Office:  Computer Lab Education 134                                             Phone:  [757] 547-0134
Secretary:  ED 145                                                                           Mailbox:  ED 145

1. Number- ECI 304

2. Title- Educational Applications of Technology

3. Course Description- Lecture 3 hours; 3 credits. Prerequisite: General education computer literacy course (e.g., OTS 251d), equivalent or equivalency exam (Contact ODU testing center at 683-3697. Focuses on productivity software such as databases, spreadsheets, presentations, multimedia and the Internet. Computer applications in schools are explored and the relationship between contemporary learning theories and SOL-related classroom computer uses are introduced. Addresses Technology Standards for Instructional Personnel (TSIP) competencies.

Educator as a Professional- A teacher is an expert in a field of knowledge who can relate his or her wisdom to novices. A professional teacher can defend his or her practices based on the "state-of-the-art." The ODU undergraduate and fifth year teacher education programs include extensive experiences in the liberal arts, early field experiences, in-depth content preparation, principals of learning theory, classroom management techniques, methods and materials for teaching specific levels, categories of students, and/or subjects, and practice in the field. Graduate programs provide additional professional development experiences for in-service teachers. The sum of these components prepare an educator to be a life-long learner and thus constantly at the edge of the state-of-the-art.

4. Course Competencies- The student will be expected to complete all exercises and assignments consistent with graduate college-level work. These exercises and assignments will involve the use of computer software and other instructional materials.

Upon successful completion of this course, students should be able to:

1. Examine and confront personal beliefs about the teaching/learning process and demonstrate acceptance of the technology/information age and imminent changes faced by future educators through synthesis papers and/or journals.  Foundational information will come from the various Virginia and National technology standards documents, class discussions, required books, and/or readings supplied by the instructor.

2. Identify and apply the tenets of behaviorism, generative learning, and constructivist learning theories to classroom technology use.

3. Outline the history of computers in education.

4. List and define important terms used in computer technology.

5. Describe a basic minimally useful computer system.  The description will include all needed components for contemporary computing including memory requirements for current operating systems and productivity software, capacities of storage devices, monitor sizes and specifications, printer options and telecommunication devices with approximate prices.

6. Operate Windows and Macintosh computers.

7. Develop safe computing habits (e.g., anti-virus programs, password security issues).

8. Demonstrate proficiency using an electronic database (e.g., ERIC).

9. Describe and develop content-specific applications of word processors, databases, spreadsheet, paint and draw, telecommunications and hypermedia.

10. Summarize the major differences between drill & practice, tutorials, problem-solving software, simulations, educational games and exploratory environments.

11. Use telecommunications for asynchronous communication (email/listserv/discussion database).

12. Use appropriate search and evaluation strategies to explore and obtain information from the Internet.

13. Use the Internet to find examples of lessons and projects applicable to your classroom, and develop a plan for implementing use of the Internet in your classroom.

14. Use an authoring tool to develop a hypermedia document for use in your classroom

15. Identify how hyper/multimedia tools might be used as a media for student knowledge representation in your content area.

16. Explore concept mapping through the use of graphic organizers.

17. Demonstrate knowledge of basic copyright guidelines for intellectual material, software, and digital media.

18. Create a multimedia presentation - which presents a lesson plan, a solution to an instructional problem, that would be utilized to provide instruction to a group of students in a computer lab. Students will also specify the necessary modifications that would have to be made to the lesson if only a single computer was available in the regular classroom.

    Objectives -- [NCATE Standards]--

    The student will acquire and learn to apply knowledge about:

         1. ____ the social, historical, and philosophical foundations of education,
          including an understanding of the moral, social, and political
         dimensions of classrooms, teaching, and schools.

         2. _X_ the impact of technological and societal changes on schools.

         3. ___ theories of human development and learning.

         4. _X_ inquiry and research.

         5. _X_ school law and educational policy.

         6. _X_ professional ethics

         7. ___ the responsibilities, structure, and activities of the profession.

    The student will develop understanding of:

         8. ____ research- and experience-based principals of effective practice for
        encouraging the intellectual, social, and personal development of students.

         9. _X_ different student approaches to learning for creating instructional
       opportunities adapted to learners from diverse cultural backgrounds and
       with exceptionalities.

       10. _X_ variety of instructional strategies for developing critical thinking,
        problem solving, and performance skills.

       11. _X_ individual and group motivation for encouraging positive social
        interaction, active engagement in learning, and self-motivation.

       12. _X_ effective verbal, nonverbal, and media communications for fostering
        active inquiry, collaboration, and supportive interactions in the classroom.

        13. ___ planning and management of instruction based on knowledge of the
        content area, the community, and curriculum goals.

