Introduction to Educational Technology
The University of Toledo
Judith Herb College of Education

ETPT 5000/7000: Introduction to Educational Technology
3 Credit Hours
Course Syllabus

Instructor: Dr. Berhane Teclehaimanot
Professor, Dept. of Curriculum & Instruction
Area of Educational Technology    
Office: GH 2000JJ
Office Telephone: (419) 530-7979
E-mail  berhane.teclehaimanot@utoledo.edu
Fax:    (419) 530-2466           
Class Location/Times: Online
Office Hours:  

Monday 1:00 P.M. - 3:30 P.M.
Wednesday 10:00 A.M. - 12:00 P.M.
Other by appointment only

Preparing Tomorrow's Teachers to Use Technology (PT3) project in the College of Education at the University of Toledo. http://tipt3.utoledo.edu/

Course/Catalog Description

Introduces the field of Educational Technology and its relevant competencies. Examines current trends in Educational Technology.

Course Description

This course focuses on the examination of educational technology including communication principles, instructional design procedures and the proper selection and use of mediated instruction to improve learning. In addition, this course is also designed to provide a thorough overview of the history, theory, research and practice of educational technology.

Professionals in any field should be able to do more than just perform the skills associated with that field.  They should also know something about the field’s history, its current status, and the trends and issues likely to have an impact of the field.  The goal of this course is to provide opportunities for students to become conversant and knowledgeable in these areas. In particular, this course emphasizes the following major objectives:

Course Objectives

Students will be able to:                        

  1. To explore the history of the field of Educational Technology, including the: Practice history; and
    Intellectual history.
  2. To analyze the foundations of Educational Technology, including: Communications foundations; Audio-visual foundations; Systems approach foundations; Psychological and evaluation foundations; Management and utilization foundations.
  3. To describe and analyze the contributions of key leaders in the field throughout its history.
  4. To explore the various positions on key issues currently confronting the field, and to formulate one’s own position with respect to these issues.
  5. To analyze trends in the field and determine the likely impact of such trends on future theory and practice.
  6. To explore and retrieve information about educational technology from a variety of resources, including the Internet
  7. To compare and contrast several prevalent learning theories and discuss how each influences instructional design decisions
  8. To describe the major professional organizations and publications that directly or indirectly relate to educational technology

Instructional Teaching Strategies

This fully online course is designed to stimulate student learning through the web-based delivery of readings, video, and audio, as well as collaborative activities involving asynchronous discussion and group projects. No on-campus meetings will be required.

Work Week

In this fully online course, weeks run from Mondays through Sundays: specifically, they begin at 12:01 AM Monday morning and end at 11:59 PM on Sunday night. All assigned work for any week is to be completed by the end of Sunday in that week. The materials for any week will be posted by Monday morning of that week, if not earlier, under the appropriate folder. Begin each week on Monday by checking the schedule and then viewing the content for the week under Weekly Content.

Prerequisites: None

Basic Technical Skills

To succeed in this course, it will be important for learners to possess the following technical skills:

  1. Rename, delete, organize, and save files.
  2. Create, edit, and format word processing and presentation documents.
  3. Copy, paste, and use a URL or web address.
  4. Download and install programs and plug-ins.
  5. Send and receive email with attachments.
  6. Locate and access information using a web search engine.
  7. Use chat or IM software for real-time communication.
Use a learning management system.

Technology Requirements

Browser Check Page            
Students need to have access to a properly functioning computer throughout the semester. The Browser Check Page will enable you to perform a systems check on your browser, and to ensure that your browser settings are compatible with Blackboard, the course management system that hosts this course:                
http://www.utdl.edu/utlv/Bb9BrowserCheck/innovation/blackboard/browsercheck.html

Software
Student computers need to be capable of running the latest versions of plug-ins, recent software and have the necessary tools to be kept free of viruses and spyware. The computer needs to run the following software, available in the Online Learning Download Center at http://www.utoledo.edu/dl/main/downloads.html:          

  • Word Processing Software
  • Adobe Acrobat Reader
  • Apple QuickTime Player
  • Java Plugin Console
  • Adobe Flash Player
  • Adobe Shockwave Player
  • Mozilla Firefox Browser - Recommended

Internet Service   
High-speed Internet access is recommended as dial-up may be slow and limited in downloading information and completing online tests. This course does contain streaming audio and video content.                

