CI1001
Course Name/Number: CI1001 Educational Technology
Description: This course encompasses effectively analyzing, designing, developing,
implementing, and evaluating educational technology as an instructional resource in the
classroom as related to principles of learning and assessment. Students will develop
increased classroom communication and management skills through discussions,
modeling, laboratory experiences, and completion of a comprehensive project.
Credit Hours: 3
Required or Elective: Required TAG
Faculty Members who Teach the course: Janet Zydney, Ph. D.; Kay Seo, Ph. D.
Prerequisites: None
Textbook(s): None – Required readings listed as resources.
Resource Materials:
Educational Broadcasting Corporation (2004). Constructivism as a paradigm for teaching
and learning. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/index.html.
Chaiki, G. (2003). How to thrive – not just survive – in a one computer classroom.
Education World. Retrieved from
http://www.educationworld.com/a_tech/tech/tech092.shtml.
Anderson, W. (2005). That’s not a drinking fountain: How to survive in a once computer
classroom. Retrieved from http://www.ncrtec.org/tl/digi/onecomp/index.html.
Rhem, J. (1998). Problem based learning: An introduction. National Teaching and Learning
Forum, 8(1). Retrieved from http://www.ntlf.com/html/pi/9812/pbl_1.htm.
Hobbs, R., Jaszi, P., & Aufderheide, P. (2007). The cost of copyright confusion for media
literacy. Center for Social Media. Retrieved from
http://www.centerforsocialmedia.org/sites/default/files/Final_CSM_copyright_rep
ort_0.pdf.
Media Education Lab (2008). Code of best practices for fair use in media literacy education.
Retrieved from http://mediaeducationlab.com/code-best-practices-fair-usemedia-literacy-education.
Vail, K. (2001). How young is too young? American School Board Journal, 188(6), p14-17.
Zydney, J.M. (2005, September). Modeling the web. Leading & Learning with Technology,
33, p. 30-31.
Marker Assignments: None
Learning Outcomes:
Upon completion of this course, the student will be able to:
How is this outcome assessed?
* Demonstrate technology skills and competencies for a variety of applications in
educational contexts.
Projects and performance assessments
* Prepare lessons plans that select and integrate appropriate educational technology
applications that make a difference in the teaching and learning process.
* Develop a reflective understanding of social, ethical, and copyright issues affecting
technology decisions.
* Design and develop electronic multimedia products that align curricular goals and
instructional purposes through the principles of effective visual design and specification of
clear learning objectives and outcomes
* Critically evaluate existing and emerging educational technologies that are used to
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support curricular goals and effectively incorporate them into instruction.
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Alignment with Transformation Initiative:
In view of this conceptual framework and our urban mission, the goal for our
Transformation Initiative is to improve the performance of students in high needs schools
by preparing educators who recognize the moral imperative to meet the needs of each
student. We will prepare educators who are committed to each student, caring about
each individual, and competent in evidence-based and data driven instruction. Themes
addressed:
 Preparing teachers for urban schools.
 Implementation of research-based strategies.
 Academic language development
Alignment with Conceptual Framework:
This course addresses these institutional standards: Preparing candidates who are able to
use technology to support their practice.
Alignment with Specialized Program Association:
The course addresses The National Educational Technology Standards for Teachers (NETS-T)
and The National Educational Technology Standards for Students (NETS-S):
 http://www.iste.org/standards/nets-for-teachers.aspx
 http://www.iste.org/standards/nets-for-students.aspx
Alignment with Ohio Standards for the Teaching Profession:
4. 7 Teachers use resources effectively, including technology, to enhance student learning.
5.5 Teachers maintain an environment that is conducive to the learning of all students
Alignment with State Requirements: Meets TAG requirements
Attendance Policies: Attendance for this class is required. Missing more than one class will
negatively affect your final grade in the course. For class preparation, students are
expected to come on time, complete the reading/assignments, prepare answers to the
questions in preparation of the meeting, complete in-class assignments, and participate in
a lively class discussion.
Academic Integrity Policy The University Rules, including the Student Code of Conduct,
and other policies of the department, college, and university related to academic integrity
will be enforced. Any violation of these regulations, including acts of plagiarism, cheating,
or falsifying field work will be dealt with according to the severity of the misconduct.
Dishonesty in any form may result in a failing grade in a course and/or suspension or
dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy; All communication outside of class will be conducted via
email to the student’s bearcat online account. Replies will be within 72 hours, whenever
possible. At times I am engaged in national activities that preclude access to email.
