Chaminade University of Honolulu
Education Division
Course Syllabus – ED 612 Educational Technology

TERM / YEAR / CAMPUS LOCATION 
Fall / 2008 / online

COURSE NUMBER and TITLE 
ED 612 – Educational Technology

INSTRUCTOR NAME AND CONTACT INFORMATION: 
Terry Shorey, office and voice mail: 808 346-4564
E-mail: terry.shorey@adjunct.chaminade.udu
eCollege access: http://chaminade.ecollege.com	 
Live Text entry page: http://www.livetext.com/

COURSE DESCRIPTION
This course provides an overview of current computer-based technologies used in a variety of educational settings within and across all curriculum content areas. Emphasis is on making significant changes in teaching and learning through technology by providing a match between instructional strategies and relevant technologies. Focus is on information and communication technologies as a means of gathering, processing, and communicating information. Critical issues include access, equity, privacy, safety, and ethical situations surrounding technology. Hardware and software applications will be evaluated as effective tools of instruction for a constructivist learning environment.  
Course Objectives and Goals:
•	Students will understand the use of Microsoft Office. (HTSB 5)
•	Students will be familiar with uses of technology to enhance their teaching. (HTSB 1 & 6)
•	Students will explore different types of technology that may be used in teaching. (HTSB 7)
•	Students will demonstrate awareness of how teachers and other educators can use educational technology in school communities. (HTSB 4,5,6,&7)
Topics:
•	National Standards for Technology in Education (ISTE NETS Projects)
•	EdTech Profile
•	Teacher Performance Expectations
•	Hawaii Standards for the Teaching Profession 
•	Making Connections between Standards and Curriculum Planning
•	Classroom Technology Planning
The Major Purposes of This Course Are as Follows:  Through the class experiences, readings, assignments, and case studies, candidates will be able to:
•	Examine use of technology for meeting subject matter content standards as well as technology standards for student learning.
•	Be able to plan and implement online learning activities to promote information literacy, global communication, collaboration, and student generated research.
•	Use technology in lessons to increase each student’s ability to plan, locate, evaluate, select, and use information to develop problem-solving skills for lifelong learning. 
•	Demonstrate competence in evaluating the authenticity, reliability, bias of the data gathered in online research.
•	Use e-mail, threaded discussion groups, audio/video conferencing for purposes of communication and collaboration with colleagues
•	Gain proficiency in the use of technology using the Microsoft Office Suite for productivity, communication, and research.
•	Examine instructional strategies that integrate technology into the educational experience and facilitate learning for ALL students.
•	Use software and related media to access and evaluate information, analyze and solve problems, collaborate and communicate ideas, and promote student learning.
•	select, evaluate, and use relevant and effective technologies for learning and teaching aligned with state-adopted academic curriculum, to develop in candidates an understanding of the legal and ethical aspects of teaching with technology

Course Requirements:	 
 Reminders of Important University-Wide Policies:  
The following policies are summarized from the Student Handbook. Please review these and other policies in the Handbook.
•	Attendance:  Attendance is measured by your participation online per week. Notify your instructor immediately before the due date if illness or other circumstances prevent you from participating or completing assignments on time. Otherwise, your grade will begin dropping. Please do not get behind. Anyone who stops participating in a course without officially withdrawing may receive a failing grade.
•	Academic Honesty:  Students are responsible for promoting academic honesty at Chaminade University by not participating in or facilitating others’ participation in any act of dishonesty, and by reporting incidences of academic dishonesty.

How This Course Works:  ED 612 is organized into 10 sessions. Participants should plan to spend approximately 4½ hours per week online (or more, as skills, Internet and time permit) exploring and examining Internet sites and related materials, reflecting on classmates assignments, and completing online assignments. In addition, participants should plan to spend additional time offline, reading the course text, researching the final project, and reflecting about the course concepts. Students are expected not only to complete each assignment, but also to reflect on the posts of your fellow classmates, actively engaging in discussion and debate about the topics that we will be studying.  
Turning in Assignments:  
eCollege:
Assignments are project-based. Students are expected to complete one unit every week and submitted into eCollege by midnight Saturday of the week assigned. Discussion Board assignments should also be completed each week. The weekly discussion boards can be the heart and soul of this course. Students are expected to respond to each of the weekly topics and at least one other student.  