        14. ___ formal and informal assessment strategies for evaluating and
        ensuring the continuous intellectual, social, and physical development of the
        learner.

        15. ___ collaboration with the school colleagues, parents, and agencies in the
        larger community for supporting students’ learning and well-being.

        16. ___ effective interactions with parents for supporting students’ learning
       and well-being.

        17. ___ the opportunity for candidates to reflect on their teaching and its
       effects on student growth and learning.

        18. _X_ educational technology, including the use of computer and other
        technologies in instruction, assessment, and professional productivity.
        The student will integrate general content, and professional and pedagogical
        knowledge:

        19. _X_ candidates learn to integrate their content, professional, and
        pedagogical knowledge and skills to create learning experiences that make the
        central concepts, tools of inquiry, and structures of the content area
        meaningful for all students.

        20. _X_ the learning experiences created by teacher candidates build on
        students’ prior experiences, exceptionalities, and cultural backgrounds based
        on membership in ethnic, racial, gender, language, socioeconomic,
        community, and family groups, to help all students achieve high levels of
        learning.

5. Course Requirements-

15%    Attendance / Lecture Participation / In - Class Exercises
15%     Multimedia Lesson Presentation (accompanied by a formal lesson plan)
30%     Electronic Portfolio (partial list)

         20%     Curriculum - related Webquest
         10%     Mid-term Exam (50% Multiple Choice / T or F, 50% Hands-on Computer-based)
         10%     Culminating / SOL Impressions Paper (in lieu of final examination)

6. Students with Special Needs- In compliance with PL94-142 and more recent federal legislation affirming the rights of disabled individuals, provisions will be made for students with special needs on an individual basis. The student must have been identified as "special needs" by the university and an appropriate letter(s) must be provided to the course instructor. Provision will be made based upon written guidelines from the university "special needs students" resource office. All students are expected to fulfill all course requirements.

7. Attendance Policy- Students are expected to attend all classes. University policy permits failing of students who miss more than 15% of class time. If you must be absent on a given class day, please contact the instructor before the absence. If you must be absent due to illness or for any other reason, you must make arrangements to have any assignment which is due turned in by the beginning of class if you wish to avoid the loss points. Late arrival or leaving prior to the end of the class session constitutes a partial absence and will result in a loss of points.  Performance-based class assignments and lecture / discussion participation cannot be made up.

8. Course Evaluation-

Grading Scale:
 

 95-100        A
 86-94          B
 77-85          C
 76-70          D
 69-Below   F

3.6 - 4.0      A
2.6 - 3.5      B
1.6 - 2.5      C
1.0 - 1.5      D
Below 1.0   F

Note (1): "A grade of I indicates assigned work yet to be completed in a given course, or absence from the final examination and is assigned only upon instructor approval of a student request. The I grade can be given only in exceptional circumstances beyond the student's control, such as illness. In these cases, the student is responsible for notifying the faculty member. The I grade becomes an F if not removed by the last day of classes of the following term (excluding the exam period) according to the following schedule: I grades from the fall semester become F's if not removed by the last day of classes of the spring semester; I grades from the spring and the summer session become F's if not removed by the last day of classes of the fall semester. An I grade may not be changed to a W under any circumstances." (1992-94 Old Dominion University Catalog, page 34)

Note (2): Failure to turn in a major assignment (one with a grading percentage assigned) will result in the student failing to meet the terminal objectives for the course, therefore in a grade of "F" will be assigned.

Lab Expectations: Extensive lab hours will be required outside the normal lecture period. Since other professors may request the lab for their classes, check the weekly changes posted on the lab doors. You may work on assignments at home/work if you have the same software. Graduate assistants staff the lab and may be able to answer specific questions.

 9. Honor Pledge- "I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member if the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned." By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors.

10. Office Hours - by appointment

11.Optional Texts: You may choose to use additional resources that can be located at libraries, bookstores, or on the
Internet itself. If you find one that may be useful to the class at large, please share that information in class.

E.g.  Maran, R., et al (1998). Master Office 97 Visually.
Ontario, Canada: IDG Books Worldwide Inc.   ISBN 0-7645-6036-0
They now have an edition available for the Office 2000 suite, but either one would do.

