EDUC 152: Educational Technology 

Spring/Fall Semesters                                                                Lyn C. Howell, Ph. D.                    Milligan College                                                                     FOB 101, 461-8484                            Clark 101                                                                                       lchowell@milligan.edu                            M: 9:05, 10:10  Lab available W,F 9-11 

COURSE DESCRIPTION:

Applications of technology for use in the P-12 classroom and for the teacher's record keeping and research. 

MILLIGAN COLLEGE TEACHER EDUCATION MODEL:

Milligan College teacher education faculty has adopted a dynamic, organic model represented by a drawing of a living tree. The theme, “A teacher as a reflecting and caring person” describes how a teacher implements the Christian values, knowledge, and interpersonal skills developed through study and experience. The teacher guides constructivist students who can think and plan. Aware of the worth of children and the importance of their development, the teacher models a caring support for their growth. This model is a strategy to synthesize teacher education beliefs and to activate current knowledge base in the Milligan College curriculum. Basic Assumptions relate to the ”roots” of the Milligan tree, and include the heritage of the unit and instruction, the professional education knowledge base, content knowledge in various programs of study, and the context of our ongoing work with partner schools in the community and region. Basic Intentions relate to the “trunk and limbs” of the Milligan tree, and focus on our commitment to produce high quality, reflective and caring teachers whose effects promote learning in all P-12 students. Basic Expectations relate to the “fruit” of the Milligan tree, and focus on the performance outcomes of our programs of study and their impact on P-12 student learning.

TEXTS/READINGS:

Valmont, W. J. (2003). Technology for literacy teaching and learning. Boston, New York: Houghton Mifflin Company.

Various Internet sites

You will need at least 2 computer disks.

 OBJECTIVES:

Objectives for this course are as follows:

  1. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students - http://cnets.iste.org/index2ss.html ).
  2. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
  3. Model and teach legal and ethical practice related to technology use.
  4. Promote safe and healthy use of technology resources
  5. Facilitate technology-enhanced experiences that address content standards and student technology
  6. Identify and locate technology resources and evaluate them for accuracy and suitability.
  7. Use technology resources to engage in ongoing professional development and lifelong learning standards
  8. Use technology to support learner-centered strategies that address the diverse needs of students
  9. Apply technology to develop students' higher order skills and creativity
  10. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

 

COURSE REQUIREMENTS:

The expectation is for active participation. Part of your job is to participate in both oral and written form, in both large and small group assignments. Ask about those points you don’t understand and consider how to paraphrase in order to help classmates. A portion of your grade will be based on your presence and participation.

 Additional requirements include:                                                                Demonstrate use of email, word processing and spreadsheet programs                        Take part in discussion board and chat room                                                             Define and explain use of copyright laws                                                                Evaluate educational software                                                                            Evaluate web sites                                                                                                Create a class newsletter/brochure                                                                            Join and report on an appropriate listserv                                                        Demonstrate the use of PowerPoint                                                                        Create a WebQuest                                                                                            Develop a unit plan incorporating technology

ASSIGNMENTS:

Copyright presentations                     Excel, Word assignments 
Software/site evaluations                  Newsletter/brochure
PowerPoint presentations                  WebQuest
Listserve report                                Technology Infused Lesson Plan

For further discussion of assignments, check Blackboard.

EVALUATION/GRADING POLICY:

Assignments are due on the assigned date. Assignments not turned in on the due date will incur a substantial penalty. Assignments over a week late will not be accepted.

Points :
Attendance/Participation (including discussion board, chat room), quizzes, final 15%
Demonstrate use of email, word processing, and spreadsheet programs 20%
Evaluate educational software, web sites, list serve, copyright info 20%
Demonstrate the use of PowerPoint 10%
Create class newsletter/brochure 10%
Create a WebQuest and unit plan incorporating technology 25%  

A = 94+                                   A- = 92+                  B+ = 90+
B = 84+                                   B- = 82+                  C+ = 80+
C = 74+                                   C- = 72+                  D+ = 70       

You are encouraged to turn in assignments by email attachment. If you choose to do so, they must be emailed before the class period that they are due. Assignments sent by email will be returned by email. Please check with me if you do not receive your corrected assignment or an acknowledgement of my having received it prior to the next class meeting.

