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1 EDCI 270: Introduction to Educational Technology and Computing COURSE CLASS TIMES Lecture: EE Mondays 10:30-11:20 Labs... Wed & Fri (various times) Office hours:... Thurs 9:30 and by appointment INSTRUCTOR Tim Newby Office: BRNG 3138 Phone: I. COURSE MATERIALS/RESOURCES Textbooks: (NOTE: For the Fall 2007 semester, the following three items will sold in a single, spiral bound text called Educational Technology. Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2006). Educational Technology for Teaching and Learning (3 rd ed.) Upper Saddle River, NJ: Merrill/Prentice-Hall. (Referred to as ETTL in the course schedule.) Newby, T. J. (2007). Teaching and Learning with MS Office 2007 and Expression Web. Upper Saddle River, NJ: Merrill/Prentice-Hall. (Referred to as B3 in the course schedule.). Leftwich, A. & York, C. S. (2006). TaskStream manual. Software: TaskStream software license. May be purchased only at the Boiler Copy Maker (PMU 157; ). Course Resources Blackboard a course on Blackboard/Vista 4.0 has been created to facilitate this course: ( ). Course/Text Website: II. COURSE SPECIFIC INFORMATION AND POLICIES Course Description This course addresses the fundamentals of educational technology including the integration of instructional design, media, computers and related technologies within the classroom setting. Students will explore and evaluate how, when, and why technology should be infused into education. This course is taught concurrently with EDCI 271, an optional one-credit course that focuses on classroom applications. We recommend that you take both EDCI 270 and 271 to gain the best perspective on educational technology in the schools. Course Vision To provide the foundations for enhanced learning experiences through the meaningful integration of technology. Purpose of the Course This course emphasizes three main purposes. a. It has been designed to help you explore and experience the various tools of technology. You will identify and understand the technology available within classrooms and laboratories as well as what may be available in the future. You also will experience how different tools are used to create, manage, present, and evaluate instructional materials. b. This course is to help you understand how technology can influence learning. In particular, the impact of specific computer software will be reviewed and examined. One example is multimedia simulations that attempt to place students within contextually appropriate problem-solving situations. Additionally, communication technology, that allows immediate access to vast databases of information as well as content experts throughout the world, will also be explored. c. You will explore how computers, other forms of media (e.g., video), and instructional design techniques are integrated, utilized, and evaluated within the classroom. Obstacles to computer integration will be identified and discussed to better prepare you to understand the problems that may be encountered as they attempt to integrate technology within the normal classroom setting. Learning Goals Through readings, discussions, and course projects you will: -1- updated: 8/13/07

2 1. Demonstrate the ability to use computer systems to run software; access, generate, and manipulate information; and to present and communicate results. You will also evaluate the performance of hardware and software components of computer systems. 2. Apply educational technology to enhance your own professional growth and productivity. You will use technology to communicate, collaborate, conduct research, and solve problems. In addition, you will plan and participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources, as well as other media formats. 3. Apply educational technology to support instruction in your selected developmental and content areas. You will plan and deliver small instructional lessons that integrate a variety of software, applications, and learning tools. These plans will reflect effective individualized strategies for diverse populations. Lecture/in-class participation Students are expected to attend and participate in both lecture and lab. Participation in the lecture is monitored through in-class assignments and discussions which are due at the end of each class lecture. No make-up of these assignments will be permitted. Test-out If a student feels he/she has already attained the knowledge and ability to complete the goals of EDCI 270 based on prior course work and completed assignments, it is possible to test out of this course. During the week prior to the beginning of classes each Fall and Spring semester, a test-out examination will be given. If it is passed at the required level, the student will be awarded course credit. Check the Purdue University Educational Technology web site ( for more details and information about this procedure. Late Policy Late projects and assignments will automatically be penalized 33% of the total possible points if submitted after the announced due date and time. Unless specified otherwise, assignments are due at beginning of lab/lecture on the established deadline. Incomplete Grades I grades are generally not given. Under very unusual circumstances an incomplete may be given; however, to be considered, a written request describing the circumstances must be submitted to the course instructor no later than the beginning of the last week of the module. Adaptive Programs / Classroom Accommodations Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs. In case of an emergency In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised calendar or other circumstances. Information about changes in this course can be obtain via my (newby@purdue.edu) or my office phone: Academic Integrity All students should aspire to high standards of academic honesty. This class encourages cooperation and the exchange of ideas. However, students are expected to do original work, to do their own work except for group projects, and to properly reference sources when using information from others. Any instance of academic dishonesty will result in failure of the assignment in question. More than one instance will result in failure of the course. All work submitted for class assignments is expected to be the work of the student(s) who submit(s) it. It is the policy of Purdue University as stated in its University Regulations publication that cheating, plagiarism, or knowingly furnishing false information to the University are acts of dishonesty and they constitute misconduct, which cannot and will not be tolerated. Students who violate the general standards of conduct are subject to administrative action or disciplinary penalties. Please see the following online brochure from the Dean of Students Office for more information: Academic Integrity: A Guide for Students ( III. COURSE ASSIGNMENTS AND PROJECTS -2- updated: 8/13/07