Please submit each of the Microsoft Office assignments through the Weekly Unit assignments section. eCollege calls this “uploading”. Your assignments will be graded online. Each week also has a Discussion Board topic. Submit your Discussion Board essays directly into the Discussion Board dialog box. It is highly recommended that you complete the eCollege Tutorial for this course. Instructions for maneuvering around in eCollege can be found in the eCollege help section, and in the eCollege online tutorial. Students may also contact Jon Nakasone for technical difficulties.  

In general, students who work throughout the week, at a steady pace, are more successful. If you need help, please send me an email message and put your last name, 612, and "Help" in the subject line. My policy is to read and score weekly assignments with 48 hours of the weekly due date, respond to Discussion Board entries within 36 hours of the due date and return email messages within 24 hours.  

Live Text:
All students are required to subscribe to Live Text and submit their Unit 10 Signature Assignments into both Live Text and eCollege. Live Text contains a complete description and the scoring rubric for these two assignments. The Live Text entry page is:  http://www.livetext.com/. Your course is listed under my name: tshorey.

Discussion Boards:  Active student participation in the weekly topics can be the heart and soul of this class. Your contributions to the threaded discussions will be evaluated by: 
1. the number of postings in each discussion (minimum 2) posted on different days; 
2. Your input of about 150-200 words total per discussion; 
3. the quality of your input assessed by the relevance to the topic, clarity of understanding the issue and expressing your opinion, depth of knowledge of the subject, exactness and fullness of responses, and language correctness. Make explicit connections to the required texts along with your personal experiences. Lack of references to the readings will result in lower grades. 
4. Postings made after the due date are not counted. Late work is generally not accepted. If your weekly assignments must be late, please email me via terry.shorey@adjunct.charmindade.edu.

Email me privately regarding your need to be late. Valid reasons might include serious illness or emergency.  

GRADING SYSTEM

95-100 %	A	
90- 94  %	A-	
86- 89  %	B+	
83- 85  %	B	
80- 82  %	B-	
76- 79  %	C+	
73- 75  %	C	
70- 72  %	C-	
66- 69  %	D+	
63- 65  % 	D	
60- 62  %	D-	
59  % and below	F	

Due Dates:
All Assignments, Discussion Boards and Projects are due no later than midnight Saturday of the week assigned. Starting with week 4, assignments received 1-7 days late may be reduced by one-half point. Assignments received more than 7 days late may be reduced by one point.

INSTRUCTIONAL STRATEGIES
Instructional strategies for this course will include case method, lecture, discussion, small group work, and online communication. Instructors are to model integration of technology into instruction through a variety of strategies. Instructors will engage candidates in on-line threaded discussions, messaging, emailing attachments, and asynchronous discussion boards.
1.	REQUIRED TEXTS: Grabe, M., & Grabe, C. (2002). Integrating Technology for Meaningful Learning (5th ed.). Boston: Houghton Mifflin. ISBN-13: 978-0-618-63701-0, ISBN-10: 0-618-63701-X

REQUIRED SOFTWARE: Students must have access to the full Microsoft Office Professional (Word, Excel, and PowerPoint) and an HTML web authoring program such as Mozilla, FrontPage, Dreamweaver, or Netscape Composer. Microsoft Works will not work for this class. If you do not own Microsoft Office, I suggest the free open source download of Open Office - http://www.openoffice.org/ . 
Here are some recommended FREE Programs that will help view some of the assignments, case studies and optional readings of this course.
•	Web Authoring - Mozilla Suite - http://www.mozilla.org/products/mozilla1.x/http://www.mozilla.org/products/mozilla1.x/ 
•	Photo Editor - IrfanView - http://www.irfanview.com/ 
•	Audio Editor - Audacity - http://audacity.sourceforge.net/
•	Real  Player – http://www.real.com
•	QuickTime - http://www.apple.com/quicktime/
•	Windows Media Player - http://www.microsoft.com/windows/windowsmedia/default.aspx
 Video Case Studies:  This course includes video case studies that are available free online.
•	Houghton Mifflin Case Studies. (see inside cover of text for URL and password.)
•	InTime – Integrating New Technologies into the World of Teaching. Retrieved July, 2003: http://www.intime.uni.edu/ 
•	Teaching Now: Video Classroom - http://www.videoclassroom.org/index2.php 

ATTENDANCE AND OTHER CLASS POLICIES
Class participation will be required through online discussion.  Chat session times, topics, and assignment deadlines will be posted at the beginning of the course.  You will be expected to log in to the course regularly, complete the required reading, participate in online discussions, and complete all assignments.  You will be required to take exams and quizzes.  It is my policy to respond to Virtual Office requests within 24 hours, answer email messages within 48 hours and score assignments within 72 hours after the due date...  

