Tennessee State University

Department of Teaching & Learning

EDCI 6190.80

Microcomputers and Educational Services

Fall Semester, 2008

Instructor:Charles Dickens, Ph. D.

Phone:615.963-5029

Class Days/Times:Thursday 0440-0740 pm

Office Hours:Mon 0130-0430, Tues 0100-0430, Thurs 0100-0430, others by appointment

Email: or

Pre-requisites

  • Admission to Graduate School

Required Text(s)

Required Text 1. Grabe, M., & Grabe C. (2007). Integrating technology for meaningful learning, 5th ed. Boston:MA. Houghton Mifflin.

Catalog Description

Microcomputers and Educational Services is designed for teachers and program administrators in Middle School through adult education. Emphasis is placed on developing instructional practices for a knowledge based society, and the role of the schools in providing accessibility for all learners to the technology. Through a project approach, students in EDCI 6190 will engage in the creation of teacher made learning resources and experience student production using computer applications and Internet resources.

Field Experience

Not Required.

Course Proficiencies (Content Knowledge, Skills, Dispositions)

Proficiencies are aligned to the International Society for Technology in Education (ISTE) National Educational Technology Standards [Online] Available:

Content Knowledge

  • Understand the various uses of technology to facilitate learning and the theory and research that supports them. (ISTE II)
  • Understand terminology specific to technological function and application. (ISTE I)
  • Understand and promote appropriate copyright and fair use guidelines for educational uses of analog and digital information. (ISTE VI)

Skills

  • Use general purpose tools to facilitate teacher and student productivity. (ISTE I, V)
  • Use Internet tools and resources to facilitate inquiry and active learning. (ISTE II, III, IV, VI; INTASC 1)
  • Use Internet, hypermedia, and related tools for creating engaging and informative thematic and content specific presentations/projects/activities. (ISTE I, III, VI; INTASC 6)

Dispositions

  • Develop attitudes that acknowledge and promote equity in the integration of technology with school practice. (ISTE VI)
  • Develop and promote a positive attitude toward utilizing digital representations of knowledge in a variety of modes in presenting and assessing information and student learning. (ISTE III)

Portfolio Information (Artifact, Scoring Rubric)

Artifact(s) for Portfolio

Project samples such as WebQuests and Web Inquiry Projects

Scoring Rubric(s) for Artifact(s)

See A RUBRIC FOR EVALUATING WEBQUESTS Available Online

Revisions of rubrics may also be distributed.

Expectations and General Information:

1)Academic Integrity - You are responsible for what you achieve in this class; therefore neither cheating nor plagiarism will be tolerated. Any material taken from another work must be documented, and in no case should one represent another’s work as one’s own, this includes information received from others during examinations or submitting another’s assignments, papers, etc. as one’s own. Students involved in collaborative research, to avoid questions of plagiarism, should exercise extreme caution. If in doubt, students should check with the major professor. In addition to the other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an “F” or a zero for the exercise or examination, or to assign an “F” in the course. Plagiarism on a major assignment and/or cheating on an examination will result in a grade of “F” in the course.

2)Classroom conduct –The instructor has the primary responsibility for control over classroom behavior and maintenance of academic integrity, and can order temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct in violation of the general rules and regulations of the institution. . Be aware that it is against institutional policy to have visitors, especially children, accompany students to class.

3)Official Course Enrollment - Students who are not on the official class roll may not remain in class. These students must leave class and may not return to class until they enroll in the course and their names show up on the official class roster. Please make sure you are in the correct section.

4)Disabled Student Services – Any student who has a condition which might interfere with his/her performance in class is required to contact the office of Disabled Student Services. This office is located in room #117 Floyd Payne Student Center. The phone number is 963-7400. They will provide you with a document stating what type of classroom accommodations, if any, are to be made by the instructor. The student is to give a copy of this document to the instructor no later than the end of the second week of class. Failure to do so will result in the instructor making no special accommodations of any kind.

5)Attendance – Attendance and participation in class are vital to developing the understanding expressed in the course outcomes. There are also legal ramifications regarding attendance for students who are receiving financial aid. Any student who is absent without prior approval by the instructor for excused absence will have a reduction of grade credit according to the following scale:
2 absences-5 points
3 absences-10 points
More than 3 absences-25 points

6)Tardiness — One component of the professional dispositions of educators is promptness. We expect our students to be on time for their classes. Students who arrive late for class will be recorded as tardy. The first two occurrences will be counted as an absence for gradiing purposes. Each subsequent occurrence will count as an absence, e.g. 3 tardies = 2 absences, 4 = 3, etc, Excuses will be considered for special circumstances on a case by case basis by the instructor.

