Revised 2-20-09
T & ED 4330-61 / 5330-61:
Instructor:
E-mail:
Office Phone:
Skype Phone (voice messages):
Fax (direct to instructor’s email ):
Campus Office Hours:
Virtual Online Office:
Other Consultation Hours
Office Location:
Spring Term, 2009
Marsha J. Phelps, MBA, EdD Class Format: mphelps@csu.edu Start/End Date
(773)995-2143
(If I don’t personally answer, email contact is always faster)
Course Credit:
(773)782-6350
(714)274-7155
(Local call)
Mondays 2:00-5:00pm
Thursdays 12:00-2:00pm
CSU Tech Support for LiveText:
Livetext@csu.edu
CSU Tech Support for CSU
Email/Tech Support
Starhelpdesk@csu.edu
Classroom
1/19/2010 to 5/25/2010
3 Semester Credit Hours
Thursdays 6:00-6:30
Available by appointment
ED225
Steve Damarjian
(773)995-2097
Victor Alexander
(773)995-3667
T & ED 4330-61/5330-61: Microcomputer Applications, Lecture and Laboratory, 3/4 Credit Hours
Application and hands-on experience related to business software using operating systems, and spreadsheet, database, word processing and presentation applications. Credit will not be given for both BE 330 and T & ED 5330/330.
Students of the Department of Technology & Education must fully understand technologies and software available to them as both learners for today and teachers of tomorrow. Students in this class will enjoy broad, detailed exposure to Microsoft Office 2007—easily one of the most popular business and educational software suites being utilized today. In this course, students will take a step-by-step, screen-by-screen approach to understanding Microsoft Office 2007 software through demonstration, exploration, and planning ahead.
1.
Microsoft Office 2007: Introductory Concepts and Techniques—Windows XP Edition .
(2008). Boston: MA: Thomson Course
Technology. ISBN-13: 978-1-4188-4327-4 ISBN-10: 1-4188-4327-X . Text Availability: School or Online Bookstore.
2.
You are responsible for checking your email daily throughout the duration of this course. All students must have an email account.
3.
Students will be expected to complete additional activities and readings: a.
Provided by instructor as handouts, b.
Use Blackboard, LiveText, and Elluminate as instructed; Students will utilize CourseCast (weekly podcasts); and various online and electronic tutorials. c.
Available at text-specific companion website: www.course.com/support/ and other websites provided in class. http://oc.course.com/sc/off2007/index.cfm?action=learn&product=Introduction%20to%20Computers%20Seventh%20Edition d.
Secured by individual research.
4.
Students are strongly advised to purchase for this class a flash drive of 1-2 gigabytes storage capacity or more.
The goal of this course is to help students master software skills that will successfully meet personal, employer, and teacher education needs.
Specifically, we seek in this course to align student skills to those ascribed by the International Society for Technology in Education. For a full listing of these standards, go to: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf
. With full participation and engagement, at the end of this course, students will be able to:
Student Behavioral Objectives for This Course: ISTE Student Standards Addressed Within This Course:
Demonstrate proficiency in the fundamentals of
Microsoft Office Word 2007, Excel 2007, Office
Access 2007, PowerPoint 2007, Office Outlook
2007, and Windows XP as measured by Microsoft own proficiency examinations.
Exhibit practical examples of the computer as an
Standard 3: Research and Information Fluency
Standard 4 : Critical Thinking, Problem Solving, and
Decision Making
Standard 6 : Technology Operations and Concepts
Standard 1: Creativity and Innovation
Measures of Assessment to Be
Utilized Within This Course:
Assessment: Tutorials , Exams,
Mini-Cases, Project, Exams, Direct
Application.
Assessment: Tutorials, Class

essential tool in educating, marketing, entertaining, etc.
Explain proper procedures for creating documents, worksheets, databases, and presentations suitable for coursework, professional purposes, and personal use.
