• Course Description
• Course Goal
• Course Objectives
• Course Requirements
• Unit Themes
• Required Course Materials
• Additional Course Information
• Course Evaluation

Course Description

Bulletin Description: This course prepares teachers to evaluate, select, and integrate technology in the classroom. It goes beyond the basic use of computer programs, and instead focuses on a systematic process for using new technologies to enhance learning.

Extended Description:The goals, content, and organization of this course support the post-baccalaureate teacher education programs within the College of Education and the unit theme, Leadership and Scholarship Focused on Learning and Development . It is designed to help prepare pre-service and in-service educators as leaders, thinkers, change agents, and reflective professionals who are grounded in theory, content, and practice. The course supports candidates in initial educator preparation programs in making and implementing effective educational decisions based on current data in the following areas outlined in the conceptual framework: #1 content, #3 diversity among learners, #4 varied instructional strategies and technology tools, #5 learning environment, #7 instructional planning and #8 assessment. The course also support students in advanced educator preparation programs in making and implementing effective educational decisions based on current data in the following areas outlined in the conceptual framework: 1. commitment to pupils and their learning; 2. knowledge of the subjects they teach and how to teach them, using varied instructional strategies and tools, including technology; 3. managing and monitoring pupil learning; 4. engagement in scholarship and creation of new knowledge about teaching and learning and; 5. active membership in learning communities.

This course focuses on the creation of a learning environment through the use of technology. The plan is to anchor the use of technology for the creation of a productive and inviting learning environment. The creation of products for a learning environment will take place through numerous activities involving a variety of technologies. The activities will be anchored in a problem-centered context: problems will be presented for which the various technologies offer potential solutions.

The course introduces students to resource-based teaching through the use of educational technology and its appropriate uses in the classroom. It focuses on developing research skills by designing, planning and producing basic educational materials using technological hardware and software. The process of selecting and utilizing technological resources are emphasized.

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Course Goal

The goal of the course is to create a learning environment, anchored in a specific metaphor, theme, or topic, which demonstrates the integration of technology for a specific unit in your classroom real or virtual.

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Course Objectives

The objectives/outcomes and standards below are based on the following:
College of Education Conceptual Framework
Interstate New Teacher Assessment and Support Consortium (INTASC)
National Education Technology Standards for Teachers (NETS-T)
National Education Technology Standards for Students (NETS-S)
Georgia Technology Standards for Teachers (GTS-T)
Georgia Performance Standards--Technology (Note: These standards have been integrated into the Georgia Performance Standards by grade level and subject.)

Note: Upon completion of this course, preservice teachers will meet the 2000 National Educational Technology Standards for Teachers (NETS-T).

1. TIP Samples. The completion of several individual technology integration planing & skills (TIPS) samples, along with documentation related to specific unit technologies;
2. Learning Environment Electronic Portfolio. One final project (can be completed in groups of 3-4 designers), completed and turned in as an online Learning Environment Electronic Portfolio (LEEP), including a description and depiction of the classroom environment, unit and lesson plans, and appropriate educational materials needed for the environment;
3. Reflection Papers. Three reflection papers (beginning, middle and end of the semester) in which students discuss course expectations as well as how they are learning and growing while in the course. Grade is based on thoughtfulness of responses;
4. Problem-Based/Case-Based Exercises. Students complete a variety of practice problem-based or case-based exercises from the text that allow for deeper contemplation of topics discussed in class sessions;
5. Discussion. Online and face-to-face discussion, participation and idea sharing.

Specific dates for each unit are outlined in the Course TimeLine. Units may be reordered by the instructor during certain semesters/sessions.

Unit 1 Creating Environments for Learning

• How do I design effective, nurturing learning environments?
• How do I integrate technology into learning environments?
• How do I involve my students and their parents in the design of LEs?

• How can my students communicate with students from other cultures or countries?
• How can I research new information for my unit next week?
• How can I bring current events into the classroom?
• How can parents find out about academic calendars and school events?

• How can I and my students create exciting educational materials?
• How can my students become involved in displaying their work?
• How can my school and community share information?
• How can my students use technology tools to brainstorm and visualize their thoughts?

• How can my students use technology tools to organize and manipulate information and create new knowledge?
• How can I keep better track of my grades and use the information throughout the school year?
• How can my students use technology tools to brainstorm and visualize their thoughts?

Unit 5 Selecting and Evaluating Educational Resources

• How do I know that the educational software will be effective?
• How can parents determine what software to buy for their home computer?
• How will I know if the video/movie is "good?"
• How do I use computers in my classroom and not throw my schedule (and sanity) out the window?
• How do I know when its okay to "borrow" text and images from periodicals, books, and the WWW?

Unit 6 Alternative Media and Advance Computer Technology Tools

• How can my students create effective and appealing multimedia products?
• How can I make use of multimedia technologies for my lessons?
• How can parents take advantage of distance learning technologies for their kids?
• How can I and my students use the Internet to collect and share information with those outside the school building?

