San Jose State University

EDIT 241: Emerging Technology

Course Syllabus

Foothill College Special Session, August, 2004

Course Description

EDIT 241 is a systematic review of results of research studies in techniques of designing; selecting, producing, using, and evaluating the use of curriculum materials and instructional media in teaching; research studies in mass communication media; procedures applicable to setting up small-scale evaluative studies of curriculum materials and media programs within schools (3 units.)

Instructor

Linda Ullah, M.A.; M.Ed. ullahlinda@foothill.edu; 650-949-768`

Course Purposes or Goals

EDIT 241 is a course for educational leaders and planners to prepare them for future changes in educational technology. It is based in research, theory, educational philosophy, history, and current trends in technology, education, and training. It relates cycles of change to paradigm shifts in order to interpret current trends and project future developments.

Course Objectives

Upon completion of this course, students will be able to:

• Trace the history and relate the introduction and growth of mass, individual, and interactive instructional technologies in the 20th century to innovations and societal needs.
• Identify individuals and groups who have significantly impacted the introduction of newer technologies in the educational arena.
• Summarize significant research findings that impact the design, implementation, and evaluation of instructional media and materials.
• Determine the reasons for paradigm shifts in instructional technologies and the impact of those changes on resultant classroom practice.
• Identify and evaluate the characteristics, educational impact, and curricular usage of newly developed technologies including: multimedia, interactive video, DVD, CD-ROM, and digitized imaging.
• Identify and evaluate the characteristics and roles of multisensory experiences, including: simulations, virtual reality, and environmental learning.
• Use a computer application to manipulate and analyze data (e.g. create, use, and report from a database; and create charts and reports from a spreadsheet).
• Communicate through a variety of electronic media (e.g. presentations incorporating images and sound, web pages, and portfolios).
• Interact and collaborate with others using computer-based collaborative tools (e.g. threaded discussion groups, newsgroups, electronic list management applications, online chat, and audio/video conferences).
• Demonstrate competence in evaluating the authenticity, reliability, bias of the data gathered; determine outcomes and evaluate the success of effectiveness of the process used.
• Optimize lessons based upon the technological resources available in the classroom, school library media center, computer lab, district and county facilities, and other locations.
• Design, adapt, and use lessons which address the students' needs to develop information literacy and problem-solving skills as tools for lifelong learning.
• Create or make use of learning environments inside the classroom, as well as in library media centers or computer labs, that promote effective use of technology aligned with the curriculum.
• Use technology in lessons to increase each students' ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions.
• Use technology as a tool for assessing students' learning and for providing feedback to students and their parents.
• Monitor and reflect upon the results of using technology in instruction and adapt lessons accordingly.
• Collaborate with other teachers, mentors, librarians, resource specialists, and other experts to support technology-enhanced curriculum. For example, collaborate on interdisciplinary lessons or cross grade level projects.
• Contribute to site-based planning or local decision making regarding the use of technology and acquisition of technological resources.

Web-based Support

Course hand outs, copies of previous examinations, homework assignments, PowerPoint lectures, class readings, notetaking shells for class and so forth may be obtained from the EDIT 241 Interactive Syllabus. The address of the syllabus is:

http://www2.sjsu.edu/depts/it/edit241/

Optional References and Texts in Emerging Technologies:

• Day, G.S. (2000). Wharton on Managing Emerging Technologies. John Wiley & Sons; ISBN: 0471361216.
• Demo. Online information on emerging technologies. http://www.demo.com
  Irwin, J.D. & Wu, C.H. (1997). Emerging Multimedia Computer Communication
• Technologies. Prentice Hall PTR; ISBN: 013079967X.
• Infowave. Online information on Emerging Technologies. http://www.waveman.com
• Kendall, K.E. (2001). Emerging Information Technologies: Improving Decisions, Cooperation, and Infrastructure. Sage Publications.
• MaxIT. Online information on emerging teaching and training technologies. http://www.maxit.com
• O'Reilly Network. Online information on Emerging Technologies. http://www.oreillynet.com
• The Science Advisory board. Online information on Emerging Technologies. http://www.scienceboard.net
• Titan Technologies. Online information on Emerging Technologies. http://www.titan.com/intro.html
• Visual Technologies. Online information on Emerging Technologies. http://www.vistech.com

Professional Standards

It is assumed that all students are practitioners in the field of educational technology. As such, the highest of standards are expected in professional conduct and in workmanship. Assignments are to be turned in on their due dates, late assignments will be accepted only with a valid medical excuse. Late work will be penalized one letter grade per class meeting. All work is to be word processed - handwritten work is unacceptable. It is anticipated that students will maintain the highest of professional standards in their class attendance and participation.

