Electronic Portfolio development
The overriding purpose of these instructional goals is to increase your productivity as an educator using microcomputer technology to design instruction utilizing multimedia materials. In general, this course will help you use microcomputers for production of multimedia instruction. It emphasizes developing the knowledge and skills necessary to evaluate and apply instructional design and message/visual design principles for multimedia instruction. It provides you with an opportunity to develop and practice the skills of computer technology central to its use for teacher and instructional support service.
Required Materials:
Required Text:
Sharp, Vicki (2003). Make It with Microsoft Office: For Macintosh with OS X. Visions Technology in Education. The Macintosh Guide to Microsoft office 2003 for Teachers and students.
Shelly, G. B., Cashman, T. J., Gunter, R. E, & Gunter, G. A. (2004). Integrating Technology in the Classroom (3rd ed.) Thomson Course Technology.
Other Materials:
Flash Drive or 100 MB Zip Disk formatted for Windows or Macintosh (verify your section)
A CD ROM" Graphics Collection will be provided for your projects and assignments with your textbook. Each student is required to purchase a Flash Drive or a Macintosh formatted Zip Disk. A second Zip disk or Flash Drive can be used to back-up your student data disk on a regular basis. This minimizes the risk of losing your working files and reinforces good computer behavior. This disk should be 100 MB Zip disk.
You may also consider purchase of the software used in this course. The software is Microsoft Office 2003. It is available at the UT Student Union at a discounted academic rate. You will need to show evidence of your student status in order to qualify for this special discount.
II Course Requirements:
For each of the major areas of word processing, email, listservs, database, spreadsheet, integration, WWW resources, presentation software, scanning, using digital cameras, using video cameras, multimedia authoring, web page development, assistive devices, and software evaluation you will develop sample applications for the purposes of practice and feedback. This will include practice exercises as well as project(s). Once you have completed practice and feedback exercises you will be expected to demonstrate your knowledge and capabilities through formal assessments. These assessments will include a written assessment and several projects used for assessments. Grading will be criterion referenced. This means that your exercises and assessments will be graded using criteria established for each one. Your grade will depend on the degree which your project reflects achievement of the specified criteria.
(A detailed summary for each project will be handed out before the project is due.)
Course Goal Areas:
1. You will learn about microcomputer operating systems using common functions to navigate in the operating system, perform routine file and disk functions, and develop general knowledge of the functioning of a microcomputer. This assessment is worth 5% of your final grade.
2. You will develop knowledge and skill in word processing and graphics software. This will include the use of functions common to most word processing programs, but also extend into word processing features and techniques that allow the software to perform a number of secondary functions (e.g., form letters). This assessment is worth 15% of your final grade.
3. You will develop knowledge and skill in the use of electronic spreadsheets and the use of database management. For instructional goal you will design and develop spreadsheets and database using combinations of functions available in most spreadsheet and database software. This assessment is worth 10% of your final grade.
4. You will use the features of integrated software that allow transfer of data from one application to another, including mail merge procedures. In addition, you will perform various operations common to a user operating in a networked environment. This assessment is worth 5% of your final grade.
5. You will develop knowledge and skill in the use of electronic mail (e-mail) and the Internet computer network (Netscape) communications. This assessment is worth 5% of your final grade.
6. You will demonstrate your ability to collaborate with a group of peers to create and orally present, using a projection device, a PowerPoint presentation that has (1) imported graphics or charts from sources such as database, spreadsheet, or graphics programs, (2) evidence of the use of appropriate visual design principles, (3) appropriate use of builds and transitions, and (4) use of animation. This assessment is worth 15% of your final grade.
