NORTHEASTERN
STATE UNIVERSITY
COLLEGE OF EDUCATION
CURRICULUM AND INSTRUCTION
COURSE SYLLABUS
FALL 2004
Instructor: Robin Bartoletti
Office: Broken Arrow Campus, Room 265
Phone: 918.449.6599 (office) 918-361-3956 (cell)
E-mail: bartolet@nsuok.edu (office) robinb@mail.com (home)
College of Education web page: http://www.nsuok.edu/colleges/education.html
EDUC 5823: Advanced Technology in Education - Thursdays, 4:30 PM –
7:10 PM BA C-113
PREREQUISITES
Graduate students must be fully admitted to the Graduate College of
Northeastern State University. DESCRIPTION OF
COURSE
A survey of contemporary trends in the educational application of technology
in the teaching and learning process. The course provides for an understanding
of technology issues confronting educators and other curriculum leaders.
Graduate students majoring in School Library Media and Technology must
complete this course in order to satisfy certification requirements
for the Master of Education Degree Program in School Library Media and
Information Technology.
KNOWLEDGE BASE
The Northeastern State University Teacher Education Program is based
on specific philosophical assumptions about teaching, learning, and
schooling that underlie all basic programs, which prepare professional
educators to work in educational settings.
These philosophical assumptions are stated in terms of the responsibilities
and obligations of professional educators as stated in the theme the
program. It is assumed that it is the responsibility of professional
educators to:
• Develop thinking/learning skills in their students through the
use of appropriate
pedagogical strategies, emphasizing reflection;
• Serve all students under their charge, regardless of ability,
with a sense of efficacy;
• Instill self-respect, dignity, and respect for others in their
students;
• Be sensitive to and develop the ability to capitalize on the
learning strengths of individuals who reflect a diversity of cultural
backgrounds, abilities and talents;
• Know, understand, and communicate the content of the specialty
area(s) in
which they are teaching.
These assumptions represent a philosophical approach to teaching and
learning that is present throughout the course work and the field experiences.CONCEPTUAL
FRAMEWORK
The Teacher Education Program at Northeastern State University prepares
professional educators to be teaching scholars, educational leaders,
and developers of human potential.
Educators as Teaching Scholars
Teaching scholars read widely and think deeply about subject matter,
teaching, and research. They reflect critically on their own beliefs
and their classroom practice in order to make pedagogical improvements.
Teaching scholars use appropriate communication skills, they know how
to facilitate authentic learning, and they encourage P-12 students to
be critical, creative thinkers, with the ability to be lifelong learners.
Educators as Educational Leaders
Educational leaders believe that all P-12 students are capable of learning
and of making educational progress. Educational leaders serve as advocates
for children/adolescents and families, they understand the political
nature of teaching, and they are able to inspire and motivate others
by modeling effective communication skills, professional demeanor and
attitudes.
Educators as Developers of Human Potential
Educators who are developers of human potential are committed to the
philosophical position that the development of human potential is their
fundamental task.MAJOR GOAL(S)
There are three goals for the course. First, the course directs students
to research contemporary trends in educational application of technology
in the teaching and learning process. Second, the course will assist
student in gaining general knowledge of technological issues confronting
classroom teachers and provide a forum for investigating solutions to
these issues. Third, the course lends active support to students as
they create an action plan to become curriculum leaders on a variety
of educational campuses.EXPECTED
COURSE OUTCOMES
Candidates seeking advanced training for a profession in which the computer
will become an increasingly indispensable tool must be familiar with
multimedia creation and applications. The course content of EDUC 5823
is designed to provide competence in areas based on the foundation standards
established by the International Society for Technology in Education
(ISTE), the American Association of School Librarians (AASL) and the
Oklahoma Commission for Teacher Preparation (Oklahoma Library Media
Specialist Competencies and the Advanced Portfolio Review Components).Primary
Course Objectives
Candidates will research contemporary trends in educational application
of technology in the teaching and learning process by
• creating library-media resources to apply principles of learning
to enhance curriculum goals and objectives in various contexts (AASL
2.3);
• applying strategies for working collaboratively with classroom
teachers and other staff to plan, design, deliver, and evaluate curriculum
and instruction in digital formats (AASL 3.2, 3.3);
• comparing characteristics, advantages, and limitations of various
instructional approaches and identifying the role of technology in each
(AASL 3.2);
• selecting strategies and identifying technological resources
to support students with diverse learning abilities, styles, and needs
(AASL 1.3, 2.3);
Candidates will gain general knowledge and investigate solutions for
technological issues confronting classroom teachers by
• analyzing legal and ethical issues related to library media
programs and the role of the library media specialist by applying professional
and legal standards and guidelines in varied contexts including issues
related to intellectual freedom and intellectual property (AASL 1.1,
1.3);
• evaluating digital sources of information in regard to specific
criteria (AASL 2.3);
• using technology to communicate information and produce an effective
end product (AASL 1.1, 3.2);
Candidates will create an action plan for curriculum leaders on a variety
of educational campuses by
• using technology resources for professional development through
collaborative events (AASL 3.1, 3.3);
• designing a campus-wide plan to provide leadership, expertise,
and advocacy in the effective use of technology and resources (AASL
4.1, 4.3).