Utilize the full functionality underlying Office
2007in order to become more efficient students, more effective teachers, and more productive employees.
Standard 2: Communication & Collaboration
Standard 3: Research and Information Fluency
Standard 4 : Critical Thinking, Problem Solving, and
Decision Making
Standard 5: Digital Citizenship
Standard 6 : Technology Operations and Concepts
Standard 4 : Critical Thinking, Problem Solving, and
Decision Making
Standard 6 : Technology Operations and Concepts
Standard 1: Creativity and Innovation
Standard 2: Communication & Collaboration Standard 3:
Research and Information Fluency
Standard 4 : Critical Thinking, Problem Solving, and
Decision Making
Standard 5: Digital Citizenship
Standard 6 : Technology Operations and Concepts
Participation, Reflection Essays,
Mini-Cases, Exams, Direct
Application.
Assessment : Mini-Cases, Tutorials,
Exams, Direct Application.
Assessment: Exams, Direct
Application.
ISBE Business Education Standards
I C. Understand the IIIinois Occupational Skills Standards or recognized industry standards.
1G. Selects appropriate skill standards for the program area.
4C. Understands accounting principles as they apply to ownership, payroll, income taxation, and managerial systems
4E. Prepares, interprets, and analyzes financial statements using manual and computerized systems
4F. Applies appropriate accounting principles to various forms of ownership payroll, income taxation, and managerial systems
6A. Understands external business factors' impact on marketing.
6B. Understands the principles of the four Ps of marketing (product, price, place, promotion).
6C. Understands the role of marketing and its impact on individuals, businesses, and society
Course Objectives
1,2,3,4
1,2,3,4
1,2,3,4
1,2,3,4
1,2,3,4
2
2
Conceptual Framework
The conceptual framework of the College of Education is provided on the Department’s Web site at http://www.csu.edu/TechnologyEducation/ConceptualFramework-T&ED.pdf
. All students in the College of Education are required to understand the conceptual framework on which the college operates.
We plan to employ a variety of learning strategies within this course. In general, discussion, slideshow, research, collaborative study and lecture will be used to cover the theories and concepts presented in the course. More specifically, we will employ the following tactics to achieve our learning objectives:
• Portfolio development …Students will compile their corrected assignments and projects into a single portfolio which they may use to demonstrate their skills in their search for a teaching position or other employment.
• In-class skill development …Students will perform various tasks to master new skill-sets that will enhance their ability to research and persuade, and they will develop the skill-sets to teach future students to do the same.
• Reading and Reflection ... Students will be prepared for each session having read and synthesized assigned text, supportive articles, visual slides and other materials (online and off-line). Students should plan to take careful notes as not all material can be found in the texts or readings. Discussion is encouraged as is student-procured outside material relevant to topics being covered.
Students will make note of all questions they may have or concepts that are fuzzy.
• Self-Assessments ... Students will be asked to complete some non-graded inventories that are intended to assist them in gaining increased selfawareness.
• Small Group Discussion/Collaborative Work Assignments ...In-class and online activities seek to assist students in enhancing collaborative learning and work skills for utilization and application of learned principles. Students will experience utilization of the work team as a learning laboratory.
• Mini-Case Studies …These exercises are expected to tie theory with practice, connecting concepts with classroom and the world we observe.
• Research/Oral Presentation …Students are provided opportunity to increase skills in information search, organization, writing, exposition, argument, and the effective utilization of presentation technologies.
• Tests …Exams, administered each session, and examinations are provided for self-discovery, self awareness, and feedback for both student and instructor---feedback on the effectiveness of teaching and learning processes.
Submission Policies:
All written assignments will be submitted in hard copy to instructor at beginning of class on the day they are due. Late assignments are unacceptable.
