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INST 5130: Foundations of Educational TechnologyEducational Technology

Dept of Career & Technology EducationCollege of Education

University of Central Missouri

Fall 2008(August 19 – December 12)

COURSE SYLLABUS

PROFESSOR: DR. ODIN JURKOWSKIE-mail: [email protected]/other: odinjurkowski: AIM www.aim.com ; Google Talk www.google.com/talk/ ;

Skype www.skype.comTelephone: (w): 660.543.8387 (h): 660.530.4310 – No calls later than 9pm pleaseOffice: Grinstead 120Office Hours: Mon, Wed, Fri, 10 - 12, and by appointment (Please call/email ahead of time.

Unless I’m in a meeting, I’m in my office or on campus most of the week.)

COMMUNICATIONMy preferred mode of contact is via Blackboard discussions so that the entire class can read the question and the response. However, I understand the need for privacy and the individual nature of some questions. I do check email constantly so feel free to contact me. Other means of contact may include phone, instant message, and office visits. I will usually respond within 24 hours (excluding weekends), although in reality am usually much quicker than that. Unless I’m in meetings or at a conference I am almost always in my office and check email and Blackboard constantly. Just because the class is online does not mean that we don’t have to have contact outside of Blackboard. Feel free to come by my office at any time.

CLASS MEETING TIMESCourse is entirely online using Blackboard course management software. Course access is at: http://courses.ucmo.edu

DESCRIPTION OF THE COURSEProvides historical, sociological, philosophical, and research foundations for applying computer-related technologies in educational settings. (3 credit hours)

PURPOSE OF THE COURSE

INST 5130 – Fall 2008 updated 7.30.2008 1

http://www.skype.com/

http://www.google.com/talk/

http://www.aim.com/

This course is designed to introduce students to the filed of education technology in combination with an overview of online teaching and learning.CONCEPTUAL FRAMEWORKBelief StatementThe Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.

MissionAs a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.

OBJECTIVES OF THE COURSE Upon the completion of this course the student will be able to:1. Identify and describe the definitions and domains of the field. Understand various roles and

career paths.2. Demonstrate basic technology skills required to successfully learn and teach online. (3.1,

3.2, 3.3, 3.4)3. Describe basic management roles. (4.1, 4.2, 4.3, 4.4)4. Demonstrate an understanding of basic instructional design models. (1.1, 1.3, 1.4)5. Describe the historical foundations of technology and how they relate to education. 6. Relate learning theories to current issues. (1.2)7. Summarize major research findings and trends related to the use of technology in education

to support integration of technology in a learning environment. (4.4)8. Prepare educational materials. (2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4)9. Identify research related to human diversity, equity, social, ethical, and legal issues

concerning the use of computers and related technologies in education. (3.4)10. Identify and use technology to support research and instruction throughout the curriculum

and communications with parents, staff, faculty, and administration.

STRUCTURE OF THE COURSE / STUDENT RESPONSIBILITIESTeaching method will require students to use the online classroom provided in Blackboard. The majority of interaction will take place over this medium. It is expected that students will login a few times each week in order to stay informed and participate in class discussions. Furthermore, students are expected to check their student email regularly. Standard rules of conduct for netiquette are expected.


When posting on discussions, please keep to comments that are substantive. While an occasional “Nice job!” is always appreciated, please do not fill up the boards with multiple short posts that don’t move the discussion further along. Keep in mind the relationship between quality and quantity of posts.

Last minute postings (for example, Sunday night just before they are due) are occasionally necessary, and conversations should be allowed to continue their natural course. However, keep in mind that these last minute postings may not add as much to a two-way conversation. Therefore, it is necessary for everyone’s learning experience that you log on a few times during the week to keep the discussion flowing. Points may be taken off for habitual reoccurrence of providing only last minute postings. Nevertheless, we will try and keep the class as flexible as possible.

Although the class is online, students with questions and problems have the opportunity to communicate with the teacher via Blackboard, email, phone, instant messaging, or in person. Office meetings can always be arranged to fit student schedules.

TECHNOLOGYStudents will need a web browser with Internet access, Microsoft Office or compatible, Adobe Reader, Flash, and occasionally other plug-ins when visiting web sites.

Assignments must be word processed, spell checked, and adhere to APA guidelines (double spaced, 12 pt font Times Roman or similar, 1” margins, citations in APA format). Documents shared with classmates should always be in a compatible format so that everyone in the class can view them: Microsoft Word 1997-2003 (.doc or .rtf), PowerPoint (.ppt), html, or Acrobat (.pdf) as a last resort. If you do not have Microsoft Office consider OpenOffice as an alternative (openoffice.org). Please do not save word documents in Microsoft Word 2007 .docx format as not everyone has the latest version.