Multicultural Diversity and Global Awareness Component
One of the goals of education is to provide an equal opportunity for
all children to learn. Multi cultural education is an approach to teaching
and learning that is based upon democratic values and beliefs, and seeks
to foster cultural pluralism within culturally diverse societies and
an interdependent world (Bennet, 1995, P. 13). One of the goals of this
course is to provide the graduate students with those skills and strategies
necessary to teach the culturally diverse child in the classroom. EDUC
5823 uses telecommunications and information access resources to support
instruction fostering global communities.
INSTRUCTIONAL MATERIALS AND ACCESS
• Two textbooks required for the course:
o Using the Internet to Strengthen Curriculum by Lewin, (2001). ISBN
0-87120-511-4
o Integrating Educational Technology into Teaching (2003) Third Edition,
by Roblyer & Edwards (2003) ISBN 0-13-974387-1 (Includes a booklet:
Starting Out on the Internet by Roblyer)
• Data Disks: Students need 2 or 3 floppy disks to save and work
on materials. Students may burn CD-R and CD-RW disks as needed.
• Log-in access to NSU computers and Blackboard course site
• Access to a Word Processing program or HTML editor and the Internet
between classes for practice and online course components.INSTRUCTIONAL
PROCEDURE
A variety of instructional procedures will be applied in this course,
including but not limited to demonstration, discussion, group work,
online research and communication, professional journal/book reviews,
project development and presentation, and hands-on software program
operation and evaluation. GRADUATE
STUDENT PERFORMANCE ACTIVITIES
Graduate students are expected to attend each class, take notes, complete
assignments, and participate in class activities and discussions both
online and face to face. Graduate students are expected to attend all
classes. One (2 hour and 40 min class session) absence is permitted.
Missing more than one class session may result in your grade being lowered
by one letter. Attendance is particularly important in the development
of positive, professional behavior and acquisition of knowledge and
skills not documented elsewhere. Students are expected to be ready to
start class on time. Students are also expected to complete every assignment,
activity, project and administrative requirement of the NSU College
of Education if they are to receive a grade in the course. All assignments
and projects should be original work created by the student.
COURSE CONTENT AND TIMETABLE
FOR COMPLETING ASSIGNMENTS
Assignments are due at the beginning of the class period on the date
indicated. If you are unable to attend class, assignments are to be
loaded to the I drive, e-mailed, or faxed. After the assignment due
date, late work will be accepted up to one week with a reduction of
grade. No assignments will be accepted after one week late. Students
missing class due to participation in NSU sponsored activities also
adhere to the policies above. Reading assignments are considered preparation
for class meetings. The graduate student is responsible for all material
assigned even if not discussed in class. Attendance will be a factor
in determining grades and it is particularly important in the development
of positive, professional behavior. You may have one absence, beyond
the one; absences will reduce the final grade for the course. Students
are also expected to complete every assignment, activity, project and
administrative requirement of the NSU College of Education if they are
to receive a grade in the course. TURN OFF ALL CELL PHONES. All assignments
should be typed, double spaced, Times New Roman, 12 point font, and
include APA format and references where applicable.
TENTATIVE EVALUATION OF STUDENT ACHIEVEMENT AND LEARNING OUTCOMES
Assignments, activities, and projects will earn points applied to the
following grading scale:
Reading assignments, HW, & Quizzes,
discussions, chats, attendance and other activities 30%
Article reviews (3) 15%
WebQuest Project 10%
PowerPoint Project 10%
Web site Project 15%
Website Evaluation Assignment 5%
Digital Portfolio Steps 15%A percent of total points earned will determine
final grades:
A=93-100; B=85-92; C=75-84
PORTFOLIO ASSIGNMENT
Students will create a digital portfolio using templates furnished by
the instructor and projects/assignments created in this course. Additional
portfolio items from NSU graduate courses will be added to the digital
portfolio. The entire portfolio will be stored on the NSU’s portfolio
server (P drive). The portfolio will be evaluated during the semester
in steps set up by the instructor. The final portfolio will be saved
to the Portfolio server and used in NCATE/NCA accreditation evaluation.
