Note: Individual Instructors complete the asterisked (*) components of the syllabus. ALL other components will be prescribed by UniversityCollege, the Department Chair, or Course Custodian and must be included on each instructor’s syllabus as provided.

NEW(CAC Approval Date):
x / UPDATED (Date): October 2009

*TERM / YEAR / CAMPUS LOCATION

Fall 2009 Walnut Creek

COURSE NUMBER, TITLE and CREDITS

EDUU451/551: Educational Applications of Computers I 3 credits

*INSTRUCTORNAME AND CONTACT INFORMATION:

voice : 707 – 319-6191

e-mail: , is rerouted

office hours / or out of class time contact information

Anytime by email;. Anytime before 7 p.m. by phone on weekends; Any weekday 9-11 a.m., 1 p.m. – 7 p.m.

CUC COURSE CUSTODIAN

Carla Piper, Ed. D.

Course Support – Teaching with Technology:

BULLETINCOURSE DESCRIPTION

This course provides an overview of current computer-based technologies used in a variety of educational settings within and across all curriculum content areas. Emphasis is on making significant changes in teaching and learning through technology by providing a match between instructional strategies and relevant technologies. Focus is on information and communication technologies as a means of gathering, processing, and communicating information. Critical issues include access, equity, privacy, safety, and ethical situations surrounding technology. Hardware and software applications will be evaluated as effective tools of instruction for a constructivist learning environment.

PREREQUISITES

2.75 GPA or equivalent, senior standing as a Chapman student.

RESTRICTIONS

None

ESSENTIAL EQUIPMENT AND FACILITIES

Internet Access and Chapman ID

Classroom or lab must provide a computer for each student. Class size should not exceed 24 students or the number of networked computers available. A large whiteboard, bulletin boards, overhead projector, television, VCR, and an instructor computer with Microsoft Office and access to the Internet should be provided. Additional equipment should include an LCD presentation system, full-page color scanner, digital to analog TV converter, and digital camera. Students and instructors need to have access to email.

Online: Internet access: Chapman ID in order to access eCollege

Students will be required to spend 45 hours of on-line class time within the scheduled period in order to complete requirements for 3 semester units of credit. Pre-scheduled online chat, threaded discussion, tests, and assignments will be completed through the eCollege website – Students should expect that an additional 90 hours of preparation beyond the 45 hours of on-line class time will be required for successful completion of course assignments.

COURSE LEARNING OBJECTIVES

By the end of the course the candidate should be able to…

  • Develop an awareness of the impact of computers on the individual, society and education.
  • Demonstrate knowledge of ethical and social issues related to technology, including issues of access, equity, privacy, the protection of children, and ownership of intellectual property.
  • Demonstrate competence in the use of on-line research resources and develop awareness of issues concerning authenticity, reliability, and bias of the data gathered.
  • Demonstrate knowledge of APA standard documentation format for citations and electronic references.
  • Select criteria to evaluate technologies for relevance and effectiveness in teaching and learning in the diverse classroom.
  • Based on content to be taught, select appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment.
  • Demonstrate knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting.
  • Analyze best practices and research findings on the use of technology and design lessons based on state-adopted curriculum.
  • Apply knowledge of learning theory to design, plan, and deliver instruction utilizing technology.
  • Examine multiple intelligences and other learning theories that support the use of multimedia instructional tools for teaching diverse populations (including racial, ethnic, linguistic, gender, cultural, and socio-economic, and special needs).
  • Design, adapt, and use lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning.
  • Select software for its relevance, effectiveness, alignment with content standards, and value added to student learning.
  • Communicate and collaborate using online portals (Blackboard), e-mail, discussion groups, chat, list servers, audio/video conferencing.
  • Demonstrate competency in the operation and maintenance of computer systems, including peripheral hardware and software.
  • Demonstrate knowledge and skills in the use of technology for teacher productivity and management of records (e.g. word processing, database, spreadsheet, charts, tables, forms, gradebooks, and performance assessments).
  • Communicate through printed media and desktop publishing (incorporating charts, graphic design, graphic organizers, flow charts, lay-out, newsletters, signs, student reports, drawing, scanning, painting).
  • Author interactive multimedia and hypertext presentations for use in classroom instruction using text, graphics, sound, animation, video (web authoring, presentation programs, and hypertext authoring).
  • Create an electronic assessment portfolio providing evidence of meeting technology standards and Teacher Performance Expectations (TPEs).
  • Utilize case studies to examine technology integration strategies in real-life classroom environments.