Use of Public Computers     
If using a public library or other public access computer, please check to ensure that you will have access for the length of time required to complete tasks and tests. A list and schedule for on-campus computer labs is available at http://www.utoledo.edu/it/CS/Lab_hours.html.

UT Virtual Labs     
Traditionally, on-campus labs have offered students the use of computer hardware and software they might not otherwise have access to.  With UT's Virtual Lab, students can now access virtual machines loaded with all of the software they need to be successful using nothing more than a broadband Internet connection and a web browser. The virtual lab is open 24/7 and 365 days a year at http://www.utoledo.edu/it/VLab/Index.html.   

Target Audience

Schoolteachers, technology coordinator, instructional designer, administrators, and curriculum and technology specialists; and faculty and staff in higher education institutions.

Required Texts and Materials:
Required Text:
The following books are required and available at B&N Bookstore Main Campus:

Smaldino, S., Lowther, D., Russell, J. (2012). Instructional Technology and Media for Learning. (10th edition) Pearson.

Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. New York, NY: Lawrence Erlbaum, Inc.

Additional Resources from Professional Journals in Educational Technology:

Distance Education Clearing House  (http://www.uwex.edu/disted/journals.html)
Educational Leadership                                               
Training and Development Journal
Tech Trends                                                                 
Educational Technology
British Journal of Educational Tech.                  
Personnel Journal of Instructional Development    
Technological Horizons in Education                        
Harvard Business Review                                           
Quarterly Review of Distance Education
Educational Media International                                   
School Media Quarterly
Information Technology                                               
Journal of Personalized Instruction
Electronic Learning                                                            
Journal of Computer-Based Instruction
International Journal of Inst’l. Technology                       
Journal of Educational Technology Systems
Journal of Experiential Learning and Simulation

Note: Some journals are available entirely online, others provide links to further information available in print or by subscription.

In addition to studying the required textbook, students are expected to spend considerable amount of time to read the assigned materials and participate in the threaded discussion board.

All class requirements and activities are set upon an individual basis so that maximum instruction can be provided for each student. The student is responsible for budgeting his/her own time and completing class work progressively throughout the term.

Course Requirements/Grading Policies:

Student work will be assessed as follows. Specific guidelines, grading criteria, and a timeframe for grades and feedback will be provided as each assignment is announced:   

 
Total Points
Facilitation for Online Discussions
30
Participation in weekly Online discussions
25
A research paper either on influential leader in the field or on a major theme that has dominated the field
25
Course Reflection Assignment on The Field of Educational Technology
20
Total Point
100

Grading System:           

5000 Level Students           

7000 Level Students

91-100                 A

93-100                 A

90                        A-

92                        A-

89                        B+

91                        B+

82-88                   B

86-90                   B

81                        B-

85                        B-

80                        C+           

84                        C+

75-79                   C            76-83                   C
74                        C-           

75                        C-

73                        D+           

74                        D+

65-72                   D

71-73                   D

64                        D-

71-73                   D

 


In addition to the criteria presented with the assignments, the following general criteria will be used for grading purposes:
1. All written work must demonstrate appropriate techniques and conventions of scholarly papers.
2. All written work must meet the scholarly standards stated in the APA Publication Manual.

  1. Facilitating an online discussion using Blackboard Threaded Discussions (30 points):

    In teams of two, you will be asked to facilitate an online discussion on the assigned readings for the week. By Monday of the designated week (or earlier if possible), one of the team members should post threee (3) engaging questions that raise key issues identified in the readings. Students will be expected to respond to these questions and participate in an ongoing discussion, which both team members will facilitate. The team members should summarize the discussion and provide a wrap-up synthesis by posting on the threaded discussion board.

