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C&I 514 Instructional Computing in the Schools Fall 2003

Syllabus

Course Description / In this course, we investigate the uses of computers in schools and explore the impact of technology on teaching and learning. Part of each class session will be devoted to hands-on activities. This class is organized in a workshop/project format; we will learn from and support one another as we develop a learning community.
Instructor / Professor Kurt Squire
Office: 544B TEB
Office phone: 608-263-4672
Email:
Office hours: Wed. 2-3.30 and by appointment

Textbooks

/ Required:
Dede, Chris
Macromedia Dreamweaver MX Hands-On Training by Garo Green, Abigail Rudner
Paperback; Bk&Cd-Rom; Edition (November 8, 2002)
Publisher: Peachpit Press; ISBN: 0321112717;
Recommended:
Teaching with the Internet by Beverly E. Crane, B.E. (2002).. Neal-Schuman Publishers. Paperback.
ISBN: 1555703755
Web Style Guide: Basic Design Principles for Creating Web Sites by Patrick J. Lynch, Sarah Horton Paperback: Publisher: Yale University Press; (March 1999)
ISBN: 0300076754
Course Objectives / The objectives of this course are to guide course participants to:
·  Gain understanding of the impact of computers on education and develop a critical stance in exploring issues related to educational computing.
·  Understand the ways in which integrated computer software can support teaching and learning.
·  Articulate criteria for evaluating, selecting and using computer software.
·  Demonstrate understanding of various uses of the Internet in K-12 teaching and learning.
·  Develop resources and tools to facilitate learning in a web-based environment.
·  Demonstrate proficiency in basic computer skills including operating systems, accessing the Internet, word processing, databases, spreadsheets, presentation software, and creating web resources for teaching.
Course readings: / These articles are available as hardcopy at the circulation desk in the CIMC or electronically at: http://cicm.education.wis.reserves/curric/514spr03/
Lever-duffy chapter 3 learning and teaching with technology
Lever-Duffy Chapter 4.
Becker, H.J. (Winter, 1998). Running to catch a moving train: Schools and information technologies. Theory Into Practice 37 (1), 20-29.
Behrmann, M.M. (1998). Assistive technology for young children in special education. In Dede, C. (Ed.) Learning with Technology. Alexandria, VA: ASCD.
Cuban, L. & Kirkpatrick, H. (Summer, 1998). Computers make kids smarter, right? Technos 7 (2), 26-31.
Damarin, S.K. (Winter, 1998). Technology and multicultural education: The question of convergence. Theory Into Practice 37 (1), 11-19.
Dede, C. (1998). The scaling-up process for technology-based educational innovations. In Dede, C. (Ed.) (1998). Learning with Technology. Alexandria, VA: ASCD.
De Vaney, A. (2001). Reading film and television in the classroom: African-American representations in popular culture. In Grant, C.A. & Gomez, M.L. Campus and Classroom: Making Schooling Multicultural. Upper Saddle River, NJ: Prentice Hall
Guzdial, M. (1998). Technological support for project-based learning. In Dede, C. (Ed.) Learning with Technology. Alexandria, VA: ASCD
Jonassen, D.H., Carr, C., Hsiu-Ping, Y. (March, 1998). Computers as mindtools for engaging learners in critical thinking. Tech Trends, 24-32.
Knupfer, N. N. (Winter, 1998). Gender diVisions across technology advertisements and the WWW: Implications for educational equity. Theory Into Practice 37 (1), 54-63.
Kozma, R. & Schank, P. (1998). Connecting with the 21st century: Technology in support of educational reform. In Dede, C. (Ed.) (1998). Learning with Technology. Alexandria, VA: ASCD.
Means, B. (December 2000/January 2001). Technology use in tomorrow's schools. Educational Leadership, 57-61.
Parker, I. (May 28, 2001). Absolute PowerPoint: can a software package edit our thoughts? The New Yorker, 76-87.
Salomon, G. (Winter, 1998). Technology's promises and dangers in a psychological and educational context. Theory Into Practice 37 (1), 4-10.


C&I 514 – Spring 2003

Assignment Overview

A complete description of each assignment will be available at the time is assigned.

Reading Assignments /class participation / Textbook chapters and other readings will be assigned and will provide the foundation for WebBoard and class discussions and for assignments. Reading responses will be due in the form of a brief summary with analysis and personal reflection. Reading responses are due at or before the class meeting for which they are assigned.
Each student will be responsible for leading class discussion on the WebBoard for one assigned article. / Value
20
Lab exercises / Lab exercises/projects will be assigned at the beginning of the study of the various technology resources and are due at the time indicated on the exercise description. Most weeks some group lab time will be dedicated to working on lab exercises. / 40
Search engine assignment / Research and compare how various search engines treat a topic. / 7