The major purposes of this course are as follows:

  • to gain proficiency in the use of technology for productivity, communication, and research.
  • to examine instructional strategies that integrate technology into the educational experience and facilitate learning for ALL students.
  • to use software and related media to access and evaluate information, analyze and solve problems, collaborate and communicate ideas, and promote student learning.
  • to select, evaluate, and use relevant and effective technologies for learning and teaching aligned with state-adopted academic curriculum, to develop in candidates an understanding of the legal and ethical aspects of teaching with technology

Crafting the Art of Teaching Through Cases

To assist candidates as they develop their ability to think like teachers and to help them prepare for the Teacher Performance Assessment (TPA) candidates will read, respond to and discuss teaching cases that address the use of technology in classroom instruction. Candidates will examine technological tools and integration strategies that help make subject matter comprehensible to students (TPE 1), assess student learning (TPE2-3), engage and support student learning (TPE4-5), and provide developmentally appropriate instruction for diverse learners (TPE6-7). Candidates will examine cases concerning instructional planning, selection of materials, differentiated instruction, classroom management, and effective social environments involving the use of technology to promote student learning (TPE9-11). Students will examine cases related to the professional, legal, and ethical obligations involved with technology and explore electronic resources that promote professional growth (TPE12-13).

MAJOR STUDY UNITS

Unit One: Philosophy of Technology Integration, Teacher Proficiency and Productivity, Digital Submissions and File Organization, Beginning Online Research

  • Introductions
  • Philosophy of Technology and Educational Integration; theory vs in-class use
  • Impact On Society, Education, Teacher Productivity
  • Wikis, Blogs, Bookmarking

Unit Two: Web 2.0 • Blackboard • Standards • RSS feeds • Word Processing

  • Standards – ISTE, State, Federal
  • Online discussion boards (Introduction to Blackboard)
  • Educational Research - ERIC, University Resources, Professional Journals, news sources

Unit Three: Word Processing • Online collaboration

  • Online sharing and tagging sites
  • Word processing in the classroom
  • Digital submissions

Unit Four: Cyberbullying • Internet Safety • Acceptable Use Policies• Presentations

  • Online hazards for children and teachers’ responsibility
  • Critically Evaluating Internet Resources
  • Interactive online services for educators
  • Publishing for classroom and communication with parents
  • PowerPoint and presentations in the classroom
  • Acceptable Use Policies

Unit Five: Multimedia • MovieMaker • Multimedia Codecs

  • Multimedia in the classroom
  • Multimedia for teachers

Unit Six: Extra Student Presentations • Publisher • Excel

  • Desktop publishing in the classroom
  • Spreadsheets in the classroom

Unit Seven:Open Source • Peer-to-Peer • Copyright • Fair Use

  • Essential Questions And Inquiry Learning
  • Open Source software in the classroom
  • Copyright And Fair Use
  • Legal And Ethical Issues - Safety, Privacy, CIPA

Unit Eight: Pedagogical theories • Portfolio preparation

  • Learning Theories And Research – Internet Resources
  • Enhancing Literacy Instruction With Technology and Internet Literacy Projects
  • Assistive Technologies

Unit Nine: Final Presentations • Portfolio Submission

  • Portfolios in the classroom
INSTRUCTIONAL STRATEGIES

Instructional strategies for this course will include case method, lecture, discussion, small group work, and online communication. Instructors are to model integration of technology into instruction through a variety of strategies. Instructors will engage candidates in on-line threaded discussions, messaging, emailing attachments, and chat rooms through Blackboard.

