Syllabus & Assignments: http://idt.emporia.edu/childress/it371/

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Pre-Requisite Course

IT 325 Instructional Technology for Educators or its equivalent is the pre-requisite course. The Microsoft Office Suite (Word, PowerPoint, Excel, Access), Basic Internet Communication Services (E-mail, Search Engines, Resources), Blackboard (online instruction), the Intel Teach to the Future workbooks (technology integration into a unit plan), and other items were integral components of IT 325. Students entering IT 371 must have the comparable knowledge and skills from IT 325 or its equivalent.

Required Materials:

Grabe, M. & Grabe, C. (2004) Integrating Technology for Meaningful Learning (4rd Ed.).New York: Houghton Mifflin Company. (ISBN: 0-618-30580-7)

ESU iDrive Server Space

ESU E-mail Account

USB Storage Device - Flash Drives, also known as Jump Drive, Flash Drive, etc.

Few CD-R Disk with cases

* See Expected Use of Internet Technologies below

Course Goal

By actively participating in this course, you will improve your abilities and desire to use traditional media as well as interactive "new" media to support the learning of worthwhile outcomes.

Technology Standards

This course is based upon the ISTE National Educational Technology Standards (NETS) Professional Preparation Performance Profile section. This group of standards correlates to Emporia State University's Phase I preservice education program.  Students in this course will implement, meet, and/or partially fulfill these standards. (See the end of this syllabus for the standards.)

Course Objectives 

Part One: Introducing Instructional Media

1.1 Define "media" 

1.2 Explain when media are considered instructional

1.3 Describe the role different types of media should play within an effective learning environment

1.4 Define "interactive" and distinguish between more interactive and less interactive media

1.5 Define "multimedia"

1.6 Describe five important factors affecting how people learn from instruction

1.7 Identify ways in which interactive multimedia can be used to effectively deal with the various factors which affect how people learn from instruction

1.8 Explain why teachers must develop some or all of their own instructional materials instead of relying solely upon prepackaged curricula

Part Two: Basic Instructional Design

2.1 Understand basic instructional design principles

2.2 Evaluate and critically examine different genres of media

2.3 Develop and create instructional materials for the classroom

2.4 Identify and select appropriate media resources

2. 5 Understand intellectual property rights and copyright law

Part Three: Instructional Technology and Change

3.1 Given a piece of computer software, classify it as one or more of the following types: Situation Exploration, Reference Exploration, Simulation, Creation, Drill-and-Practice, Tutorial, and Game.

3. 2 Describe ways in which instructional media can be used to aid the effectiveness of instruction

3.3. Describe ways in which specific areas of instructional design could be treated differently from the ways educators have traditionally treated them so that improvements can occur in the classroom

3.4. Describe ways in which instructional technology might affect your own teaching (classroom design, daily activities, instructional design/lesson planning, time management, etc.)

Part Four: Integration of Technology

4.1 Integrate a lesson development application software (PowerPoint) into a lesson plan and/or unit plan

4.2 Integrate Audio-Video-Image Editing (Windows Movie Maker, Freehand MX, Fireworks MX, PowerPoint) into a lesson plan and/or unit plan.

4.3 Integrate an Internet lesson (WebQuest) into a lesson plan and/or unit plan.

4.4 Integrate a webpage/website development application software (Dreamweaver) into a technology portfolio.

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Activities, Content, and Projects

1. Software Evaluation Project - 10 pts.

Evaluation of a piece of multimedia software based upon its usefulness in the instruction of worthwhile outcomes within purposeful, meaningful environments.

2. Paint/Image Editing Project - 10 pts.

Create and edit digital images.

3. Digital Audio Project - 20 pts.

Create and edit digital audio.

4. Digital Video Project - 30 pts.

Create and edit digital video and audio.

5. WebQuest Project - 30 pts.

Create your own "WebQuest", web-based lesson plan for use in your classroom. This project will consist of the design and development of multiple webpages and links created by a group of three to four students.

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Course Evaluation:

There are 100 points possible for this course. The grade you earn for this course depends on the total number of points you earn throughout the semester. The final grade will be based on the following percentage scale:

Other Items:

Expected Use of Internet Technologies

The use of email and other Internet Technologies is an integral part of this course. The use of these technologies is required on a regular basis for class communication and file distribution. Regular use will ensure that students will be comfortable enough to use these technologies in their future classroom.

Free Email Accounts are available from the following:

Expectations:

Extensive lab hours will be required outside the normal lecture period.  Since other professors may request the lab for their classes, check the open lab hours.  You may work on assignments at home/work if you have the same software. 

Internet at Home:

Emporia State University has dialup access available 24 hours per day. This gives a full Internet connection including the WWW and e-mail. The cost is modest for the entire year (@$50.00). This setup requires either a Macintosh or Windows computer and a modem.