    Guidelines: Discussions should examine in-depth a particular issue facing the field of Educational Technology. Team members should post questions that:

    1. Describes the issue and the various positions taken with respect to the issue;
    2. Constructs an history of how this issue has impacted the field;
    3. Identifies the contributions of key persons who are and have been identified with the issue;
    4. Describes the implications of the issue;
    5. Post the discussions wrap-up synthesis summary for the class on the threaded discussion board.

      Note:  Each group member has the option of writing up a description of any challenges, difficulties etc. with the group and its members. These are to be written INDIVIDUALLY and CONFIDENTIALLY.

      Facilitating an On-Line Discussions: (30 pts.)

      Evaluation Criteria for Facilitating an Online Class Discussion - Rubric

      Category

      Requirement Met

      Requirement No Met

      Content
      (10 pts.)

      Assigned reading fundamentals are clearly stated

      None of the assigned reading elements are clearly stated and is hard to follow.

      Appropriate and engaging questions posted (8 pts.)

      Appropriate and engaging questions are clearly posted on threaded discussion board.

      Questions are not appropriate and ambiguous as to how it relates to assigned readings.

      Discussion Organized on Subjects or Topics (4 pts.) Discussion concentrated on subjects is clear to assigned readings.

      It is very vague that discussion is concentrated on topics.

      Quality of Replies
      (2 pts.)

      Proves competence to respond to all postings and questions and does not violates copyright laws.

      Shows inability to reply to all postings and questions.

      Relating Concepts
      (3 pts.)

      Establishes clear concepts related to the posted discussions based on individual and professional experiences.

      It is ambiguous as to whether concepts relate to the text reading were addressed.

      Discussion Questions Posted (3 pts.)

      Posted on time on a designated week

      Not posted on time on a designated week


  2. Participating in online discussions (25 points):

    Students will be expected to participate in all online and will be graded on the number and quality of contributions made.

    Guidelines: The guidelines for every discussion week are the same. You will be required to post at least two responses to the initial postings. Postings must be completed by Saturday at 5:00 p.m. Instructor comments will follow.

    Participation On-Line Discussions (25 pts.)

    Criteria Requirement Met Requirement No Met
    Includes and applies relevant course concepts, theories, or materials correctly with citation of sources. (5 pts.) Applies and analyzes relevant course concepts, theories, or materials correctly. Provides citation most of the time. Does not explain relevant course concepts, theories, or materials. Does not provide citation of sources.
    Responds to fellow learners, relating the discussion to relevant course concepts and providing substantive feedback. (5 pts.) Responds to fellow learners, relating the discussion to relevant course concepts. Feedback is substantive most of the time. Does not respond to fellow learners.
    Applies relevant professional, personal, or other real-world experiences.(5 pts.) Applies relevant professional, personal, or other real-world experiences. Does not contribute professional, personal, or other real-world experiences.
    Supports position with applicable resources beyond assigned reading. (5 pts.) Consistently supports position with additional resources. Does not establish relevant position.

    Source: Evaluation Criteria for Facilitating an Online Class Discussion - Rubric by Doris Lovato


  3. Influential Leader Paper, or The Historical Theme Paper (25 pts.)

    Guidelines: Task: You have options for this assignment. Select either: The influential leader paper, or The historical theme paper.

    The Influential Leader Paper

    1. General Assignment Rationale. In this course you are exploring the field’s most influential leaders, events, and trends. This paper presents an opportunity for you to develop another type of analysis of the field of Educational Technology. It is an analysis of the field by studying the contributions of one major leader.

    2. Specific Task. Write a paper on one person who has had, or whom you think will have in the future, a profound influence upon this field. (10 pts.)

