INST 5130: Foundations of Educational Technology

Educational Technology

Dept of Career & Technology Education

College of Education

University of Central Missouri

Summer 2011

(May 31 – July 7)

COURSE SYLLABUS

PROFESSOR: DR. ODIN JURKOWSKI

E-mail:

IM/other: Meebo, Skype, Google Talk, Facebook, etc.

Telephone: (w): 660.543.8387 (h): 660.530.4310 – No calls later than 9pm please

Office: Grinstead 120

Office Hours: By appointment (Please call/email ahead of time. Unless I’m in a meeting, I’m in my office or on campus most of the week.)

CLASS MEETING TIMES

Course is entirely online using Blackboard course management software. Course access is at: http://courses.ucmo.edu

COMMUNICATION

My preferred mode of contact is via Blackboard discussions so that the entire class can read the question and the response. However, I understand the need for privacy and the individual nature of some questions. Email is the next best way to reach me. Other means of contact may include phone, instant message, Skype, office visits, etc. I will respond within 24 hours (excluding weekends), although in reality am usually much quicker than that. Unless I’m in meetings or at a conference I am almost always in my office and check email and Blackboard constantly. Just because the class is online does not mean that we don’t have to have contact outside of Blackboard. Feel free to come by my office at any time.

DESCRIPTION OF THE COURSE

Provides historical, sociological, philosophical, and research foundations for applying computer-related technologies in educational settings.(3 credit hours)

PURPOSE OF THE COURSE

This course is designed to introduce students to the field of educational technology in combination with an overview of online teaching and learning.

CONCEPTUAL FRAMEWORK

Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

OBJECTIVES OF THE COURSE

Upon the completion of this course the student will be able to:

1.  Identify and describe the definitions and domains of the field; understand various roles and career paths.

2.  Demonstrate basic technology skills required to successfully learn and teach online. (3.1, 3.2, 3.3, 3.4)

3.  Describe basic management roles. (4.1, 4.2, 4.3, 4.4)

4.  Demonstrate an understanding of basic instructional design models. (1.1, 1.3, 1.4)

5.  Describe the historical foundations of technology and how they relate to education.

6.  Relate learning theories to current issues. (1.2)

7.  Summarize major research findings and trends related to the use of technology in education to support integration of technology in a learning environment. (4.4)

8.  Identify research related to human diversity, equity, social, ethical, and legal issues concerning the use of computers and related technologies in education. (3.4)

9.  Identify and use technology to support research and instruction throughout the curriculum and communications with parents, staff, faculty, and administration.

QUALITY REACHE

This course has passed the Quality REACHE Peer Course Review process. The instructor voluntarily submitted it for faculty peer review to a team of internal and external reviewers utilizing a detailed and prescribed scoring rubric. The purpose of this review process is to improve student learning outcomes, gain new ideas for course redesign, and continue professional development. The instructor has been awarded the Rodin Award for excellence in online education. For more information visit the Quality REACHE website at http://cite.nwmissouri.edu/QualityReache/

STRUCTURE OF THE COURSE / STUDENT RESPONSIBILITIES

Teaching method will require students to use the online classroom provided in Blackboard.The majority of interaction will take place over this medium.It is expected that students will log in a few times each week in order to stay informed and participate in class discussions. Furthermore, students are expected to check their student email regularly. Standard rules of conduct for netiquette are expected.

When posting on discussions, please keep to comments that are substantive. While an occasional “Nice job!” is always appreciated, please do not fill up the boards with multiple short posts that don’t move the discussion further along. Keep in mind the relationship between quality and quantity of posts.

Last minute postings (for example, Sunday night just before they are due) are occasionally necessary, and conversations should be allowed to continue their natural course. However, keep in mind that these last minute postings may not add as much to a two-way conversation. Therefore, it is necessary for everyone’s learning experience that you log on a few times during the week to keep the discussion flowing. Points may be taken off for habitual reoccurrence of providing only last minute postings. Nevertheless, we will try and keep the class as flexible as possible.