Assignments and Grading

Grades

A - 90 to 100% of the total possible points

B - 80 to 89% of the total possible points

C - 70 to 79 % of the total possible points

D - 60 to 69% of the total possible points

F - 0 to 59% of the total possible points

Reflective Journal (http://new.blogger.com/) (100 points) - Students are to collect reflective teaching assignments and place them in ePortfolio. The purpose of this journal is to showcase each students’ ability to integrate technology into classroom and/or learning activities. Reflective teaching activities are typically handed out in classroom discussion. A word processed version of each activity is also found at the class web site; saved as a .doc file (which may be downloaded and completed on the students computer). Final jourmal due June 20

Multimedia Poster Session (100 points) - Students are to prepare a multimedia poster presentation on an emerging technology. The poster presentation is to focus on an emerging technology as is has and is affecting teaching and learning. The multimedia poster session (PowerPoint, HyperStudio, etc) should cover the following: description of the technology, developers of the technology, current or projected uses of the technology, costs, specialized equipment or standards for usage, availability, physical access, adaptability, level of interactivity, type of control, vendor or producer information, educational applications of the technology, effectiveness of the technology in the school setting, and a bibliography covering salient sources. Presentations: Jan 31

Final Assessment (100 points) - A cognitive assessment instrument measuring students' knowledge of the content covered in lecture and resources will be administered on the last class meeting date. This assessment will be based on the students understanding of the course material and the students’ integration of technology into his/her classroom curriculum and teaching practice. This assessment will be based on the creation of a technology related project to be done in the classroom during the 2002-2003 school year. Due Feb. 28

Fudge Factor (25 to 100 points) - From time to time during the course, smaller in-class and out-of-class assignments will be made by the instructor. These assignments will be announced at the time they are made and due as assigned.

Criteria for Evaluation of Projects

Projects will be evaluated on the following criteria:

1. Educational application

2. Technical quality

3. Use of technologies

4. Product delivery

Mission Statement

The College of Education continues a long history of preparing educators for a diverse, technologically complex society. Programs prepare students in a variety of educational fields, including teaching and other areas of specialization. Although a large majority of students are graduate candidates seeking California educational credentials or Master's degrees, undergraduate programs in Child Development and Speech Pathology and Audiology are also available.

Within the college, the Instructional Technology Program offers a curse of studies that has an emphasis on instructional materials and technology of instruction. Course offered include basic production and utilization courses intended for students seeking basic training credentials as well as advanced courses for those students specializing in materials preparation, media services, computer utilization and instructional design.

Instructional Technology Department Mission

The mission of the Instructional Technology Department in the College of Education at San JosŽ State University is to prepare instructional designers who have the knowledge, skills, dispositions and ethics that ensure equity and excellence for all learners in a culturally diverse, technologically complex, global community. The policies and practices of the Instructional Technology Department in the College of Education at San JosŽ State University are based on the belief that teaching in a democracy requires and must ensure that:

• Every student has access to an excellent and equitable education.
• All graduates have knowledge of subject matter and audience, excellent pedagogy and androgyny, and dispositions and habits of mind that ensure that all learners have equitable access to an excellent education.
• All stakeholders are involved in the professional conversation and decision-making that delineate standards, assign resources, and guide program design and reward accomplishment in the Department and throughout the College.
• Educators at every level value and engage in ethical practice in a collegial community of learners.

Calendar

Day 1, Monday, August 2, 2004

• Welcome to the Summer 2004 Special Session EDIT 241
• The course home page will be regularly updated with new information. More importantly, all the course materials are located on the Web site and you are responsible for downloading and printing documents you need before class. Course materials located on the web site will not be provided to you in class.
• You will need the FREE Adobe Acrobat Reader to view and print course materials saved as PDF documents.
• Be alert...the syllabus and schedule are subject to change! So, bookmark this page and visit regularly before each class!.
• Introduction and History of Emerging Technologies (Software= Inspiration, MS Word, Powerpoint)
• Work on Emerging Technology PowerPoint presentation
• Changing Views of Teaching and Learning: Multiculturalism and Constructivism
• Online 1ã http://www.lullah.com/Inttech/ Topic 1 (Readings).
• Pick content areas ( Primary and secondary) for which you would like to do a project with your students
• In a MS Word document copy and paste the standards (both content and technology) you would like to meet with  the project you will plan in this course.
• Online 2-- http://www.lullah.com/webquestCW/ Topic 1 (Readings)
• Explore the WebQuest materials and think about how you might create a WebQuest for your project.
• Blogger Journal: http://new.blogger.com/