    Your paper should:

    • identify and briefly describe the career of this person;
    • describe and provide support for the person’s most significant contributions;
    • describe the nature of the impact of this person’s work on the field;
    • describe the manner and the extent to which you think this person will continue to be influential upon the field in the future, and provide a rationale for your position.

    3. Paper Specifications. (8 pts.)

    The paper should:

    • Be 10-15 pages;
    • The paper must be typed, double-spaced on white paper and beginning with page number two, each paper must be consecutively numbered at the top. Use 12 point, Times New Roman font.
    • Include an appendix, which provides a chronology of the individual’s career which includes educational background, major positions, and major accomplishments.
    • Be written according to the 5th edition APA style manual;
    • Be based upon a review of the pertinent literature, both current and historical, written, oral, and/or electronic.

    4. Implications of the Assignment. (7 pts.)

    There are a number of issues you must address to complete this assignment. Some of these follow:

    • It is not necessary (or perhaps even possible) to select the most influential person. You may want to select a person who has had particular influence on one domain or one facet of the field. Pick a person and an area of the field in which you are particularly interested.

    • Consider the broader history of the field when making your selection. However, the person does not have to be a historical figure to prove his or her influence. A consideration of the history of the field includes looking at current leaders as well.

    • Pick a person who is considered an Educational Technologist, or someone whose work has major implications for the field. In other words, we are indebted to the contributions of persons such as Comenius, whose instructional method was applied in the first illustrated textbook, and to Edison’s work with the motion picture machine. However, they are not Educational Technologists, nor do we directly look to their work for direction. On the other hand, someone such as Kilpatrick is not considered an Instructional Technologist either, but his work is closely tied to the work of the field today.

    The Historical Theme Paper

    1. General Assignment Rationale. In this course you are exploring the history of the field. This assignment presents an opportunity for you to analyze a particular facet of this history. It is an analysis of the field by studying the ideas associated with one theme that has dominated this history.

    2. Specific Task. (15 pts.)
    Write a paper on one of the following themes that has been dominant in the history of Educational Technology:

    • The power of visuals and realism
    • The power of technology
    • Breaking down barriers to education (the emergence of distance education)
    • The emphasis on individualization
    • The influence of science and scientific thinking
    • The emphasis on organizational improvement.

    Specifically, you should:
    • describe the ideas, philosophies, and or values which provided a foundation for this theme;
    • describe the key events that provide evidence of the dominance of these ideas;
    • describe the impact of these ideas on the field’s theory, research and practice; and
    • describe the manner and the extent to which you think these ideas will continue to be influential upon the field in the future.

    3. Paper Specifications. (10 pts.)
    The paper should be:

    a. 10-15 pages in length;
    b. written according to the 6th edition APA style manual;
    c. based upon a review of the pertinent current and historical literature, (written, oral, and/or electronic); and it should
    d. include an appendix, which provides a chronology those events and key publications in the field’s history, which provide evidence of the dominance of this major theme.

    Influential Leader Paper, or The historical theme paper (25 pts.)

4. Course Reflection Assignment on The Field of Educational Technology (20 pts.)

The course reflection assignment on the filed of educational technology is intended to provide you to reflect and share your learning experience, which reflect to particular parts of the filed and also to refer to the field as a whole. The word technology is used by some to mean hardware devices that deliver information and serve as tools to accomplish a task-but those working in the filed use technology to refer to a systematic process of solving problems by scientific means. This assignment will also allow you to better understand the field of Educational Technology. Therefore, the main focus of journal course reflection is designed as a means of personal reflection to fully understanding the personal journey that you experience in a distance-learning course. With this in mind, please answer the following questions:

  1. What are the roots of Educational Technology?
  2. What do Educational Technologists do?
  3. Where are Educational Technologists employed?
  4. What field offers good preparation for Educational Technology?
  5. Where can more specific information about Educational Technology be found?

Note: the course reflection assignment on the field of educational technology should be addressed after “Week 6” at the conclusion of online discussions and assigned readings in order to fully understand the field.

