Touro University-California
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Course Title: Computer Applications in Education Course Number: 742.B Term: Fall 2009 Instructor: Steve Gibbs Contact information Email: gibbz@pacbell.net W Phone: 707 747-8300 x1374 H Phone: if appropriate (707)
745-4212 Office Hours: 3-4 p.m. Mon
through Thur, & by phone |
Dates:
Location
of Class:
Meeting
Time:
Course Description
Learners in this
course will examine and explore technology integration strategies within K-12
networked computing environments. Content will include an examination of
technology integration techniques using various application tools,
instructional software, productivity software, and the Internet. Participants
will also identify relative advantages for choosing technology integration
strategies and resources for teachers to draw upon in developing their own
technology integration activities.
Course Objectives/CCTC
Standards
Students will learn and demonstrate knowledge of computer hardware and operating systems in networked computing environments found in K-12 educational settings. Within these computing environments, students will develop classroom strategies and lessons for use in K-12 educational settings using a variety of technology tools.
At the end of the
course, students will be able to:
- Work effortlessly within the Microsoft Office Suite of programs to create classroom materials and structure hands-on activities for students
- Work effortlessly within the Adobe Suite of programs to create classroom materials and structure hands-on activities for students
- Work effortlessly within the realm of Open Source Software and various Edu-Ware titles in ability to trial and analyze applications and implement them effectively.
- Know the sources of the latest information regarding education, technology, and technology in education -- this includes RSS and Online Bookmarking
- Design and modify webpages for personal use and to create age-appropriate lesson plans for students.
- Examine historical foundations, learning theories, and current trends in the field of educational technology to assist in developing a broad understanding of the contexts for effective technology integration.
- Locate and evaluate the latest news and most current research and present discoveries to the class.
- Locate and evaluate a piece of open source or other edu-ware software, then demonstrate how to use it to the class
- Identify and develop effective classroom activities using telecommunications tools and the Internet and will demonstrate this knowledge through reflective activities and the development of one or more web-based activities.
- Understand peripherals: scanners, cameras, LCDs, microphones, headphones, webcams, and other USB devices
Source: AECT Accreditation Standards for Programs in Educational Communications and Instructional Technology (ECIT) http://www.aect-members.org/standards/ & ISTE, NCATE Program Standards, http://cnets.iste.org/ncate/n_lead-stands.html
Required Texts and
Roblyer, M.D. (2006). Integrating educational technology into teaching (4th edition). Pearson.
Textbook Website: http://wps.prenhall.com/chet_roblyer_integrate_4
Recommended Web Sites
Technology
Resources
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Desk Phone:
707-638-5911 email:
gibbz@pacbell.net |
Phone: 707-638-5317 Library web site: www.tu.edu, click click
TU-CA Library |
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Blackboard Access: tuca
[1st initial last name] |
bb-tuc.touro.edu Blackboard
Course Name: EDU742.B |
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TCWeb: To check your grades and transcripts |
http://tcweb.touro.edu/
Password
is the last four of your social security number |
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Taskstream |
www.taskstream.com Mentoring
services: 800-311-5656 |
Course
Requirements
This course is designed to provide candidates access to
current and effective research in the area of personal and school leadership
with a balanced approach. This is
facilitated via practical reflections about approaches to personal and school
leadership. Pre-assessment of candidates’ knowledge, skills, and dispositions
of educational leadership will be conducted and used as bench line data.
1. Attend all class sessions
2. Participate in class discussions & Activities
3. Utilize the BlackBoard, Elluminate, and TaskStream Learning Systems and other Web 2.0 sites for appropriate class assignments
4. Prepare and present site and software review research to the class
5. Critique classroom presentations and projects
7. Understand and apply the principles of leadership to all areas of the class
8. Organize and clarify decisions that affect an entire school community
9. Demonstrate assessment knowledge in the equitable distribution of resources for all students
10. Study research and theories of educational leadership
11. Maintain Wiki Portfolio and create Taskstream Portfolio
12. Read assigned chapters in required
13. Develop an effective classroom activity that integrates telecommunications tools and the Internet or makes use a database management systems and/or spreadsheet software tools.