Online Class Discussion:
Weekly online discussion is required for this course. You are asked to participate in threaded discussions and e-mail as a part of each unit of study. Questions will be posted for each unit and responses should relate not only to the question, but also to the comments of your classmates and instructor and the topics of your assigned readings. These responses should clearly demonstrate that you have read the required articles, thoroughly examined recommended websites, and participated fully in course assignments and exercises. Your discussion should be relevant to the topic and should move the discussion forward. You should not simply agree or disagree with what has already been stated. Interact with your classmates constructively and respectfully, allowing everyone to participate. Follow the rules of netiquette. The quality of your discussion is more important than the frequency or length of your responses. 

Netiquette for Online Course:
•	Be polite and respectful of one another.
•	Avoid personal attacks.  Keep dialogue friendly and supportive, even when you disagree or wish to present a controversial idea or response.
•	Be careful with the use of humor and sarcasm. Emotion is difficult to sense through text.
•	Be helpful and share your expertise. Foster community communication and collaboration.
•	Contribute constructively and completely to each discussion. Avoid short repetitive “I agree” responses and don’t make everyone else do the work.
•	Consider carefully what you write. Re-read all e-mail and discussion boards before sending or posting. Remember that e-mail is considered a permanent record that may be forwarded to others.
•	Be brief and succinct. Don’t use up other people’s time or bandwidth.
•	Use descriptive subject headings for each e-mail message.
•	Respect privacy. Don’t forward a personal message without permission.
•	Cite references. Include web addresses, authors, names of articles, etc.
•	Keep responses professional and educational. Do not advertise or send chain letters.
•	Do not send large attachments unless you have been requested to do so or have permission from all parties.
Course Assignments

Unit 1
Discussion: Your first requirement of this course is to read Chapter 1 of the Grabe & Grabe textbook.  Submit a 200-word review of the Key Themes of Technology.  Select at least three of the Key Themes and describe how they match your style of teaching.  Support your critical analysis with references from the text. 

Assignment:  Read Grabe & Grabe, Chapter 1, and Chapter 10. 
Submit a one-page Philosophy of Education Essay. Describe your background in Education. Your expectations in your teaching career and your professional goals.  Some students also include a paragraph on Equity of Educational opportunity and Responsible use of Technology. 

Unit 2
Discussion:  Read the following two Case Studies:   
1.	How does technology influence Student Learning?  http://caret.iste.org/caretadmin/news_documents/StudentLearning.pdf  
2.	Technology and the Revival of the Hawaiian Language.  
http://www.readingonline.org/electronic/hawaii/  Please make sure that you follow the links to the supplemental articles. 
After reading these online articles, submit a 150-200 word essay describing how technology improves student achievement.
Assignment:  Read Grabe & Grabe, Chapter 2 and view the Houghton Mifflin Case Study, "Using Technology to Promote Discovery Learning.  Prepare a 250-400 word essay describing how inferential reasoning, and problem solving improve student achievement. 
Unit 3
Discussion:  Go to the Houghton Mifflin web site:  http://college.cengage.com/education/grabe/int_tech/5e/resources/videocases.html 
1.	View the HM Video Case Study:  Middle-School Reading Instruction: Integrating Technology.
2.	Submit a 250-300 word Discussion Board entry describing how technology can improve reading instruction.  Support your essay with a thesis statement and current research from sources such as the course textbook or internet research.
Assignment:  Submit an APA formatted 1,000-word essay describing the strengths and weakness of Instructional Software, Multimedia, or Hypermedia.  This should be a critical analysis.

Unit 4
Discussion:  Read Grabe & Grabe, Chapter 4.  Describe the merits of computer-based instruction.  Include at least three categories of instructional software that is discussed in the Grabe and Grabe textbook.  