TEACHING STYLEThis is not a lecture based class where students sit back, absorb information from the teacher, and then are tested on their knowledge of what they remembered. Rather, the teacher is a guide. Using a constructivist model and following a structure suited for adult learners in graduate level courses in an online environment, students will be required to build their own knowledge in collaboration with other students and stemmed from their own experiences. It is also expected that students will be seeking out information when needed from a variety of sources (professional journal literature, books, online resources, colleagues, classmates, personal experiences whether past or present, etc.) and will ask questions of the teacher and other students when necessary. The online classroom should be a friendly environment and everyone should be free to comment, ask questions, and answer questions.

EVALUATION OF THE COURSEGrades will be figured using the standard scale. 100-90% = A 89-80% = B 79-70% =C 69-60%=D 59% and below=F


Instructor created rubrics will be used to evaluate subjective assignments. Feedback will usually be provided via Blackboard discussion boards, from the instructor and from other students. Occasionally the instructor may need to email students for additional feedback. Up-to-date grades can be found through Blackboard within Tools | Check Grade. The instructor will grade assignments and post grades within one week. The student will always have the option to ask for additional feedback if desired.

Late work will be marked down one letter grade unless prior arrangements are made. Each week thereafter that the assignment is not turned in it will be reduced an additional letter grade. Assignments must be submitted early if you know you will be absent when something is due. It is to your benefit to submit assignments earlier in the week rather than at the last minute in case technical problems or other difficulties arise. Incomplete grades for the course will NOT be issued upon request. Note: if Blackboard is down and it prevents you from posting assignments, please post as soon as possible after the system is back up. Blackboard failures, while rare, are possible and you will not lose points if late for that reason.

Students will have the option to revise and resubmit work if they are not satisfied with their assigned grade. While points can not be made up for late work, students who are persistent in learning should do well in this course.

EARLY ALERTAs part of the College of Education commitment to building a positive, student-centered learning community that supports the success of every student, the faculty member instructing this course participates in the UCM Early Alert Program.

ADAStudents with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 222, (Voice and TTY) 660-543-4421.

ACADEMIC HONESTYHonesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the University Community. Please see the Central Student Handbook for the complete policy, student responsibilities, and procedures for enforcement http://www.ucmo.edu/x71440.xml

GET HELP @ YOUR LIBRARY!You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk:

Phone: 543-4154 Email: [email protected]: JCKLReference


mailto:[email protected]

http://library.ucmo.edu/

http://www.ucmo.edu/x71440.xml

MAILING LISTEach student is expected to subscribe to the listserv maintained by the department. Important information may be missed by students who are not subscribed.

For more information see http://www.ucmo.edu/cte/programs/edtech/listserv.cfm

TEXTBOOKS FOR THE COURSEThere is 1 required textbook for this course:

Reiser, R. A., & Dempsey, J. V. (2007). Trends and issues in instructional design and technology (2nd ed.). Upper Saddle River, NJ: Pearson Education. ISBN-13: 978-0131708051

Recommended (Needed throughout the program for formatting papers in all courses). Note: if you have access to this from a library or another source you may not need to purchase. Many website provide basic formatting information.http://apastyle.apa.org

American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington: American Psychological Association.

Textbooks can be purchased from the University Store, in person or via a distance and then shipped to you (1.800.330.7698 or http://www.ucmbookstore.com).


http://apastyle.apa.org/

http://www.ucmo.edu/cte/programs/edtech/listserv.cfm

COURSE CALENDAR

Week Dates Topics Overview of Major Readings & Assignments Due(Additional online activities posted in Blackboard under the

Assignments link. Please check weekly.)

