Department of Teaching and Leadership
College of Education
Pittsburg State University
EDTH 868
Educational Technology Applications
Credit Hrs.:
Instructor:
Semester:
Phone/Text:
E-mail:
3
Liz Mascher
Fall 2011
(417)396-3802
emascher@pittstate.edu
Course Description:
Examines the basic principles, elements and concepts of design, implementation and
utilization of technology applications, which will be applied to implementing the Kansas
and national standards for library media specialist/technology facilitators. The course also
considers the administrative tasks associated in the technology management environment.
Purpose:
The purpose of this course is to focus on building practical skills using a variety of
integrated computer applications. The applications are studied within the framework of
how they enable library media specialists/technology facilitators to structure, store,
process, access and present information in the elementary, middle, and secondary school
environments.
Standards in Action:
Technology Standards Project: Students will demonstrate an understanding of student,
teacher, and administrative standards as they relate to the National Education Technology
Standards (NET) designed by ISTE. This project will then be used to field test effective
instructional techniques.
Spreadsheet Activities: Students will use Excel spreadsheets to organize various types
of media and related administrative tasks.
Word Processing Activities: Students will use word processing and related skills as an
instructional tool to support content learning and student achievement. Evaluation and
selection of such tools will be emphasized.
Multimedia Project: Students will research to create a multimedia project to
demonstrate their knowledge of the basic ethical and legal tenets of intellectual freedom,
confidentiality, intellectual property, fair use and copyright regulations. This presentation
will be designed to teach these concepts to colleagues in a public school setting.
Educational Resources on the Web and a Web-Page Project: Students will learn to
effectively use the Internet. Students will collaborate to create a web-page that
demonstrates equity, diversity and multi-approach to interests of the school community.
Technology and Action Research: By field testing the use of their student-generated
technological applications and thus being actively involved in action research, students
will understand how to use technology as an instructional tool to support content learning
and student achievement. They will also learn how to apply such research for a continual
improvement process.
Technology Planning: Students will understand collaboration techniques between
teachers, tech facilitators/library media specialists and will have a working knowledge of
available and emerging technology resources. This technology planning project will
include a mission statement, goals, policies and procedures.
Digital Portfolio: Students will add selected artifact to their electronic portfolio to reflect
growth and illustrate a collection of selected work.
Technology Coordinator Evaluation: Students will conduct research concerning a
district hiring an educator or a technology specialist (no experience in the educational
field). They will then make a decision and explain their reasoning.
Technology Professional Journal: Students will evaluate a professional journal article
in the field of educational technology. They will create a summary of an educational
technology issue in today’s world and include their reaction.
Final Exam: Students will take the final examination, which will be an overview of the
cumulative outcomes covered in this course.
Course Content Outline:
I. Technologies for Teaching and Learning
A.
Theoretical Foundations
1. What is Educational Technology
2. Key Theorists
B.
Designing and Planning Technology-Enhanced Instruction
1. Technology Standards for Administrators
2. Technology Planning
II. Applying Technologies for Effective Instruction
A.
Digital Technologies in the Classroom
1. Input and Output Devices
2. Emerging Digital Technologies
B.
Administrative Software
1. Evaluating and Using Productivity Software
a) Office Suites
b) Management Support Software
C.
Academic Software
1. Authoring Systems
2. Desktop Publishing Software
3. Reference Software
4. Tutorials and Simulations
D.
Using the Internet for Teaching and Learning
1. Web Browsers
2. Search Engines
3. Security and Privacy Issues
4. Educational Resources on the Web
5. Creating a Web Site
III. Technology in Schools
A.
Current Issues in Implementing Technology in Schools
1. Copyright and Fair Use
2. Acceptable Use Policies
3. Wireless Connectivity
B.
Digital Portfolio – adding selected artifacts to FolioLive
C.
Distance Education: Using Technology to Redefine the Classroom
1. Delivery Systems
2. Using ANGEL for Online Course Creation and Delivery
Date
August 22 – August 26
Assignment
Points
Learning Styles and Tech Applications
20
Tabs, Tables & Templates
20
Excel Class Data Activity
30
September 12 – September 16
September 19 – September 23
Tech Standards
Copyright and Fair Use Activity
20
35
September 26 – September 30
Safety and Security
25
October 3 – October 7
Technology Planning
30
October 10 – October 14
Website Evaluation
40
August 29 – September 2
September 6 – September 9
October 17 – October 21
Fall Break
October 24 – October 28
Website Development
50
October 31 – November 4
Edublogs
20
10
November 14 – November 21
Open Source
Google Applications
November 28 – December 2
Personal Learning Networks
20
December 5 – December 14
Final Activity
50
Total Points
400
November 7 – November 11
30
**Assignments and Points are subject to change at the discretion of the instructor.**
Grading Scale:
A--------------------------90-100%
B--------------------------80-89%
C--------------------------70-79%
D--------------------------60-69%
F--------------------------Below 60%
Class Policies: The PSU policy on academic dishonesty is printed in the University Catalog.
Students are expected to submit your own work. Disrespect will not be tolerated. Class attendance
is not an issue with online courses; however, you will need to pace yourself each week and stay on
schedule. Online courses require much self-discipline.
Academic Dishonesty: Please refer to the catalog for the university policy on academic
dishonesty. You are expected to do and submit your work and not that of others.
Ethical Behavior: Respect for the integrity of the academic process in both Professional
behavior and social and emotional well-being for faculty and students.
