Instructor: Tom Spencer
Office Phone: 547-0134
E-mail: tspencer@whro.net
Secretary: 145 Educ.
Mailbox: 145 Educ.
1. Number: ECI 651
2. Title: Software Evaluation and Curriculum Integration
Introduction:
The world that we live in is currently undergoing a fundamental shift in the way that we use and manage information. Applications software packages that are customized for the educational market are not the tired old programs that we were accustomed to in the early eighties. Multimedia computing has taken the PC market by storm. Software developers now have tools at their disposal that make creating complex GUI applications with a wide array of media much easier. We, as educators, have been tasked to find the most effective applications to integrate into our curricula while keeping student interest and dealing with skimpy budgets. Every dollar and every purchase must be designed to have the largest possible positive impact. We owe it to ourselves as educated individuals to become aware of the resources at our disposal so that we might make wise choices about their use and value to our lives. This course is designed to acquaint us with the relevant terminology associated with the evaluation of educational software products, and to familiarize us with a set of processes that will allow us to make wise information-based choices when purchasing software.
3. Course Description:
Lecture 3 hours; 3 credits. The course will consist of an introduction to educational resources that are available as drill and practice exercises, interactive tutorials, multimedia tours, games, application programs, integrated learning packages, online encyclopedias, dictionaries, and thesauri. The course will focus on the resources available through commercial software providers, educational institutions, shareware available through the Internet and other resources that may be accessed to locate software that would be valuable enough to warrant integration into curriculum. Students will become acquainted with the tools that are available by searching for information on-line, downloading from the Internet, obtaining copies of software for evaluation through educational software catalogs, in libraries, from software vendors, schools, students themselves, classmates (make a spreadsheet using Microsoft Excel and circulate), other teachers, family, and friends. Students will demonstrate the use of each of the tools in the classroom for purpose of conducting the evaluations. Students will learn to employ search techniques to locate information that will assist them in their study of software evaluation. Students will develop the skills necessary to quickly and efficiently critique educational software packages and other computer resources for instructional purposes. The evaluations will be supplemented by a sub-unit plan that integrates the use of the software into the curricular area in which the evaluator is or will be assigned to teach.
Purpose - 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 Inservice 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:
Objectives -- [NCATE Standards]-- The student will
acquire and learn to apply knowledge about:
1. _x___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. _x___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. _x___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. _x__planning and management of instruction
based on knowledge of the content area, the community, and
curriculum goals.
14. _x__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. _x__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.
Specific Course Objectives:
Upon completion of this course students will be able to:
1. Locate, identify, obtain and critique appropriate instructional resources.
2. Write an organized data - based evaluation of instructional resources after testing each package and drawing the necessary parallels between the program content and curriculum.
3. Develop flow charts that will graphically represent the structure within educational software packages for analytical purposes.
4. Search for and locate programs of interest that are available for download through the Internet.
5. Define relevant terminology associated with the software evaluation process.
6. Locate, print, read and integrate the information contained in the "Guidelines for the Evaluation of Instructional Technology Resources for California Schools" – particularly the "Guidelines for Interactive Technology Resources in California Schools." Note: This information is to be included on the midterm examination, integrated in your assessment of the resources that you evaluate, and considered via commentary in the culminating paper.
Prerequisite: Graduate standing. Windows and mouse skills are assumed as is the ability to load software onto the necessary platform (OS.)
5. Course Requirements:
Readings in the course text / lecture and discussion
schedule:
| Readings for week 1
Preface 1.Computers in Society and in Schools 2.Type I and Type II Uses for Computers |
| Readings for week 2
3. History, Hardware, and Software 4. Cognitive Theories and Technology in the Classroom |
| Readings for week 3
5.Issues and Trends in Educational Computing 6.Tools for Teachers and Students: Utility Uses of Tech 7. Drill and Practice, Computer-Managed Instruction, and Integrated Learning System, first evaluation due |
| Readings for week 4
8. Educational Telecomputing 9. Multimedia and Hypermedia in Education |
| Readings for week 5
10.Constructivist Uses of Educational Technology |
| Readings for week 6
11.Word Processing in Education 12.Computers and Individuals with Disabilities 13.Database Management and Spreadsheets |
| Readings for week 7
14. Problem-Solving Software 15. Logo: A Unique Computer Language 16. Evaluating Educational Software |
| Preparation for week 8 Study, review and reflect to prepare for the midterm exam. |
| Preparation for Week 10 Prepare to present
your chosen lesson plan and evaluation to the class. Please remember
to bring copies for everyone of the lesson plan and evaluation.
Presentation of lessons, discussion |
| Week 11 Prepare to present your chosen lesson
plan and evaluation to the class. Please remember to bring copies
for everyone of the lesson plan and evaluation.