Although the class is online, students with questions and problems have the opportunity to communicate with the teacher via Blackboard, email, phone, instant messaging, or in person. Office meetings can always be arranged to fit student schedules.

TECHNOLOGY

Students will need a web browser with Internet access, Microsoft Office or compatible, Adobe Reader, Flash, and occasionally other plug-ins when visiting web sites.

Assignments must be word processed, spell checked, and adhere to APA guidelines (double spaced, 12 pt font Times Roman or similar, 1” margins, citations in APA format). Documents shared with classmates should always be in a compatible format so that everyone in the class can view them: Microsoft Word (.doc, .docx, or .rtf), PowerPoint (.ppt or .pptx), html, or Acrobat (.pdf) as a last resort. If you do not have Microsoft Office consider OpenOffice as an alternative (openoffice.org).

TEACHING STYLE

This is not a lecture based class where students sit back, absorb information from the teacher, and then are tested on their knowledge of what they remembered. Rather, the teacher is a guide. Using a constructivist model and following a structure suited for adult learners in graduate level courses in an online environment, students will be required to build their own knowledge in collaboration with other students and stemmed from their own experiences. It is also expected that students will be seeking out information when needed from a variety of sources (professional journal literature, books, online resources, colleagues, classmates, personal experiences whether past or present, etc.) and will ask questions of the teacher and other students when necessary. The online classroom should be a friendly environment and everyone should be free to comment, ask questions, and answer questions.

EVALUATION OF THE COURSE

Grades will be figured using the standard scale:

100-90% = A 89-80% = B 79-70% =C 69-60%=D 59% and below=F

Instructor created rubrics will be used to evaluate subjective assignments. Feedback will usually be provided via Blackboard discussion boards, from the instructor and from other students. Occasionally the instructor may need to email students for additional feedback. Up-to-date grades can be found through Blackboard within Tools | Check Grade. The instructor will grade assignments and post grades within one week. The student will always have the option to ask for additional feedback if desired.

Late work will be marked down one letter grade unless prior arrangements are made. Each week thereafter that the assignment is not turned in it will be reduced an additional letter grade. Assignments must be submitted early if you know you will be absent when something is due. It is to your benefit to submit assignments earlier in the week rather than at the last minute in case technical problems or other difficulties arise. Incomplete grades for the course will NOT be issued upon request. Note: if Blackboard is down and it prevents you from posting assignments, please post as soon as possible after the system is back up. Blackboard failures, while rare, are possible and you will not lose points if late for that reason.

Other technical problems beyond the control of the student such as power failures, Internet outages, natural disasters, and other situations are also taken into consideration. If possible, find alternatives. Regardless, always inform the instructor via whatever means are available as soon as possible, and keep the instructor informed at all times.

Students will have the option to revise and resubmit work if they are not satisfied with their assigned grade. While points can not be made up for late work, students who are persistent in learning should do well in this course.

ADA

Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (Voice and TTY) 660-543-4421.

www.ucmo.edu/access

UCM‟s Learning Management System meets ADA Compliance standards. For more information visit Blackboard's Compliance website: Blackboard’s Commitment to Accessibility http://www.blackboard.com/Teaching-Learning/Learn-Resources/Accessibility.aspx

ACADEMIC HONESTY

Honesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the University Community. Please see the Central Student Handbook for the complete policy, student responsibilities, and procedures for enforcement.

GET HELP @ YOUR LIBRARY!

You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk.

MAILING LIST

Each student is expected to subscribe to the listserv maintained by the department. Important information may be missed by students who are not subscribed.

For more information see http://www.ucmo.edu/cte/programs/edtech/listserv.cfm

FACEBOOK

You are also invited to join UCM Ed Tech on Facebook: http://www.facebook.com/group.php?gid=97976497159

TEXTBOOKS FOR THE COURSE

There is 1 required textbook for this course:

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson Education.

