SYLLABUS FOR (TECHNOLOGY IN EDUCATION)

Term: Fall, 1999 (991) August 30 – December 6, 1999

Instructor: Kevin T. Zajdel, Ed.D.

E-mail: : DrKTZL~aoI.com

Office Hours: by appointment

Course Time: Mondays from 4:30 to 6:45 p.m.

This course is designed to introduce the teacher candidate to the computerized classroom environment. Emphasis will be given to the concept of a holistic integrated classroom system. The course will include laboratory experiences with various related applications software. The goal of these experiences is to develop the theory and hands-on computer applications skills necessary to function in the classroom. Field experiences required.

Prerequisites: Education 200 and 210.

Textbooks: Bitter, G. G, and Pierson, M. E. (1999). Using technology in the classroom, ₄th ed. Boston: Allyn and Bacon.

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

Calumet College of St. Joseph adheres to citation guidelines as written in the Publication Manual of the American Psychological Association, Fourth Edition. A copy is available from the Calumet College of St. Joseph bookstore. This text outlines how to cite references from a variety of sources, including electronic media.

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

 An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

Students are expected to be present and on time for all classes. Hands-on experience and class interactions are invaluable--and cannot be "made up" individually. (See also CLASS PARTICIPATION.)

Class Cancellation: If class is canceled because of the instructor’s unexpected absence, the Education Office will attempt to notify students in night classes. In addition, an announcement will be posted on the Academic Bulletin Board and the classroom door. (If students wish, a student calling tree can also be arranged.)

The professional Education community has adopted the standards delineated in the Publication Manual of the American Psychological Association. The current work is the Fourth Edition, published in Washington, D.C., by the American Psychological Association, in 1994. The professional standards described therein are those expected in the professional education community; as future professional educators, students of education also need to demonstrate in their writing the standards adopted by the professional education community.

Students in this course will:

1. Students will identify, examine, and evaluate current educational theories, issues, and trends--such as special education, inclusion, curriculum development, pedagogy, and multicultural education—as they are impacted by modern technology.

2. Students will become familiar with basic computer hardware and demonstrate the ability to use this hardware.

3. Students will demonstrate at least a beginning level competency using standard computer software found in the education and business worlds: word processing, database management, and spreadsheet applications (assignments).

4. Students will "experiment" with educational software to discover the purposes of software and how to use and evaluate it.

5. Students will develop criteria for evaluating educational software and determining its appropriateness for various learning environments (software presentation).

6. Students will observe at least two different learning environments (i.e., schools) utilizing current (computer) technology and evaluate and compare these settings (take-home essay for exam).

7. Teacher candidates will explore the use of the internet for motivating students.

8. Teacher candidates will learn how to use the internet to find information that is pertinent to presenting the most up-to-date material in their content areas.

9. Teacher candidates will develop a bibliography of useful resources from the internet that can be used in their content areas.

10. Teacher candidates will learn how to use e-mail to communicate with other teacher candidates and educational professionals (assignment).

11. Students will sample periodical literature regarding current technology issues in education.

12. Students will design an "ideal" computerized classroom environment, incorporating bilingual and popular understandings of an integrated holistic classroom system (take-home essay for exam).

13. Students will have the opportunity to participate in the group process frequently in class--and to consider the value of collaborative learning as a vital element of educational process and design.

14. Students will determine learning needs; develop learning objectives; and design, implement, and evaluate a lesson plan appropriate for a computerized classroom learning environment (chapter presentation).

 Assessment:

In order to demonstrate the relative importance of these requirements, as they comprise a course grade, the following percentages are provided:

18% Chapter Presentation (I) 18% Software Presentation (II)
18% Midterm 18% Final Exam
18% Assignments (4.5% each) 10% Class Participation/Attendance.

A 90-100%; B 80-89%; C 70-79%; D 60-69%. D-: F:

The professional Education community has adopted the standards delineated in the Publication Manual of the American Psychological Association. The current work is the Fourth Edition, published in Washington, D.C., by the American Psychological Association, in 1994. The professional standards described therein are those expected in the professional education community; as future professional educators, students of education also need to demonstrate in their writing the standards adopted by the professional

1. READING assignments from the textbook are listed in PART IV of this syllabus. As minimum preparation for class discussion and participation, students should read the chapters to be examined that day.

2. SUPPLEMENTAL READING assignments (handouts) will be provided throughout the course. Students need to be familiar with this material as well in order to participate in class.

