Course ICT 614: Technology in Education

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

Meeting Times, Dates, and Location Satterlee Hall 300, June 15, 16, 17; 21, 22, 23, 24; 28, 29, 30, July 1

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

Course Assignments

PowerPoint Project (Individual project, due at the beginning of class, June 21)

1. At least 12-15 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. (not Clip Art, Must be Imported)
5. A minimum of 2 integrated sound clips. (not MS Clip Art, Must be Imported)
6. A minimum of 1 integrated video clip. ((not MS Clip Art, Must be Imported)
7. Appropriate transitions to slides
8. Appropriate sequencing and timing of animations.
9. Click Here for a link to a Storyboard Explanation

WebQuest: (two-person project, due at the beginning of class June 23) 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.

Assistive Technology Activities (A series of student directed activites to take place June 23 and June 24)

Read this case study dealing with assistive technology at least twice before the June 24 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 23 and 24th).  The assessment will be a series of tasks associated with particular assistive technology equipment (organized and prepared by the students).

Audio Project (Two-student group project, due at the end of class, June 28)

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, June 30)

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.

Final Project (50 Points)

Choose 2 of the following three options (Note that the Final Project is an individual project):

1) Accessibility Software Reviews (Individual project, due on or before the end of class, July 1st.)

1. One software review is required of each student. The software must be classified in the domain of accessibility.
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 an html file for the software reviewed.
4. Reviews should be as complete as possible, with significant detail provided for each criteria.
5. Counts as 25 points towards the final project.

2) Multimedia PowerPoint (Individual project, due on or before the end of class, July 1st.)

A) Choice 1 - A shorter, 'example' of what the larger project would look like. In this shorter example, the Candidates may do the actual scanning, narrative writing, recording, and compilation in PowerPoint (rather than actual students, which is a requirement of B below).

1. Candidates will assist students in scanning in images from a picture-only age-appropriate book.
2. They will then have students create a short narrative to go along with each image (approximately 1 image per student is ideal). The narratives may be dependant upon other students' narratives, or independant from other narratives.
3. Candidates will assist students in recording their narrative into the computer via microphone.
4. The scanned image, recorded voice, and narrative piece are all combined into a PowerPoint presentation (Music optional)
5. Counts as 25 points towards the final project grade.

B) Choice 2 - A more in-depth, full project, similar to choice A above with the the following differences:

1. 15-25 slides, rather than 5
2. Actual students are involved in the creation of these projects (scanning the pictures, writing the narratives, recording their voices, putting it together)
3. This counts as the full 50 points towards the final project.

3) Technology Integration Plan (Individual project, due on or before the end of class, July 1st.) The activities described below constitute the full 50 points for the final project. Should you want to create an abbreviated 2-3 page classroom technology integration plan following the guidelines below, only in less detail, that would be worth 25 points toward your final project.

Step 1a) Sometime during the second and third weeks of the semester students will visit at least one instructional technology department at an educational institution (primary school, middle school, high school, college, BOCES., etc...). Students will ascertain what, if any, plan the institution currently has for technology integration. This is intended as an information gathering activity to observe how technology integration is handled in an authentic setting.

Step 1b) Simultaneously, the students will conduct research to determine how other institutions have designed and implemented technology integration plans. That means: a) Obtaining Technology Integration Plans or guidelines from other Technology departments (either from web sites, contacting the technology department via phone or e-mail, or live visits). You can also search appropriate research databases for suggested guidelines for integrating technology in various institutions. What the bottom-line is with this ‘research’ is that you obtain alternate perspectives on how technology is integrated into organizations that you now work for or might find yourself employed at in the future. If you find other materials that help to shed light on how this is done, yet don’t fit into the categories mentioned, please discuss this with the instructor.

Step 2) Revise or create an integration plan for the educational institution you’ve chosen. This may include both critiques of the current plans, along with changing components of the plan itself. Check here for an suggested outline for a School District Technology Integration Plan (compliments of the State of Arkansas) http://arkedu.state.ar.us/ade-guide/plan.html

Deliverables (what you’re going to hand in):

1) The existing Technology Integration Plan from the organization you visited. If none, explain why isn’t there an existing plan?

2) Existing Technology Integration Plan from other organizations you’ve referenced (or other materials that help inform you of how technology is/should be integrated into instruction).

-either- 3a) A critique of the existing plan with your suggestions for improvement.

-or- 3b) Create your own technology integration plan (justify your technology choices). You may also choose this option even if a technology plan currently exists. In this case, you’ll be working within the guidelines of that plan. If you make suggestion that change or go beyond the scope of that plan, please explain why you’ve made those changes.

Frequently Asked Questions:

Question1) What goes into a plan if I have to create it from scratch?

Answer: If you’re creating a plan from scratch, keep your plan limited to either the classroom or grade level. If you are choosing an elementary classroom/grade, be sure to include technologies for each subject area you teach. If you are secondary, include only technologies for your subject area or cross-curricular technologies.

Question 2)What do I do with this plan when I’m done, what’s the point?

Answer: As a teacher or instructor, if you have a plan for what technologies you’d like to integrate into your teaching (this means more than just a notion), you are much more likely to gain support from your school or organization for these activities.

Question 3) How many pages should this be?

Answer: No less than 5 (not including your cover page or reference page)

Other Activities

LiveText Product Demonstration, June 16, 2:00-3:45

Grading Policies
PowerPoint Project - 30 Points
Web Quest - 30 Points
Assistive Technology Activities - 30 Points
Audio Project - 30 Points
Video Project - 30 Points
Final Project - 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.