Philander Smithcollege

COURSE SYLLABUS

Philander SmithCollege

Division of Education

Fall 2012

Course Prefix & Number: EDUC-323

Course Title:Instructional Media & Technology

Credits: Three semester hours

Classroom: Reynolds Library/Teacher Education Lab

Instructor: Mr. Angelo Thomas

Office Location:Reynolds Library/Teacher Education Lab

Office Hours: As posted and by Appointment.

Telephone Number: (501) 370-5282

E-mail:

Text:Sharon Smaldino [et al.]. (2008). Instructional Technology and Media for Learning.(9thEd.). NJ: Pearson-Merrill/Prentice Hall Publishing Company.

NOTE: TEXT is REQUIRED for reading assignments, class projects, examinations, and discussions*

*AUSB Flash-Driveis also required to store and present multi-media presentations.

Course Description:

This course introduces the candidate to the concepts of instructional technology, communication, instructional design, and visual literacy. Emphasized is the application of an instructional design model to the study of a wide variety of instructional media. This course presents teacher education candidates with a variety of instructional media and a process for integrating media into instruction in his/her area of professional preparation.

Program Guidelines:

Conceptual Framework:

The theme of the conceptual framework for the program is “The Teacher as the FORCE in the Teaching/ Learning Process.” The conceptual framework’s five underlying principles are: Facilitator, Organizer, Reflector, Collaborator, and Energizer. Each principle is aligned with PATHWISE four domains, Arkansas Standards, NMSA, and NAEYC Standards.

Pathwise Domains:

Domain A: Organizing Content Knowledge for Student Learning,

Domain B: Creating an Environment for Student Learning;

Domain C: Teaching for Student Learning

Domain D: Teacher Professionalism.

NAEYC Standards:

Standard 1.0 Child Development and Learning

Standard 2.0 Family and Community Relationship

Standard 3.0 Assessment

Standard 4.0 Curriculum Development and Implementation

Standard 5.0 Professionalism

NMSA Standards:

Standard 1.0 Young Adolescent Development

Standard 2.0 Middle Level Philosophy and School Organization

Standard 3.0 Middle Level Curriculum and Assessment

Standard 4.0 Middle Level Teaching Fields

Standard 5.0 Middle Level Instruction and Assessment

Standard 6.0 Family and Community Involvement

Standard 7.0 Middle Level Professional Roles

ArkansasLicensure Standards:

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches.
The teacher plans curriculum appropriate to the students, to the content, and to course objectives.
The teacher plans instruction based on human growth and development, learning theory, and the needs of students.
The teacher exhibits human relations skills, which support the development of human potential.
The teacher works collaboratively with school colleagues, parents/guardians, and the community to support students’ learning.

Course Objectives: Upon completion of this course the candidate will be able to:

1.Produce a series of visuals for instruction that meet stated learner characteristics and objectives based upon the concept of visual literacy and the principles of composition. (CF 4.4.1-4.4.8, 2.2.1, 2.2.2, P4, P5, D2, A1; TECH 1, 4; AR 1-3; NMSA 4-5)

2.Select media need to deliver a message based upon unique characteristics of the medium, the target audience, and instructional objectives. (CF 4.4.1-4.4.8, 2.2.1, 2.2.2; P4, P5, D2, A1, TECH 2, 3; AR 1-5; NMSA 3-5)

3.Develop a mediated instructional unit using the ASSURE model. (CF 4.4.1-4.4.8, 2.2.1, 2.2.2; P4, P5, D2, A1, TECH 1, 4; AR 1-3; NMSA 3-5)

4.Demonstrate the utilization of media, which includes projected still media, audio media, projected moving video, PowerPoint, and other electronic/instructional media. (CF 3.3.7, P3, D3, TECH 1, 3; AR 1-2; NMSA 3-5)

5.Select, evaluate, produce, and utilize instructional media materials that are used in the classroom. (CF 3.3.7, 2.2.7, 2.2.8, D3, A4, TECH 3; AR 1-3; NMSA 3-5)