3 Lecture assignments: a. In lecture participation assignments For almost all lectures, short, optional reading and writing assignments will be given. These assignments must be completed prior to or during lecture. These assignments can only be turned at the conclusion of lecture and you must be in attendance in order to submit your work. No late lecture participation assignments will be accepted for credit. b. On-line discussion/debate participation assignments During the course of the semester, there will be a total of five asynchronous on-line discussions that will occur through a Blackboard/Vista 4.0 discussion board. Each discussion will last between one and two weeks and all will take place between students within individual lab sections. c. Reading assignments Prior to each lecture, a reading assignment (see syllabus) will be given. Lab exercises and projects Themes At the beginning of the term, an opportunity will be given for students to select a semester theme for their workout exercises and projects. All projects and workouts completed by the student will be based upon his/her selected theme; moreover, all will be incorporated within the final electronic interview portfolio (Project III). Your instructor will provide some examples and suggestions for selecting a proper course theme. Although some leeway is given, all themes selected by the students MUST have some educational merit. Completion of projects/exercises outside the field of education without the prior approval of the instructor will not be permitted and will result in a failing grade for the project/exercise. Workout Exercises For each of the individual pieces of software that will be explored within the lab (Microsoft Windows, Word, Excel, PowerPoint, FrontPage), there will be a specific workout exercise assigned. All exercises will be based on the Workout explanation/grading sheets. Course Projects Project I You will develop an instructional program that teaches individual learners specific information, concepts, or rules. Within this project, you will demonstrate correct instructional planning techniques and production skills by using PowerPoint software in order to produce a self-instructional program that effectively presents information/instruction. NOTE: This project will be posted as an artifact with an accompanying narrative on the TaskStream Electronic Portfolio system. Project points will not be awarded until you complete the TaskStream uploading assignment. Project II This project will consist of the development of a WebQuest instructional web site. Following similar planning techniques as required in Project II, a structured web site will be created to teach an assigned topic following the standard WebQuest format. Project III For this project, a personal electronic interviewing portfolio web site will be created. This web site will be developed in a manner that it can be used by students as they interview for teaching positions. It will contain their personal teaching resume, as well as, links to each of the workout exercises and the completed course projects (Projects I and II). Each of the major projects will have an associated narrative that explains the project and how it relates to the NETS standards. The overall electronic portfolio should be designed to demonstrate the student s capability with technology development and integration. Project notes: o Each project will have an accompanying written narrative which describes the project, its purpose, scope and relationship to the Ed Tech standards. o A "Project Assessment Guide," outlining the specific requirements for completion, exists for each of the three major course projects. All guidelines can be found on the course Blackboard/Vista site. o It is the responsibility of the student to save all course projects, lab workout exercises, lecture assignments, returned exams, etc. If questions about grading occur, original documentation will need to be supplied by the student. -3- updated: 8/13/07

4 IV. GRADING Your course grade will be determined by your performance in both the weekly discussion (lecture section) and the computer lab. Performance on the discussion portion will be measured by performances on on-line discussions, quizzes and the final exam. Required lab workouts and major projects will account for the remaining part of your grade. In-class discussions: On-line discussion participation...25 pts. Quizzes 10 pts. each)...50 pts. Final Exam...50 pts. Total possible in-class points pts. Lab workouts and projects: Workout projects 5 pts. each)...30 pts. Project I:...40 pts. Project II:...35 pts. Project III...20 pts. Total possible lab points pts. Total course points available pts. Grading scale = A = B = C = D 149 or less = F Important note about grading of workouts, projects, quizzes, and exams Grading of the on-line discussion participation, lab workouts, projects, quizzes, and final exam will be completed by the lab teaching assistants. If disagreements with the grading occur the following process will be used to resolve the disagreements: 1. The student should first bring all initial problems to the attention of the TA who has graded the project or exam. Together they should discuss the problem and work towards a solution. 2. If that discussion does not lead to a resolution, a meeting will be called with the student, the TA, and the course instructor. One possible outcome of the meeting will be for the course instructor to grade the project/exam. In such a case that score (which may be either the same, higher OR lower) will be the final score for the project/exam. Electronic grade records Results from all projects, quizzes, exams, and workout exercises will be posted on the Blackboard Vista grade book. Any questions or problems with the posted scores must be resolved within one week of the posting. To resolve a problem, contact your lab teaching assistant. -4- updated: 8/13/07

