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C&I 579 – Educational Technology
Online Learning Delivery
Dr. Cheri Toledo Email: firstname.lastname@example.org Office: DeGarmo 242 Phone: (309) 438-3490 Office Hours: Thursday 4:00-5:00 pm; other times by appointment
The examination of the perspectives, theoretical foundations, and techniques of educational technology, and the integration of technology into the curriculum.
Texts and Other Materials
Required texts: Siemens, G. (2006). Knowing knowledge. Available at: http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf Siemens, G. & Tittenberger, P. (2009). Handbook of emerging technologies for learning. University of Manitoba. Utecht, J. (2010). Reach: Building communities and networks for professional development. Self-published. Available on Amazon: http://amzn.to/ryOavf APA Style Manual, 6th Edition Other readings will be available on the course wiki, through the ISU library, or from online vendors. Tools: You will need an Internet connection, computer, and a webcam. It is suggested that you purchase a flash/thumb drive (1 gig) to use as a back up for presentations and saving data/files. These are available at many retail stores and online. Create a profile in the following free Read/Write Web sites: • • Wikispaces Google: http://tinyurl.com/8gaa22 In order to use o o o o Google Docs Google Reader Google Presenter Other Google tools
C&I 579 • • • Skype: http://skype.com Diigo: http://diigo.com Twitter: http://twitter.com
Participants will explore significant issues surrounding the use of technology in education in the United States and globally. History, research, and technological integration methods will be examined from multiple perspectives. National, regional, and local policy and implementation issues will be explored. You will research, develop, deliver, and evaluate presentations on the techniques and curricular integration of technology. The course provides foundational knowledge for education leaders planning and developing meaningful and appropriate integration of technology in the teaching and learning setting. The emphasis is on the research of past, present, and future applications of technology to education and applying theory to practice. Any student in need of a special accommodation should contact 438-5853 (voice); 438-8620 (TDD).
Realizing the Democratic Ideal: Teacher Education at Illinois State University
Illinois State University has a historic and enduring commitment to educate teachers who will be responsive to the moral and intellectual demands a democratic society places upon them. To teach in a democracy is self-consciously to take up the burden of improving the moral and intellectual quality of our societal dialogue by including in it as many educated voices as possible. The entire conceptual framework can be found at http://teachereducation.illinoisstate.edu/councilforteachered/democratic-ideal.shtml.
During the course, learners will: • • • • • Identify, evaluate, and use information resources and technology tools that support research and instruction – NETS-T 1-5 Be able to apply the principles of technology use and integration to their areas of interest – NETS-T 1-5 Read literature on current research in the field of educational technology and apply findings to current or future school or work site – NETS-T 1-5 Demonstrate the ability to recognize and analyze various policies, and legal and ethical issues pertaining to educational technology – NETS-T 4-5 Compare and contrast common and best practices within the United States and globally – NETS-T 1-5
• Relate the application of emerging technologies to their areas of interest – NETS-T 1-5 The NETS-T Standards can be found at http://bit.ly/NETS-TStandards.
• • • Perspectives and theoretical foundations of educational technology Techniques of educational technology Educational technology choice and appropriate use
1. Personal Learning Network (PLN) – You will begin creating your PLN through the use of Web 2.0 and educational networking sites. Begin building your PLN by • • • • • • subscribing to 10 educational bloggers following 10 educators on Twitter follow 10 educators on another social/educational media site (YouTube, LinkedIn, Slide Share, etc.) subscribe to the blogs and Twitter profiles of the members of your learning community use Google Reader to subscribe to bloggers and other Web 2.0 sites use TweetDeck, Twhirl (or another tools) as a desktop tool to gather Tweets from educators you follow and hashtags
2. Author Compare/Contrast – You will choose two books in the educational technology field to compare and contrast the authors’ views – a list of potential books is located in the course wiki. This assessment requires a minimum of 300 pages of reading – sections of a book can be chosen to fulfill the requirement (a minimums of 100 pages from each source). The final products will be a 5-6 page paper (submitted to the instructor) and a 5-minute, 20-slide, 15 seconds/slide presentation to the class. It is strongly suggested that you create the presentation in PowerPoint (including the sound) and then upload it to VoiceThread (http://voicethread.com). Record your audio. 3. Annotated Webliography – You will compile an annotated list of 20 websites, blogs, wikis, podcasts and/or webcasts that inform the educational technology process and/or address issues in educational technology. You will compile the annotated webliography on the class Diigo website. (http://groups.diigo.com/group/ci579spring2012). Write a concise annotation in the Description text box, and then use the tagging system to categorize each site. 4. Asynchronous Discussions – You will participate in online discussions on a variety of topics related to educational technology. A minimum of three posts is required for each discussion topic – one reflection in response to the initial question/prompt, two responses to your peers’ postings. Post only in your team area – all other posts will not receive credit. 5. Blog Responses – Using your own blog in Wordpress (http://wordpress.com) or Blogger (http://www.blogger.com), you will interact with worldwide teachers and educational technology professionals by writing responses to their blog postings. The focus of the posts must relate in some way to the topics of this course. 100-150 words are expected
C&I 579 – this limit will assist you in writing concisely. Be sure to provide a title with the corresponding blog post number (e.g., Blog Post 2) for every post. 6. Course Reflections – You will complete reflections throughout the course. For each reflection, answer the following questions in your blog: What attitudes, skills, and concepts have you gained from participating in the course so far? What have you learned in the course so far that you will not forget tomorrow? Be sure to provide a title with the corresponding reflection number (e.g., Reflection 3) for each post.
7. Group Project 1 – You will work collaboratively with your classmates to design a technology enhanced learning environment in a classroom setting. Using the course wiki or a GoogleDoc, each group will develop a 15-minute web-based presentation including a bibliography. Post the completed project to the course wiki. 8. Group Project 2 – You will work collaboratively with your classmates to develop a generic Educational Technology Professional Development Plan. The plan must include the following: vision and philosophy, purpose and policies, access, program support, and program assessment. Student participation will be document in the wiki’s history. Each student must have a minimum of ten (10) postings. 9. Ed Tech Project – You will employ one or more cutting edge or emerging technologies to create a classroom application. A prospectus must be submitted and approved before you begin the project.
All word processing documents will be created in GoogleDocs or Scribd (http://www.scribd.com/). It will be necessary for you to create a Google or Scribd profile. See the instructions in the wiki for creating, uploading, and publishing. Submit the published document URL to your student portfolio. Any inaccessible document will be considered late and be subject to a 10% reduction for each day up to 3 days – after 3 days no credit will be earned. You are expected to submit written work that reflects advanced writing skills, critical thinking, and well-researched discussions. Reporting and summarizing reflects master’s level work; doctoral writing involves analysis, synthesis, and creation. Citations must accompany all information that is not your own. The citations must follow APA 6th Edition guidelines.
Assessments & Grading Assessments
Discussions Blog Responses Course Reflections PLN Web Literacy Lesson Annotated Webliography Author Compare/Contrast Peer Review Group Project 1 Peer Evaluation Group Project 2 Peer Evaluation Ed Tech Project
4 x 10 4 x 10 2 x 10 40 40 20 30 10 40 55 5 25 5 45 5 80
Total Points Grading Letter Grade
A B C F
93-100% 84-92% 75-83% 74% or below
372-400 336-371 300-335 Below 300
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