performance Standards and Ethics

Assignment 1 due

4

2/17

online

Diffusion of Innovation

Assignment 2 due

5

2/24

f2f

Educational Reform and Technology

 

6

3/3

online

Multiple Views on Technology

Assignment 3 due

7

3/10

f2f

Major Learning Theories & Instructional Design

Assignment 4 due

8

3/17

online

Instructional Design Process

 

9

3/24

f2f

Media and Learning

Assignment 5 due

 

3/31

no class

Spring Recess

10

4/7

f2f

Research Trends in the Field

 

11

4/14

online

Evaluation of Educational Technology

 

12

4/21

f2f

Questions Concerning Technology

Assignment 6 due

13

4/28

online

Prominent Issues in the Field

 

14

5/5

f2f

Presentations of Final Projects

Final Project due

15

5/12

online

Recent Development

 

16

5/19

f2f

Final Exam

 

   

College of Education Mission Statement:   

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.