ITED350.02W Spring 2016 Syllabus

ITED350.02W Spring 2016 Syllabus ITED350: Technology for Instruction, Learning and Communication Instructor: Tammy Danley E mail: tammy.danley@tamut.edu Class Hours: Web course conducted through Blackboard Office Phone: 903 244 0370 after 4:00 Monday Friday Office Hours: Via Email Catalog Description This course is designed to help students become more confident with technology and its application to instructional technology. Emphasis is placed on computer assisted communications, software/hardware analysis, and the design and execution of instruction using electronic means. (3 credit hours) Required Textbook/Resources: None. All material will be provided in Blackboard. TK20 Access: Students seeking teacher certification are required to subscribe to TK20. The TK20 subscription is a onetime only, non refundable fee of $100. You may purchase the program directly online or from the bookstore. Please note prices may be higher at the bookstore although purchasing through the bookstore will allow you to get requisite compensation from financial aid if you are eligible. Whether you pay online or through the bookstore, you register for access at: https://tamut.tk20.com (lower left). The TK20 system allows you to: 1. Complete applications for Teacher Preparation Program and forms for Intent To Do Field Experience. 2. Build artifacts of your work electronically which will be accessible for years, even after graduation. 3. Create your Teacher Preparation Portfolio throughout your program; due your last semester of student teaching or internship. 4. Receive timely feedback and have a fully documented record of your field experience work. 5. Design and create electronic professional portfolios which you may share with prospective employers. If you are NOT an education major, you are NOT required to subscribe to TK20. Course Outcomes Overall, course outcomes include three components: 1) Content Outcomes, 2) Professionalism/Ethical Outcomes, and 3) Technology Outcomes. Content Outcomes include University Student Learning

Outcomes (SLOs) and Texas Education Agency Educator Content Standards and are aligned with the State of Texas Educator Standards for Technology Applications for all beginning teachers as outlined below. During the first week of class, students will receive, as documented by student signature, full copies of the Technology Applications Standards for all beginning teachers. ach of standards to include specific competencies. I. Content Outcomes University Student Learning Outcomes: By the end of this course, students will: Demonstrate knowledge of technology terms, concepts and issues relating to the use of technology in a variety of settings. Evaluate and communicate the appropriate choice of technology for various situations. Perform simple file management and Windows desktop tasks, such as creating folders, moving and deleting files, and creating shortcuts. Create presentations using MS PowerPoint. Produce materials for specific communication needs using a variety of application software such as word processing, spreadsheet, and desktop publishing. Conduct Internet research using a variety of search engines and resources. Develop a multimedia project. Evaluate software and online resources for professional uses. Texas Education Agency Educator Content Standards: By the end of this course, students will show evidence and knowledge and skills in the following: Standard I. All teachers use technology related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and their applications. Standard II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of electronic information. Standard III. All teachers use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problem solving situations. Standard IV. All teachers communicate information in different formats and for diverse audiences. Standard V. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum. II. Student Learner Professionalism/Ethical Outcomes As future educators, students are expected to meet professional/ethical outcomes that meet TEA Code of Ethics and TPP Professional Expectations as located in the Teacher Preparation Program Student Handbook located at: http://tamut.edu/academics/cela/academic Programs/Teacher%20Preparation%20Program%20Undergraduate/handbooks.htmlhttp://tamut.edu/Academics/CELA/Academic Programs/Teacher%20Preparation%20Program%20Undergraduate/handbooks.html