6.Demonstrate appropriate written, verbal, and non-verbal communication in a

variety of instructional situations. (CF 2.2.4, 2.2.5, P2, A2, A3; AR 1-3; NMSA 4-5)

7.Select media needed to deliver a message based upon specific characteristics, which encompass and emphasize diversity, critical thinking, and a variety of academic learning levels into all assignments due for the course. (CF 5.5.1-5.5.5, 2.2.3, P5, C2, D2, A1; AR 1-3; NMSA 1-5)

8.Incorporate specific characteristics, which encompass and emphasize diversity, critical thinking, and a variety of academic learning levels into all assignments due for the course. (CF 5.5.1-5.5.5, 2.2.3, P5, C2, D2, A1, NAEYC-4; AR 1-3; NMSA 3-5)

9.Analyze the components of an instructional situation using the ASSURE model. (CF 4.4.1-4.4.8, P4, P5, D2, C2, NAEYC-3, 4; TECH 3-5; AR 1-3; NMSA 5)

10.Define instructional technology and apply it to situations involving instructional content and teaching methodologies. (CF 5.5.1-5.5.5, 2.2.3, P5, C2, D2, A1, NAEYC-3, 4; TECH 3-5; AR 1-3; NMSA 3-5)

Dispositions:

1.Demonstrate a sense of caring.

2.Establish rapport with students.

3.Demonstrate a sense of efficacy.

4.Demonstrate a positive attitude towards children.

5.Demonstrate respect for children.

Technology:

Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.
Technology communication tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on appropriateness to specific tasks.
Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.

Topical Outline:

Chapter 1 / Technology and Media: Facilitating Learning / p. 2-21
Chapter 2 / Instructional Strategies: Integrating Technology and Media / p. 22-49
Chapter 3 / Visual Principles: Designing Effective Materials / p. 50-83
Chapter 4 / The ASSURE Model:Creating the Learning Experience / p. 84-122
Chapter 5 / Computers and Multimedia: Accessing Digital Worlds / p. 124-155
Chapter 6 / Distance Education: Connecting Learners Beyond the Classroom / p. 156-177
Chapter 7 / Online Learning:Learning Through the Internet and Computer Networks / p.178-207
Chapter 8 / Instructional Materials and Displays:Using Media to Engage Learners / p. 208-247
Chapter 9 / Visuals: Enhancing Learning with Visuals / p. 248-279
Chapter 10 / Audio: Listening and Learning / p. 280-307
Chapter 11 / Video: Enhancing Learning with Moving Images / p. 308-330
Chapter 12 / Trends in Technology and Media: Looking Ahead / p. 332-353

Course Outline:

Date / Activity / Point Value
August 16 / Introduction to course and syllabus review. / --
August 23 / Chapters 1-2 (p. 3-45). Discussions and classroom activities (p. 20, 46).
Assign Chapters 3-4 (p. 50-122) for reading. / 100
August 30 / Review Chapters 3-4. Discussions and classroom activities (p. 78, 120) / 100
September 6 / Assign Chapter 5 (p. 124-155) Discussions/classroom activities (p. 152) / 125
September 13 / Examination 1 / 200
September 20 / Review Chapter 5 (p. 124-155)Assign Research Critique.
Assign Chapter 6 (p. 156-178). / 125
September 27 / Review Chapter 6. Assign Chapters 7-8 (p. 180-207, 208-247). / --
October 4 / Review chapters 7-8; (p. 180-207, 208-247).Discussions and classroom activities (p. 203-204, 241-242). Professional Portfolio introduction. / 125
October 11 / Mid-Term Examination Review.Research Critique Due. / 125
October 18 / Mid-Term Examination (Chapters 1-8, p. 3-247)
Assign Chapters 9-10 (p. 248-279, 280-307). / 225
October 25 / Review Chapters 9-10. Discussions and classroom activities (p. 273-274, 301-302) Assign Chapter 11 (p. 308-330). Review Professional Portfolio. / 150
November 1 / Review Chapter 11 (p. 308-330). Discussions and classroom activities (p. 312). Assign Chapter 12 (332-353). / October 27
November 8 / Review Chapter 12. Discussions and classroom activities (p. 352).
Assign Research Critique. / 100
November 15 / Review Chapters 9-12 (p. 248-353). AV Multimedia Presentation Review. Research Critiques Due. / 100
125
November 22 / Thanksgiving Holiday (Classes Dismissed). / --
November 29 / AV Multimedia Oral Presentations are due today.
Professional Portfolio Due. / 600
150
December 6 / Final Examination (Comprehensive, Chapters 1-12, p. 3-353) / 300