1 Aug 19 – 24 Intro to Blackboard, course / program, base knowledge

Read Reiser & Dempsey, Preface & Introduction

2 Aug 25 – 31 Domains of the field Read Reiser & Dempsey, Ch 1 - 2 & 24 - 26Start Blogging

3 Sept 2 – 7 Instructional Design Models: ADDIE

Holiday: Labor Day – Monday Sept 1Due: ADDIE

4 Sept 8 – 14 Historical foundations

Read Reiser & Dempsey, Ch 3

5 Sept 15 – 21 Theory Read Reiser & Dempsey, Ch 4 - 9

6 Sept 22 – 28 Due: Theorist Paper

7 Sept 29 – Oct 5 Management Read Reiser & Dempsey, Ch 10 - 13

8 Oct 6 – 12 Human Performance Technology

Read Reiser & Dempsey, Ch 14 - 17

9 Oct 13 – 19 Various settings Read Reiser & Dempsey, Ch 18 - 20 & 23

10 Oct 20 – 26 p-20 education,online learning / distance education

Read Reiser & Dempsey, Ch 21 - 22 & 28

11 Oct 27 – Nov 2 Due: Interview Report

12 Nov 3 – 9 Social, Ethical, Legal Read Reiser & Dempsey, Ch 27

13 Nov 10 – 16 Due: Group Presentation

14 Nov 17 – 23 Research Due: Literature Review

Nov 24 – 30 Thanksgiving Break

15 Dec 1 – 7 Emerging trends Read Reiser & Dempsey, Ch 29 - 32

Finals Dec 8 – 12 Due: Course Reflection


Course Projects (Total possible points = 1000)

Assignment and Point Summary

Assignment Points Possible Points Obtained

Online Activities and Participation 300

Blog 100

ADDIE 100

Theorist Paper 100

Interview Report 100

Group Presentation 100

Literature Review 100

Course Reflection 100

Total 1000


Assignment Details

Online Activities and Participation (300 points)There will be online discussions and activities throughout the semester. This will include the general Discussion Board and Group Discussions, with some variation depending on the size of the class and specific activities. With each activity you are expected to respond to the initial questions as well as interact with classmates in a discussion. Grading is based on the frequency and regularity of logins (2-3 times per week is standard), on time completion of all discussion board activities, and the quality and depth of online discussions.

Three attendance / participation grades will be provided, covering the first third of the semester (100 points), second third of the semester (100 points), and final third of the semester (100 points), for a total of 300 points at semester end. This will allow students to adjust their activities as the semester progresses if need be. (Standards: 5.3)

Grading Rubric:Target Acceptable Unacceptable

Rating 3 2 1Quantity of discussion posts

Posts multiple new threads and replies to other messages throughout week

Posts a single message per board per week

Does not post weekly on the discussions

Quality of discussion posts

Ties together readings, concepts, experiences, and other posts, contributing to an in depth discussion

Posts touch on readings and experience

Short and uninformative posts that do not add to the discussion

Blackboard logins Logs in 2 or 3 times per week

Logs in 1 or 2 times per week

Logs in less than once per week

Clarity Posts are clear and easy to follow

Posts are readable and can be understood

Difficult to understand what the point of the messages are

Rating Scale:Score Rating Grade10-12 Target A

8-9 Acceptable B0-7 Unacceptable C or below


Blog (100 points): Formative assessment: Students will utilize a blog to post weekly thoughts, feelings, questions, notes, on any range of topic that comes about from the various readings and assignments. You may blog as a way to reflect on recent readings or assignments, to post thoughts or questions, or as a way to write about something that you will want to later delve into. This is the place to really go off on a tangent and is different from the Blackboard discussions. You can say anything you want on your blogs. While they are shared with others, it is viewed more as a one way discussion. This will be individualized and private, though shared. This is also ongoing, as opposed to a final reflection.

In the past, students often kept journals written in notebooks. For hundreds of years people have used newspapers and other written forms of communication to share journals on political topics and other thoughts. This is simply a hi-tech version. Blogs are utilized in schools, in industry, and a source of information like many other web sites. This assignment serves two purposes. The first is the blogging itself as a source for you to keep your thoughts. The second is the technical nature and a way for you to see how easy this is if you’ve never done it before. While blogging, spend some time thinking about how you could use these for other purposes after the class ends. How might you incorporate blogs in your own teaching, or what would you suggest to other teachers?

Many free tools are available. For example, Blogger at http://www.blogger.com is one popular choice. A Google search will bring up hundreds of other options. I have set up a blog for you at ePALS so that you can see one of the more popular, and safe, tools used in schools today. http://sites.epals.com/inst5130/Your username and password in ePALS are initially both set to year/semester/lastname, lower case, and no spaces or other characters. For example, 2008fallsmith. You can change your password after you log in. Note: Please be aware that there is a time lag between when you post and when it appears. I have it set to read and approve each post to simulate a highly secure and safe k-12 environment.