Assessment of Candidate’s Learning/Grading Policy
Grades in this course will be determined by:
- Good attendance and punctuality
- Participation in online discussions and other hybrid cyber-social activities
- Successful completion of all class assignments, including conceiving of in-class activities for site-licensed software: Microsoft Word, PowerPoint, Excel, Publisher, MovieMaker; Adobe Photoshop, Acrobat, Dreamweaver, Flash, Illustrator
- Fully maintained and updated portfolios
- Completion of textbook readings and prove of comprehension
Key Assignments
Assess and present on at least one software application not included in the course -- Open Source software is preferred, but students are not limited to that. Any existing edu-ware is eligible
Assess and present on at least one breaking news story in the area of educational technology; guide the class to the source sites if appropriate; convey the relevance of the news to our individual and classroom goals
Assignment Rubrics
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Letter
Grade |
What it
Looks Like? |
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100 – 90% |
90% of
assignments, challenges, projects are complete, submitted by the date due. Submitted assignments show student has knowledge, comprehension, application, and synthesis
of how applications can be best utilized in the classroom |
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89 – 80% |
80% of
assignments, challenges, projects are complete, submitted by the date due. Submitted assignments show student has knowledge, comprehension, application, and synthesis
of how applications can be best utilized in the classroom |
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79 – 70% |
70% of
assignments, challenges, projects are complete, and submitted by the date
due. Submitted assignments show student has knowledge, comprehension, application, and synthesis
of how applications can be best utilized in the classroom |
College Grading Policy
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GPA Equivalent |
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96-100% |
4.00 |
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90-95% |
3.70 |
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86-89% |
3.30 |
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80-85% |
3.00 |
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76-79% |
2.30 |
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70-75% |
2.00 |
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0 - 69 |
Unsatisfactory |
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I |
Incomplete |
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W |
Withdrawal |
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WU |
Withdrawal Unsatisfactory |
Satisfactory
A
grade of 70% or above in an instructional course is considered a satisfactory
grade (S). Candidates must earn a 3.0 overall GPA in the program in order to
remain a candidate in good academic standing and be recommended for a credential.
Unsatisfactory
(U)
An unsatisfactory
(U) grade is below 70%.
Incomplete (I)
An incomplete grade (“I”) indicates that a student has not been able to finish all required work for issuance of a letter grade. The incomplete may only be assigned by an instructor if a student, through circumstances beyond his or her control, has not completed a small portion of a course by conclusion of the term. An incomplete may not be assigned in order to give a student a chance to do more work to improve a grade or because a student did not complete assignments by the last course session. It is the student’s responsibility to complete an “Incomplete Grade Form” request before the last class session of the course. It is the student’s responsibility to meet all timelines for completing course requirements as stated on the “Incomplete Grade Form.” An incomplete does not change any point deductions for late assignments, for being late to class, or for missing classes. An incomplete grade (“I”) is not counted in the grade point calculations until a letter grade replaces it. An incomplete (“I”) must be replaced before the student registers for the next academic year, if in a multi-year program. Replacement of an incomplete will be under the direction of the instructor. If the required work is not completed within the specified time, the (I) will be automatically converted to an unsatisfactory grade (“U” which is a grade equivalent of an “F”). It is to the student's advantage to arrange to make up any incomplete work as soon as possible. No extension will be granted for more than a full calendar year from the date of the incomplete.