 ATTENDANCE POLICY

Attendance is both expected and required. If you are not present you will miss the discussion and your classmates will miss hearing your insights. A portion of your grade will be based on your attendance and participation.

 I expect students to be ready to begin on time. Excessive tardiness will affect your grade.

 References

 Arends, Richard I. (2000). Learning to Teach – 5th Edition. Boston: McGraw-Hill

 Birnbaum, Michael H. (2001). Introduction to behavioral research on the Internet. Upper

Saddle River, NJ: Prentice Hall. 

Harris, Robert. (2000). A guide book to the web. Sluice Dock, Guilford, Connecticut:

Dushkin/McGraw-Hill

 Varnhagen, Connie K. (2002). Making sense of psychology on the web. New York:

Worth Publishers.

 http://cnets.iste.org/index3.html

 http://edweb.sdsu.edu/webquest/webquestwebquest-3-4.html   web quest about web quests 3-4

 http://edweb.sdsu.edu/webquest/webquestwebquest-ms.html             web quest about web quests – middle school

 http://edweb.sdsu.edu/webquest/webquestwebquest-hs.html              web quest -  mid, high school

 Online Bulletin Board Hosts 

http://www.ezboard.com

http://www.voy.com

http://server.com/communityapps/discussionapp/index.html

  The Challenge 2000 Multimedia Project   http://pblmm.k12.ca.us

Project-based or problem-based: The same or different  http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm

IMSA’s Center for problem based learning http://www.imsa.edu/team/cpbl/cpbl.html  

VIRTUAL FIELD TRIP

National Air and Space Museum  http://www.nasm.edu/

The Exploratorium: a Museum of Science, Art, and Human Perception  http://www.exploratorium.edu/

UC, Berkeley’s Museum of Paleontology  http://www.ucmp.berkeley.edu/

The Franklin Institute On-Line  http://sln.fi.edu/

Virtual trips to Black Holes and Neutron Stars  http://antwrp.gsfc.nasa.gov/htmltest/rjn_bht.html

A Virtual Fieldtrip to Hawaii  http://www.satlab.hawaii.edu/space/hawaii/virtual.field.trips.html

Time Traveling through400 Million Years of Earth History  http://www.hartwick.edu/geology/work/vft-so-far/vft.html

The Virtual Library’s Collection of On-Line Museums in the U.S.  http://www.museumca.org/usa/

 Humanities or Social Science-Related Information 

Public Broadcasting System http://www.pbs.org/

National Public Radio  http://www.npr.org/

EconEdLink http://www.econedlink.org/

National Geographic Xpeditions  http://www.nationalgeographic.com/xpeditions/main.html

EdSitement  http://edsitement.neh.gov/

Library of Congress  http://lcweb.loc.gov/

Smithsonian Institution  http://www.si.edu/

The American Studies Crossroads Project  http://www.georgetown.edu/crossroads/

The Kennedy Center ArtsEdge  http://artsedge.kennedy-center.org/

The Voice of the Shuttle  http://vos.ucsb.edu

Blue Web’n  http://www.kn.pacbell.com/wired/bluewebn

Filamentality  http://www.kn.pacbell.com/wired/fil/

Social Sciences Information Gateway  http://sosig.esrc.bris.ac.uk

The WWW Virtual Library  http://vlib.org

NEH’s My History is America’s History  http://www.myhistory.org

MERLOT:  Multimedia Educational Resource for Learning and On-Line Teaching  http://www.merlot.org

 DIGITAL LIBRARIES

California Digital Library  http://www.cdlib.org

The Argus Clearinghouse  http://home.sprintmail.com/~debflanagan/argus.html

Electronic Text Center at the University of Virginia http://etext.lib.virginia.edu/

Highwire  Press  http://highwire.stanford.edu/

National Geographic MapMachine  http://plasma.nationalgeographic.com/mapmachine/

The Perseus Project  http://www.perseus.tufts.edu

Project Bartleby  http://www.bartleby.com

Project Gutenberg  http://www.gutenberg.net

 USING TECHNOLOGY TO SUPPORT LEARNING

http://books.nap.edu/html/howpeople1/ch9.html