Continued presentation of lessons, discussion, evaluations two due |
| Week 12 Review the Guidelines for the Evaluation of Instructional Technology Resources for California Schools Software company presentation, discussion of the Guidelines for the Evaluation of Instructional Technology Resources for California Schools, evaluation three and four due |
| Week 13 Review the Guidelines for Interactive Technology Resources in California Schools Software company presentation, discussion of the Guidelines for Interactive Technology Resources in California Schools, evaluation five due |
| Week 14 Prepare your final evaluation, this evaluation
should show the progression of your evaluative technique when compared
to your first few evaluation products.
Lecture - the development of authentic learning activities utilizing a constructivist approach to curriculum and associated alternative assessment strategies. Class discussion. |
| Week 15 Prepare your culminating paper in APA
format.
Class discussion on funding software purchases (potential funding sources), the efficacy of the course and it's structure, instructor evaluation. Culminating paper due. |
Software Evaluations with flow charts:
Seven software evaluations as described in a separate assignment sheet that will follow. Please use this as a guideline for the breakdown of your evaluations: (2) Shareware evaluations, (4) Commercial programs, (1) Game, if applicable {all of an educational nature which would allow them to be integrated into your curriculum}
Your first evaluation will not be graded. It will be evaluated, but no grade will be recorded. This is done to allow you to have significant feedback on the evaluation process. Up to two other evaluations can be done as a group of up to four evaluators. After all, most occasions require one to be able make software selection and purchasing decisions by committee. Be aware that in these situations a group grade will be assigned.
Midterm Examination:
From the chapter readings listed above, class discussions, lecture, and the California Instructional Technology Guidelines.
Culminating Paper (In lieu of a final examination):
I would like to know how you propose the information contained in the course that we have almost completed. Do you feel that the methods that were studied will help you in your profession? Will software procurement change as a result of any of the information gained from the course. I am not looking for "sunshine", rather attempting to illuminate what was effectual in the course content. If something did or did not work for you I would like to know. Do you feel that the information contained within the California Guidelines will enhance the possibility of making wise purchases that will benefit students and improve instruction that is delivered via the computer? Why or why not? The APA format should be used for the body of the paper and references.
Note: All assignments are to be turned in on the date specified. Assignments will not be accepted late. Assignments are to be typed, double-spaced 12 pt. in the Times New Roman font with one inch margins. 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.
6. Students with Special Needs -- In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation.
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. Performance-based class assignments and lecture / discussion participation cannot be made up.
8. Course Evaluation --
Class/Lecture/Discussion Attendance and Participation 20%
Software Evaluations with accompanying flowcharts 50%
Midterm Examination 15%
Culminating paper (In lieu of a final examination) 15%
Grading Scale:
100 - 95 A
94 - 86 B
85 - 78 C
77 - 0 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 -- Arranged by appointment.
11. Texts --Educational Computing : Learning With Tomorrow's Technologies
by Cleborne D. Maddux, D. Lamont Johnson, Jerry W. Willis
2nd Edition, Paperback, Published by Allyn & Bacon, Publication date: August 1, 1996 ISBN: 0205165893 List: $46.00
Optional Texts: You may choose to use additional resources that can be located at libraries, bookstores, or on the Internet. If you find one that may be useful to the class at large, please share that information in class.
Required materials/accounts: A box of high-density 3.5" floppy diskettes.
12. Outline of Topics / Schedule -- See course requirements
13. Cultural Diversity -- Determination of legal compliance with applicable laws governing textbook and other instructional media adoption are discussed as part of the course content. These issues often warrant that certain software that does not take care to eliminate cultural, gender, and age bias are disqualified from potential adoption.
14. Use of Instructional Technology -- Inherent to the course.
15. Methods Course Connection to Content Courses -- Students will evaluate curriculum-specific software packages that would integrate with the teacher's specialty area and support instruction therein.
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 this suggested schedule. We may need to change topics or modes of instruction on or during any given class day.
References:
Tom's main training page, Links to many resources
http://members.whro.org/~tspencer/training/
Former students' bookmarks
http://members.whro.org/~tspencer/bookmarks
Evaluation Format General Guidelines
http://members.whro.org/~tspencer/training/eval.html
California Instructional Technology Guidelines
http://clearinghouse.k12.ca.us/c/@7.L2JT4h2z2OI/toc.html
Bookmarks for the Software Evaluation Course
http://members.whro.org/~tspencer/training/bmark736.html
Computers in Society and Schools
http://members.whro.net/~tspencer/651-1
Type I and II Applications
http://members.whro.net/~tspencer/651-2