Educational Technology 444

Computer Technology in Education, Level I

ETEC 444 provides hands-on experience with educational applications of computers and experience integrating computer technology into teaching. The course emphasizes a perspective in which technology is used to support an educational philosophy involving constructivist and student-centered learning, with the teacher serving as designer, manager, and facilitator.

Required text

Shelly, G. B., Cashman, T. J., Gunter, R. E., & Gunter, G. A. (2004). Teachers discovering computers: Integrating technology in the classroom. (3rd ed.). Boston, MA: Course Technology.

Web site accompanying the text: http://www.scsite.com/tdc3/

Additional required 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 January 23, 2005, from http://epaa.asu.edu/epaa/v8n51

· Conradson, S., & Hernández-Ramos, P. (2004). Computers, the internet, and cheating among secondary school students: some implications for educators. Practical Assessment, Research & Evaluation, 9(9). Retrieved January 24, 2005 from http://PAREonline.net/getvn.asp?v=9&n=9

· Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press. Retrieved January 23, 2005, from Harvard University Web site: http://www.hup.harvard.edu/pdf/CUBOVE.pdf

· Lonergan, J. M. (2000, October). Internet access and content for urban schools and communities. Archive of ERIC Clearinghouse on Urban Education publications. Retrieved January 23, 2005, 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 January 23, 2005, 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 January 23, 2005, from SRI International, TAPPED IN Web site: http://www.tappedin.org/info/teachers/debate.html

· Lamb, A. (2000). Project, Problem, and Inquiry-based Learning. Retrieved January 23, 2005, 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 January 23, 2005, from http://epaa.asu.edu/epaa/v8n4.html

Additional readings as assigned.

Recommended readings

· Becker, H. J. (2000). Who’s wired and who’s not. Retrieved January 23, 2005, from University of California, Irvine Web site: http://www.gse.uci.edu/doehome/DeptInfo/Faculty/Becker/packard/saveall.html#top

· Kelley, L., & Ringstaff, C. (2002). The learning return on our educational technology investment: A review of findings from research. Retrieved January 23, 2005, from WestEd Web site: http://www.WestEd.org/online_pubs/learning_return.pdf

· National educational technology standards for students. (n.d.) Retrieved January 23, 2005, from International Society for Technology in Education Web site: http://cnets.iste.org/students/s_stands.html

· Moller, R. M. (2000). Profile of California computer and Internet users. Retrieved January 23, 2005, from California State Library Web site: http://www.library.ca.gov/crb/00/01/00-002.pdf

Course Goals

1. To obtain computing skills and use computers as tools to support learning and instruction

2. To develop skills in critiquing the current educational practices of computer technology

3. To apply understanding of computer technology in specific educational contexts

Course Objectives

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

· Use computer applications to manage records (i.e., use a spreadsheet for grades and mail merge letter to parents)

· Interact with others using e-mail

· Demonstrate competence in the use of electronic research tools

· Use a computer application to manipulate and analyze data

· Communicate using a variety of media, including creating and publishing Web pages and creating a PowerPoint presentation

· Interact and collaborate with others using computer-based collaborative tools

· Demonstrate knowledge of computer hardware and software terminology

· Demonstrate basic troubleshooting skills

· Analyze "best practices" / research findings on the use of computer technology and design lessons accordingly

· Evaluate and select software and electronic resources for their relevance, effectiveness, and alignment with content standards and student needs

· Demonstrate knowledge of copyright issues

· Demonstrate knowledge of privacy, security, and safety issues

· Demonstrate knowledge of legal, ethical, and social issues concerning computer-based technology

· Demonstrate a critical understanding of the pros and cons of computer technology in education

· Demonstrate an understanding of appropriate uses of computer technology in education, including inquiry-based and constructivist approaches

· Use technology in lessons to increase each student's ability to plan, locate, evaluate, select, use information to solve problems

· Identify uses of technology for diverse learners

· Identify issues associated with using technology effectively in multicultural and urban classrooms

· Manage student learning activities in computer technology-enhanced environments, including single- and multiple-computer settings