Assignment:  Examine the Big 6 Skills Approach website lesson plans - http://www.big6.com/index.php .  Select one lesson plan to evaluate and share with your colleagues.  (Locate a lesson that has not been covered by another student in discussion).

Unit 5
Discussion:  Read Grabe & Grabe, Chapter 5.  Read the chapter on "Classification of Educational Technologies" in the US Dept. of Ed Reform documents -   http://www.ed.gov/pubs/EdReformStudies/TechReforms/chap2a.html.  Submit a 250-400 word critical analysis of how these reforms promote the forming of learning communities,  Collective Decision making and Collaborative 

Assignment:  Many teachers are now using Excel Workbooks or MS Word Gradebook to track student scores and grades. 
•	Read Grabe & Grabe, Chapter 3. 
•	Create an Excel Workbook or an MSWord Gradebook.  If you have access to a school gradebook program, you may substitute a sample gradebook from a classroom. 
•	NEW!  Here is a website that one of your classmates introduced.  It looks promising... http://www.engrade.com/
Unit 6
Discussion:  In Chapter 4, the authors talk about constructivism.
•	Provide an analysis of constructivism in education.
•	Respond to at least one other student.
•	This discussion board can be used as a first draft of the week 6 essay.
Assignment: Submit a 250-400 word critical analysis of Constructivism and Cooperative Learning and how they are compatible with Instructional Software.  
1.	Define Constructivism 
2.	Define Cooperative Learning 
3.	Connect Constructivism and Cooperative Learning to how Instructional Software (or technology) can improve classroom instruction.
Unit 7
Assignment:  WebQuest Lesson Plan.  This is your opportunity to build a web page and also design a single lesson plan.  Create and submit a WebQuest lesson plan.  You can find the instructions for creating your web quest at: http://webquest.org/index.php

Unit 8
Discussion:  Go to: http://www.pbs.org/parents/issuesadvice/growingwithmedia/   Examine the media milestones section, which provides you with ideas for what can be done to help children and youth develop media literacy with TV/Movies, video games, computers, and advertising.
Assignment.  Submit a PowerPoint Lesson Plan that Integrates Technology Using Primary Sources.  Select a grade level of your choice, Kindergarten through 12th Grade.
1.	Prepare a lesson plan in a subject matter for that grade level.  (Math, Science, Social Studies, etc.)
2.	Include examples of Primary Resources that are found on the Internet.
3.	Submit the lesson plan as a PowerPoint presentation.
Unit 9.  
Assignment:  Innovative Technology Research Paper.  What is innovative in technology? 

Unit 10
Assignment.  For this unit, you will decide on which standards you want to use for your portfolio.  Prepare an electronic portfolio of what you have achieved in this class.  It should be submitted as an HTM Web Page, a converted PowerPoint or through a Digital Media.  Submit this assignment in the eCollege drop box and into your Live Text Portfolio.
Course assignments are subject to change or modification as the schedule permits.

Documentation
Any material not original to the student should be cited in a recognized documentation format (APA, ASA, MLA or Chicago-style) appropriate to the particular academic discipline.   

Scoring Rubric
The following is a rubric on how your reflective essays and case studies are scored.

Criteria 	
The writer demonstrates an understanding of the assignment by using a style, form and language that is appropriate for its intended audience.	
The writer has chosen a topic in accord with the assignment and limited it sufficiently to explore in depth in the space allotted.	
The paper focuses its presentation by means of a clear statement of purpose (thesis statement, hypothesis or instructor posed question) and logically organized sub-topic paragraphs or sections.	
The writer substantiates abstractions, judgments and assertions with specific illustrations, facts and evidence appropriate to the assignment and/or discipline.	
The writer has added to on-going discussions of the topic with his or her own critical analysis, rather than simply repeating what others have said through quotation-stacking, paraphrasing or summaries.	
The writer draws upon research whenever necessary to support critical analysis or assertions made and properly acknowledges the work of others by utilizing a standard documentation format acceptable for the course.	
The paper conforms to the minimal essentials of Standard American English grammar, word choice, spelling and punctuation. 
	