Grading: Description of Assessment and/or Evaluation of Student Learning:
* Lesson Plan Design and Development: Students will design a lesson plan for a technologybased project. This lesson plan must address a rationale for the use of technology, explain
the alignment of the educational technology to learning outcomes and objectives, include
electronic media and supporting materials, provide a plan for how to assess student
learning with technology, and offer a plan for how to address the technology issues that
may arise with the implementation of their project. This may be the same lesson plan used
for the lesson plan facilitation. As part of developing this lesson, students will need to
evaluate educational technologies in order to incorporate them into their instruction.
Students’ lesson plans will be assessed with a rubric that will evaluate the effectiveness of
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the rationale, learning outcomes, incorporation and design of electronic media and
technology, assessment plan, and back-up plan for technology issues.
* Lesson Plan Facilitation: Students will be assigned a type of technology and will teach an
activity using that technology. For this assignment, students will play the role of the
teacher and the class will act as their students. Observations of students’ teaching will be
graded with a rubric to assess the following criteria: fluency of use of technology, effective
classroom management with technology, and ability to reflect on how to improve the
lesson for the future.
* Digital Portfolio: Students will create a digital portfolio of all their work in class. The
purpose of this assignment is to learn how to develop a web page that markets students’
knowledge and experience with technology to perspective employers and demonstrates
evidence of how they have mastered the ISTE technology standards (e.g., modeling safe,
legal, and ethical digital information and technology). Each portfolio will contain artifacts
of students’ work and reflections on their learning and how it connects to the technology
standards. E-portfolios will be evaluated with a rubric to assess the following criteria:
visual design of the e-portfolio and artifacts, the quality of their reflections, and ability to
make connections to the standards
Grading Scale
A =
950 - 1000 points
A- =
900 – 949.9 points
B+ =
850 – 899.9 points
B =
800 – 849.9 points
B- =
750 – 799.9 points
C+ =
700 – 749.9 points
C =
650 – 699.9 points
C- =
600 – 649.9 points
F =
<600 points
Topics:
Week
1
2
3
4
5
6
7
8
9
10
11
12
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Course Introductions and Digital Divide
Learning Theories for Technology-Based Classrooms
Library Tour: Educational Technology Materials and Databases
Ethical Uses of Technology
Classroom Management of a Technology-Based Classroom
Technology Troubleshooting
Teacher Productivity Tools for Creating Lessons
Teacher Productivity Tools for Assessment
Teacher Productivity Tools for Grading
Use of Multimedia in the Classroom
Technology-Based Learning Games
Web 2.0 for Education
Electronic Devices for Enhancing Student Learning and Engagement
Emerging Technologies
Emerging Technologies – Part 2
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Exam
Week
5
Examination
Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical
impairment, communication disorder, and/or specific learning disability, etc.) which may influence your
performance in this course, you must meet with the Disability Services Office (DSO) to arrange for
reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this
course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus
Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your
accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure
your accommodation needs are discussed, agreed upon, and provided.‖ (see
http://www.uc.edu/aess/programs_services/disability.html).
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or
participate in any examination, study or work requirement on some particular day(s) because of his or
her religious belief should be given the opportunity either to make up the work that was missed or to do
alternative work that is intrinsically no more difficult than the original exam or assignment — provided
that the makeup work does not create an unreasonable burden upon University of Cincinnati and its
faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).
"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances
AND a contract to complete the work is developed and signed by the student and the instructor prior to
the last week of class. It is the student’s responsibility to approach the instructor with the request for an
incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one
calendar year after the initial grade was assigned. (see
http://www.uc.edu/registrar/faculty_resources/grading_scales.html).
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Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of
Information Technology. Students who are found to be illegally sharing files will be subject to a
procedural review to determine responsibility under the Code. If responsible, this offense will become
part of each student's permanent judicial file with the University.‖ (see
http://www.uc.edu/conduct/Copyright_Infringement.html).
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and
university-wide programs, resources and services designed to promote transformative academic
excellence through individual and group support. AESS comprises Disability Services and the Learning
Assistance Center. We encourage any student with a disability who needs academic assistance to
contact Disability Services. Learning Assistance is here to help all students who need help with tutoring,
study skills, or other services. Additionally, our services are designed to help all UC students become
successful independent learners, as well as assist in the retention and graduation of all students.
Disability services, tutoring, and other learning resources are free to students!‖ (see
http://www.uc.edu/aess.html).