3. Each student is required to make TWO PRESENTATIONS to the class that are appropriate in a computerized learning environment in a holistic integrated classroom system. One presentation will be of material from the textbook; the other presentation will be a demonstration of some software. The second presentation could include an advanced application of any of the software reviewed in class or an introduction to an application of software not discussed in class.

As future educators, students should consider these as opportunities to try creative ways to engage the class in processing the ideas and skills in the chosen materials. This can include leading discussions, directing role playing, making a demonstration, presenting a personally-made video, providing supplemental material, and so on. (Reading from a text and/or a simple lecture is therefore inappropriate thus students should not lecture.)

These exercises are to give each student practice (a) selecting material to be learned, (b) planning appropriate strategies to engage other students in the learning process, and (c) implementing those strategies.

Students will be assessed as follows:

20% Selecting appropriate material and demonstrating an understanding of that material;

20% Providing an appropriate written lesson plan to each student prior to the presentation (preparation);

20% Using appropriate strategies to facilitate an effective learning environment;

20% Adequately covering most or all of the chosen material (as opposed to simply targeting one topic);

10% Use of supplemental materials (additional resources); and

10% Providing evidence that learning has occurred.

Student presenters are responsible for providing each student and the instructor with a lesson plan before their presentations.

4. A MIDTERM covering (a) assigned readings in the textbook, (b) supplemental readings provided in class, (c) additional information presented during class by students, faculty, or guests, and (d) a demonstration of beginning level computer proficiency (including word processing and spreadsheet applications) will be given in class approximately half-way through the course.

5. A FINAL EXAM covering the entire course--and including students’ outside reading, interviewing, observations, theory, and computer literacy skills (including accessing websites for information)--will be given during exam week.

Two short (one typed page each) OBSERVATION (TAKE-HOME) ESSAYS are required. The first essay involves observing two different learning environments (i.e., schools--preferably one elementary and one secondary) utilizing current (computer) technology and evaluating and comparing these settings. The written summary should include (a) a brief description of both settings observed (including a discussion of the software), (b) a comparison of the two systems (and software), and (c) an assessment of the appropriateness or value of the systems for the students being engaged

Some schools to visit include (but are not limited to) the foIlowing:

ELEMENTARY SCHOOLS: SECONDARY SCHOOLS:
Edison (Hammond) East Chicago Central
Franklin (East Chicago) Gavit (Hammond)
Harrison (East Chicago) Lake Central High School
McKinley (East Chicago) Portage High School
Maywood (Hammond) Seton HS (South Holland)
SI. John (Whiting) Whiting High School.

An option for one of these software observations is to directly contact an educational software vendor and acquire information--and, perhaps, arrange a demonstration (especially for class)--and then evaluate the program. A written summary should then be completed.

The second essay involves designing an "ideal" computerized classroom environment, incorporating original and popular understandings of an integrated holistic classroom system.

6. ASSIGNMENTS (word processing, spreadsheet, database, and e-mail) will be announced in advance. They will typically cover material assigned for class that day

7. CLASS PARTICIPATION can be difficult to assess. This course, therefore, will link ATTENDANCE to this area of evaluation. That is, if students are in attendance for an entire class period, it will be assumed they are participating. Students are expected to be present and on time for all classes. Hands-on experience and class interaction are invaluable--and cannot be "made up" individually.

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1. 8.30.99 Introduction; syllabus examination; video.

2. 9.06.99 No school. Labor Day!

3. 9.13.99 Chapters 1 and 2 (technology); Appendix C (Word Processing).

4. 9.20.99 Chapters 11 and 12 (administration); Appendix D (Spreadsheet).

5. 9.27.99 Chapters 5 and 6 (educational software); developing criteria for evaluation.

6. 10.04.99 Software demonstrations. Appendix B (Database).

7. 10.11.99 Chapter 3 (e-mail). Continuation of software demonstrations, if necessary.

8. 10.18.99 Midterm (includes word processing and spreadsheet applications).

9. 10.25.99 Off-campus meeting at St. Thomas More School (8435 Calumet Avenye).

10. 11.01.99 Chapters 4, 7, and 8 (internet and web sites).

11. 11.08.99 Chapters 9 and 10 (lesson plans).

12. 11.15.99 Chapter 13 (PowerPoint).

13. 11.22.99 Chapters 14 (ethics) and 15 (new technology); video (Cyberspace).

14. 11.29.99 0ff-campus visits.

15. 12.06.99 Final exam (includes accessing a web site for information and two take-home essays).