Academic Dishonesty

Academic dishonesty, such as cheating, copying, and/or plagiarism, will not be condoned. Policies of the Instructional Design & Technology Department, The Teachers College, and Emporia State University will be adhered to by the professor. See the ESU webpage below:

http://www.emporia.edu/soa/ja/code.html

Americans With Disabilities Act:

"Emporia State University will make reasonable accommodations for persons with documented disabilities. Students need to contact the Director of Disability Services and the professor as early in the semester as possible to ensure that classroom and academic accommodations are implemented in a timely fashion. All communication between students, the Office of Disability Services, and the professor will be strictly confidential." Student requiring special adaptations or accomodations should informa the professor. See the ESU webpage below:

http://www.emporia.edu/disability/

Attendance Policy

Attendance will be taken at the beginiing of each class session. Participation/attendance points are recorded and are a part of the student's course grade. There are not excused/unexcused absences. IMPORTANT- After three (3) absences, the student's grade will be an automatic F. It is suggested that with this many absences the student should drop the course.

Classroom Environment

There is no eating or drinking allowed in the computer laboratory. However, food is allowed n the Atrium, which is just outside the door.

Course Changes

I reserve the right to make modifications/changes in the course as necessary for the purposes of instruction.

Drop/Add & Withdrawal

Students who may wish to change courses or withdraw should be aware of the appropriate dates.

Late Work

Late work will NOT be accepted for points as a general rule. Consult with the instructor if you believe there may be extenuating circumstances.

Extra Credit

No individual extra credit assignments are available. Only whole group extra credit assignments may be provided when the meet the goals of the courses. (These are extremely infrequent.) Generally, there is not extra credit given in the course.

Reading Assignments

The student is expected to have read all assigned textbook-related readings. Normally this is to be completed prior to the class sessions.

Writing Standards

Class participants are university students and most, if not all, will be teachers. Effective communication skills are demanded in today's world. Thus, high standards for written and oral communication are expected and the quality of such will be graded. Papers, including sources, must be cited in a consistent format. The American Psychological Association, APA, style is required. Plagarism is not condoned.

World Wide Web Addiction

Although the Internet, and specifically the World Wide Web, is a valuable tool for educatiors, it is NOT education itself. A recent study showed a positive correlation between students who failed college and those who spent long hours surfing the Internet. Stdents are advised to be moderate in their use of WWW and complete all assignments in a timely manner.

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Technology Standards

The International Society for Technology in Education (ISTE) developed the standards for technology and teacher education [http://www.iste.org]. These standards are called the National Educational Technology Standards (NETS). These standards may be used by the accrediting agency known as National Council for Accreditation of Teacher Education (NCATE) [http://www.ncate.org]. There are six broad standards with a variety of performance indicators for each standard. The performance indicators are listed below.

Standard I - Technology Operations and Concepts. Teachers demonstrate a sound understanding of technology operations and concepts.

Standard II - Planning and Designing Learning Environments and Experiences. Teachers plan and design effective learning environments and experiences supported by technology.

Standard III - Teaching, Learning, and the Curriculum. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

Standard IV - Assessment and Evaluation. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

Standard V - Productivity and Professional Practice. Teachers use technology to enhance their productivity and professional practice.

Standard VI - Social, Ethical, Legal, and Human Issues. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PreK-12 schools and apply that understanding in practice.

Professional Preparation Performance Profile

(The ISTE standard Roman numeral is indicated in parenthesis.)

Prior to completing student teaching, internship, or Professional Development School experiences, prospective teachers:

1. identify the benefits of technology to maximize student learning and facilitate higher order thinking skills. (I, III)

2. differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and  implement learning activities. (II, III, V, VI)

3. identify technology resources available in schools and analyze how accessibility to those resources affects planning for instruction. (I, II)

 4. identify, select, and use hardware and software technology resources specially designed for use by PK-12 students to meet specific teaching and learning objectives. (I, II)

5. plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for solutions. (II)

6. identify specific technology applications and resources that maximize student learning, address learner needs, and affirm diversity. (III, VI)

7. design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI)

8. design and peer teach a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology. (II, III)

9. plan and teach student-centered learning activities and lessons in which students apply technology tools and resources. (II, III)

10. research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. (II, IV, V, VI)

11. discuss technology-based assessment and evaluation strategies. (IV)

12. examine multiple strategies for evaluating technology-based student products and the processes used to create those products. (IV)

13. examine technology tools used to collect, analyze, interpret, represent, and communicate student performance data.(I, IV)

14. integrate technology-based assessment strategies and tools into plans for evaluating specific learning activities. (IV)

15. develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V)

16. identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education. (V)

17. apply online and other technology resources to support problem solving and related decision making for maximizing student learning. (III, V)

18. participate in online professional collaborations with peers and experts. (III, V)

19. use technology productivity tools to complete required professional tasks. (V)

20. identify technology-related legal and ethical issues, including copyright, privacy, and security of technology systems, data, and information. (VI)

21. examine acceptable use policies for the use of technology in schools, including strategies for addressing threats to security of technology systems, data, and information. (VI)

22. identify issues related to equitable access to technology in school, community, and home environments. (VI)

23. identify safety and health issues related to technology use in schools. (VI)