III. Technology Outcomes The following 'Technology Outcomes' are infused into the learning opportunities throughout the course. Students do not need to be an expert in technology but are expected to develop the following skills meeting ISTE Standards for Educators http://www.iste.org/docs/pdfs/20 14_ISTE_Standards T_PDF.pdf : 1. Facilitate and inspire student learning and creativity 2. Design and develop digital age learning experiences and assessments 3. Model digital age work and learning 4. Promote and model digital citizenship and responsibility 5. Engage in professional growth and leadership Software requirements: 1. Microsoft Office 2010 or 2013 (MS Word, MS Excel, MS PowerPoint, MS Publisher). Publisher is only available when you purchase the Professional version of Office 2007/2010. It is pricey so I suggest you use the computer lab for that module if you can. Course Outline Course Requirements All students registered in this course must: 1. Use Blackboard for all class discussions. Submit assignments as requested by the instructor. 2. Participate fully in class discussion on Blackboard discussion board. Full participation is defined as login in at least twice a week to post original thoughts or respond to others. 3. Login in regularly to work on course assignments. Course assignments must be submitted on the Assignment Tool or by e mail (as directed by the Instructor) by the due date. Once the assignment is closed, it will not be reopened for any reason other than for medical emergency. 4. Type all assignments and project documents. All works used in the assignments and projects must be cited using APA style. Falsification of data, plagiarism, and lifting of materials from the Internet without proper citation are ground for a grade of F in the course.

Course Evaluation The course will be evaluated as follow: Evaluation Receipt of Standards Document Module Assignments Final Project 100 Class Participation on Discussion 60 board points Total Points Points 15 210 (35 points per module) 385 Grading Scale A = 90% of 385 B = 80% of 385 C = 70% of 385 D = 65% of 385 F = below 65% Modules You will be expected to complete six modules and a final project that are based on technologies covered in this class. These include: Microsoft Publisher Microsoft Word Computer/Internet & Research Smart Devices and Web 2.0 Microsoft PowerPoint Microsoft Excel Website/Portfolio Each module has an introduction that familiarizes you with the kind of knowledge and skills that the module will cover. This is followed by action items, which are activities that you complete to build your skills n each application area. Discussions Participation in the Blackboard discussion board is a requirement for this class. Discussion topics will be assigned by the instructor, and instruction for discussion board activities are available on each discussion board topic in Blackboard. Every class member is expected to contribute to the discussion during the period the discussion is open. The discussion postings will be graded based on the criteria listed below. Other criteria may be indicated in your assignment instruction. Discussion demonstrates: An understanding of the significant ideas relevant to the topic under discussion indicated by the correct use of terminology The precise selections of the pieces of information required to make a point Accurate information and knowledge

An elaboration on the statements with accurate evidence and the use of specific and appropriate examples Engagement in the discussion evidenced by the quality and frequency of participation Portfolio/Web Site A portfolio/website is required in this course. Complete directions and expectations are provided through the Final Project Link on Blackboard. Resources All materials needed for course are in the Course Modules in Blackboard. This is supplemented by Internet resources. Disability Accommodations: Students with disabilities may request reasonable accommodations through the A&M Texarkana Disability Services Office by calling 903 223 3062. Academic Integrity: Academic honesty is expected of students enrolled in this course. Cheating on examinations, unauthorized collaboration, falsification of research data, plagiarism, and undocumented use of materials from any source constitute academic dishonesty and may be grounds for a grade of F in the course and/or disciplinary actions. For additional information, see the university catalog. A&M Texarkana Email Address: Upon application to Texas A&M University Texarkana an individual will be assigned an A&M Texarkana email account. This email account will be used to deliver official university correspondence. Each individual is responsible for information sent and received via the university email account and is expected to check the official A&M Texarkana email account on a frequent and consistent basis. Faculty and students are required to utilize the university email account when communicating about coursework. Drop Policy: To drop this course after the census date (see semester calendar), a student must complete the Drop/Withdrawal Request Form, located on the University website http://tamut.edu/registrar/droppingwithdrawing from classes.html) or obtained in the Registrar s Office. The student must submit the signed and completed form to the instructor of each course indicated on the form to be dropped for his/her signature. The signature is not an approval to drop, but rather confirmation that the student has discussed the drop/withdrawal with the faculty member. The form must be submitted to the Registrar s office for processing in person, email Registrar@tamut.edu, mail (7101 University Ave., Texarkana, TX 75503) or fax (903 223 3140). Drop/withdraw forms missing any of the required information will not be accepted by the Registrar s Office for processing. It is the student s responsibility to ensure that the form is completed properly before submission. If a student stops participating in class (attending and submitting assignments) but does not complete and submit the drop/withdrawal form, a final grade based on work completed as outlined in the syllabus will be assigned. Class Participation: Students are responsible for beginning their participation on the FIRST CLASS DAY by logging on and completing assignments according to the COURSE CALENDAR. Failure to submit online assignments between the first day of classes and the University census date (according to the University schedule) will result in an ADMINISTRATIVE DROP from the course. Student Technical Assistance:

Solutions to common problems and FAQ s for your web enhanced and web courses are found at this link: http://www.tamut.edu/training/student%20training/index.html If you cannot find your resolution there, you can send in a support request detailing your specific problem here: http://www.tamut.edu/techde/support.htm Blackboard Helpdesk contacts (office hours are: Monday Friday, 8:00a to 5:00p) Julia Allen (main contact) 903 223 3154 julia.allen@tamut.edu Nikki Thomson (alternate) 903 223 3083 nikki.thomson@tamut.edu Jayson Ferguson (alternate) 903 223 3105 jayson.ferguson@tamut.edu References Edyburn, D.l. (1999). The electronic scholar: Enhancing research productivity with technology. Upper Saddle River, NJ: Prentice Hall, Inc. Gieser, P.D. & Futrell, M.K. (2000). Teachers, computers, and curriculum: Microcomputers in the classroom. (Third Edition). Boston: Allyn & Bacon. Goethals. M.S & Howard, R.A. (2000). Student teaching: A process approach to reflective practice. Upper Saddle River, NJ: Prentice Hall, Inc. Gonzales, C. & Roblyer, M.D. (1996). Rhetoric and reality: Technology s role in restructuring education. Learning and Leading with Technology, 24(3), 11 15. Grover, C., MacDonald, M., & Veer E.A.V. (2007). Office 2007: The missing manual. Sebastopol, CA: Oâ Reilly Media, Inc. Hopkins, T. (1999). Internet resources for educators. Westminster, CA: Teacher Created Materials, Inc. Howell, J.H. & Dunnivant, S.W. (2000). Technology for teachers: Mastering new media and portfolio development. Boston: McGraw Hill. Jonassen, D.H., (2000). Computers as mindtools for schools: Engaging critical thinking. (Second Edition). Upper Saddle River, NJ: Prentice Hall, Inc. Jonassen, D.H., Peck, K.L., & Wilson, B.G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall, Inc. Kubla, T. (1998). Addressing student needs: Teaching on the Internet. T.H.E. Journal, 25(8), 71 74. Land, M. & Turner, S. (1997). Tools for schools: Applications software for the classroom. (Second Edition). Belmont, CA: Wadsworth Publishing Company. Morsund, D. (1998). Software trends. Learning and Leading with Technology, 25(5), 4 5. International Society for Technology in Education. (2000). National educational technology standards for students: Connecting curriculum and technology.

Owston, R. (1997). The World Wide Web: A technology to enhance teaching and learning? Educational Researcher, 26(2), 27 33. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books. Roblyer, M.D. & Edwards, J. (2000). Integrating educational technology into teaching. (Second Edition). Upper Saddle River, NJ: Prentice Hall, Inc. Sharp, V. (1999). Computer education for teachers. (Third Edition). Boston: McGraw Hill College. Shelly, G.B, Cashman, T.J., Gunter, R.E., & Gunter, G.A. (1999). Teachers discovering computers: A link to the future. Cambridge, MA: Course Technology. Simpson, A., Young, M.L., Barrows, A. (2003). Microsoft office: Access 2003 all in one desk reference for dummies. Indianapolis, IN: Wiley Publishing.

Receipt of Standards Covered in Course Student Name ITED 350 Course Number, Semester & Year I am in receipt of Texas Education Agency Educator Standards for Technology Application Standards for all Beginning Teachers. Student Signature/date Return signed copy to Teacher Preparation Office, SCIT 309