The writer meets the needs of the particular audience and succeeds in his or her intended purpose--honestly engaging the subject and establishing her or his authority by offering a persuasive and supportable analysis.	
Pedagogy
Educational Technology.
Educational Technology 612 seeks to teach how to plan, develop, evaluate and manage the instructional process effectively to ensure improved performance by learners.  Instructional Technology's goal is to understand how people learn and how to best design instructional systems and instructional materials to facilitate that learning. It also uses appropriate technology to aid us in the design and delivery of the instruction. This is my version of the pedagogy of educational technology.
To help you answer the question about what do you want to use technology for, I’ve outlined some teaching and learning activities that are used across a school site subject matter and I tried to provide examples from the Web on how to utilize technology or a combination of different technologies to accomplish specific learning objectives. Each step represents the pedagogy of educational technology that can be used in a classroom by instructional leaders.
Adapted from:
University of Maryland University College, Virtual Resources Site for Teaching Technology, http://www.umuc.edu/virtualteaching/vt_home.html, (accessed Dec. 2007).

Tomei, Lawrence A., Instructional Technology: Pedagogy for the Future. T.H.E. Journal, v25 n5 p56-59 Dec 1997

McCauley, Shelly and Reeves, Bruce IT and Educational Technology: What’s Pedagogy Got to Do with It?

D. P. Diaz, "Taking Technology to the Classroom: Pedagogy-Based Training for Educators," Technology Source, November/December 2001 <http://technologysource.org/article/taking_technology_to_the_classroom/> (accessed August 11, 2006).
  
