Course Overview

Course Overview and Description

This course is designed to help teachers become familiar with various aspects of computer applications in educational settings. It is expected that each learner will have had some experience with computers and come to the course with questions, inquiries and interests in various issues related to the educational application of computers on both the theoretical and practical levels.

Computer applications in education is a broad and changing term due to the breadth of the area of study and the rapid and ever-changing nature of technology. Computer applications include, but are not limited to, desktop publishing and presentations, computer use in classrooms, telecommunications and distance education, computer hardware and software, networking, lab administration, multimedia presentations, and publishing. Obviously, we cannot cover them all in just one fifteen week course. Additionally, it does not help to learn to use technology in isolation, especially when technology changes quickly and dramatically. The learning of technology must be integrated in daily classroom teaching activities within the context of educational goals for it to be meaningful. Therefore, in this course, we will incorporate an integrated approach and learn to use technology in the process of applying it to resolve teaching and learning issues. We will use problem-based learning as a channel for our exploration. We will discuss why and how to integrate computers in our teaching. I hope that by doing so, we will critically re-examine and positively transform our ways of teaching with computer and new technologies.

Course Objectives

The over-all objective of this course is to gain a comprehensive understanding of computer application in educational settings. Specifically, students will

• demonstrate the use of
• social software (e.g., blog and wiki) and web-based communication technologies (e.g., course management systems, chat, web conferencing)
• authorware (e.g., Microsoft office tools, web design programs)
• multimedia technologies (e.g., digital picture, scanning, audio and video technologies)
• database programs (e.g., excel, SPSS, Access)
• specific-purpose electronic devices such as graphing calculators, language translators, scientific probeware, or electronic thesaurus in content areas
• understand how computer application in education changes and expands over time
• understand the cultural and educational implications of using computers in classroom settings
• learn, experiment, and explore computer applications in education
• situate computer applications in educational settings and explore how computers help enhance teaching and learning in a constructive learning environment
• incorporate appropriate technologies collaboratively in educational settings through problem-based learning projects

Special Notes and Policies

University use of electronic mail: A University-assigned student email account shall be an official University means of communication with all students at Kent State University. Students are responsible for all information sent to them via their University assigned email account. If a student chooses to forward their University email account, he or she is responsible for all information, including attachments, sent to any other email account.

Course Registration: It is the policy of Kent State University that students are not permitted to attend classes for which they are not officially enrolled. It is the student’s responsibility to ensure proper enrollment in classes. You are advised to review your official class schedule during the first two weeks of the semester to ensure proper enrollment. Should you find an error in your class schedule, you have until Friday of the second week of classes to correct it. If registration errors are not corrected by that date and you continue to attend and participate in classes for which you are not officially enrolled, you are advised now that you will not receive a grade at the conclusion of the semester.

Students with Disabilities: Kent State University recognizes its responsibility for creating an institutional climate in which students with disabilities can thrive. In accordance with university policy, if you have a documented disability and require accommodations to obtain equal access in this course, please contact the instructor at the beginning of the semester or when given an assignment for which an accommodation is required. Students with disabilities must verify their eligibility through the Office of Student Disability Services in the Michael Schwartz Center (330-672-3391).

Plagiarism: Under all circumstances, you are bound by the Kent State University policies on academic dishonesty and cheating. Any materials you have used or adapted must be fully credited and the original author and location fully cited. Any verified act of plagiarism, no matter how seemingly small or inconsequential, will result in an F in the course and sanctions by the University.