Course Reflection (20 pts)

Course Requirements

  1. Participation in online discussions and shared experiences are important parts of the course. The class schedule may change as the course progresses; changes will be posted on the online course announcement in Blackboard's asynchronous course management system.

  2. Note: If you have an emergency or illness, you are expected to call or e-mail the instructor as soon as possible.

  3. Each student is expected to complete all readings and course exercises, as well as two assignments and in-depth contribution to asynchronous threaded discussions.

  4. Obtaining and regularly using a computer account with access to the Internet, and the UT's Blackboard site is required. UT makes such accounts available for free to its students.

  5. To enable individualization of the course to the needs of each student, special arrangements on requirements and assignments may be negotiated in writing with the instructor. Revised assignments typically involve direct, extensive involvement in some project engaged in the design, development, evaluation, or implementation of a distance education experience.

  6. Students missing the due date for an assignment must make immediate arrangements with the instructor to fulfill that requirement.

  7. Login to the course site regularly at least four times a week to check course updates and discussion board messages.

  8. Turn in assignments on or before the due date. Late submission will result in reduced points. Assignments more than one week overdue will not be counted toward your grade.

  9. Work on course projects regularly (minimum of 5 hrs)

Course Policies

All University of Toledo policies will be adhered

  • Academic dishonesty will not be tolerated:  Students who violate the University rules on scholastic dishonesty are subject to disciplinary penalties, including the failure of the course and dismissal from the University.  All policies on scholastic dishonesty will be enforced. Please read The University’s Policy Statement on Academic Dishonesty available at http://www.utoledo.edu/dl/students/dishonesty.html.

  • Any student who has a disability that may prevent from or her from fully demonstrating his or her abilities should contact the instructor as soon as possible to discuss accommodations necessary to ensure full participation and facilitate your educational opportunity.

  • I expect all course participants to approach the course in a mature, motivated, and professional manner. A professional approach means to:

    • Complete course assignments with enthusiasm and without complaint.
    • Recognize that learning can only happen when we take an active role.
    • Engage fully in all course activities (assignments, in-class activities, online participation).
    • Ask questions.  Respond to the questions of others.
    • Contribute your observations, insights, and opinions.
    • Respect the observations, insights, and opinions of others.
    • Treat information shared in the course with respect, sensitivity, and confidentiality.
    • Strive to excel.

COMMUNICATION GUIDELINES     

Email:
Students are expected to check their UT email account frequently for important course information. This class is being taught for you, so if you are having trouble understanding any aspect of it, please let me know.  I am here to help, and will do my best to respond to email within 24 to 48 hours.           

Discussion:
In this fully online course, participation is vital to your success, and your active engagement during weekly discussion is crucial to learning.  At the beginning of the term, you will be assigned to a discussion group designed to help you understand assigned readings, learning activities, and course assignments.  On Monday morning of each week, a series of discussion questions will be posted in the discussion folder for that week. To earn full credit, you must reply to the initial weekly questions and respond to the postings for at least two responses to the initial postings by Saturday at 5:00 PM. Please see the Grading Rubric for Online Discussions for complete grading criteria.            

Real-Time Communication:                 
A link to a real-time communication or chat tool has been added to the Course Menu. We will not be using this tool as part of our course assignments; however, the tool is available for you to use if and when you need it. To that end, I would be happy to arrange a time to meet with you in a chat room if you feel that you have questions that would best be answered in real-time. Conversely, you could also use the tool to meet with fellow students online in order to enhance your understanding of course concepts.

