Credit: Three semester hours

Time: 4:30 - 7:00 Wednesdays Jan [25]; Feb [1, 8, 15, 22]; March [1, 8, 22, 29]; April [5, 12, 19, 26]; May [3, 10]

Location: Satterlee 205

Purpose: The purpose of this course is to provide you with a look at the historical and philosophical background of the field of Instructional Technology.

Course Goals:
1) Students will develop skills in historical analysis (CF 1.2, CF1.3, CF 2.1, CF 3.2, AECT 3.2, AECT 3.4)
2) Students will develop an understanding the intellectual basis for the Field of Educational Technology (CF 1.2, CF 1.3, CF 2.1, CF 3.2, AECT 3.2, AECT 3.4)

3) Students will develop an appreciation for why the field of Educational Technology is the way it is (CF 1.2, CF 1.3, CF 2.1, CF 3.2, AECT 3.2, AECT 3.4)

Course Description: This course is about some of the major concepts and issues that are central to the field of educational technology. Educational technology brings together ideas from a variety of academic disciplines and fields of study. In this course we will investigate the contributions made by some of these areas of study and some of the contributions made by famous individuals in the field. We will systeamatically investigate these contributions in an attempt to determine why it is that educational technology is the way it is and how its use can affect the currriculum and instructional practices used in our schools, industry, and the not-for-profit sector. Almost any attempt at systematic investigation is theoretical (one must have some idea of what one is looking for). I will provide serveral theoretical frameworks for you to consider in your investigations but you will be strongly encouraged to develop (and use) others as well.

It is not intended that you shall get into the "how to's" of teaching or using machines in this course. Rather, you will investigate the original intents and implications of the actions of individual scholars and researchers that worked within the field of educational technology. A critical examination of the actions of professionals in the field of Instructional Technology will help to promote a more reflective practice.

"A Tradition of Excellence in Preparing Creative and Reflective Educators."

First, students will continue to develop as "well educated citizens" by completion of a historical research paper, practicing the skills of inquiry and analysis in a series of seminar papers.

Second, students will continue the practice of inquiry, analysis, and reflection when completing the weekly seminar/reaction paper thereby contributing to the student's development as a "reflective practitioner."

Third, students will continue to develop as "principled educators" by studying and demonstrating professional and ethical behavior in the seminar context.

Textbook: Januszewski, A. (2001) Educational Technology: The Development of a Concept, Englewood CO. Libraries Unlimited.

Booth, W.C, Colomb, G.G., Williams, J.M. (1995) The Craft of Research. University of Chicago Press..
Dworkin, M. (1959) Dewey on Education. Teachers College Press: New York
Seels, Barbara and Richey, Rita (1994) Instructional Technology: The Definition and Domains of the Field. AECT. Washington D.C.Other readings on BlackBoard

Requirements:

Student Led Discussions. Students will be assigned (individually) to prepare the readings for a discussion topic. Students will be required to submit a reading list ot the instructor no less than 2 weeks prior to the class discussion. In-class activities must also be prepared, including any technical setup (eg. preparing games to be played or technology to be used). Finally, the students responsible for this discussion must come up with a method for assuring that all students come to the discussion having read all of the assigned materials. This may include (but is not limited to): quizzes on the assigned reading. Other creative ways of assuring proper preparation for the discussion are encouraged, and may include both formal and informal evaluations (Required of all students for course completion, ungraded)

Quizzes/Reaction Papers: Reaction papers are to be burned in weekly. The should represent your thought (reactions) to the readings for that week. These will guarantee you an opportunity to express your opinions on the readings. You should try to concentrate on a few of the ideas that are set forth by the authors of the assigned readings for the week.

As this is a seminar, students will be expected to read the assigned readings and contribute to class discussion. Students will be expected to write a 1 to 2 page reaction paper for each set of readings assigned for topical discussions. Quizzes and other evaluations will be determined by the students leading that particular days' discussion (1/2 overall grade, 50 points).

Research Paper: Topic Negotiable, 15-20 double-spaced 12 point Times New Roman font pages with 1 inch margins, manual style of your choice (MLA, APA, Chicago, etc...), at least 20 references in the body of the text (only 3 online sources are permitted, such as websites or blogs, and online professional journals are OK. Make an appointment with a research librarian, they are happy to help you!. This is your chance to pursue in a rigorous way something that is of interest to you and that will keep you motivated (1/2 overall grade, 50 points).

Attendance/Class Participation:: Daily attendance is required of all students, as the content of daily class discussions can not be obtained in any other way than attending class. The overall quality of students class participation will be used to lower or raise the students point-based grade by up to one full letter grade (eg. Lowered from an A to a B; or raised from a C to a B. This course will be run as a seminar. This means that there will probably not be many people in the class and that you should be prepared to participate in class discussions. As such, you must complete the readings and reaction paper prior to each session (all reaction papers turned in late will be given a maximum of 1/2 credit). The seminar envinroment will allow you plenty of opportunity to explore varying "ideas" about the field of educational technology. I believe that a good seminar has the attention and participation of all those enrolled. If we al do our job it can be fun. You will be given the opportunity to be responsible for our fun for one class session.

Digital Storage: It is strongly recommended that each student purchase a USB Pendrive, with at least 256 mb capacity.

Computer Use:  Students will be required to work with these computers or similar computers outside of class to complete homework assignments and projects.

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

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

Grading:
Quizzes: 25 points
Reaction Papers: 25 points
Final Project: 50 points
Close Calls: Determine by quality of class participation

(90-100) 4.0
(87-89) 3.7
(83-86) 3.3
(80-82) 3.0
(77-79) 2.7
(73-76) 2.3
(70-73) 2.0
<70 points 0.0

Course Schedule:
 

Jan 25	Introduction, Play The Many Hats of an Instructional Designer
Feb 1	Instructor Led Seminar - Conceptual Analysis
Feb 8	Educational Technology: The Development of a Concept, Part 1 (through chapter 2) - Joanne Witt
Feb 15	Educational Technology: The Development of a Concept, Part 2 (through chapter 3 through finish) - Kyle Fennel)
Feb 22	Simulations and Games - Sara Astle (See Blackboard readings 3, 4, and 5)
March 1	Professoinalism and Teaching - (See Blackboard readings 6, and 7 - )Jason Hubbord (Topics for Research Paper Due)
March 8	Progressivism - Mingjing Wang
March 15	(No Class, Winter Recess)
March 22	Brainwashing - Jim Wilkes
March 29	Constructivism - Lijiang Guo
April 5	Distance Education - Zhen Tan
April 12	John Dewey, Dewey's Influence in China- Yimei Zhu
April 19	Frontline Special: The Tank Man
April 26	Games in Learning: A Chinese Perspective - Jiayi Zhou
May 3	Student Led Seminar Topic TBA - Katie Lemery
May 10	Final Research Papers Due

Office Information:
E-mail: betrusak@potsdam.edu
Office: Satterlee Hall 212
Phone: (315) 267-2670