Day 2, Tuesday, August 3, 2004:

o Share Emerging Technology PowerPoints

o Online Educational Resources (Gathering resources for your project)

o Trackstar (online annotated bookmarks)

o ikeepbookmarks.com (online bookmarks)

o Virtual Worlds

o o      Tapped In (http://.www.tappedin.org)

o Onlineã Online 1ã http://www.lullah.com/Inttech/ 2 (Readings).

ß Join Tapped In and practice using the interface. Plan to attend on of the After School Online Sessions.

ß Write measurable objectives for your project. (What students will learn, and how you will know they have learned it.)

o Online 2-- http://www.lullah.com/webquestCW/ Topic 2 (Readings)

ß Write your Task for your WebQuest

o Blogger Journal: http://new.blogger.com/

Day 3, Wednesday, August 4, 2004:

o Changing Views of Teaching and Multiculturalism

o Multimedia and Relational Databases (Software: Filemaker Pro)

o Project Planning

o Onlineã Online 1ã http://www.lullah.com/Inttech/ Topic 3 (Readings).

ß Teaching Style Discussion

ß Plan ways to integrate technology into your project

o Online 2-- http://www.lullah.com/webquestCW/ Topic 3 (Readings)

ß Share a WebQuest youπve found with the class

o Blogger Journal: http://new.blogger.com/

Day 4, Thursday August 5, 2004

o Multimedia, Visual Literacy and CD Rom

o Visual Imaging

o Online 1ã http://www.lullah.com/Inttech/ Topic 4 (Readings).

o Online 2-- http://www.lullah.com/webquestCW/ Topic 4 (Readings)

ß Evaluate a WebQuest using Bernie Dodgeπs Rubric

o Blogger Journal: http://new.blogger.com/

Day 5, Monday, August 9, 2004: 1

o Web Page Creation and Design (Software: DreamWeaver or Netscape Composer)

o Telecommunications Tools, Distance Learning.

- think.com (http://www.think.com)

o Wireless and PDA technologies in the classroom

o Online 1ã http://www.lullah.com/Inttech/ Topic 5 (Readings)

∑ Discussion: Which element of Project Based Learning do you think will be the hardest for you to implement. Explain why you think this will be difficult?

∑ Project Plan--How does your lesson, unit or project connect student learning to the real world?

∑ Project Plan--How will you promote student collaboration?

∑ Project Plan--What decisions will students make about what they learn and how they learn it? What decisions will you make?

∑ Project Plan--How will you and your students assess student learning? How will you know that your students have met the objectives?

∑ Project Plan-- How long will it take to implement your lesson, unit or project?

∑ Project Plan--How will technology be used to support and foster learning?

o Online 2-- http://www.lullah.com/webquestCW/ Topics 5 and 6 (Readings)

ß Review your Task with a partner, and edit it.

ß Write your Instroduction

Day 6, Tuesday, August 10, 2004

o Assessing Learning

o Rubistar(online rubric maker)

o Online 1ã http://www.lullah.com/Inttech/ Topic 6 (Readings)

o Continue to plan your project.

o Online 2-- http://www.lullah.com/webquestCW/ Topics 7 and 8 (Readings)

o Continue your rough draft of the following components: 

o The Evaluation Section of your WebQuest

o The Conclusion of your WebQuest

o The Teacher Page of Your Evaluation

o Blogger Journal: http://new.blogger.com/

Day 7, Wednesday, August 11, 2005

o Information and Adaptive Technologies

o Online 1ã http://www.lullah.com/Inttech/ Topics 7 annd 8(Readings)

o Continue to plan your project.

o Online 2-- http://www.lullah.com/webquestCW/ Topic 9 (Readings)

o Continue to plan your WebQuest

o Blogger Journal: http://new.blogger.com/

Day 8, Thursday, August 12, 2004

o Systemic Change and Paradigm Shifts

o Acceptable Use Policies

o Copyright and Fair Use

Class Presentation of project

Blogger Journal: http://new.blogger.com/

Final Projects due on August 20.