Interview

/ Interview an administrator or teacher about computer use in his/her school and prepare a summary of your results. / 8
Software review / Working with a partner, each student will evaluate two examples of educational software based on the criteria provided. / 15
Issues paper/ presentation / Each student will choose a current issue of interest and using a variety of resources will gather information for a short (3-5 page) research paper. The research topic must have prior approval of the instructor. A synthesis of your research, insights, and conclusions will be shared with the class. / 30
Book review / Each student will select from a list of books provided and will participate as a member of a book group, discussing and evaluating the book. The group will then present a review of its book to the class. At the time of the presentation each group will provide a short summary and review of its book for distribution to the class. / 20
Web scavenger hunt / Each student will develop a curriculum-based scavenger hunt. / 20
Final project. / Each student will create a Webquest/webpage and will post it to his/her SOE electronic portfolio and to the class curricular web space. / 40
Total / 200
Grades / Final grades will be calculated as follows:
190-200 A
180-189 A-
174-179 B+
166-172 B
160-164 B- / 154-159 C+
146-152 C
140-144 C-
130-138 D
128 and below F

C&I 514 – Spring 2003

Tentative Calendar: All readings and assignments are due the day for which they are assigned

Class

/

Topics/Projects

/

Assignments due

#1
Jan 21 / Introduction: materials, assignments, students expectations
History of computers in education
Chris Dowling: using WebBoard
Readings assigned for WebBoard discussions.
Learning aid assigned and topics chosen.
Do exercise of draw up your classroom / • brief autobiography (in class)
• class information
#2
Jan 28 /

Introduction & Tools in K-12 Settings

Internet-Based Discussion

Lab: Research and information resources.
Peter Cupery: searching for topics using online resources. / • Cuban & Kirkpatrick: Computers Make Kids Smarter, Right?
• Means: Technology use in tomorrow’s schools
* Papert, Computerists
Draft of learning aid due. Prepare draft version to share with partner.
#3
Feb 4 /

Tools in K-12 Settings:

Discussion of readings
Select book group
Interview assignment distributed.
Lab: Excel: creating databases and spreadsheets for the classroom
Lab building computers?
Lab Gradebook / • Becker: Running to catch a moving train
• Salomon: Technology’s promises and danger
Search assignment due.
Final version of learning aid due.
#4
Feb 11 /

Tools in K-12 Settings

Discussion of readings
Begin list of “issues” in using computers in K-12
Issue paper assigned.
Lab: PowerPoint
PowerPoint assigned.
Lab: Chapter 7 the internet / ·  DeVaney: Reading film and television in the classroom
·  Parker: Absolute PowerPoint
·  Bransford et al.
Database/Spreadsheet assignment due
Take pictures for slideshow
#5
Feb 18 /

Integrating Computers in K-12 Settings

Discussion of readings
Exploring the Web: criteria for evaluating a website
Lab: Evaluating a website.
Search engine assignment distributed. / • Knupfer: Gender divisions across technology advertisements
• Damarin: Technology and multicultural education
PowerPoint due.
#6
Feb25 /

Integrating Computers in K-12 Settings

Guiding student research on the internet: Scavenger Hunts
Lab: Chris Dowling and Dreamweaver intro. / • Jonassen: Computers as mindtools
• Behrmann: Assistive technology

Search engines assignment due

#7
Mar 4 / Integrating Computers in K-12 Settings
Web based teaching materials: Developing units integrating the Internet: Webquests and related.
Lab: Webquest assignment / • Dede: The scaling-up process for technology-based educ. innovations
• Kozma: Connecting with the 21st Century
Scavenger hunt due
#8
Mar 11 /

Integrating Computers in K-12 Settings

Copyright
Reporting on issue
Lab: Dreamweaver: Chapters 1 & 2 tutorial / • Guzdial: Technology support for project-based learning
• Teaching with the Internet: Ch. 1
Issue paper due
Mar 18 / Spring recess--No class
#9
Mar 25 / Integrating Computers in K-12 Settings
Criteria for selecting/using K-12 software
Evaluating & integrating software
Lab: Software review
Lab: Dreamweaver: Chapters 3 & 4 tutorial / • Teaching with the Internet: Ch. 2
• Teaching with the Internet: Ch. 3
#10
Apr 1 /

Perspectives on Issues in Technology

Planning a curriculum/teaching website
(storyboarding)
Lab: Digital images: capturing and preparing images for the web / • Teaching with the Internet: Ch. 4
• Teaching with the Internet: Ch. 5
Software review and lesson plan due
#11
Apr 8 /

Integrating Computers in K-12 Settings

Book group discussions
Sharing Internet-integrated unit
Lab: Continue development of website/webquest / Storyboard for web integrated unit due
Book review due
#12
Apr 15 /

Integrating Computers in K-12 Settings

Lab: Continue development of website/webquest / Teaching with the Internet:
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Webquest progress
#13
Apr 22 / Technology and Assessment
Lab: Continue development of webquest / Webquest progress
#14
Apr 29 / Technology and AssessmentLab: Upload webquests to electronic portfolio and class server space. /

Webquests due

#15
May 6 /

Final Presentations:

Peer evaluations of websites/webquests / Final project – Share webquests/
E-portfolios
Self-assessment