For additional information on blogs check out Atomic Learning. Go to Resources | Workshops. Then scroll down to Blogging Workshop. (Standards: 5.3, 5.4)


Rating 3 2 1Quantity of posts Posts weekly Post regularly Does not post weekly

Quality of posts Ties together readings, concepts, experiences, and other events that leads to depth

Posts touch on readings and experience

Short and uninformative posts that do not have substance

Clarity Posts are clear and easy to follow

Posts are readable and can be understood

Difficult to understand what the point of the messages are

Rating Scale:Score Rating Grade


8-9 Target A6-7 Acceptable B0-5 Unacceptable C or below

ADDIE (100 points):

Summary of main ADDIE components:

AnalysisAudienceInstructional GoalsDelivery methodConstraintsTime frame

DesignObjectivesSequence of instruction

DevelopmentCreation of actual instructional materialsAssignment of roles and responsibilities with time frame

ImplementationLesson plan

EvaluationRubricEvaluation of goalsRevisions

Using the ADDIE model, teach someone something. If you are a classroom teacher you could teach your own students. Regardless you could also teach your spouse, children, friends, or neighbors. Keep it short and simple: technology related such as how to use your digital camera, how to program your DVD recorder, or something completely different such as how to use the washing machine or how to bake bread. It could also be a small piece of a much larger instructional unit. Make it fun and interesting.

For this paper, begin with an introductory paragraph providing an overview and/or background. Create each of the five sections, in paragraph form and/or bulleted. Include a short, final reflection paragraph that takes into consideration some of the assumptions and factors that have to be considered. The final product should only be 3-5 pages in length. (Standards: all)


Rating 3 2 1Model Covers each of the core elements

with thorough thought into each section

Covers each of the core elements

Missing elements

Clarity Professionally written Clear, easy to follow, grammatically correct

Difficult to follow

Reflection Thoughtful consideration of factors you would have to consider

Considers implications Cursory reflection with little thought


8-9 Target A


6-7 Acceptable B0-5 Unacceptable C or below

Theorist Paper (100 points): Choosing an educational theorist that has influenced instructional design, write a paper to share with the rest of the class. No duplication so that we get a wide variety of papers. You must therefore inform the class via the wiki who you have chosen so that we can create a list of theorists and students. Sections to include:

1) brief biographical background on the person2) an explanation of the theory3) how you see the theory fit into your own life and/or personality 4) thoughts on how the theory impacts learning in the present day and how you will utilize these ideas in real life, especially considering current use of technology

Possible theorists (including those focused on distance education theories*) include but are not limited to:

a) David Ausubel b) Albert Bandura c) Benjamin Bloomd) John Dewey e) Dick & Carey f) Robert Gagneg) Borje Holmberg*h) David Jonasseni) Desmond Keegan*j) Malcolm Knowles*k) Robert Mager l) David Merrillm) Michael Moore*n) Otto Peters*o) Jean Piagetp) Charles Reigeluthq) B.F. Skinner r) Lev Vygotsky s) Charles Wedemeyer*

Alternatively, you may choose to focus on a theory or a category of theories if multiple theorists are involved. This may require a slightly different approach, but will certainly be acceptable.

Although web sites may be used as references this paper should also contain journal articles and/or books as well. At least one original source from the theorist is recommended. Requirements: 5-7 page APA style paper (do not count cover page or reference page). Be prepared to answer questions via online discussion. (Standards: 1.2)

Grading Rubric:


Target Acceptable UnacceptableRating 3 2 1Required sections Includes all required

sectionsIncludes most required sections

Does not include all sections

Quality of writing Clear and concise writing style, formatted properly

Minor grammatical and spelling errors

Hastily written paper with unusual style

Resources Uses several original resources, peer reviewed materials, and books

Uses a mixture of web sites and quality library resources

Only uses web sites as resources



Interview Report (100 points): Contact a person in your area of interest, who is involved with some form of technology and teaching/education, and interview them. Find out what attracted them to the position they are working in, what their job entails, what kind of ongoing professional development they suggest, how they stay involved in the profession, and ask for general advice. The scope of this interview is broad and varied, so feel free to talk about whatever you have questions about. The final product will be a 3-5 page paper describing your interview. Prepare questions ahead of time and list those in your paper. (Standards: 4.4, 5.4)


Rating 3 2 1Content Deep, insightful

questions and discussion that help inform the rest of the class about possible careers

Good information that supplements our readings

Superficial interview that does not enlighten

Clarity Professionally written, 5 pages in length

Clear, easy to follow, grammatically correct, 3 pages in length

Difficult to follow, less than 3 pages long

Reflection Includes connections between readings and person interviewed as well as personal insight

