Office:  Computer Lab Education 134                                              Phone:  [757] 547-0134
Secretary:  145 Educ.                                                                        Fax:      [757] 547-2391
Mailbox:  145  Educ.                                                                          E-mail:   tspencer@whro.net

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. Outline the history of computers. Demonstrate an understanding of the important terms used in computer technology. Summarize the function and operation of major components of computer hardware (i.e. memory, central processing unit, input devices, storage devices, output devices) and operating systems.

2. Describe a basic minimally useful computer system. The description will include all needed components for contemporary computing including capacities of hard drives, monitor sizes and specifications, printer options and telecommunications devices, with approximate prices.

3. Boot-up and operate PC (DOS) and Macintosh computers.

4. Format 3.5" diskettes on both platforms. Use anti-virus software to check diskettes.

5. Produce written documents using Microsoft Office word processing, database (Claris or Access), spreadsheet, presentation and draw applications.

6. Demonstrate proficiency using Internet resources in the learning process.

7. Demonstrate proficiency using the ERIC database.

8.  Utilize relevant terminology associated with telecommunications and the Internet.

9. Describe content specific applications of word processors, databases, spreadsheets, telecommunications and hypermedia.

10. Summarize the major differences between drill & practice, tutorials, simulations, games and exploratory environments.

11. Define telecommunications and distinguish between its various facets.

12. Use telecommunications for asynchronous communication (email/listserv).

13. Use a web browser and appropriate search strategies to explore and obtain information from the Internet.

14. 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.

15. Evaluate a classroom grading system.

16. Use an authoring tool to develop a hypermedia document. Identify how it might be used as a media for student knowledge representation in your content area.

17. Examine and confront personal beliefs about the teaching/learning process and demonstrate acceptance of the technology/information age and imminent changes faced by educators through synthesis papers and journals. Base information will come from the various Virginia technology standards documents, class discussions and the Grabe & Grabe book.

18. Identify and apply various cognitive learning theories and their application to classroom technology use. Theories include:
(a) memory structures, (b) metacognition, (c) conceptual models of active learning, (d) generative learning, (e) active learning and external activities, (f) learning for the real world, (g) inflexible knowledge, and (h) the constructivist model.

19. Demonstrate knowledge of CD_ROMS and DVD drives including advantages, disadvantages, type of storage medium and capacity.  This includes knowing what storage needs are for various media including text, audio, video and graphics.

20. 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.

21. Demonstrate knowledge of basic copyright guidelines for intellectual property and software.

22. Understand the major components of the writing process.

    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-

20%    Attendance / Lecture Participation / In - Class Exercises
15%     Multimedia Lesson Presentation (accompanied by a formal lesson plan)
35%     Electronic Portfolio (partial list)

         10%     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 classes. If you must be absent on a given class day, please contact the instructor before the absence. 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

Grades of + or - will be given at the discretion of the instructor.

Note: "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)

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

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: 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: 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.

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 want 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/

Former students' bookmarks
http://members.whro.net/~tspencer/bookmarks

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

Enabling Skills for Teachers
http://members.whro.net/~tspencer/training/techstan.html

HTML Assignment and Resources page
http://members.whro.net/~tspencer/training/htmlassign.html