7. Evaluation of the instructional software available for your content area(s) and grade level(s) is a critical skill necessary to appropriately choose, purchase, and integrate technology into your classroom. As a teacher you will likely be making decisions. In addition, it is likely that you will have parents asking for your recommendations for their purchasing decisions for a home computer. Using your own resources (i.e. CD-ROM or videodisk software you own or have access to through schools or other means) or those of the Carver Center, you are expected to select two instructional software programs and demonstrate your skill in exploring and evaluating educational software. You will need to (1) identify potentially appropriate software for your target audience (grade level and content area), (2) identify the instructional objective(s) for the software, (3) evaluate the general principles in use, and (5) investigate its ease of use, cost, and system demands. Your final product will be a software evaluation report that summarizes the software you evaluated and its strengths and weaknesses. This assessment it worth 5% of your final grade.
8. You will participate in an interactive television learning experience you will write a brief evaluation report discussing (1) the overall quality of your experience, (2) your opinion of the advantages and disadvantages of this application of technology to teaching and learning, (3) ideas about how such technology could be used in K-12 classroom setting, and (4) discuss the ways in which a teacher may need to adjust their teaching style/methods to effectively deliver instruction via such technology. This assessment is worth 10% of your final grade.
9. You will demonstrate your ability to create a multimedia instructional program using an authoring package that has (1) a nonlinear presentation, (2) navigational aids, (3) appropriate use of audio and video, (4) animation, and (5) evidence of the use of basic instructional design principles. This assessment is worth 10% of your final grade.
10. You will demonstrate your knowledge of html basics and your ability to create a web page using a composer. Your web page should include (1) a personal image scanned or obtained via digital camera, converted to a gif or jpeg file with appropriate use of size and color, (2) links to professional organizations/journals, employment opportunities, resources and references, local-state-national standards for specific grade level content, (3) links to and reviews of existing educational web sites, including a description of how it could be used for facilitating specific instructional goals, (4) links to and reviews of informational web sites, including a description of how it could be how it could be used for facilitating specific instructional goals, (5) links to and reviews of informational web sites, including evaluation of the content and its accuracy,its usefulness in facilitating instructional goals, and what teaching strategies would foster its appropriate use and (6) a current resume to include educational background, technological competencies, previous work experience and career goals. This assessment is worth 10% of your final grade.
11. You will demonstrate your ability to (1) identify definitions/description/examples of the following terms: multimedia, html, a variety of graphic file formats including gif, jpeg, pict, tiff, etc.; (2) discuss distance learning technologies and their applications, (3) identify and discuss a variety of assistive devices and their uses, including touch screens, voice recognition software, and augmentation aids; (4) given a handout developed for presentation, be able to evaluate it based upon principles of visual and message design. (5) identify/discuss the principles of instructional design; and (7) given scenarios related to the use of computers and other technology identify what type of ethical, legal, equity, and human issues apply and provide a rationale for your assessment. This assessment is worth 10% of your final grade.
Attendance: Attendance is required.
III Course Outline
The following is a tentative course calendar. Adjustments may be made at the discretion of the instructor to accommodate class progress on the instructional goals.
IV. Course Grading
Your final grade will be determined using a weighted percentage scale based on total possible points accumulated on exercises, projects and exams. The grading scale will be: 93-100%=A; 90-92.9% =A-; 87-89.9=B+; 83-86.9%= B; 80-82.9% =B-; 77-79.9 = C+; 73-76.9% = C; 70-72.9% =C-; 67-69.9% = D+; 63-66.9% = D; 60-62.9% D-; below 60% =F.
V. Course Policies
In addition to completing the reading and practice exercises for the course, practice using the assigned applications is essential to mastering the goals of the course. You should expect to spend 3-5 hours per week (minimum) at a microcomputer outside of the scheduled class hours.
The Carver Center’s Computer Lab equipment is available for use during regular operating hours - except during other computer classes. Additional systems are available in the Center. If you have questions about availability, call first. Carver’s telephone number is 530-2454.