Texts:

Robyler, M.D.(2004). Educational technology in action: Problem-based exercises for technology integration. Upper Saddle River, NJ: Pearson.

Mills, S.C., & Robyler, M.D. (2003). Technology tools for teachers: A Microsoft™ Office tutorial. Upper Saddle River, NJ: Merrill.

Software Help Sheets: Available in the Resources Section of the course website (print out and review prior to coming to each class).

Related Web Links: Available in the Links Section of the course website (includes professional journals and educational resources).

Digital Storage Devices: You will need either several floppy disks, CD-RW or USB Flash drive. (Note: A combination of floppy disks for individual projects and a larger storage device for the e-portfolio may be useful.)

Portfolio: Electronic Portfolio. Must have access to webspace either through your GSU student internet account or a personal account. (1 per group)

The following provides more information on course responsibilities and expectations, for you and for the instructors.

Academic Honesty

Georgia State University has a Policy on Academic Honesty. You are expected to read and observe this policy. A copy can be found in the Graduate Catalog.

Cheating and/or plagiarism will not be tolerated in any form. Be certain to reference anything you "borrow."

Assessment/Assignments

All assignments cited in the syllabus must be turned in by the specified due date (for details see Course TimeLine: Wednesday). Due to the large number of assignments, to facilitate your timely completion of assignments, late work will not be accepted. All assignments, except Internet-based assignments, must be prepared using a word processor. Specific details related to each assignment will be provided. Special assignments may be added during a regularly scheduled class or via e-mail by the instructor. It is your responsibility to obtain the specifics of any such assignments.

All assignments will be evaluated and returned within a week of being submitted, unless otherwise noted by your instructor. You will also have the opportunity to evaluate the course two times during the semester: at mid-term and at the end. This will enable your instructor to adjust the course as needed to better meet your needs.

Incomplete grades will not be given for this course unless you suffer from extraordinary adversity (legitimate medical emergencies, death in the family, etc.).

Attendance and Participation

IT 7360 is a "hands-on, minds-on" activity-based course; as such, your participation and attendance in class is important, and in fact required. Each member of the class will be expected to attend regularly, participate in class discussions, and work diligently on all in-class as well as outside-of-class work.  Class attendance and participation will constitute from 5% to 100% of the final grade.

If the instructor will not be in class for whatever reason (illness, emergency, etc.) you will be notified as quickly and conveniently as possible.

Professionalism

IT 7360 is a professional education community, regardless of whether you are a novice or veteran educator. To that end, each member of the class will be expected to treat their classmates and their instructor with respect and to offer cooperation and assistance at all times. Students who display a lack of professionalism to either a classmate or the instructor will receive only one warning before they are subject to a grade reduction at the discretion of the instructor.

Class Courtesy

As a "hands-on, minds-on" activity-based course, IT 7360 will usually meet in computer classrooms. That means that you will typically have a computer in front of you during class discussions. Out of respect for your class mates and your instructor, it is expected that you will focus your attention and energies toward current class activities (e.g., class discussion). Disrespectful use of lab computers during instructional time will be noted and will result in a grade reduction. Lab time will be made available during the class session so you can work on course projects.

As a courtesy, please turn off (or sound off) all electronic devices during class (e.g., beepers, cell phones).

E-mail

It is your responsibility to have your Georgia State e-mail account active and up-to-date before the second class meeting. Class instructors will use GSU e-mail and WebCT to make announcements pertaining to the course. It is your responsibility to check your e-mail on a regular basis (e.g., 3x a week) to make sure you keep current with the course and are prepared when you come to class each week.

E-mail is also a good way to get in touch with your instructor with any questions or concerns you may have. Instructors will check their mail on a regular basis. Answers to any messages will be returned in a timely manner.

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1. your full name (or names if group project) and class section number are clearly visible on the paper copy (if applicable) and on your diskette,
2. the project is printed out (if applicable) and saved in electronic format (double check to make sure the file is actually on the diskette you are turning in), and
3. include a print copy of the rubric.

E-Learning Environment Portfolios are due at the 12th class meeting. Group Presentations of the LEP will begin during the 11th class meeting, and will continue into final exam week if necessary. The portfolio is a self-directed learning activity. It is recommended that you set a timeline for the completion of this rather large activity as it is doubtful that you could complete it in a short period of time.

Note Well: Do you best work. Simply completing the assignments as described will result in a "B" grade. Going beyond the requirements and demonstrating creativity and exceptional planning will result in an "A" grade.

Several items will be used to assess your performance in the course. The item, along with possible points, is outlined below:
 

*Note: See Attendance and Participation information above.

Grading Scale
 

Grade	Range
A	290-322
B	258-289
C	225-257
D	193-224
F	0-192