· Manage computer technology resources

Grading and Assignments

Assignments	95	47.5%
1. Email and Internet exploration	3
2. Information resources for educators	3
3. Web Quests	7
4. Inquiry-based learning	7
5. Software evaluation	10
6. Spreadsheets	10
7. PowerPoint	10
8. Web publishing	20
9. Technology-based lesson plan	15
10. Teaching technology lessons to the class	10
Quizzes	25	12.5%
Mid-term Exam	20	10%
Final Exam	40	20%
Participation: lab work, preparation for class discussions, attendance	20	10%
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

Questions regarding the grade of an assignment or a quiz should be directed to the instructor within one week after each grade is received.

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

Out-of-class activities: According to the Schedule of Classes, “Average students need three hours of classroom and study time per week for every unit they take.” To obtain an average grade in this class, you should plan to set aside at least five hours per week outside of class for readings and homework assignments. Because most of the assignments require the use of a computer, you should familiarize yourself with the computer facilities easily accessible to you, whether on campus, at work, or in your community, if you do not have a computer at your residence.

On-campus Computer Resources:

Academic Computing Services http://www.csulb.edu/divisions/aa/academic_technology/acs/

Technology Help Desk http://helpdesk.csulb.edu Phone: 562-985-4959 Email: helpdesk@csulb.edu

Late assignments: You are strongly encouraged to keep up with assignments and turn them in on time. If you are working on a different assignment from everyone else during a lab session, you may miss out on useful help and assistance. Assignments are due at the beginning of 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 13, 2005.

Participation/attendance/classroom courtesy:

Absences, tardiness, and early exits are inadvisable. Do not take this section if your work schedule is in conflict with any portion of the class. Because most of the class activities are hands-on and 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 unexcused absence subtracts 3 points from the grade, up to a maximum of 15 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 receive full credit for participation, you are expected to attend class consistently, arrive on time, be prepared for class discussions, and participate actively and appropriately in class activities. An atmosphere of constructive dialog and exchange of differing viewpoints is encouraged. To prepare for class discussions, students are expected to have read assigned readings.

 Before entering the classroom/lab, please make sure that your cell phone is turned off. Ringing phone are very destructive to a class in session. Also, please do not bring children or friends to the class. Only those who sign up for the section have the privilege of staying. Those who would like to audit should file an application.

Buddy system: You are encouraged to collaborate with your fellow students and help each other to succeed in this class. However, you must complete individual assignments on your own, though you may exchange ideas and seek help for problem-solving. Please find at least two fellow students with whom you could study. They could also fill in information that you might have missed! Record their names and contact information in the following table:

Name	Phone Number and/or E-mail Address

Registration/withdrawal: See the Schedule of Classes for registration and withdrawal policies and procedures. After February 7, 2005, 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.

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/quiz/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, 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.

Quizzes: Scheduled quizzes on readings or lab procedures will be given at the beginning of the class. You are allowed to drop one lowest grade, but no makeup quiz is possible.

Final exam:

- Date and time: May 18 (Wednesday), 5:00 – 7:00 PM

- Format: Short-answer and/or essay questions that cover all assigned readings and demonstration of lab procedures

- Students asking for an early or 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 10% penalty.

Required Materials

§ At least 2 high-density 3 1/2 inch computer diskettes or a USB flash drive (preferred), which you should bring to class daily.

§ A CSULB Internet account, available free by filling out a form at http://www.csulb.edu/namemaster or at the Help Desk Walk-in Service Center in Horn Center. Bring your user name and password to the second class meeting. Your Internet account comes with free space on the campus server for creating a Web page. Even if you have a non-CSULB account, you should get a CSULB account. A CSULB account is required for Web publishing activities; non-CSULB accounts work differently.