SELECTED BIBLIOGRAPHY
•	Acceptable Use Polices Online Resources
o	Virginia Department of Education: http://www.pen.k12.va.us/go/VDOE/Technology/AUP/home.shtml
o	The Internet Advocate: http://www.monroe.lib.in.us/~lchampel/netadv3.html  
•	American Psychological Association (APA) Online Resources
o	Electronic Reference Formats - http://www.apastyle.org/elecmedia.html
o	University of Wisconsin Writing Center APA - http://www.wisc.edu/writing/Handbook/DocAPA.html 
o	University of Wisconsin Hypertext Writing Guide -  http://www.uwsp.edu/psych/apa4b.htm 
o	Walden University - http://www.waldenu.edu/acad-rsrcs/writing-center/index.html 
•	American Library Association Internet Use Policies - http://www.ala.org/alaorg/oif/internetusepolicies.html 
•	Apple Learning Interchange - http://ali.apple.com/ali_sites/ali/index.html  
•	Barrett, Helen: Electronic Portfolios - http://electronicportfolios.com/
•	Burns, P., Roe, B. & Ross, E. (1999). Technology for literacy learning: A primer. Houghton Mifflin Company, Boston, MA.
•	Chou, L., McClintock, R., Moretti, F., Nix, D.H. (1993). Technology and Education: New Wine in New Bottles. New York: New Lab for Teaching and Learning. Retrieved July, 2003: http://www.ilt.columbia.edu/publications/papers/newwine1.html 
•	Child Internet Protection Act Resources:  
o	Federal Communications Commission - http://www.fcc.gov/cgb/consumerfacts/cipa.html  
o	CIPA - American Library Association - http://www.ala.org/cipa/  
•	The Computer Ethics Institute: http://www.brook.edu/its/cei/cei_hp.htm  
•	Ed Tech Profile - http://www2.edtechprofile.org/index.php 
•	Education Resources Information Center (ERIC): http://www.eric.ed.gov 
o	The Educator’s Reference Desk - http://www.eduref.org/ 
o	ERIC Digests.org - http://www.ericdigests.org/ 
o	Search ERIC - http://SearchERIC.org 
•	Edutopia Online: The George Lucas Educational Foundation: Innovative Classrooms, Skillful Educators, Involved Communities – http://www.glef.org 
•	Goldman, S. R., Williams, S. W., Sherwood, R.D., Hasselbring, T.S. and the Cognition and Technology Group at Vanderbilt (1999). Technology for teaching and learning with understanding: A primer. Houghton Mifflin Company. Boston. MA.
•	Gordon, D.T. ((2000) The digital classroom: How technology is changing the way we teach and learn. Cambridge, MA: Harvard Education Letters.
•	Grabe, M. & Grabe, C. (1998) Learning with internet tools: A primer. Houghton Mifflin Company. Boston. MA.
•	Grabes’ Integrating Technology Textbook Online Resource Site - http://ndwild.psych.und.nodak.edu/book/book4/index.html 
•	Harris, J. (1998) Wetware: Why use activity structures? http://virtual-architecture.wm.edu/ 
•	The History of Computing. Virginia Polytechnic Institution and State University - http://ei.cs.vt.edu/~history/
•	How Stuff Works - http://computer.howstuffworks.com/ 
•	International Society for Technology in Education (ISTE) -  http://www.iste.org
•	The International Technology Education Association (ITEA) - http://www.iteaconnect.org/ 
•	InTime – Integrating New Technologies into the World of Teaching - http://www.intime.uni.edu/ 
•	Library of Congress: http://lcweb.loc.gov 
•	Lever-Duffy Companion Website for Teaching and Learning with Technology Textbook - http://wps.ablongman.com/ab_leverduffy_teachtech_2
•	Marco Polo: Internet Content for the Classroom - http://www.marcopolo-education.org/home.aspx 
•	McClintock, R. (2000). Cities, Youth, and Technology: Toward a Pedagogy of Autonomy. Institute for Learning Technologies, Teachers College, Columbia University.  Retrieved July, 2003: http://www.ilt.columbia.edu/publications/cities/cyt.html 
•	McClintock, R. (1999). The Educators Manifesto: Renewing the Progressive Bond with Posterity through the Social Construction of Digital Learning Communities. Institute for Learning Technologies (ILTweb). Teachers College, Columbia University. Retrieved July, 2003: http://www.ilt.columbia.edu/Publications/manifesto/index.html
•	Means, B. (1994) Technology and Education Reform. San Francisco: Jossey-Bass Publishers
•	Microsoft On-line Tutorials - http://www.microsoft.com/education/?ID=Tutorials 
•	National Education Technology Standards (NETS)  
o	NETS - http://cnets.iste.org/teachers/ 
o	NETS for Teachers - http://cnets.iste.org/teachers/t_stands.html  
o	NETS for Students - http://cnets.iste.org/students/s_stands.html 
•	National Center for Education Statistics - http://nces.ed.gov/
•	Online Journals
o	Ed Week - http://www.edweek.org/
o	Electronic Text Center - http://etext.lib.virginia.edu/
o	IT Journal Online - http://etext.virginia.edu/journals/itjournal/
o	Journal Of Computer-Mediated Communication - http://www.ascusc.org/jcmc/
o	Journal of Technology Education - http://scholar.lib.vt.edu/ejournals/JTE/
o	Kappan Articles On-line - http://www.pdkintl.org/kappan/khome/karticle.htm 
o	Library in the Sky - http://www.nwrel.org/sky/
o	Technology Source - http://horizon.unc.edu/TS/
o	Tech-LEARNING - http://www.techlearning.com/ 
o	T.H.E. Journal.com - http://www.thejournal.com/
o	Triangle Journals - http://www.triangle.co.uk/ 
•	Shelly, G.B., Cashman, T.J., Vermont, M.E., & Walker, T.J. (1999). Discovering computers. Cambridge, MA: Course Technology ITP
•	Solomon, G., Allen, N.J., & Resta, P. (2003).  Toward Digital Equity: Bridging the Divide in Education. Boston: Allyn & Bacon.
•	TaskStream Tools of Engagement - http://www.taskstream.com/pub/ 
•	Teaching Now Video Classroom - http://www.videoclassroom.org/index2.php 
•	Thorsen, C. (2003). TechTactics: Instructional Models for Educational Computing. Boston: Allyn & Bacon.
•	Tomei, L.A. (2002). The Technology Façade: Overcoming Barriers to Effective Instructional Technology. Boston: Allyn & Bacon. 
•	Topscott, D. (1999). Growing up digital. McGraw-Hill. - http://www.growingupdigital.com
•	U.S. Copyright Law - http://www.loc.gov/copyright 
•	U.S. Department of Education Online Resources - http://www.ed.gov
o	No Child Left Behind http://www.nochildleftbehind.gov/  
o	The Gateway - U. S. Department of Education – http://www.thegateway.org
o	U.S. Department of Education (1993). Using Technology to Support Education Reform.  Archived retrieved July, 2003: http://www.ed.gov/pubs/EdReformStudies/TechReforms/