HYBRID CLASS GUIDELINES FOR ON GROUND INSTRUCTION

Instructors for EDUU451/551 will introduce students to Blackboard. Students need to be prepared to use the Blackboard online instructional forum in future coursework, as well as for the final submission of the Teacher Performance Assessments at the end of the SB2042 credential program. Instructors will notify the campus and submit a course outline to the full-time faculty or program manager for approval prior to the course term. The outline will include specific online activities to be used. Courses must meet on ground every week. Instructors will maintain a balance of at least 75% on ground and 25% on Blackboard. Instructors will monitor student access and incorporate Blackboard in grading to assure all students are involved in discussions and other online activities.

Suggested activities include:

  • On-line quizzes
  • On-line grade book and assignment drop box
  • Discussion
  • Teaching cases read---before class discussion, after class discussion, or in place of class discussion
  • Video case studies (see list below)
  • Personal and professional discussion of instructional strategies, curriculum resources, classroom management, educational technology issues, assessments, lesson planning, etc.
  • Sharing useful online resources for curriculum, instruction, and assessment
  • Online assignments and resources
  • Examination of content standards and frameworks
  • Review of national and state technology standards
  • Review of Teacher Performance Expectations (TPE)
  • Review of educational research
  • Boolean search strategies
  • Journaling
  • Reviews of instructional websites and resources
  • Analysis of video case studies

REQUIRED TEXTS(Select One of the Following Texts)

Chapman On-Line Bookstore:

  • Grabe, M. & Grabe, C. Integrating Technology for Meaningful Learning. 4/e. Houghton & Mifflin Company. BostonNew York. (Fifth Edition: ISBN 0–618–63701-X).

REQUIRED SOFTWARE

  • Microsoft Office: Word, Excel, Powerpoint
  • Web Browser: IE, Firefox, Safari, etc.
  • Audio Editor: Audacity from Soundforge -
  • Graphics Editor/Viewer: Microsoft, Adobe, or free Gimp, or Irfanview -
  • Video Formats
  • Real Player –
  • Quicktime -
  • Windows Media Player -

Free Student Software Recommendations (for home installations)

  • Open Office (Free Office Suite if Microsoft Office is not available) -
  • Various Multimedia Utilities to be discussed and provided in class

*STUDENT PERFORMANCE REQUIREMENTS

Graduate students are expected to maintain a 3.0 (B) average, however A and B grades must be earned in the course through meeting the criteria for such grades as outlined by the instructor. Students who earn a C+ or below in the course will be required to repeat the course in order to receive credit.

*SUGGESTED METHODS OF EVALUATIONFOR DETERMINING GRADES

Suggested Assignments
1. Software Review (Critical Evaluation for Effectiveness with Instruction) *
2. On-line Research Article Reviews (ERIC and APA)*
3. Lesson Planning with Technology Integration*
4. Internet Communications, Email, Attachments, and Threaded Discussions
5. Curriculum Powerpoint Presentation*
6. Printed Collection of Teacher Productivity Documents (Graphic Organizers, Rubrics, Examples of Desktop Publishing, Poetry, Curriculum Hand-outs, Seating Charts, etc.)*
7. Web Page Scavenger Hunt Lesson Plan and Rubric (or Webquests, Big 6 Research Skills)*
8. Electronic Portfolio Based on Teacher Performance Expectations, and Technology Standards*
9. Terminology Quizzes – Internet and Networking, Computer Basics, History of Computers, Copyright
10. Case Study Analysis*

*Include in exit portfolio.

ATTENDANCE AND OTHER CLASS POLICIES

Class Attendance policies are determined by each instructor and shall be included on the course outline distributed during the first week of each class. The university recommends as a minimal policy that students who are absent 20% of the course should be failed.

Online Attendance Policy:

Class participation will be required through online discussion. Online students will be required to attend at least three virtual chat sessions, as well as participate in threaded discussions. Chat session times, topics, and assignment deadlines will be posted at the beginning of the course. You will be expected to log in to the course regularly, complete the required reading, participate in online discussions, and complete all assignments. You will be required to take exams and quizzes. Specific times will be posted for real-time virtual chat. In addition, the course professor will be available for e-mail questions and discussion during a 3-hour period weekly. The instructor will respond to any questions within 72 hours.