Makes personal connections to person interviewed

No connections made




Group Presentation (100 points): As a group, choose a topic somehow related to our field that you would like to present. I will set up groups for this purpose on Blackboard. You will then prepare a virtual presentation to share with the class. It could be as simple as a PowerPoint, but could also include Word documents for handouts, web pages, a wiki, or other materials that are easily shareable. Please cite sources as necessary. These group presentations allow you the experience of creating such products at a distance, presenting such products at a distance, as well as the content itself. Post your topic on the course wiki so that other groups do not duplicate. (Standards: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4)


Rating 3 2 1Content Informative, useful

content that adds to course

Useful educational technology content

Little useful information

Presentation Clear and easy to follow presentation

Complete and useful presentation

Difficult to follow

Collaboration Worked cohesively as a group in an ideally collaborative nature

Worked together and combined individual efforts into final product

Had difficulty working together and building consensus




Literature Review (100 points): Staying current by reading professional literature is a must due to the constantly changing field let alone world we live in. Ongoing lifelong learning and professional development dictate that we become familiar and comfortable with improving our own education. Therefore, this assignment will give you an opportunity to use library resources to locate two (2) good articles and write an analysis on any topic of educational technology. At least one of the articles should be from a professional peer reviewed publication. The second can be either scholarly or from a professional magazine covering current practice. This is both a summary of main points, and a review. Two pages minimum each in APA format, for a total of four pages. Include the citations to the articles. (Standards: 4.3, 4.4)


Rating 3 2 1Article Choice Excellent selection of

peer reviewed professional literature that is relevant to the course

Good selection of high quality literature relevant to the course

Poor quality article and/or unrelated to course

Paper Construction Includes quality depth of summary and analysis of articles

Brief yet good summary and analysis of arguments

Superficial analysis and poorly defined summary

Writing Clear and concise writing and formatting

Readable Unstructured with poor grammar and spelling




Course Reflection (100 points): Summative assessment: Students will complete a 4-5 page reflective essay as a self-evaluation of the semester. Include in this essay brief yet specific connections to the AECT standards (design, development, utilization, management, and evaluation). Consider how the class benefited you and how you will apply this knowledge in the future. Complete details on the domains and sub-domains can be found under AECT Standards from the AECT SPA website at http://ncate.org/public/programStandards.asp?ch=4#AECT (Standards: All)

Unacceptable0

Developing1

Acceptable2

Target3

Score

Depth No connection between course and self

Limited connection between course and self

Covers main points of semester to personal life

Deep integration to assignments and personal connections

Standards No connection to standards

Limited connection to standards

Mentions AECT standards

Ties to AECT Standards

Format Unstructured with poor grammar and spelling

Unstructured Readable Clear and concise writing and formatting

Rating Scale (of points possible):Score Rating Grade



http://ncate.org/public/programStandards.asp?ch=4#AECT

Recommended Readings

Barron, A.E., et al. (2006). Technologies for education: A practical guide. Westport, CN: Libraries Unlimited.

Counts, E.L. (2004). Multimedia design and production for students and teachers. Boston: Pearson Allyn and Bacon.

Dick, W.O., Carey, L., & Carey, J.O. (2004). The systematic design of instruction. (6th edition.). New York: Allyn & Bacon.

Gagne, R.M. (1987). Instructional technology: Foundations. Hillsdale, NJ: Lawrence Erlbaum Associates.

Heinich, R., et al., (1999). Instructional media and the new technologies of instruction. (6th edition). New York: Macmillan Publishing Company.

Jonassen, D.H. (1996). Handbook of research for educational communications and technology. New York: Macmillan.

Lockard, J., & Abrams, P. (2001). Computers for twenty-first century educators. (5th edition). New York: Addison Wesley Longman.

Moore, M.G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing.

Morris, S. (2002). Teaching and learning online: A step-by-step guide for designing an online k-12 school program. Lanham, MD: Scarecrow Press.

Orey, M., McClendon, V.J., & Branch, R.M. (Eds.). (2006). Educational media and technology yearbook 2006. (Vol. 31). Westport, CT: Libraries Unlimited.

Ragan, T.J., & Smith, P.L. (1999). Instructional design (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

Richey, R. (1986). The theoretical and conceptual bases of instructional design. New York: Nichols Publishing.


Saettler, P. (1990). Evolution of American educational technology. Englewood, CO: Libraries Unlimited.

Seels, B.B., & Richey, R.C. (1994). Instructional technology: The definition and domains of the field. Washington: Association for Educational Communications and Technology.

Websites

The Encyclopedia of Educational Technology: http://coe.sdsu.edu/eet/

NCATE, AECT Standards: http://ncate.org/public/programStandards.asp?ch=4#AECT
