Course ICT 614: Technology in Education
Instructor Dr. Anthony Betrus (mailto:betrusak@potsdam.edu)
Meeting Times,
Dates, and
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.
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 start of class, May 27)
Click Here for a link to a Storyboard Explanation
Click here to see the Instructor's evaluation sheet for the PowerPoint project
WebQuest: (two-person project, due before the beginning of class June 1, with the link sent to me via e-mail, ) Find out just what is a WebQuest and bring ideas of how WebQuest techniques and storytelling 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.
Web Quest Submission Guidelines
Click here to see the Instructor's evaluation sheet for the WebQuest
| Student Created WebQuests Summer 2009 (To serve as examples for you to consider) | |||||
| Bryan
Huntley Sara Heim |
Cori
Wilhelm Beth Todd |
Derrick Daniels | Morgan
Pratt Neaves Evan Rogers |
Farren Hart | Joe
Heindl John Hampton |
|
Student Created WebQuests Summer 2008 (To serve as examples for you to consider) |
|||
|
Student Created WebQuests Summer 2008 (To serve as examples for you to consider) Mathematical
Journey |
People
of the Holocaust |
Unmasking
the Past |
Adirondack
Adventure |
|
|
||
| Civilization Collapse | ||
Read this case study dealing with assistive technology at least twice before the June 1 class session. Be prepared to discuss the key players, their agendas, and how, if at all, the case could be resolved.
Examples Organizational Charts and timelines visualizing the case study from:
Fall 2005 can be found here, here, and here.
Summer 2006 can be found here, here, here, and here.
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 June 2nd). The assessment will be a series of tasks associated with particular assistive technology equipment (organized and prepared by the students).
Audio Project (Group project, due at the end of class, June 3)
Audio Projects from Summer 2009
Audio Projects from Summer 2008
Audio Projects from Summer 2006
Instructional Video Project (Group project, due at the end of class, June 8)
Pre-production
1) Video
Storyboard, with each shot given its 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 (Follow this link for help with Windows Movie Maker)
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.
Choose 2 of the following three options (Note that the Final Project is an individual project):
1) Accessibility Software Reviews (Individual project, due June 9)
- One software review is required of each student. The software must be classified in the domain of accessibility.
- Students will take the time to thoroughly explore each piece of instructional software.
- Students will use the HTML template found at http://www2.potsdam.edu/betrusak/softwarereviews.html to create an html file for the software reviewed.
- Reviews should be as complete as possible, with significant detail provided for each criteria.
- Counts as 25 points towards the final project.
2) Multimedia PowerPoint (Individual project, due June 9)
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).
- Candidates will assist students in scanning in images from a picture-only age-appropriate book.
- 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 independent from other narratives.
- Candidates will assist students in recording their narrative into the computer via microphone.
- The scanned image, recorded voice, and narrative piece are all combined into a PowerPoint presentation (Music optional)
- 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:
- 15-25 slides, rather than 5
- Actual students are involved in the creation of these projects (scanning the pictures, writing the narratives, recording their voices, putting it together)
- This counts as the full 50 points towards the final project.
CLICK HERE FOR AT&T LABS TEXT TO SPEECH WEB SITE
3) Technology Integration Plan (Individual project, Due June 9) 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. This will 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)
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 USB drive (also called a pen
drive). My suggested size: 4 gb.
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 two full grade points (3.7 to 1.7 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.
This page created May 21, 2009 by Anthony Betrus. Last updated July 31, 2009.