Notice:

Disruptions/Cell Phones: Cellular phones are NOT ENCOURAGED in classrooms while using Internet technology. Please place on silent mode or turn off such devices in class so that the learning environment for classmates may not be distracted. Such devices as Cell Phones, Pagers, MP-3 or I-POD PLAYERS and other electronic sounding devices are considered disruptions to classroom teaching and learning. Do NOT attempt to receive or to send cellular text messages while in class.

Assignments, Evaluation Procedures, and Grading Policy:

Assignment / Description / Point Value
Examination #1 / Review of Chapters 1-4 (p. 2-122) / 200
Mid-term Examination / Review of Chapters 1-8 (p. 2-247) / 300
2 Research Critiques / Written review of textbook readings, online research / 250
Online Textbook Assignments / Online, web-based review of textbook reading material (multiple choice, true/false, discussion questions); Covers Chapters 1-12 (p. 2-353); Assignments must be emailed to instructor / 1,050
AV Multimedia Oral Presentation / Includes the following components:

Written Theme (300 words, APA format – 225 pts)
Power-Point Presentation (minimum/5 slides, animation (15pts), sound (15 pts), color (15 pts), Overall content (30 pts); Total (75 pts)
Interactive Bulletin Board (75 pts)
Media Evaluations (150 pts)
DVD-Video (5 minutes, camcorder-produced or commercially made; subject based (50 pts)

/ 600
Professional Portfolio / Includes Vita/Resume, Philosophy of Education Statement, Lesson Plans, Personal Photo, etc. (may have online access) / 150
Final Examination / Review of Chapters 1-14 (p. 2-353) / 300
TOTAL POINTS POSSIBLE / 2,850

Evaluation:

The grading scale for this course is based upon the following point totals, with 2,850 pointsbeing the highest possible total:

2,850 – 2,550.75 total points(100% - 90%)A

2,550.74 – 2,265.75 total points(89% - 80%)B

2,265.74 – 1,980.75 total points(79% - 70%)C

1,980.74 – 1,695.75 total points(69% - 60%)D

Below 1,695.75 total points(59% - 00%)F

Submission of Online Assignments Policy:

In the event of late, missing, or incomplete online textbook-based assignments (due to PSC internet server problems or other technical difficulties), the instructor may allow students to resubmit such class assignments in either 1) printed form, 2) by submission through an alternate student email account, or 3) with extended time as a makeup assignment.

These terms are approved at the discretion of the instructor.

Students who have online problems submitting their work through the internet may be required to provide proof that their assignments did not transmit to the instructor by a given deadline date.

It is the responsibility of the student to meet assigned deadlines for their work.

Class Attendance/Participation:

As a class member, you are expected to participate in class discussions. You should make every effort to be present at all class meetings and be familiar with the readings assigned for the particular session. Your grade will not be determined by the frequency of your participation, but by the quality of it.Each student is required to have an email address, preferably one from PhilanderSmithCollege.

There will be no make-up assignments for class participation. Attendance and participation are required. Any excused absence must be reported to the instructor and may require written proof (i.e., doctor's statement, etc.). An unexcused absence is one in which the student (1) fails to attend a regularly scheduled class, (2) fails to report after the class begins. Please refer to the current Philander Smith College 2011-2013 Catalog for details.

Four (4) unexcused absences will lower your course grade by 10%; Five (5) unexcused absences: 15%. More than 5 unexcused absences will be considered grounds for Administrative Withdrawal from the course.

Sports-related Absences: Should a student course load demand absences for required sports practice, obtain from your SPORTS instructor a signed permission form and file it with me during the first week of class, listing all dates within the current semester that you will be required to miss this class to attend sports/practice events.