Macintosh computers are also available in the Carlson Library (ph# 4563, 8:30-11:30 M-R; 8:30-4:30 F; 12-4:45 Sat; 1:00-8:00 Sun., and the Student Union (ph# 5186 and is also 24 hours except holidays). Normal hours for these clusters change on occasion, so it is wise to call ahead and confirm available times. If you do not own the necessary application(s), you are encouraged to use other computer labs for your assignments. These facilities are independently maintained and managed. Be forewarned to become familiar with these labs before they are critical to completion of an assignment.
Students who do not turn in their Projects on the correct day and time will receive a grade of zero. If you are ill or have a serious problem that prevents you from attending that class, please contact your instructor PRIOR to the due day and we will arrange an alternate date.
Scholastic Dishonesty: Students who violate the University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the University. All policies on scholastic dishonesty will be strictly enforced.
Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunity.
Copyright: Some goals and objectives of this course may be met through use of commercial or copyrighted software programs. You shall not copy or otherwise duplicate these programs in any form, IT IS ILLEGAL AND AGAINST THE LAW. The unauthorized copying of computer software is a violation of copyright laws and subject to university disciplinary measures, as well as, criminal prosecution. Additionally, you are expected to practice responsible, legal and ethical use of all technology hardware and software encountered in this course.
Troubleshooting: throughout the course it is likely you will encounter technical problems with your computer and other peripherals. In class we will discuss some strategies for troubleshooting the most common problems you are likely to encounter during this course. As these problems arise you are expected to first attempt to troubleshoot them on your own from memory or using help files or other resources. If you are unable to solve your problem then you should carefully document your problem and seek assistance from you instructor or lab assistant. You are also likely to encounter an unpredictable problem not previously discussed in class. If this should happen, please first attempt to troubleshoot your problem using some of the strategies for common problems. Again, if you are unable to solve your problem then you should carefully document your problem and seek assistance from you instructor of lab assistant.
Be forewarned: You will also be expected to save your work frequently and back up your work. I will not accept a request for an extension because your computer froze up and you lost your work or your disk went bad and you did not have a backup.
Due to the laboratory nature of the course it is important and expected that you attend each session. Attendance will be taken during each class. Only proven legitimate and important reasons will be excused. If you are absent I expect you to take the initiative and find out what you missed and what you need to turn in. Since we must cover everything in a semester it is impossible for me to back up and repeat a lesson.
International Society for Technology in Education (ISTE)
National Educational Technology Standards for Teachers
Please see the following standards that present the use of technology and integration of technology standards by ISTE into teacher preparation programs.
I. Technology Operations and Concepts. Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
A. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).
B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
II. Planning and Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
A. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
B. Apply current research on teaching and learning with technology when planning learning environments and experiences.
C. Identify and locate technology resources and evaluate them for accuracy and suitability.
D. Plan for the management of technology resources within the context of learning activities
E. Plan strategies to manage student learning in a technology-enhanced environment.
F. Identify and apply instructional design principles associated with the development of technology resources.
III. Teaching, Learning, and the Curriculum. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
A. Plan and implement technology-enhanced experiences that address best practices research and support content standards and student technology standards.
B. Use technology to support learner-centered strategies that address the diverse needs of students.
C. Apply technology to develop students' higher order skills and creativity.
D. Manage student-learning activities in a technology-enhanced environment.
E. Use current research and district/region/state/national content and technology standards to build lessons and units of instruction.
IV. Assessment and Evaluation. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.
V. Productivity and Professional Practice. Teachers use technology to enhance their productivity and professional practice. Teachers:
A. Use technology resources to engage in ongoing professional development and lifelong learning.
B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
C. Apply technology to increase productivity.
D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.
VI. Social, Ethical, Legal, and Human Issues. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice. Teachers:
A. Model and teach legal and ethical practice related to technology use.
B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
C. Identify and use technology resources that affirm diversity
E. Promote safe and healthy use of technology resources.
F. Facilitate equitable access to technology resources for all students.
Note: This syllabus is subject to change to accommodate extenuating circumstances.
