EDUC 605 Syllabus

EDUC 605–Research and Information Technology in Education
Towson University–College of Education
Department of Educational Technology and Literacy–Spring 2017

College Mission: Inspire, educate and prepare facilitators of active learning for diverse and
inclusive communities of learners in environments that are technologically advanced.
Additional details about the College's Mission and Vision:

Instructor: Scot W. McNary, Ph.D.
Office Location: HH0102F
Office Contact: phone: 410 704–4835 email:
Office Hours: By appointment
Class Meeting Dates: Tuesdays 5:00–7:40pm, some online meetings
Class Meeting Location: TUH0219

Course Description: Use of database networks for information retrieval, computer
hardware and software application programs appropriate for research and curriculum
planning, introduction to distance learning, and interactive technologies and resource-based
learning. Prerequisite: Teaching experience or completion of student teaching.

Goal: The course is designed to introduce graduate students to the practice of research
reading, review, and synthesis. The course culminates in a literature review project, which
provides an opportunity to identify a significant research problem in the area of teaching
and learning, elementary education, secondary education, instructional technology, or
school library media, read, review, and synthesize the relevant research literature on that
topic. The process of developing the review that addresses the identified problem allows the
graduate student to become familiar with the importance of elements in research literature
review, and techniques for conducting reviews, including electronic and print resources.

At the completion of this course, graduate students are expected to:
1. Demonstrate an understanding of the concepts used in research reports in the area
of elementary education, secondary education, instructional technology, and school
library media.
2. Formulate a coherent statement of purpose for a research literature review
concerning a specific problem.
3. Demonstrate the ability to critically analyze research reports and to relate them to a
problem in elementary education, secondary education, instructional technology, or
school library media.
4. Demonstrate the ability to use electronic and print resources to find and obtain
relevant research articles appropriate for a review of research in elementary
education, secondary education, instructional technology, or school library media.
5. Present a research review in paper and orally related to a specific issue or problem in
the area of elementary education, secondary education, instructional technology, or
school library media.

Standards: This course is consistent with standards from the following sources:
National Board for Professional Teaching Standards
Proposition 3 Teachers are Responsible for Managing and Monitoring Student
Proposition 4 Teachers Think Systematically About Their Practice and Learn From

EDUC 605 Syllabus

Proposition 5 Teachers Are Members of Learning Communities
Master of Education Program Goals
Goal 4: Use Technology to Enhance Learning
Goal 5: Understand and Use Appropriate Assessment and Evaluation to Enhance
Goal 6: Engage in Scholarly Activities
Goal 7: Think and Reflect Critically About Educational Processes and Professional
Maryland Teacher Technology Standards
Standard 1: Technology Information Access, Evaluation, Processing and Application
Standard 2: Communication
Standard 3: Legal, Social and Ethical Issues
Standard 7: Professional Growth

Course Texts:
Mills, G.E. & Gay, L.R. (2016). Educational research: Competencies for analysis and
applications (11th ed.). Upper Saddle River, NJ: Prentice-Hall. ISBN: 978-0-13-385938-6.

Pyrczak, F. (2008). Evaluating Research in Academic Journals: A Practical Guide to Realistic
Evaluation (4th ed.). Pyrczack Publishing, Inc. ISBN: 9-781-88458-5784

Grading: This course is graded according to the following criteria. There are no plus or
minus grades.

A=95–100% A-=90–94% B+=85–89% B=80–84% C=70–79% F=69 and below

Course Evaluation Component Descriptions:
An Original Research Review
A research review is the final course paper and presents a major, semester–long project.
The review is upon a topic of your choosing, but should be related to a significant school
based problem in the area of elementary education, secondary education, instructional
technology, or school library media. The written research review should be 8-10 pages (not
including references and appendix—not to exceed 12 pages). The components identified
below will result in a formal written and defensible research review due at the end of the

Research Review (Final Paper). This 8-10 page paper should clearly indicate your chosen
research topic, include the description of your research problem, as well as clearly state
the purpose of your proposed review. You must use your own words in your writing;
direct quotes are only rarely needed. The review consists of two sections: 1) an
introduction section with a background, statement of the problem, literature review, and
statement of the hypothesis; and 2) an implications section, which has
recommendations for practitioners, policy makers, and/or other interested parties.
Research Review Presentation. You will be expected to give an in-class presentation of
your research review, followed by brief class questions and/or discussion. This
presentation will highlight the major components of your final research proposal. It is
not necessary that you use a Powerpoint presentation, but you are welcome to. The
presentation should be five to seven minutes in length.

The above two items are due on the last day of class.

Draft Research Review

EDUC 605 Syllabus

Midway through the semester you will turn in a draft review. This will be a two page written
document describing your research review topic including a background, statement of the
problem, and brief review of literature. At least two references are required for the draft.
You must use your own words in your writing; direct quotes are only rarely needed. The
draft is intended to provide you with an opportunity to receive feedback on your progress
and ideas.

Article Reviews
Graduate students will evaluate and discuss primary research articles, focusing on specific
sections of each report. These evaluation exercises will help prepare the graduate student
for developing his or her own research proposal. You must use your own words in your
writing; direct quotes are rarely needed.

Research Summary Worksheet
This is a spreadsheet that contains relevant bits of information about the various articles
you read. It requires an abstracting of each article in order to complete. The goal of
completing this worksheet is to help identify patterns in the literature you have reviewed
and aid in the evaluation and synthesis of the articles.

Lab Activities
During the semester, several activities will be conducted related to using databases to
search for articles, evaluating research articles, or synthesizing several research articles.
Depending on the assignment, graduate students may work alone or in groups, and will
submit a written summary of their work at the end of class. Approximately five of these will
be submitted for grading. Details will be announced the date of assignment.

Midterm Examination
Graduate students will take an examination that will test understanding of the research
concepts and processes discussed in the textbook and during class meetings. The
examination will include multiple choice, short answer and/or essay questions. It will be
administered as a take-home time-limited examination.

Component Contribution to Final
Research Review (Final Paper) 30%
Research Review (Presentation) 5%
Draft Research Review 15%
Article Reviews (2) 20%
Research Summary Worksheet 5%
Lab Activities 10%
Midterm Examination 15%

Class Policies:
Academic Integrity.
Students are expected to maintain high standards of ethical conduct and academic integrity.
Cheating and plagiarism in preparing materials submitted as original work by the student
constitute a violation of academic integrity. Penalties for academic dishonesty may result in
failure for the course. The university statement on academic integrity is here:

EDUC 605 Syllabus

The following website has resources compiled by Sara Nixon at Cook Library for learning
more about plagiarism and how to avoid it:

Attendance is necessary. If you must miss a session for an emergency it is your
responsibility to inform the instructor prior to the missed class, seek notes from a classmate
for the missed class, and make up all work missed.

Class Participation and Homework.
Class participation by students is expected, and online discussions may be extensive some
weeks. Expect to interact often and at length with your peers during the course of the
semester. The main research materials will be at the library. Therefore, frequent visits to
the library, virtually or physically, are required for this class. Expect to spend an average of
six hours per week for study in the library and elsewhere.

Assignment Due Dates.
Students are expected to submit all assignments on the due dates and participate in all
discussions. Unless indicated by the instructor otherwise, submit the written assignments in
person in class the date it is due. Late assignments will incur a point reduction of 5% for
each day the assignment is late.

Class will be canceled when Towson University announces that classes will be cancelled. TU
posts cancellation information on the main page ( The following
media outlets are also sources for closure information: WBAL Radio 11 (1090 AM), WLIF
(101.9 FM), WWMX (106.5 FM), WYPR (88.1 FM), WBAL-TV (11), WJZ-TV (13), WMAR-TV
(2), and the Associated Press wire service.

Americans with Disabilities Act Compliance.
The following statement is taken from the Towson University Undergraduate Catalog (p. 39)
and from the Disability Support Services (DSS) website:
“Towson University is committed to providing equal access to its programs and
services for students with disabilities, in accordance with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
Disability Support Services is the office designated to provide reasonable
accommodations to students with disabilities. Students seeking accommodations
must identify themselves to DSS, request an appointment to discuss their needs,
and provide DSS with up-to-date and complete documentation of their
disabilities. DSS determines what accommodations are reasonable on a case-by-
case basis, taking into account the student’s disabilities and needs, nature of
their learning task, course standards and essential requirements of the program
of study, and educational environment. Students are encouraged to register with
DSS as soon as possible after admission to the University to ensure timely
provision of services.”
Graduate students who need accommodations should provide a statement to the instructor
from the Towson University Disability Support Services Office (410-704-2638) authorizing
his/her accommodation.

EDUC 605 Syllabus

Tentative Course Schedule:

The following topics comprise the course. Order and type of discussion/lecture may be
adapted to meet the needs of the class. Chapter assignments refer to chapters in Mills &
Gay (2016)

A. Research in Education: Purpose of research, Current issues in education research
B. Evaluation of the Research Report: Research cycle, Defining the problem, Purpose of the
review of literature, Components of a research report
C. Types of Research Designs: Quantitative research designs, Qualitative research designs,
Action research
D. Information Sources: Reference library collections, Digital information data-bases and
libraries, Access and search strategies, Methods of retrieving sources
E. Using Technology for Research: Locating relevant databases and sources of information,
Using Internet-based search strategies, Using computer software for report writing and
presentation of research findings

Date Assignment
01/31/17 Course introduction (f2f)
02/07/17 Mills & Gay Chapter 1 & 22; Pyrczak Chapter 1 & 3 (f2f)
02/14/17 Mills & Gay Chapters 3-4; Pyrczak Chapter 4 (f2f)
02/21/17 Mills & Gay Chapter 5; Pyrczak Chapter 5; Article summary #1 due (f2f)
02/28/17 Mills & Gay Chapter 6; Pyrczak Chapter 6 (f2f)
03/07/17 Mills & Gay Chapter 10; Pyrczak Chapter 7 (f2f)
03/14/17 Mills & Gay Chapter 15; Pyrczak Chapter 8; Draft review due (f2f)
03/21/17 TU spring break
03/28/17 Mills & Gay Chapter 16; Pyrczak Chapter 9-10 (f2f) Midterm assigned (online)
04/04/17 Pyrczak Chapter 11 Midterm due (online)
04/11/17 Pyrczak Chapter 12; Module I due (Critical review synthesis, DB posts) (online)
04/18/17 Pyrczak Chapter 13; (online)
04/25/17 Module II due (Research summary worksheet, Vote Count, DB post) (online)
05/02/17 (online)
05/09/17 Module III due (Peer review exchanged and posted) (online)
05/16/17 (online)
05/23/17 Final research review due; Class presentations (f2f)