Readings

(Note: All readings for this course are placed under e-reserve:
URL: http://reserves.library.kent.edu/eres/coursepass.aspx?cid=809 (Password: computer27)

Required Readings

Burns, K and Polman, J. (2006). The Impact of Ubiquitous Computing in the Internet Age: How Middle School Teachers Integrated Wireless Laptops in the Initial Stages of Implementation. Journal of Technology and Teacher Education. 14(2), 363-386. [Reading 4]

Cuban, L. (2003). Oversold and Underused: Computers in the Classroom. Harvard University Press. Chapter 3: High-Tech Schools, Low-Tech Learning (pp. 68-98). [Reading 3]

Judson, E. (2006). How Teachers Integrate Technology and Their Beliefs about Learning: Is There a Connection? Journal of Technology and Teacher Education. 14(3), 581-598. [Reading 2]

Hmelo-Silver, C. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. (attached) [Reading 1]

Swan, K., et al. (2006). Teaching & learning in a ubiquitous computing classroom. Ubiquitous Computing: How anytime, anywhere, anyone technology is changing education (DVD by Research Center for Educational Technology). [Reading 5]

Other Resources

Lopez-Ortiz, B. and Lin, L. (2005). What makes an online group project work? Students' perceptions before and after an online collaborative problem/project-based learning experience. International Journal of Instructional Technology and Distance Learning. (http://www.itdl.org/Journal/Feb_05/article04.htm). [Reading 1]

McClintock, R. (1999). The education manifesto: Renewing the progressive bond with posterity through the social construction of digital learning communities. Online: http://www.ilt.columbia.edu/publications/manifesto/contents.html  (Last retrieved August 20, 2006). [Reading 4]

Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its
constructivist framework. In B. G. Wilson (Ed.), Constructivist Learning Environments: Case Studies in Instructional Design (pp. 135-148). Englewood Cliffs, NJ: Educational Technology Publications, Inc. [Reading 1]

Torp, L., & Sage, S. (2002). Problems as possibilities: Problem-based Learning for K-16 Education. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 2, pp. 14-28. [Reading 1]

Turner, L. (2005). Technology Skills Every Educator Should Have. Online:
http://thejournal.com/articles/17325 (Last retrieved August 20, 2006) [Pre-reading]

Criteria for Assessment

You will be evaluated on the following:

1. Knowledge Construction : 60%

Activities and goals: 1) reading and weekly discussions (reading, participating and facilitating the discussions, making connections between the reading and practice, contributing original ideas, incorporating and responding to the other colleagues' perspectives); 2) experiencing and learning new computer technologies and contributing to technology resources.

2. Knowledge Application (PBL Project using wiki or websites): 35%

Activities and goals: incorporating technologies in projects, making design decisions based on the intersection of theory, experience and connections; making consistent applications with purposes; being actively involved in the participation, distribution of roles, responsibilities and negotiations of the collaborative work (when working in a group)

3. Course Feedback: 5%

Activities and goals: Providing constructive and authentic critiques to the course progress

Grading Policies

We will adopt the following policy for the course (copied from this site http://fpdc.kent.edu/FCubed/modules/gettingstarted/examples.html#grading): All assignments are due on the date specified in the syllabus. Five points will be subtracted for each day the assignment is late. If an assignment is later than one week, and prior arrangements have not been made, the assignment will not be accepted. NOTE: If you are overwhelmed or feeling behind, please contact me before the assignment is due to discuss options.
All students are expected to meet graduate standards by obtaining a "B" average on all assignments. This graduate standard indicates that the work was well done, complete, met stated criteria, represents a strong professional effort, and was turned in on time. Students seeking an "A" will need to demonstrate superior performance through critical thinking, exemplary products, positive and supportive interactions with colleagues, and sustained active participation across course activities.
Any assignment that receives lessthan an 80% may be reworked and resubmitted. In order to gain additional points, participants must indicate what they would like to improve upon and how they plan to do so. Participants will then have one week following receipt of a grade to make revisions. Participants are encouraged to work with their peers and share their work in order to receive feedback prior to due dates.

Grade Points

A          95-100
A-         90-95
B+         85-89
B          80-84
B-         75-79
C          70-74
D          below 69

The following is a breakdown of the points awarded for each of the requirements for the course.

Overview

Objectives

Special Notes and Policies

Readings

Criteria for Assessment

Grading