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Date |
Topics/ |
Reading Prior to Session |
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Session 1 |
Course
Overview - We will tie various pedagogical theories to educational technology
to create a solid foundation for classroom integration. We will explore
available software titles, such as Microsoft Office Suite, and Internet
resources that meld well with the classroom Activities:
Introductory overview of prevailing pedagogical theories ·
Cognitivism - Vygotsky, Piaget Overview of techniques to consider for classroom
integration of various software titles and educational, interactive websties HOMEWORK: Read
assigned chapters; Participate in regular online discussion topics; Develop
possible classroom activities for applications and sites explored in class;
prepare your own software, site, or news presentation when your turn comes |
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Session 2-8 |
Course
Overview Activities:
Two
students present on software evaluation, demonstration, and application;
share breaking news, state-of-the-art updates Begin and continue throughout the course to explore the
most commonly used tech-integration methods, hands-on activities, and
out-of-class activities for students. Explore frequently-used software titles
and sites and how they can be best used in the classroom -- discussion,
demonstration, hands-on learning, sharing HOMEWORK: Read assigned chapters; Participate in
regular online discussion topics; Develop possible classroom activities for
applications and sites explored in class; prepare your own software, site, or
news presentation when your turn comes |
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Session 3 |
·
Behaviorism - Watson, Skinner
- teacher presentation and discussion ·
Student presentations ·
Hands-on activities |
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Session 4 |
·
Constructivism - Jerome
Bruner- teacher presentation and discussion ·
Student presentations ·
Hands-on activities |
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Session 5 |
·
Pragmatism - John Dewey- teacher
presentation and discussion ·
Student presentations ·
Hands-on activities |
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Session 6 |
·
Multiple Intelligences - Howard
Gardner- teacher presentation and discussion ·
Student presentations ·
Hands-on activities |
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Session 7 |
Finish up, wrap it up,
final presentations |
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Use of cell phones/laptops:
Students should NOT be using cell phones, I-pods, Blackberries (or similar devices), or laptop computers during class unless directed by the instructor. These electronic devices tend to be disruptive to the learning environment, and distracting to the student, as well as those around him/her. Students and instructors should never have cell phones going off in class. Students will be reminded at the beginning of each class to turn off their cell phones. Instructors may permit the use of laptops for note-taking. However, instructors will use classroom management skills to limit laptop use to what is currently taking place in their classrooms. Students should not be answering e-mails, text-messaging, or surfing the internet during class time.
Americans with Disabilities Act Statement
It is the policy of
This is the student's responsibility. Information about services,
academic modifications and documentation requirements can be obtained from the Dean
of Students. (707)
638-5883
Academic Integrity
Plagiarism
The sixth
edition of the Publication Manual of the American Psychological Association
defines plagiarism as claiming “the words and ideas of another as [one’s] own.
Quotation marks should be used to indicate the exact words of another. Each time you paraphrase another author
(i.e., summarize a passage or rearrange the order of a sentence and change some
of the source), you will need to credit the source in the text.” (p. 349)
Related to
the dispositions of honesty, integrity, and ethical and professional behavior,
a student who has plagiarized must expect consequences for such action. The
instructor will take one or more of the following disciplinary actions:
1. Report the action in writing to the
student, the student’s Program Chair, and the Dean.
2. Assign a “0” on the assignment with
no possibility of making up the grade by means of additional work.
3. Assign a “0” for the course, and
notify the Dean of the
4. Suspend the student for a period
ranging from the term in which the infraction occurs to dismissal from the
university.
Student Dispositions
The Touro
University-California College of Education credential and degree programs are
guided by Program Standards (10 f,g,&h) for the California Commission on
Teacher Credentialing that state:
1. Each
candidate exhibits intellectual integrity, serves student honestly, protects
their privacy, respects their work, and sustains open discussion of ideas;
2.
Each candidate assesses his or her
own progress, accepts professional advice, considers constructive criticism,
and engages in a continuous program of professional development; and
3. (3)Each candidate models respect for the cultures, religion, gender and lifestyle
orientation of students and their families.
In
conjunction with the elements of the above standards,
·
collaboration
·
honesty/integrity
·
respect
·
reverence
for learning
·
emotional
maturity
·
reflection
·
flexibility
·
responsibility
·
appropriate
interpersonal conduct
·
ethical
and professional behavior
Students who display poor judgment or performance in one or
more of these areas may not be recommended for a credential/degree, and/or may
receive a grade that reflects the consequences of their actions, including a
failing grade. Occasionally a student will meet
the academic requirements of the course, but manifest personal limitations that
might impede future teaching performance. In such cases, it is the
responsibility of the faculty to guide the student to take remedial action
(either to repeat the class for credit, to become involved in personal therapy,
to take a year's leave of absence from the program, to take remedial courses),
to be re-evaluated, and/or to consider withdrawing from the program.