Schedule

Week	Topic/Reading/Lab Activity
1	Introduction
	Course Overview Lab: Technology Survey (http://ctap2.iassessment.com); Word Processing; Internet Account (http://www.csulb.edu/namemaster); Lab Account (http://edpaclabs/requestlogin)
2	Computers and Educational Reform, E-mail and the Internet
	Reading: Chapter 1: Introduction to Using Computers in Education Lab: Email and Internet exploration
3	Information Resources for Educators
	Quiz 1 Due: Assignment 1, Email and Internet Exploration Reading: Chapter 4: Hardware for Educators Lab: Basic trouble shooting techniques; Information Resources for Educators
4	Web Quests: Using the Web for Collaborative Investigations
	Quiz 2 Due: Assignment 2, Information Resources for Educators Reading: Chapter 6: Technology and Curriculum Integration The Web Quest Page http://webquest.sdsu.edu/webquest.html Activity: Web Quest about Web Quests
5	Inquiry-Based Learning and the Internet
	Quiz 3 Due: Assignment 3, Web Quests Reading: Chapter 2: Communications Networks, the Internet, and the World Wide Web Project, Problem, and Inquiry-based Learning http://arctic.alaska.edu/ARCTICweb/resources/inquiry/project_problem_inquiry.html Activity: Learning Networks; Beachboard Lab: Introduction to Inspiration
6	Evaluation of Software and Web Resources
	Due: Assignment 4, Inquiry-based Learning Reading: Chapter 5: Integrating Multimedia and Educational Software Applications Lab: Evaluation of Software and Web Resources
7	Spreadsheets, Electronic Gradebook
	Quiz 4 Due: Assignment 5, Software Evaluation Reading: Moskal, Barbara M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. http://PAREonline.net/getvn.asp?v=8&n=14 Conradson, S., & Hernández-Ramos, P. (2004). Computers, the Internet, and cheating among secondary school students: Some implications for educators. http://PAREonline.net/getvn.asp?v=9&n=9 Activity: Presentations of evaluated software Lab: Spreadsheets
8	Technology Integration
	Quiz 5 Due: Assignment 6, Spreadsheets Reading: Chapter 7: Evaluating Educational Technology and Integration Strategies Activity: A hands-on lesson integrating spreadsheets and problem solving Lab: Introduction to PowerPoint
9	Spring Recess
10	Technology & Diverse Learners
	Mid-term Exam Reading: Warschauer, M. (2000, January 7). Technology and school reform: A view from both sides of the tracks. http://epaa.asu.edu/epaa/v8n4.html Lonergan, J. M. (2000, October). Internet access and content for urban schools and communities. http://iume.tc.columbia.edu/eric_archive.asp?show=1 Activities: Assistive Technology; Technology and Diverse Learners
11	Web Publishing
	Due: Assignment 7, PowerPoint Presentation; Oral PowerPoint Presentation Reading: Chapter 3: Application Software; Productivity Tools for Educators Lab: Web publishing
12	Web Publishing
	Blogger (http://www.blogger.com) Lab: Web publishing

13	Technology and the Role of the Teacher / Professional Development
	Due: Assignment 8, Web publishing Reading: Chapter 8: Security Issues, Ethics, and Emerging Technologies in Education Activities: Oral Presentation of Web Pages Forming teams for debate Tapped In: A Web-based Professional Development Resource for Educators http://ti2.sri.com/tappedin/index.jsp
14	Pros and Cons of Educational Technology
	Reading: Cuban, L. (2001). Oversold and Underused [Chapter 6] http://www.hup.harvard.edu/pdf/CUBOVE.pdf The Pros and Cons of Technology in the Classroom http://www.tappedin.org/info/teachers/debate.html Becker, H. J. (2000). Findings from the teaching, learning, and computer survey: Is Larry Cuban right? http://epaa.asu.edu/epaa/v8n51 Activities: Class discussion of pros and cons of educational technology Forming teams for teaching lessons
15	Preparing Technology-based Lessons
	Lab: Preparing lesson plans
16	Teaching Technology-based Lessons
	Due: Assignments 9 & 10, Teaching technology lessons to the class Lab: Teaching technology-based lessons
17	Final Exam

This course reflects the following theme and mission established for the College of Education at California State University, Long Beach:

Theme:

Teaching for…

· Life-long Learning

· Professional Growth

· Social Responsibility

Mission:

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.