24. identify and use assistive technologies to meet the special physical needs of students. (VI)

IT 371 Instructional Media - ISTE & Yacute; Standards - Content/Textbook Correlation

Standards:

I. Technology Operations and Concepts

II. Planning and Designing Learning Environments and Experiences

III. Teaching, Learning, and the Curriculum

IV. Assessment and Evaluation

V. Productivity and Professional Practice

VI. Social, Ethical, Legal, and Human Issues

Performance Indicator	Topic	Grabe & Grabe (3rd ed. 2001)
1. identify the benefits of technology to maximize student learning and facilitate higher order thinking skills. (I, III)	Constructivism	Chapters 1, 2, 3
2. differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities . (II, III, V, VI)	PowerPoint	Chapters 5, 7, 8, 10
3. identify technology resources available in schools and analyze how accessibility to those resources affects planning for instruction. (I, II)	IMovie2, digital camera, scanner, cd-rom burner, Image Editing, Audio Editing, Video Editing, PowerPoint	Chapters 5, 9
4. identify, select, and use hardware and software technology resources specially designed for use by PK-12 students to meet specific teaching and learning objectives. (I, II)	Software Evaluation, Kidspiration, Inspiration	Chapters 2, 4, 7, 8, 9
5. plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for solutions. (II)	IT 371 Projects, Educational Methods Courses & Subject Methods Courses	Chapters 5, 7, 8, 9, 11

6. identify specific technology applications and resources that maximize student learning, address learner needs, and affirm diversity. (III, VI)	Lesson Plans IT 371 Course Content	Chapter 1, 2, 11
7. design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI)	IT 371 Final Project Educational Methods Courses & Subject Methods Courses	Chapter 11
8. design and peer teach Yacute; a lesson that meets content area standards and reflects the current best practices in teaching and learning with technology. (II, III)	IT 371 Final Project Educational Methods Courses & Subject Methods Courses	No Chapters
9. plan and teach student-centered learning activities and lessons in which students apply technology tools and resources. (II, III)	IT 371 Final Project Educational Methods Courses & Subject Methods Courses	No Chapters
10. research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information resources to be used by students. (II, IV, V, VI)	World Wide Web Reliability/Validity, ERIC, Various information resources	Chapter 4
11. discuss technology-based assessment and evaluation strategies. (IV)	School District Grading Systems	Chapters 2, 5, 9 (Spotlights)
12. examine multiple strategies for evaluating technology-based student products and the processes used to create those products. (IV)	Performance rubrics, Performance assessment, Authentic assessment	Chapter 2 (Spotlight, Focus) and Chapter 10 (Spotlight)
13. examine technology tools used to collect, analyze, interpret, represent, and communicate student performance data. (I, IV)	Gradebooks, Spreadsheets, School District Grading Systems	Chapter 5

14. integrate technology-based assessment strategies and tools into plans for evaluating specific learning activities. (IV)	Surveys, Reports, Data Forms, IT 371 Projects, Educational Methods Courses & Subject Methods Courses	Chapter 5 and Chapter 10 (Spotlight)
15. develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V)	Unit Portfolio, Dreamweaver, IT 371 Projects, Educational Methods Courses & Subject Methods Courses	No Chapters. This is a technology infused learning activity suitable for the final project as a Unit Portfolio to match IT 125 Intel Teach to the Future (ITTF) Unit Portfolio.
16. identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education. (V)	Online Instruction, e. g. Blackboard, professional organization websites	Chapter 6
17. apply online and other technology resources to support problem solving and related decision making for maximizing student learning. (III, V)	Internet WebQuests	Chapters 3, 6, 10
18. participate in online professional collaborations with peers and experts. (III, V)	Discussion Groups, Chat Rooms, e.g. Blackboard, Yahoo	Chapter 6 Keeping current via the Internet
19. use technology productivity tools to complete required professional tasks. (V)	Word processing, spreadsheets, databases, grading systems continued from IT 125	Chapter 5
20. identify technology-related legal and ethical issues, including copyright, privacy, and security of technology systems, data, and information. (VI)	Research topic, It 371 Course Content at every level. Continued from IT 125	Chapter 11
21. examine acceptable use policies for the use of technology in schools, including strategies for addressing threats to security of technology systems, data, and information. (VI)	School District Policies from selected districts and/or Internet online	No Chapters Obtain from selected school districts

22. identify issues related to equitable access to technology in school, community, and home environments. (VI)	Websites related to access, equity, adaptability, and special education	Chapters 1, 11
23. identify safety and health issues related to technology use in schools. (VI)	Related websites. Continued from IT 125	Chapter 11
24. identify and use assistive technologies to meet the special physical needs of students. (VI)	Related websites. Educational Methods Courses & Subject Methods Courses	Chapter 1

Compiled by Harvey Foyle for IT 371, Instructional Media, and correlated to ISTE Preprofessional Preparation standards and Mark Grabe & Cindy Grabe, Integrating Technology for Meaningful Learning, 3^rd edition, Yacute; Boston: Houghton Mifflin Company, 2001.