Netiquette:
It is important to be courteous and civil when communicating with others. Students taking online courses are subject to the communication regulations outlined in the Student Handbook. To ensure your success when communicating online, take time to familiarize yourself with the “dos" and "don'ts" of Internet etiquette: http://www.albion.com/netiquette

TECHNICAL SUPPORT

If you encounter technical difficulties with Blackboard, please contact the UT Online Help Desk at (419) 530-8835 or utdl@utoledo.edu.  The Help Desk offers extended hours in the evenings and on weekends to assist students with technical problems. When calling after hours, leave a detailed message, including your Rocket Number and phone number, and an Online Learning staff member will respond on the next business day. The UT Online Help Desk website is available at: http://www.utoledo.edu/dl/helpdesk/index.html  


ETPT 5000/7000 WEEKLY SCHEDULE

Date Event
Week 1

Introduction to course
Sign up for facilitating for the on-line discussions
Blackboard Login Information for Online Learning Course

Week 2

Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.


Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Ch. 1. Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Ch. 10. Presentations and Discussions on Blackboard Threaded Discussion Board

Week 3

Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.


Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Chapter 3. (pp. 49-80)
Smaldino, S., Lowther, D., Russell, J. (2012).Understanding 21st Century Learners.
Chapter 2. (pp. 18-35)
Presentations and Discussions on Blackboard Threaded Discussion Board

Week 4
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Smaldino, S., Lowther, D., Russell, J. (2012). Exploring 21st Century Learning.
Chapter 1. (pp. 1-17)
Smaldino, S., Lowther, D., Russell, J. (2012). Integrating Technology and Media into Instruction: The ASSURE Model. Chapter 3. (pp.36–67)
Presentations and Discussions on Blackboard Threaded Discussion Board

Week 5

Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.


Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Chapter 2. (pp.15 – 48)
Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Chapter 8, pp. 213 - 240.
Presentations and Discussions on Blackboard Threaded Discussion Board

Week 6
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Smaldino, S., Lowther, D., Russell, J. (2012). Achieving 21st Century Learning Environment's. Chapter 4. (pp. 68-95)
Presentations and Discussions on Blackboard Threaded Discussion Board
Week 7
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Chapter 4. (pp. 81–139)
Presentations and Discussions on Blackboard Threaded Discussion Board
Week 8
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Smaldino, S., Lowther, D., Russell, J. (2012). Engaging Learners with Computers.
Chapter 5. (pp. 96-123)
Presentations and Discussions on Blackboard Threaded Discussion Board
Week 9
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Smaldino, S., Lowther, D., Russell, J. (2012). Connecting Learners Using Web 2.0 Tools.
Chapter 6. (pp. 124-143)
Presentations and Discussions on Blackboard Threaded Discussion Board
Week 10
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Smaldino, S., Lowther, D., Russell, J. (2012). Connecting Learners at a Distance.
Chapter 7. (pp. 144-173)
Presentations and Discussions on Blackboard Threaded Discussion Board
Week 11
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Ch. 5 and 6. (141-193)
Presentations and Discussions on Blackboard Threaded Discussion Board
Week 12
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Smaldino, S., Lowther, D., Russell, J. (2012). Preparing for Tomorrow's Challenges.
Chapter 12. (pp. 282 -308)
Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Ch. 9. Pp. 241-282.
Presentations and Discussions on Blackboard Threaded Discussion Board
Week 13
Monday, Introduction: questions posted by XXX XXX Saturday, Last day to respond to the discussion questions by 5:00 P.M.
Team member or members should be ready to facilitate the issues discussed on Blackboard.

Januszewski, A., Molenda, M. (2008). Educational technology: A definition with commentary. Ch.11. Pp. 283-326.
Presentations and Discussions on Blackboard Threaded Discussion Board
Week 14

Work on Influential Leader Paper, or The Historical Theme Paper

Week 15

Work on Influential Leader Paper, or The Historical Theme Paper, Due November 26, 2013.

Week 16
Work on Course Reflection Assignment on The Field of Educational Technology
Week 17

Course Evaluation

Course Reflection Assignment on The Field of Educational Technology, Due December 11, 2013.

The Mission of the Judith Herb College of Education, (In progress)

Note: This syllabus is subject to change to accommodate extenuating circumstances.

 


Created 6/13/09. Updated, July 30, 2013.