Online Class Discussion:

Weekly online discussion is required for this course. You must participate in threaded discussion and e-mail as a part of each unit of study. Questions will be posted for each unit. Your responses should relate not only to the question, but also to the comments of your classmates and instructor and the topics of your assigned readings. These responses should clearly demonstrate that you have read the required articles, thoroughly examined recommended websites, and participated fully in course assignments and exercises. Your discussion should be relevant to the topic and should move the discussion forward. You should not simply agree or disagree with what has already been stated. Interact with your classmates constructively and respectfully, allowing for everyone to participate. Follow the rules of netiquette. The quality of your discussion is more important than the frequency or length of your responses.

Netiquette for Online Course:

  • Be polite and respectful of one another.
  • Avoid personal attacks. Keep dialogue friendly and supportive, even when you disagree or wish to present a controversial idea or response.
  • Be careful with the use of humor and sarcasm. Emotion is difficult to sense through text.
  • Be helpful and share your expertise. Foster community communication and collaboration.
  • Contribute constructively and completely to each discussion. Avoid short repetitive “I agree” responses and don’t make everyone else do the work.
  • Consider carefully what you write. Re-read all e-mail and discussion before sending or posting. Remember that e-mail is considered a permanent record that may be forwarded to others.
  • Be brief and succinct. Don’t use up other people’s time or bandwidth.
  • Use descriptive subject headings for each e-mail message.
  • Respect privacy. Don’t forward a personal message without permission.
  • Cite references. Include web addresses, authors, names of articles, etc.
  • Keep responses professional and educational. Do not advertise or send chain letters.
  • Do not send large attachments unless you have been requested to do so or have permission from all parties.

GOALS OF THE EDUCATIONAL TECHNOLOGY ASSESSMENT PLAN

ChapmanUniversityCollegefaculty, instructors, and students will participate in annual learning outcomes assessment. The educational technology program must provide evidence supporting claims of educational effectiveness. Engagement in assessment activity is expected in order to evaluate strengths and weaknesses in the educational program and make meaningful efforts at improvement. Instructors will be asked to have students participate in an online student survey. The course custodian will request analysis and evidence of student work in the areas of student writing and electronic portfolios for assessment.

1.UniversityCollege Goal: Personalized Education - Students will receive personalized education by faculty in the areas of advising, teaching, mentoring, and career/graduate school preparation.

2.UniversityCollege Goal: Student Writing - Students will demonstrate competence in the use of online research resources and be able to write a scholarly research review using proper APA electronic format for citations and references. EDUU451/551 students will review one research article on the use of technology in education.

3. Department Goal: Meeting Technology Standards for Teachers. Students will demonstrate understanding of and proficiency in national technology standards for teachers. Technology Standards for Teachers:

4. Department Goal: Electronic Portfolio Students will show evidence of meeting technology standards and Teacher Performance Expectations (TPE) or national standards for technology leadership through an electronic assessment portfolio.

CHAPMANUNIVERSITYCOLLEGE

ACADEMIC WRITING STANDARDS

Specific writing standards differ from discipline to discipline, and learning to write persuasively in any genre is a complex process, both individual and social, that takes place over time with continued practice and guidance. Nonetheless, ChapmanUniversity has identified some common assumptions and practices that apply to most academic writing done at the university level. These generally understood elements are articulated here to help students see how they can best express their ideas effectively, regardless of their discipline or any particular writing assignment.

Venues for writing include the widespread use of e-mail, electronic chat spaces and interactive blackboards. ChapmanUniversity is committed to guaranteeing that students can expect all electronic communication to meet Federal and State regulations concerning harassment or other “hate” speech. Individual integrity and social decency require common courtesies and a mutual understanding that writing--in all its educational configurations--is an attempt to share information, knowledge, opinions and insights in fruitful ways.

Academic writing (as commonly understood in the university) always aims at correct Standard English grammar, punctuation, and spelling.

The following details are meant to give students accurate, useful, and practical assistance for writing across the curriculum of ChapmanUniversityCollege.

Students can assume that successful collegiate writing will generally: