Professional Documents
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1
MEDT 6467
TECHNOLOGY FOR MEDIA SERVICES
Semester Hours: 3
Semester/Year:
Instructor:
Office Location:
Office Hours:
Telephone: Department Office: (678) 8396558
Distance Education Office: (678) 8396248
Email:
Online Support:
WebCT Vista Home Page http://webct.westga.edu
Web CT Vista Help & Troubleshooting http://www.westga.edu/%7Edistance/webct2/students/
UWG Distance Learning http://www.westga.edu/~distance
Distance Learning Library Services http://www.westga.edu/~library/depts/offcampus/
Ingram Library Services http://www.westga.edu/~library/info/library.shtml
Fax: (678) 8396153
COURSE DESCRIPTION
Prerequisite: MEDT 6401 or equivalent; MEDT 7461
An introduction to technology for media services including basic computer operations,
troubleshooting, and networking; internet issues, resources, and applications; video resources and
production; and technology training and instruction.
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CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which
programs, courses, experiences, and outcomes are created. By incorporating the theme
“Developing Educators for School Improvement”, the College assumes responsibility for
preparing educators who can positively influence school improvement through altering
classrooms, schools, and school systems (transformational systemic change). Ten descriptors
(decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive,
empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual
framework and provide the basis for developing educators who are prepared to improve schools
through strategic change. National principles (INTASC), propositions (NBPTS), and standards
(Learned Societies) also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to develop educators who are prepared to function
effectively in diverse educational settings with competencies that are instrumental to planning,
implementing, assessing, and reevaluating existing or proposed practices. This course’s
objectives are related directly to the conceptual framework and appropriate descriptors, principles
or propositions, and Learned Society standards are identified for each objective. Class activities
and assessments that align with course objectives, course content, and the conceptual framework
are identified in a separate section of the course syllabus.
COURSE OBJECTIVES
Students will:
1. identify basic maintenance and troubleshooting strategies for personal computers (Barron,
Orwig, Ivers, & Lilavois, 2002; Bilal, 2002; Craver, 2002; Derfler & Freed, 2004; Education
Development Center, 2002; Lowe, 2004; Tomsho, 2007)
(D1 decision makers, D8 knowledgeable, D9 proactive; NBPTS Proposition 3; AASL 4.1, 4.2);
2. describe the basic components and operation of a local area network (Barron, Orwig, Ivers, &
Lilavois, 2002; Bilal, 2002; Craver, 2002; Derfler & Freed, 2004; Education Development
Center, 2002; Lowe, 2004; Tomsho, 2007)
(D1 decision makers, D8 knowledgeable, D9 proactive; NBPTS Proposition 3; AASL 4.1, 4.2);
3. demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging instructional technologies (Bray, Brown, & Green, 2004; DavidsonShivers
& Rasmussen, 2006; SteflMabry & Lynch, 2006; Tomsho, 2007)
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(D2 leaders, D3 lifelong learners, D4 adaptive, D8 knowledgeable, D9 proactive; NBPTS
Propositions 1, 3, 5; AASL 1.3, 1.4, 4.1, 4.2);
4. evaluate the impact of Internet filtering in schools and media centers (Barron, Orwig, Ivers, &
Lilavois, 2002; Craver, 2002; Gralla, 2006; Simpson & McElmeel, 2000)
(D1 decision makers, D2 leaders, D3 lifelong learners, D4 adaptive, D8 knowledgeable, D9
proactive, D10 reflective; NBPTS Propositions 1, 3, 5; AASL 1.1, 1.3, 1.4, 3.3, 4.1, 4.2);
5. demonstrate knowledge, skills, and understanding of concepts related to development of school
library media center websites (DavidsonShivers & Rasmussen, 2006; Williams & Tollett, 2006)
(D1 decision makers, D2 leaders, D3 lifelong learners, D4 adaptive, D5 collaborative, D6
culturally sensitive, D8 knowledgeable, D9 proactive; NBPTS Propositions 1, 3, 5; AASL 1.1,
1.3, 1.4, 2.1, 2.3, 3.1, 4.1, 4.2);
6. demonstrate knowledge, skills, and understanding of concepts related to development and use
of digital video to support learning activities (Greenwood, 2003; Kyker & Curchy, 2003;
McConnell & Sprouse, 2000)
(D1 decision makers, D2 leaders, D3 lifelong learners, D4 adaptive, D5 collaborative, D6
culturally sensitive, D8 knowledgeable, D9 proactive; NBPTS Propositions 1, 3, 5; AASL 1.1,
1.3, 1.4, 2.1, 2.3, 3.1, 4.1, 4.2);
7. demonstrate knowledge, skills, and understanding of concepts related to technology and
supporting the diverse needs of learners (Bray, Brown, & Green, 2004; Male, M., 2002)
(D1 decision makers, D2 leaders, D3 lifelong learners, D4 adaptive, D5 collaborative,
D6 culturally sensitive, D7 empathetic, D8 knowledgeable, D9 proactive, D10 reflective; NBPTS
Propositions 1, 3, 5; AASL 1.4, 2.1, 2.3); and
8. apply current research on teaching and learning with technology when planning technology
mediated learning environments and experiences for students and faculty (Dabbagh & Bannan
Ritland, 2005; DavidsonShivers & Rasmussen, 2006; Williams & Tollett, 2006)
(D1 decision makers, D2 leaders, D4 adaptable, D5 collaborative, D6 culturally sensitive, D7
empathetic, D8 knowledgeable, D9 proactive, D10 reflective; NBPTS Propositions 1, 3, 5; AASL
1.1, 1.3, 1.4, 2.1, 2.3, 3.1).
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Required Texts:
No text is required. Readings will come from online resources and current educational media and
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technology periodicals.
References:
American Association of School Librarians and Association for Educational Communications and
Technology. (1998). Information power: Partnerships for learning. Chicago: American
Library Association.
Barron, A. E., Orwig, G., Ivers, K., & Lilavois, N. (2002). New technologies for education: A
practical guide (4th ed.). Englewood, CO: Libraries Unlimited, Inc.
Bilal, D. (2002). Automating media centers and small libraries. Englewood, CO: Libraries
Unlimited.
Bray, M., Brown, A., Green T. (2004). Technology and the diverse learner: A guide to classroom
practice. Thousand Oaks, CA: Corwin Press, Inc.
Craver, K. (2002). Creating cyber libraries: An instructional guide for school library media
specialists. Englewood, CO: Libraries Unlimited, Inc.
Dabbagh, N., & BannanRitland, B. (2005). Online learning: Concepts, strategies, and
application. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
DavidsonShivers, G. V., & Rasmussen, K.L. (2006). Webbased learning: Design,
implementation, and evaluation. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
Derfler, F. J., Jr. & Freed, L. (2004). How networks work (7th ed.). Indianapolis, IN: Que.
Education Development Center, Inc. (2002). The school network handbook. Eugene, OR:
International Society for Technology in Education.
Gralla, P. (2006). How the internet works (8th ed.). Indianapolis, IN: Que.
Greenwood, D. R. (2003). Action! in the classroom: A guide to student produced digital video in
K12 education. Lanham, MD: Scarecrow.
Kyker, K. & Curchy, C. (2003). Educator's survival guide for television production and activities
(Rev. Ed.). Westport, CT: Libraries Unlimited.
Lowe, D. (2004). Networking for dummies (7th ed.). New York: Hungry Minds.
Male, M. (2003). Technology for inclusion: Meeting the special needs of all students (4th ed.).
Boston, MA: Allyn & Bacon.
McConnell, T. & Sprouse, H. (2000). Video production for school library media specialists.
Worthington, OH: Linworth.
Simpson, C., & McElmeel, S. (2000). Internet for schools: A practical guide (3rd ed.).
Worthington, OH: Linworth Publishing, Inc.
SteflMabry, J., & Lynch, B. L. (2006). Knowledge communities: bringing the village into the
classroom. Lanham, MD: Scarecrow Press.
Tomsho, G. (2007). Guide to networking essentials. Boston, MA: Course Technology.
Williams, R., & Tollett, J. (2006). The nondesigner’s web book. Berkeley, CA: Peachpit Press.
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ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING
POLICIES
Link to Conceptual Framework
The focus of this course is on preparing media specialists to perform technologyrelated tasks
that support school media programs. The overall evaluation of the course is structured so that
students complete projects or activities that will enable them to handle and resolve basic
computer and networking related problems, apply and use video and internet strategies and tools
to support instruction, and stay abreast of new and emerging technologies. At the completion of
the course, students will have demonstrated achievement in the areas of decision making:
selecting and designing technology solutions (Assignments 1, 36), leadership: taking
responsibility for ongoing technology development and training support (Assignments 46),
lifelong learning: staying informed about rapidly changing technologies that impact school media
services (Assignments 17), being adaptive: changing technology support strategies to meet
teacher and student needs (Assignments 36), collaboration: working with teachers and staff to
plan and carry out technology programs and training (Assignments 36), cultural sensitivity:
adapting technologies to meet the needs of diverse students (Assignments 46), empathy:
demonstrating sensitivity to the individual needs of students, faculty, and staff when
implementing technology solutions and training (Assignments 46), knowledge: drawing on
content and professional knowledge when planning and implementing technology solutions
(Assignments 18), being proactive: implementing new technologies to better serve students,
teachers, and staff (Assignments 1, 36), and reflection: engaging in ongoing, continuous
reflection to determine the effectiveness of technology solutions (Assignments 1, 36).
Activities and Assessments:
1. Networking Project. (Individual and Group Components). Individually, each student will draw
(using Word or PowerPoint) a computer network diagram as it currently exists for a real school
media center, and will identify significant features of the network. Diagrams will be graded on
completeness and clarity. In addition, working in small groups, students will design a simple
network plan for a hypothetical media center (specs for the hypothetical media center will be
included in WebCT VISTA Course Notes). A group participation form must be submitted
individually by each small group member for the group component. Network design plans will be
graded on completeness and feasibility.
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NOTE: Two optional face to face help sessions will be held for those who would like help with
the networking project.
(Objective 2; Knowledge, Skills; checklist).
2. Technology Information Presentation. (Group Project). Each group will research and present a
brief informational report on an assigned emerging technology and its use (or potential use) in
schools. The report will be presented online on WebCT and will consist of a PowerPoint
presentation, a separate handout that highlights important information, and a selfcheck tool that
students can use after they’ve been through the report to assess their own understanding. Projects
will be graded based on report content (information accuracy, comprehensiveness), presentation
effectiveness (creativity, organization, communication, visuals), and the effectiveness of the self
check tool. In addition, a group participation form must be submitted individually by each group
member.
Potential Topics
New Technologies: Ebooks
New Technologies: Elearning, Virtual Classrooms
New Technologies: Blogs, Podcasts
New Technologies: Podcasts
Satellite/Video Distribution Systems (Hardware)
Technology Resources: GPB Satellite Resources & Video Streaming
Producing a School “News” Program for Closed Circuit Distribution
Media Center Web Pages
(Objectives 3, 5, 6, 7; Knowledge, Skills; teacher observation, checklist, peer evaluation).
3. Internet Filtering Discussion and Position Paper. (Individual and Group Components).
Individually, students will read articles related to either the pros or cons of internet filtering in
media centers. Students will be assigned to a “pros” group or a “cons” group and will compile a
bibliography of the readings they locate. Then, a “pros” group and a “cons” group will select a
time to meet in a chat room to share their findings and discuss the related issues. Following the
discussion, students will individually write a 12 page position paper on the issue. Grades are
based on the submitted bibliography, group discussion, and support of position in individual
papers.
(Objective 4; Knowledge, Skills; teacher observation, peer evaluation, checklist).
4. School TV News Project. (Individual and Group Components). Working in small groups,
students will develop a School TV News show script, and participate in the production of a mock
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School TV News show. Individually, students will investigate how a local K12 school of their
choice produces its school TV news program and submit a brief paper narratively describing the
process.
(Objective 6, 7, 8; Knowledge, Skills; teacher observation, checklist).
5. Media Center Web Page Project. (Individual and Group Components). Working in small
groups, students will design and develop a mock web page for a K12 media center. Individually,
students will critique a local K12 school media center web page.
(Objective 6, 7, 8; Knowledge, Skills; teacher observation, checklist).
6. Technology Training Aid. (Individual Project). Each person will develop a technologybased
training aid for a specific target audience of students, faculty, or media center staff covering a
technology skill media specialists are regularly required to support. The training aid (PowerPoint,
webpage, screensaver, etc.) will help the target audience master the skill and/or recall how to do
the targeted task. The training aid should take into account the diverse groups that may be
included in the target audience (special needs, ESOL, etc.) and should incorporate standard
communication and design principles. A description of how the training aid will be used should
also be provided. Students will post their projects to WebCT for other students to critique.
Projects will be graded based on accuracy, design, creativity, organization, & communication.
(Objectives 7, 8; Knowledge, Skills, Dispositions; teacher observation, rubric).
7. Exams. (Individual Activity). Each student will complete two written exams, one at midterm
and one at the conclusion of the semester. Exams will be posted on WebCT VISTA at least one
week prior to the due date.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8; Knowledge, Skills; exam).
8. Class activities and participation. Students will be informally observed for contributions to
weekly class discussion boards and participation in other class activities that indicates
completion of assigned readings. This also includes assigned computer definitions postings and
the previously mentioned feedback to training aids.
(Objectives 1, 2, 3, 4, 5, 6, 7, 8; Knowledge, Skills; teacher observation).
IMPORTANT: It is important that you take your writing in this class very seriously. In addition
to the criteria delineated above, structural, grammar, and/or mechanical errors will result in a loss
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of points. Papers or projects with numerous structural, grammar or mechanical errors will NOT
pass. If you are not a very good writer, you will need to find a writing tutor or helper to proofread
your papers. If you are concerned about your writing proficiency, please make use of the UWG
Writing Center or a personal tutor.
Evaluation Procedures:
Students will be evaluated in following areas:
1. Networking Project .......................................................................100 points
(Individual network diagram=70 points, group plan =30 points)
2. Technology Information Presentation (Group) ............................150 points
3. Internet Filtering Discussion & Position Paper............................100 points
(Individual position paper = 65 points, Group discussion and bibliography = 35 points)
4. School TV News Project .............................................................100 points
(Individual paper = 50 points, Group script and production = 50 points)
5. Media Center Web Page Project ..................................................100 points
(Individual critique = 50 points, Group web page = 50 points)
6. Technology Training Aid (Individual) .........................................100 points
7. Written examinations (Individual)................................................300 points
(First exam = 150 points and Second exam = 150 points)
8. Class activities & participation (Individual)................................. 50 points
(Computer terms = 10 points, training aid feedback = 10 points,
Bios and other weekly discussion boards = 30 points cumulative)
Total possible points: 1000
Grading Policy:
The grading standards below are used for all class projects and examinations:
A= 920 1000 points, B= 820 – 919 points, C= 700819 points, and F= less than 700 points.
CLASS POLICIES
Students are expected to conduct themselves professionally. This is an essential quality for all
professionals who will be working in the schools. Professionalism includes but is not limited to
the following:
• Participating in interactions and class activities in the face to face or online environment in a
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positive manner.
• Collaborating and working equitably with fellow students in the class.
• Actively participating in class each week.
• Turning in assignments on time (late assignments will result in a loss of points).
• Arriving at on campus classes punctually.
• Treating class members and colleagues with respect in and out of the virtual and physical
classroom.
• Eliminating interruptions in campus classrooms. This includes cell phones and beepers.
If you have a valid reason for missing class, please contact the instructor in advance. More than
one unexcused absence will lower a student's cumulative course grade by 5 points per absence.
Students are expected to log in to the WebCT course at least 3 times per week, to check class
notes, email, contribute discussion board postings, etc.
Students must use Microsoft Office application software (Word, PowerPoint, etc.) to complete
assignments. This software is available to UWG students free of charge (funded by technology
fees). If you do not have Microsoft Office, information about acquiring it is available at
http://www.westga.edu/~mcastu/
All formal email communication between instructor and students (outside of WebCT VISTA)
will be through campus email (your myUWG email account). This is a University policy, so it is
imperative you check your myUWG email account regularly.
Coursework that has been completed or will be completed in another course that duplicates or
dovetails with an assignment in this course may be submitted if prior approval is granted by the
instructor during the first 2 weeks of class. If you foresee this possibility, contact the instructor as
soon as possible to request approval for dual submission. Extra credit activities are not available
in this course.
Disabilities Pledge
I pledge to do my best to work with the University to provide all students with equal access to my
classes and materials, regardless of special needs, temporary or permanent disability, special needs
related to pregnancy, etc.
If you have any special learning needs, particularly (but not limited to) needs defined under the
American Disabilities Act, and require specific accommodations, please make these known to me,
either directly, or through the Coordinator of Disability Services, Dr. Ann Richards.
Students with documented special needs may expect accommodation in relation to classroom
accessibility, modification of testing, special test administration, etc. This is not only my personal
commitment, it is your right, and it is the law!
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TENTATIVE CLASS OUTLINE
ACADEMIC HONESTY
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs
when a student uses or purchases ghostwritten papers. It also occurs when a student utilizes the
ideas or information obtained from another person without giving credit to that person. If
plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with
the academic misconduct policy as stated in the UWG Student Handbook, Undergraduate
Catalog, and Graduate Catalog.