7)Weekly Calendar This calendar is subject to minor modification based on events. Numbers in parentheses, (n), indicate chapters in text. Numbers in brackets, [n], indicate point value of the assignments.

Week 1.Course Introduction. KeyThemes & Standards (1)

Week 2.Meaningful Learning (2)Using general applications for content area learning (3)

Week 3.Using the Internet as a tool for communication & inquiry (5 & 6)

Week 4.

Week 5.WebQuest

Week 6.WebQuest

Week 7.WebQuest
Submit finished WebQuest [15points] for assessment. Selected samples will be critiqued in class.

Week 8.Responsible Use (10)

Week 9.MIDTERM EXAM [20 points]

Week 10.Using multimedia tools (7 & 8)

Week 11.Knowledge as design (9)

Week 12.Project planningProject creation & transformation

Week 13.Holiday – no class

Week 14.Project evaluation & revising

Week 15.PRESENTATIONS of completed PowerPoint projects [10 points]
Reflection: My personal contributions to the project [5 points]

Week 16.FINAL EXAM [30 points] Comprehensive over the entire course.

8)Requirements —

  1. Quizes. Short quizzes over assigned readings from the text and other sources. [Up to 20 points total]
  2. WebQuest. Submit a finished WebQuest Student page appropriate to elementary grades 4 – 8. Use the appropriate template from the WebQuest site. For HTML editing, we will only support Sea Monkey Composer. Using other applications will be the student’s responsibility. DO NOT, under any circumstances, EVER, use MS Word to edit Web pages. [5 points each]
  3. Group Collaborative Project. A multimedia presentation developed on an assigned topic [10 points]. This project simulates students in a high school class engaged in a collaborative hypercomposition design task.
  4. Reflection: “Personal contributions and learning from the project” [5 points] Submit through the elearn course site Dropbox. Must be composed in MS Word.
  5. Mid term and final examinations. 20 and 30 points, respectively.

Late submission of assignments will not be accepted. The instructor reserves the right to extend deadlines on projects, but no work will be accepted after the final class meeting before exams.

Grading System

Each project, assignment, and examination has an assigned point value. The final grade is derived from the ratio of earned:available points according to the following table:

A / 90 –100 points
B / 80 –89 points
C / 70-79 points
D / 60-69 points
F / 59 points or less

Additional Readings/Resources

Alessi, S. & Trollip, S. (2001). Multimedia for learning: Methods and development, 3rd ed. Boston, MA: Allyn & Bacon.

Bransford, J., Brown, A., & Cocking, R. eds. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press

Cognition and Technology Group at Vanderbilt. (1999).Technology for teaching and learning with understanding. Boston, MA: Houghton Mifflin Company.

Gowan, D. B., & Alvarez, M. (2005). The art of educating with V diagrams. Cambridge, NY: Cambridge University Press.

Fewell, P. & Gibbs, W. (2003). Microsoft® Office for teachers. Upper Saddle River, NJ: Merrill/Prentice Hall.

Heinich, R. et al. (1999). Instructional media and technologies for learning, 6th ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

Hyerle, D. (2000). A field guide to using visual tools. Alexandrea, VA: Association for Supervision and Curriculum Development.

Hyerle, D. (1996). Visual tools for constructinig knowledge. Alexandrea, VA: Association for Supervision and Curriculum Development.

Jonassen, D. (2000). Computers as mindtools for schools: Engaging in critical thinking, 2nd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

-- - et al. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Merrill/Prentice Hall.

Mills, S. & Roblyear, M. (2003). Technology tools for teachers: A Microsoft® Office tutorial. Upper Saddle River, NJ: Merrill/Prentice Hall.

Morrison, G. & Lowther, D. (2002). Integrating computer technology into the classroom, 2nd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

Norton, P. & Sprague, D. (2001). Technology for teachers. Needham Heights, MA: Allyn & Bacon.

-- - & Wiburg, K. (2003). Teaching with technology: Designing opportunities to learn, 2nd ed. Belmont, CA: Wadsworth/Thomson Learning, Inc.

Roblyear, M. (2003). Integrating educational technology into teaching, 3 rd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

-- - (2003). Starting out on the internet: A learning journey for teachers, 2 nd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.

ISTE National Educational Technology Standards Projects [Online] Available

Web Inquiry Projects Home [Online]

WebQuest Home Page [Online] Available

Ozline – Working the Web for Education [Online] Available