Course ICT 614: Technology in Education

Instructor: Dr. Anthony Betrus (betrusak@potsdam.edu)

Meeting Times, Dates, and Location Jefferson Community College; Dunes Hall; Room 214; Jan. 30, 31; Feb. 6, 7, 28, 29 (Fri. 4:00-9:00; Sat. 9:00-5:00)

Overview and Purpose

This course is a survey of computer based and non-computer based technologies for use in instructional settings.  Although no formal pre-requisite course is required, this course is designed as an intermediate level course, and is not an introductory course.  Students should be comfortable working with technology, especially computers, and ready to explore intermediate technology topics including:

Course Goals

1)       Students will acquire a working knowledge of various learning technologies, as well as appropriate theories for integrating these technologies into instructional settings.
2)       Students will prepare a holistic plan for integrating technology (including, but not limited to, the topics covered in class) into an instructional setting.

SUNY Potsdam Education Unit Conceptual Framework
A Tradition of Excellence: Preparing Creative and Reflective Practitioners

This course supports the SUNY Potsdam Teacher Education Conceptual Framework in a number of ways. As "Well Educated Citizens" students will take part in a variety of presentations requiring organized thought and effective communication(CF 1.2) With a good deal of 'hands on' experience, appropriate use of technology will be discussed and used(CF 1.6) leading to becoming more comfortable with technologies such as 'PowerPoint', Digital Video, WebQuests, and Reviewing Software. Students will make extensive use of the Internet focusing on appropriate resources for Web Quests and a host of other projects. Through lesson preparation and Web Quests students will practice creating positive learning environments for all meeting the diverse learning needs of all(CF 2.3), (CF 2.7).Students will continue to develop their lives as "Principled Educators" as they behave professionally (CF 3.1), taking responsibility for their own actions (CF 3.5) as class expectations will be made clear allowing students to all do well if they so choose. In a group project of designing and building a Web Quest, a digital video presentation and use of other technologies group members will practice working well together (CF 3.4) and behaving in professional manner that maintains a high level of competence and integrity in their practice (CF 3.2).

Course Assignments

PowerPoint Project (Individual project, due at the end of class, January 30)

  1. At least 15 total slides.
  2. Must be designed to be interactive.  In other words, this must be designed for a student or a small group of students to use on their own(without the teacher), not for the teacher to present in front of the class. 
  3. Project must be non-linear (as opposed to one slide, the next slide, then the next, and so-on).
  4. A minimum of 1 graphic per slide.
  5. A minimum of 3 integrated sound clips.
  6. A minimum of 1 integrated video clip.
  7. Appropriate transitions between slides
  8. Appropriate sequencing and timing of animations.

WebQuest: (two-person project, due at the end of class January 31) Find out just what is a WebQuest and bring ideas of how WebQuest techniques and story telling can teach a lesson in your discipline. Come to class with at least three ideas. You can do an internet search to find some web quest examples. Here are two other examples, one of a teacher webquest, and another of a student webquest.

  1. Find a partner for this project. This project allows 2 people to work on the same WebQuest
  2. Negotiate topics for your WebQuest with the Instructor.
  3. Download the WebQuest Templates and rename them.
  4. Decide on your audience and what you expect them to learn from your WebQuest
  5. Write the story of your WebQuest. This will be used for reference when building the site.
  6. Search the Internet for images, sounds, etc.
  7. Build the student WebQuest and test it out.
  8. Build the teacher WebQuest which instructs teachers on the appropriate use of your WebQuest.

Instructional Software Reviews (Individual project due at the beginning of class, February 6)

  1. Two software reviews are required of each student.
  2. Students will take the time to thoroughly explore each piece of instructional software.
  3. Students will use the HTML template found at http://www2.potsdam.edu/EDUC/betrusak/softwarereviews.html to create two html files, one for each piece of software reviewed.
  4. Reviews should be as complete as possible, with significant detail provided for each criteria.