5 V. COURSE SCHEDULE Key notation: ETTL = Educational Technology for Teaching and Learning (lecture textbook) B 3 = Teaching and Learning with MS Office and FrontPage (Basic Building Blocks) (lab textbook) Week of: Topic Assignment 8/20/07 1 8/27/07 2 9/3/07 3 9/10/07 4 9/17/07 5 9/24/07 6 Lec.: Course introduction -- What does Educational Technology have to offer? Lab.: Introduction to the lab, Blackboard System navigation, TurnItIn form, Workout #1 Lec.: How do we know that Ed Tech will work? When, where, and why are key Ed Tech principles effective? Lab.: Theme selection, Word processing - Workout #2 Lec: Labor Day no lecture Online discussion 1: Millennials (Mon. 3 rd Sun 9 th ) Lab.: Spreadsheet - Workout #3 Lec.: What information do we need? What should be within the plan? Lab: Data Management - Workout #4 Lec.: What are the roles of methods and media in instruction? Online discussion 2: Plagiarism detection software controversy (Mon. 17 th Sun 23 rd ) Lab.: Presentation software - Workout #5 Project I Introduction to project, examples Intro to the electronic portfolio (TaskStream) Lec.: How do I bring it all together and make it happen? Lab.: Project I development of flowchart and planning cards Syllabus ETTL Preface & Chp 1 B 3 Introduction & Chp 1 ETTL Chp 2 B 3 Chp 2 Workout #1 due Quiz 1 (ETTL Chps. 1 & 2) ETTL Chp 3 B 3 Chp 3 & Chp 4 Workout #2 due ETTL Chp 4 & 5 Workout #3 due Quiz 2 (ETTL Chps. 4 & 5) ETTL Chp 6 & 7 TaskStream handout Sign-up for planning card TA evaluation Workout #4 due ETTL Chp 8 Workout #5 due 10/1/ /8/ /15/ /22/ /29/ /5/07 12 Lec.: A question of copyright Online discussion 3: Copyright (Mon. 1 st Sun 7 th ) Lab.: Project I Lec: October Break no lecture Lab.: Project I (Computer Based Instruction) Lec.: How can computers enhance the learning experience? Online discussion 4: Internet security (Mon. 15 th Sun 21 st ) Lab.: Web editing Workout #6 Lec.: How can the Internet enhance the learning experience? Lab.: Project II (WebQuest) Introduction to project, examples Lec.: How can Distance Education enhance the learning experience? Online discussion 5: Accessibility issues (Mon. 29 th Sun 4 th ) Lab.: Project II (WebQuest) Lec.: How do I know it will work? How do I know it will accessible to all? Lab.: Project II ETTL Chp 8 B 3 Chp 5 Proj. I flowchart & planning cards due Quiz 3 (ETTL Chps. 6, 7 & 8) Proj. I peer evaluation due TaskStream E-portfolio: Importance of Proj. I upload ETTL Chp 9 B 3 Chp 6 Proj. I due TaskStream: Upload Proj. I ETTL Chp 10 Workout #6 due ETTL Chp 11 Proj. II flowchart & planning cards due Quiz 4 (ETTL Chps. 9, 10 & 11) ETTL Chp 12 & 13 Proj. II peer evaluation due -5- updated: 8/13/07

6 11/12/07 13 Lec.: What are the significant issues concerning Ed Tech? What does the future hold? Lab.: Project III (Interview portfolio) Intro to the project, examples, planning sheet ETTL Chp 13 & 14 Proj. II due Quiz 5 (ETTL Chps. 12 & 13) 11/19/07 Lec.: Open Lab: Thanksgiving Break no labs 11/26/ /3/ /10/07 16 Lec.: Open Lab: Project III (Interview portfolio) design/development Lec.: Open Lab.: Project III class demonstrations Final exam help session: date, time, and place TBA Final Exam -- date, time, and place TBA Proj. III planning sheet due Proj. III peer evaluation due Proj. III due Proj. III class demonstrations Final Exam -6- updated: 8/13/07