The rights and responsibilities that accompany academic freedom are at the heart of the
intellectual purposes of the University. Our conduct as community members should
protect and promote the University's pursuit of its academic mission. We are all,
therefore, expected to conduct ourselves with integrity in our learning, teaching and
research, and in the ways in which we support those endeavors.
Examples are as follows:
*Professional Behavior*
--Demonstrates effective interpersonal skills
--Functions effectively in a variety of group roles
--Is respectful of alternative views
--Collaborates with others on professional level
--Demonstrates honesty and integrity to self and others
--Demonstrates moral excellence and trustworthiness
--Is reflective when making decisions
--Demonstrates the flexibility to accept and change
*Social and Emotional Well-being*
--Analyzes and takes responsibility for own behavior
--Accepts constructive criticism positively
--Exhibits respect for others
--Demonstrates ability to learn from both success and failure
--Demonstrates a professional emotional state
Assignments and Incomplete Policy: Assignments must be received by the due date and
time. If assignments are not submitted through the Assignments Section by the specified
time, they will be considered late.
The assignment schedule is subject to change depending on circumstances.
TEN PERCENT (10%) OF THE TOTAL POSSIBLE POINTS FOR EACH ASSIGNMENT
WILL BE DEDUCTED FROM THE POINTS EARNED ON AN ASSIGNMENT FOR
EACH DAY, INCLUDING WEEKENDS, IF IT IS PAST DUE.
(IN SHORT…10% off for each day the assignment is late.)
Incompletes will be processed as late assignments, but as a cumulative late assignment,
which means that points will be deducted. If an incomplete is not finalized by the end of a
one year period, the "I" will automatically change to a grade of "F" as per PSU's existing
policy.
Assignments and Incomplete Policy: Assignments must be received by the due date
and time. If assignments are not submitted through the Assignments Section by the
specified time, they will be considered late.
Check ANGEL daily for updates and announcements.
The assignment schedule is subject to change depending on circumstances.
Written Communication Skills: All text submitted should represent the writer’s best writing
skills. Spelling, punctuation, grammar, and sentence structure will be evaluated in each
assignment and graded accordingly.
Application of Course Grades to Graduate Degrees: Only grades of A, B, and C are
acceptable on a degree program. A cumulative grade point average of (3.0000) is required for
grades earned in:
1. All graduate coursework at the 700, 800 or 900 level;
2. Senior-graduate coursework (500 or 600 level) applied to a graduate degree.
A maximum of six hours of C or pass work may be applied to a student's degree program. If the
student receives any grade of C, status in the Graduate School will be reviewed by the advisor and
the dean. An extension of no more than six hours credit may be made to the approved degree
program in order to achieve the minimum 3.0000 and offset C grade credit
Kansas and National (ALA) Standards
Knowledge Based:
K1.1 The library media specialist understands the principles of the profession in his/her approach
to staffing, collaborating, assessing, supporting, and administering the library media program.
K1.2 The library media specialist knows basic ethical and legal tenets of intellectual freedom,
confidentiality, intellectual property, fair use and copyright regulations, and knows whom to
contact for additional information.
K1.3 The library media specialist knows theories of media organization.
K1.5 The library media specialist/technology facilitator knows the processes and skills related to
collection development.
K2.1 The library media specialist/technology facilitator understands collaboration techniques
between teachers and library media specialists.
K2.2 The library media specialist/technology facilitator understands good communication,
consultation and problem solving skills.
K2.3 The library media specialist/technology facilitator knows the curriculum and effective
instructional techniques in order to cross disciplines and integrate information literacy
K2.4 The library media specialist/technology facilitator knows information literacy standards as
delineated by the ALA.
K2.5 The library media specialist/technology facilitator understands the relationship between staff
development and student performance.
K4.1 The library media specialist/technology facilitator has a working knowledge of available and
emerging technology resources.
K4.2 The library media specialist/technology facilitator knows how to evaluate and select
technology equipment and data resources
K4.3 The library media specialist/technology facilitator understands how to use technology as an
instructional tool to support content learning and student achievement
K4.4 The library media specialist/technology facilitator understands the use of technology for the
creation and management of information.
K6.1 The library media specialist/technology facilitator understands ethical issues and their
importance to the learning community.
Performance Based:
P1.1 The library media specialist/technology facilitator develops library media program mission
statement, goals, policies and procedures.
P1.2 The library media specialist/technology facilitator evaluates, selects, and organizes a media
collection representing an essential information base for the school.
P1.4 The library media specialist/technology facilitator advises learners on ethical and effective
strategies for identifying, retrieving, evaluating, using and synthesizing information.
P2.1 The library media specialist/technology facilitator collaborates with teachers to plan and
develop units that integrate multimedia, research, and information literacy skills into instruction
P2.2 The library media specialist/technology facilitator collaborates in teaching essential skills,
effective communication skills, information literacy and complex thinking skills.
P2.3 The library media specialist/technology facilitator provides instruction to teachers and
students in finding and using age and ability appropriate resources.
P2.4 The library media specialist/technology facilitator teaches evaluation strategies that assess
both product and process.
P2.6 The library media specialist/technology facilitator collaborates in developing staff in-service
activities.
P4.1 The library media specialist/technology facilitator evaluates, selects, and provides access to
local, regional, state, national, and international sources of information appropriate to instructional
needs.
P4.3 The library media specialist/technology facilitator uses technological resources to prepare
and deliver instructions.
P4.4 The library media specialist/technology facilitator demonstrates expertise with the
technologies for information creation, storage, retrieval, organization, communication and use.