ISBN-13: 978-0-13-256358-1

There is 1 additional recommended textbook for this course:

Needed throughout the program for formatting papers in all courses. Note: if you have access to this from a library or another source you may not need to purchase. Many websites provide basic formatting information. http://apastyle.apa.org

American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington: American Psychological Association. ISBN 978-1-4338056-1-5

Textbooks can be purchased from the University Store, in person or via a distance and then shipped to you (1.800.330.7698 or http://www.ucmbookstore.com).

COURSE CALENDAR SUMMARY

(See the Blackboard Assignments area for full details and the syllabus for assignment descriptions)

Week / Dates / Topics / Overview of Major Readings & Assignments Due
(Additional online activities posted in Blackboard under the Assignments link. Please check weekly.)
1 / May 31 – June 5 / Intro to Blackboard, course / program, base knowledge;
Domains of the field; History / Read Reiser & Dempsey: Preface, Introduction, Ch 1, 3, 26, 27
Start Blogging
2 / June 6 – 12 / Instructional Design Models: ADDIE / Read Reiser & Dempsey Ch 2
Due: ADDIE
3 / June 13 – 19 / Theory / Read Reiser & Dempsey, Ch 4 - 9
Due: Theorist Discussion
4 / June 20 – 26 / Management;
Human Performance Technology;
Various settings;
p-20 education,
online learning / distance education / Read Reiser & Dempsey, Ch 10 - 25
Due: Interview Discussion
5 / June 27 – July 3 / Social, Ethical, Legal;
Research / Read Reiser & Dempsey, Ch 28, 35 – 38
Due: Group Presentation
Due: Literature Review
6 / July 4 – 7 / Emerging trends / Independence Day – Monday July 4th (University Closed)
Read Reiser & Dempsey, Ch 29 – 34
Due: Course Reflection

Course Projects (Total possible points = 1000)

Assignment and Point Summary

Assignment / Points Possible / Points Obtained
Online Activities and Participation / 300
Blog / 100
ADDIE Paper / 100
Theorist Discussion / 100
Interview Discussion / 100
Group Presentation / 100
Literature Review / 100
Course Reflection / 100
Total / 1000

Assignment Details

Online Activities and Participation (300 points)

There will be online discussions and activities throughout the semester. With each activity you are expected to respond to the initial questions/instructions as well as interact with classmates in a discussion. Grading is based on the frequency and regularity of logins to Blackboard (2-3 times per week is typical) so that you keep up with the class and read what others have posted, on time completion of all discussion board activities, and the quality and depth of online discussions.

Three attendance / participation grades will be provided, covering the first third of the semester (100 points), second third of the semester (100 points), and final third of the semester (100 points), for a total of 300 points at semester end. This will allow students to adjust their involvement as the semester progresses if need be. (Standards: 5.3)

Grading Rubric:

Target
A / Acceptable
B / Unacceptable
C/D/F / Score
Quantity of discussion posts / Posts multiple new threads and replies to other messages throughout week / Posts two or three messages per week / Does not post weekly on the discussions / /25
Quality of discussion posts / Ties together readings, concepts, experiences, and other posts, contributing to an in depth discussion / Posts touch on readings and experience / Short and uninformative posts that do not add to the discussion / /25
Blackboard logins / Logs in 3 or more times per week / Logs in 2 times per week / Logs in only 1 time per week / /25
Clarity / Posts are clear, well written, professional, and easy to follow / Posts are readable and can be understood / Difficult to understand what the point of the messages are, numerous grammar and spelling mistakes / /25
Total / /100

Blog (100 points):

Formative assessment: Students will utilize a blog to post weekly on some technology news they read about that week (from a website or other news source). This is the place to really go off on a tangent and is different from the Blackboard discussions. You can say anything you want on your blogs. While they are shared with others, it is viewed more as a one way discussion. This will be individualized and private, though shared. This is also ongoing, as opposed to a final reflection.