Misericordia University
EDUCATIONAL TECHNOLOGY GRADUATE PROGRAM
COURSE SYLLABUS
Spring, 2011
COURSE: EDU 585-26 – Application of Current and Emerging Technologies in the Classroom
CREDITS: 3 graduate
INSTRUCTOR INFORMATION:
Dr. Steve Broskoske
Office: Walsh Hall, Room 220
Phone: 674-6761
Email: sbroskos@misericordia.edu
Office hours, schedule, and contact information available on course Web site.
PREREQUISITES/CO-REQUISITES: None
COURSE/CATALOG DESCRIPTION:
This course will investigate hardware , software, and online tools that support teaching/learning and how they can be applied in the classroom. Tools that support a teacher's administrative needs will also be considered. Students will survey current pedagogical research as well as explore application of these tools in a hands-on fashion. Topics include Web 2.0 tools, Web page design and functionality, online tools, Promethean Board, and virtual learning environments. The course will also examine some of the dangers that students and teachers need to guard against when using these technologies.
COURSE OBJECTIVES:
As a result of this course, students will be able to...

Describe the paradigm change in education due to Web 2.0 technologies and the evolving role of students as contributors to the educational endeavor.

Describe and contrast how Google Docs and Word support collaboration.

Based on research, describe pedagogy of teaching with the following technology teaching tools: RSS (real simple syndication), Wiki, blog.

Describe pedagogy and describe strategies for incorporating social learning tools (e.g., social bookmarking, Twitter, Digg, Flickr) in the classroom.

List Websites that introduce social networking to young learners.

Based on research, describe pedagogy and strategies for incorporating the following technology learning tools that involve multimedia use by teachers and students: podcasting, digital storytelling, Excel and Word.

Prepare resources for teaching using the SmartBoard and Promethean Board.
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
Describe the potential uses of the following hard devices in the classroom: e-Book reader,
Smart pens, Smart phone applications, student response systems, software tools to support student learning, virtual tools for learning.

Demonstrate how current and emerging technologies can be incorporated into the classroom, including pedagogy and teaching strategies.
COURSE METHODOLOGY:
Class sessions will include lecture, demonstration, discussion, group and individual activities, and instructor coaching. Many activities will be conducted online using various synchronous and asynchronous distance learning media.
ASSESSMENT PLANS:
Students will be evaluated based on the following:
Activity
1.
Participation in and contribution to communication and research activities conducted in-person and online: a.
Participate in discussion board topics. b.
Research pedagogy and strategies in using various technologies in the classroom. c.
Submit material to the class Wiki, and participate in organizing the listing into a practical, usable resource. d.
Create and add material to a personal blog on BlackBoard.
2.
Final project: Creation and in-class presentation of a distance learning course
(Web page and supporting course materials).
Grade
60%
40%
MATERIALS REQUIRED:

This course is not text book-based. The course will include required readings acquired from online sources, including journal articles available through Ebsco Host from the
Bevevino Library.

Many activities will be conducted online using various synchronous and asynchronous distance learning media. Students need to have access to a computer, an online connection
(ideally a broadband connection), and a headphone with a microphone.
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POLICIES:
Academic Integrity
Students are expected to adhere to the principles of academic integrity as stated in the university graduate catalogue.
Attendance and Participation
This is a hands-on course. Students are expected to attend and actively participate in all course meetings and activities. Because this is a blended course, many activities will be conducted online using various synchronous and asynchronous distance learning media. Realize that some synchronous online activities will involve meeting online in addition to the in-person class meetings. These times will be arranged with students as a group, and every effort will be made to accommodate everyone’s schedule. Students who are absent must contact the instructor by email or voice mail. Students are responsible for course material that was covered, and students are responsible for completing and submitting any projects that were completed at the time of their absence in a timely fashion.
Students with Disabilities
All students are expected to enter this course with the essential competencies that enable them to successfully master the requirements stated in this syllabus. Reasonable accommodations may be arranged through the university's Alternative Learners Project.
Inclement Weather
In case of inclement weather, commuting students should exercise good judgment before attempting to drive to class. Compressed schedule or school cancellation will be announced via radio and television stations. Students may phone the University Hot Line (674-6311). Due to the blended nature of this course, even if the university cancels classes due to inclement weather, the instructor may still hold class online using synchronous and asynchronous technologies.
PROPOSED SCHEDULE OF TOPICS:
In-person Class Activities
1.
The Read/Write Web Revolution:
Technology and Changes in the
Classroom o Paradigm change: Web 2.0 technologies and students as contributors to the educational endeavor o Trends and new literacies o Constructivism o Technologies:

Google Docs vs. Word collaboration

Course Management
Systems: Wimba,
Distance Activities and Assignments
Collaboratively prepare a document that highlights aspects of the read/write Web revolution and how it will impact the classroom.
Half the class will create a document in Word, using collaboration tools. Half the class will create a shared document using Google Docs.
When completed, post your group’s document on our course Web page in e-MU My
Courses .
Hold a discussion using technologies selected in class as to the collaborative experience and
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Blackboard, and
Elluminate
2.
Using Web 2.0 Tools in Learning o Wiki: Collaborative web pages o Blog: First and very versatile
Web 2.0 tool o RSS and Google Reader:
Revolutionizing the way you learn the medium you used.
Collaboratively create a usable resource to present information about current and emerging technologies to teachers.
Log onto our course Wiki and get membership approved.
Collaboratively add 2 sections to the Wiki:
Wiki and blog. Research and present related information such as the following: uses in the classroom, online examples, benefits/drawbacks, best practices, tips, pedagogy.
Use the discussion section of the Wiki (and other communication media as needed) and collaboratively create a cohesive product.
Set up Google Reader (or other aggregator), add several sources of information, and begin to explore its functionality.
Set up a personal blog through BlackBoard. In this blog, reflect throughout the course on your experience with the new technologies, what technologies you may incorporate into your classroom, and how your changing will need to change (new methods, strategies, and pedagogy) in order to use the new technologies in your classroom.
3.
Assimilating Social Learning into Your
Classroom o Social bookmarking: We all help organize the Web o Twitter: Staying connected with
Collaboratively add a social learning section to our Wiki to explore how these technologies can be used in the classroom.
Remote activity: Exploring copyright and fair use [Blackboard]. your network o Digg o Flickr: Sharing graphics o Social networking for young children
4.
Student and Teacher Use of Multimedia in Learning o Podcasting o Digital storytelling o Using Excel and Word to support Constructivist learning
Collaboratively add information to the course
Wiki on podcasting and digital storytelling.
Remote activity: Exploring online safety
[Wimba].
5.
Using the SmartBoard and Promethean Collaboratively add information to the course
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Board in the Classroom o Preparing PowerPoint for use with the SmartBoard o Teaching with the Promethean
Board
6.
Hardware and Software Tools to
Support Student Learning o e-Book reader o Smart pens o Smart phone applications o o o
Student response systems
Software tools to support student learning
Virtual tools for learning wiki on e-Portfolios.
Remote activity: Exploring Web page creation and use [Blackboard].
Choose one technology (not limited to those examined in class) to research. Post information about this technology on our
Wiki.
Remote activity: Synchronous online discussion [medium to be decided]. In the discussion, reflect on the technologies and the read/write Web revolution and how it may impact our own teaching.
7.
Looking to the Future and Wrap-up o Experiencing a Virtual Learning
Environment: Second Life o Class presentations o Evaluating current and emerging technologies
Remote activity: Wrap up the course by reflecting on how what we examined in the course can be converted into a priority list: 1)
What technologies should I research and experiment with more? 2) Which technologies should I implement into my classroom? 3)What changes in approach and methodology should I examine?
COURSE PROJECT:

Students will form a teaching team group (2 members). After choosing a topic to teach, prepare resources to support Constructivist and Connectionist learning in light of the read/write Web social learning revolution. Present your learning resources to our class.
As you present the lesson, indicate the following: o How would you implement the learning resources? o How do you resources support Constructivist and Connectivist learning? o What changes to your teaching approach and role as a teacher must be embraced to effectively implement these learning resources? o What are the benefits, drawbacks, and challenges to using these learning resources? o Suggestions? Insights?
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