12. Outline of Topics / Assignments -

Discussion Topics:

     Computer terminology (Hardware and Software)
     File Management
     Operating Systems
     Application Programs
     Internet and Telecommunications

Telecommunications assignments performed in class:

     Defining the Internet and becoming familiar with the applications and terminology
     E-mail
     Netscape / WWW / Search engines
     Obtaining access through an ISP (discussion)
     HTML / Webquest construction

Office 97 assignments performed in class:

     Word processing / Editing / Management
     Spreadsheet / Grade book / Sample Classroom Application
     Database (Claris on Mac, Access on PC)/ Creation / Query construction / Sample Classroom Application
     Graphics / Production and Editing / Sample Classroom Application (Paint / Claris Draw)
     Presentation manager / Presentation production / Sample Classroom Application (MS-PowerPoint)

Multimedia presentation:   Build a presentation using a collection of the applications that we have studied above.  Edit the presentation.  Present on a topic where you would use a computer lab to teach the lesson to the students.  Include the instructional strategies that you would employ to manage instruction in that environment.  Facilitate a discussion regarding any ethical or legal concerns that might need to be addressed as a result of this instructional unit.  Compare and contrast the presentation of this same lesson in an environment where only one computer is available in a traditional classroom setting. Prepare a formal lesson plan to cover the instructional period of the lesson presentation. You should utilize the applications and technologies that we have studied in this course to prepare the lesson plan. You should integrate a variety of the technologies that we have studied into the lesson plan for the benefit of the students to be served.  Develop the lesson plan into the Multimedia presentation that is mentioned above and be prepared to present it to this class as if we were your students. You will need to prepare instructional materials to hand out to the class, so that we may effectively participate in the lesson.

Culminating paper / SOL Impressions Paper: I would like to know how you plan to use these applications that we have analyzed in the past weeks. Will you use them personally, in your profession, or both? Do you feel that the availability and your expertise with these applications will effect the way in which you work and communicate? Will your methods of instruction be impacted by the use of these technologies, and if so do you imagine that student performance will be impacted also?  Give all of these questions careful consideration and respond with approximately one page of text to each.  See the course schedule page for a more detailed description.  For complete information on this assignment see  http://members.whro.net/~tspencer/solpaper.htm

Note (3): All assignments are to be turned in on the date specified at the beginning of the class period.  Additionally, to receive full credit for any assignment you must follow the specific instructions that will be given on the proper elements and format for submission during the class prior to the assignment due date. You may not assume that assignments turned in late without prior approval will be accepted. All assignments are to be typed, double-spaced twelve point in the Times New Roman font. Please turn assignments in without report covers or binders. A cover page stapled to the assignment at the top left - hand corner of the paper will suffice.

Note (4): Due to specific interests and needs of class members, as well as the response of the network (both local and Internet) it will be necessary to maintain a high degree of flexibility with the suggested schedule of class topics. We may need to change topics or modes of instruction on or during any given class day.

Note (5): Appropriate classroom behavior / demeanor is required of students at all times.  It is the responsibility of each student to maintain a civil tone and productive attitude toward other students and faculty at all times.  If a student is asked to modify his or her behavior and fails to immediately do so, he or she will be asked to leave the class until a meeting can be scheduled with the department chair and / or Dean of Students.  If the student refuses to leave the classroom, the campus police will remove the student.

13. Cultural Diversity --  The following topics include elements dealing with cultural
    diversity: (1) Uses of technology in Teaching and Learning; (2) Students Access to
    Computers; (3) Inequalities in Technology Use - Socioeconomic Status, Gender
    Differences and Ability Differences; (4) Cognitive Learning and Technology Tools; (5)
    Instructionism and Constructionism.

14. Use of Instructional Technology --  This course addresses the application of technology
    in the classroom, and almost all topics are presented using some aspect of instructional
    technology.  Specific topics include: (1) Technology Standards; (2) Email; (3) Internet -
    Netscape, browser, searching; (4) Word-processing; (5) Spreadsheets; (6) Databases, (7)
    Paint and Draw Programs; (8) Using Instructional Software for Content-Area Learning;
    (9)Educational Applications using Multimedia and Hypermedia.

15.  Methods Course Connection to Content Courses --  NA

16. Texts-

1. Grabe, M. & Grabe, C. (2001). Integrating Technology for Meaningful Learning.

Third Edition

Boston: Houghton Mifflin.

ISBN: 0-618-04291-1

2. Additional readings will be supplied

17. Required Materials:

Five or more 3 1/2" high-density computer disks ( keep a number of zip lock bags that can be stapled to papers that are to be turned in in both hard copy and disk format)

18. Resources:

ECI 304 Syllabus
http://members.whro.net/~tspencer/304syl.html

ECI 304 Reading Schedule with associated URLs
http://members.whro.net/~tspencer/eci304readings.html

ECI 304 Course Schedule (You will need to review this site regularly as it specifies which assignments are due per class)
http://members.whro.net/~tspencer/schedule2.htm

Tom's main training page, Links to many resources
http://members.whro.net/~tspencer/

Internet Training page
http://members.whro.net/~tspencer/training/

Virginia Technology SOLs
http://members.whro.net/~tspencer/training/tech-sols.html