The instructor will access the Portfolio server to view and evaluate
your work, but cannot change any of your work.
STUDENT EVALUATION OF THE
COURSE AND INSTRUCTOR
At the conclusion of the semester, the students will have an opportunity
to evaluate their instructor and the course. This will be done anonymously
and will be used as a means to improve instruction, course content and
the NSU professional education program. The suggestions and comments
from the students will be taken seriously and will contribute to the
improvement of the course and NSU’s education program.CONTACT
AND COMMUNICATION WITH INSTRUCTOR
Students may contact the instructor by telephone (918-449-6599), office
email (bartolet@nsuok.edu), home email (robinb@mail.com) or during office
hours by appointment as follows:
Monday Broken Arrow office 9:00 to 11:30
Tuesday Broken Arrow office 9:00 to 11:30
Wednesday Tahlequah, room 110 5:00 to 5:30
Thursday Broken Arrow Office 2:00 to 4:30
Friday Broken Arrow Office 9:00 to 11:30
STUDENTS WITH DISABILITIES
If any member of the class feels that he/she has a disability and needs
special accommodation of any nature whatsoever, the instructor will
work with the student and the University’s Office of Student Affairs
to provide reasonable accommodations to ensure that you have a fair
opportunity to perform in this class. Please advise the instructor of
such disability and the desired accommodations at the first class attended.
INCLEMENT WEATHER AND DISASTER
POLICY
The following are basic premises for the inclement weather policy at
Northeastern State University:• Classes are held if at all possible.
• It is the students’ responsibility to receive information
when the weather is questionable.
• Faculty members are expected to hold classes if the University
is not closed, unless the faculty is unable to arrive on campus.
• During the times of inclement weather, decisions concerning
day classes will be made by 6:00 A.M. in order for the media to be notified
and for students to receive the announcement before leaving home. Decisions
concerning night classes will be made by 3:00 P.M.The automated attendant
message on 918.456.5511 will be modified to include information concerning
campus operations during inclement weather.
The following media will be notified regarding closing of the campus:Radio
Stations: Television Stations:
KRMG 740 AM Tulsa KJRH Channel 2 Tulsa
KAYI 107 FM Tulsa KOTV Channel 6 Tulsa
KTLQ 1350 AM Tahlequah KTUL Channel 8 Tulsa
KEOK 102 FM Tahlequah KFSM Channel 5 Fort Smith
KBIX 1490 AM Muskogee Cable Channel 96 Tahlequah
KMMY 97 FM Muskogee
KVOO 1170 AM Tulsa
Resources
ALA Resources for Educational
Technology http://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2003/january03/educationaltechnology.htm
Pew Internet study of computer-savvy students at http://www.pewinternet.org/reports/toc.asp?Report=67
UCLA Report of Internet Usage: http://www.ccp.ucla.edu/
Ba, H. Tally, W., & Tsikala, K. (2002). J. of Technology Learning
and Assessment, 1(4) Available online at http://www.bc.edu/research/intasc/jtla/journal/v1n4.shtml
John Seely Brown (2000). Growing up digital. Change Magazine (March/April),
10-20.
Becker's large scale study of Internet use by teacher (1999). http://www.crito.uci.edu/TLC/findings/Internet-Use/startpage.htm
Honey & Culp. Perspectives on Technology and Education Research:
Lessons from the Past and Present
Milken Report on Ed Tech at http://www.mff.org/pubterms.taf?file=http://www.mff.org/pubs/ME161.pdf
NCES report of Teachers' use of technology
Knowlton & Weiss (2000). Online article available at http://www.crichton.edu/cdealt/cyber_peer/tech-trad.htm
Meaningful Technology Integration http://www.msad54.k12.me.us/MSAD54Pages/SAMS/SamsTechnology/teachresources.html
Lesson Plan Examples – Read Write Think: http://www.readwritethink.org/lessons/lesson_view.asp?id=111
Cashman interactive Labs – computer basics http://www.scsite.com/sclabs/menu.cfm