Audio Project (Two-student group project, due at the end of class, February 6)

  1. Audio Storyboard, describing the project theme, as well as what sounds are to be captured (Due at the beginning of class, February 6).
  2. Microphone capture of audio using either a camcorder without video, or a dedicated sound capture device.  Captured audio must include voice and ambient sound.
  3. Digitization and organization of captured sound, along with music (if not digital already) into the computer. 
  4. Final Project will include voice, ambient sound, and music, mixed together at appropriate levels.  The final sound file must be at least 30 seconds in length, but no longer than 2 minutes.

Instructional Video Project (3-student group project, due at the end of class, February 7)

Pre-production

1)       Video Storyboard, with each shot given it’s own half-sheet of paper.  An overview, with thumbnails sketches of each shot, will also be provided on 1 full-sheet of paper. 
2)       A site visit of locations where video shooting will occur is required prior  to shooting.

Production

3)       Video shooting will be done on site, and must include the use of a leveled tripod and a microphone (wired or wireless).

Post-Production (for help with Windows Movie Maker click here

4)       Editing of the video into a 3-5 minute video, including the use of voice-over, music, sound effects, transitions, superimposed text, and credits.

Assistive Technology Test (Given at the end of class on February 28)

Read this case study dealing with assistive technology at least twice before the February 28 class session. Be prepared to discuss the key players, their agendas, and how, if at all, the case could be resolved.

The material to be covered on the test will come from assigned readings on accessibility, an in-class video on universal design, an in-class powerpoint presentation on universal design, as well as hands-on activities using assistive technology equipment (activities to take place during class on the 28).  The test will be a combination of pencil-and-paper questions, along with live tasks using the assistive technology equipment.

Technology Integration Plan (Individual project, due on or before April 1)

Between the end of class on February 7, and the beginning of class February 28, students will visit at least one instructional technology department at an educational institution (primary school, middle school, high school, college, B.O.C.E.S., etc…).  Students will ascertain what, if any, plan the institution has for technology integration.  This is intended as an information gathering activity to observe technology integration is handled in an authentic setting.  Simultaneously, the students will conduct research to determine how other institutions have designed and implemented integration plans.

The students will combine their knowledge of the 6 class topics, the information they gathered from the educational setting, and the information they gathered from research to create their own technology integration plan.

Grading Policies
PowerPoint Project - 25 Points
Audio Project - 25 Points
Software Reviews - 25 Points
Video Project - 25 Points
Web Quest - 25 Points
Assistive Technology Test - 25 Points
Technology Integration Plan - 50 Points

200 points max
180 (90%) = 4.0
174 (87%) = 3.7
166 (83%) = 3.3
160 (80%) = 3.0
154 (77%) = 2.7
146 (73%) = 2.3
140 (70%) = 2.0
Below 40 = 0.0

Digital Storage
Each student is required to purchase a Smart drive (also called a pen drive). This relatively new storage devices plug into the USB port of any computer and can mount on the desktop as a removable drive. They range from 16 megs to 1 gigabyte. They are available at Radio Shack, Staples, Wal Mart, Office Max, or from other online sources. These devices have dramatically dropped in price over the last year.

Attendance Policies
Missing one Friday class session is the equivalent of missing 5 consecutive classes in a typical m/w/f course format.  Missing one Saturday class is equivalent of missing 8 consecutive classes. As such, daily attendance is required of all students.  Your grade may be reduced up to one full grade point (3.7 to 2.7 for example) for each unexcused absence.

In the case of an emergency or unavoidable circumstance, please notify the instructor via phone AND e-mail as soon as possible. In the case of serious emergency (in which the concerns of this class are obviously secondary in nature), please contact the instructor at your earliest convenience.

Plagiarism Policy
Plagiarism: This course adheres to the College's policy on academic honesty as stated in the Graduate Catalog. Plagiarism may lead to grade reduction, course failure, or expulsion from school.

Students with Disabilities
Any student with a disability needing academic adjustments or accommodations should speak with the professor as early as possible. Students with disabilities should also contact: Sharon House, Coordinator of Accommodative Services at 267-3267, Sisson 112, or e-mail her at housese@potsdam.edu for further assistance. All disclosures will remain confidential.