Examinations:

Examinations for this course will be standardized. Thus, following the daily course outline and reading the textbook at the required intervals are essential. Please read all assigned text readings (pop quizzes and examinations are possible.The final examination will be comprehensive and related to all textbook readings and/or assignments in this course.

Academic Integrity:

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The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.

Scholastic dishonesty: any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable, in whole or in part, to another person; taking an examination for another person; any act designed to give unfair advantage to a student or attempt to commit such acts.

Plagiarism: especially from the web/internet, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the college’s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

Technical Support:

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If you experience any problems with your PSC account you may go to the office of Computer Information Services (CIS), located in the AC Building (across from the bookstore) or call (501) 370-5336.

Student Grievance Procedures:

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Procedures for student grievances are found in the Philander Smith College 2011-2013 Catalog. Please review the process for “Appealing a Grade” for further information.

Incomplete Grade Policy:

Refer to the Philander Smith College 2011-2013 Catalog policies on “Change of Grade” and “Class Attendance” for further information.

Teaching Strategies:

XLectureXDiscovery Learning

XDiscussion/QuestioningXSmall Group Activities

XCooperative LearningXDemonstration/Modeling/Model

XRole PlayingXTechnology/Media Presentation

XProblem SolvingXTeam Teaching

XIndividualized InstructionXOther(s) ______

Teaching Models:

XDirect Instruction Model__General Inquiry Model

XInductive ModelXDeductive Model

Readings:Articles and research from current professional, educationally, appropriate journals.

Websites: and others to be named.

Students with Disabilities Policy:This course adheres to the students with disabilities policy

outlined in the Philander Smith College 2011-2013 Catalog.

Attendance Policy:This course adheres to the attendance policy outlined in the Philander Smith College 2011-2013 Catalog.

Bibliography:

Beard, Lawrence A., et al. (2010). Assistive Technology: Access for All Students, 2nd Edition.

NJ: Prentice-Hall Publishing.

Dell, Amy G., et al. (2007). Assistive Technology in the Classroom: Enhancing the School Experiences

Of Students with Disabilities. NJ: Prentice-Hall Publishing.

Evans, Alan, et al. (2011). Introductory Technology in Action, 7th edition. NJ: Pearson Education, Inc. /

Prentice Hall Publishers.

Gordon, David T. (2000). Digital Classroom: How Technology is Changing the Way We Teach and

Learn. Cambridge, MA: Harvard Education Publishing Group.

Hewby, Timothy, et al. (2000). Instructional Technology for Teaching and Learning: Designing

Instruction, Integrating Computers, and Using Media, 2nded. New Jersey: Merrill/Prentice-Hall.

Lever-Duffy, Judy and McDonald, Jean. (2011). Teaching and Learning with Technology, 4th edition.

NJ: Pearson Education/Allyn & Bacon Publishing Company.

Lockard, James, and Abrams, Peter.(2003) Computers for Twenty-First Century Educators, 5th edition.

New Jersey: Pearson Education.

Male, Mary. (2002). Technology for Inclusion: Meeting the Special Needs for all Students, 4th edition.

Boston: Allyn and Bacon.

Morrison, Gary R. [et al.]. (2004) Designing Effective Instruction, 4th edition. New York:

John Wiley and Sons.

Norton, Patricia and Wiburg, Karin. (2003). Teaching with Technology: Design Opportunities to

Learn, 2nded. Belmont, CA: Thomson-Wadsworth.

Roblyer, M.D. and Edwards, Jack. (2010). Integrating Educational Technology into Teaching, 5thed.

New Jersey: Merrill/Prentice-Hall.

Smith, Patricia L., and Tillman J. Ragan. (1999). Instructional Design, 2nd edition. New York:

John Wiley and Sons.

Sharp, Vicki. (1999). Computer Education for Teachers, 3rd edition. Boston: McGraw-Hill.

User’s Guide to Folio Live: Electronic Portfolio Tool. (2003). Boston: McGraw-Hill.