If student is unable to attend class when an assignment is due, he/she may email the assignment to instructor ( mphelps@csu.edu
) on or prior to the day it is due. Student must still provide hard copy of assignment at next class attended, though their grade is rendered on the electronic version sent. Instructor will return assignments with guidelines for making any needed corrections at the next class session. Students are

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3-26-09 expected to make corresponding corrections to their electronic versions, save, and organize them in their LiveText Teacher Preparation Portfolio, which at term’s end will be submitted online as 5-10% of their final exam grade.
Student is responsible for maintaining electronic copies and backups of their submitted work..
Exams cannot be ‘made up,’ so attendance is extremely critical in the determination of final grade.
The following schedule is tentative and subject to change to accommodate student inquiry and instruction:
Week Topic
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01-29-09
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CourseCast
How Do You Learn Most Easily? Assessing Your Learning Style
Review of Course Syllabus
Overview of Text
Essential Introduction to Computers
CourseCast
Suggested Resources for Mastering Content
Appendix A —Project Planning Guidelines--Details of Term Project
Microsoft Windows XP and Office 2007 —Chp1: Introduction to Microsoft
Windows XP
CourseCast
Microsoft Word 2007— Chp 1: Creating and Editing a Word Document
Appendix B — Microsoft Office 2007--Instructor will identify parts for coverage.
Appendix C—Microsoft Office 2007 Help --Instructor will identify parts coverage
CourseCast
Microsoft Word 2007-* —Chp 2: Creating a Research Paper
No Class Meeting: Independent Assignment
As described on p. WD-143, observing all the rules and protocols of Word to date for citations, quotes, and bibliography, create a research paper
(about 500 words long—2-page double-spaced) about the day or month in which you were born. What world, national, or local events took place on the date or during the month you were born?
CourseCast
Microsoft Word 2007 —Chp 3: Creating a Cover Letter and a Resume
CourseCast
Microsoft PowerPoint 2007 —Chp 1: Creating and Editing a Presentation
Explanation of Student Slideshow Project
CourseCast
Microsoft PowerPoint 2007 —Chp 2: Creating a Presentation with
Illustrations and Shapes
Spring Recess
CourseCast
Microsoft Publisher –Desktop Publishing
Assignments
Exam-Essential Introduction to Computers
Laboratory Exercises
Exam-Windows XP
Laboratory Exercises
Exam--Word Chp 1: Creating/ Editing Word Document
Laboratory Exercises
Exam-Word Chp 2: Creating Research Paper
Submit Research Paper Laboratory Exercise:
1.) Page WD-143, Cases and Places #4: Create a
Research Paper about the Month You Were Born.
Show & Tell: Cochran, Lugg, Hoffman, Hollings, Bay
Exam-Word Chp 3: Creating Cover Letter & Resume
Submit Laboratory Exercises:
1.) Page WD-209, In the Lab, Lab #1 Creating a Cover
Letter with a Table
2.) Page WD-210, In the Lab, Lab#2 Creating a Resume from a Template
Show & Tell: Johnson, West, Cochran, Bay
Exam-PPT Chp 1: Creating/ Editing Presentation
Submit Laboratory Exercise :
1.) Page PPT-74, In the Lab, Lab #3 Creating and
Updating Presentations
Show & Tell: Cochran, West, Hoffman, Hollings, Bay
Spring Recess
Exam-PPT Chp 2: Creating/Editing Presentation with Illustrations
& Shapes
Show & Tell: Cobb, West, Lugg, Cole, Morgan, Langston
Student PowerPoint Presentations
Present a recruitment slideshow directed to graduating seniors of high schools surrounding Chicago State University. You will attempt to recruit graduating senior students to any one of the following three bachelors degree programs of Technology and

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CourseCast
Microsoft Excel 2007 —Chp 1: Creating a Worksheet and an Embedded
Chart
CourseCast
Microsoft Excel 2007 —Chp 2: Formulas, Functions, Formatting, and Web
Queries
CourseCast
Microsoft Excel 2007 —Chp 3: What-If Analysis, Charting, and Working with Large Worksheets
CourseCast
Microsoft Access 2007 —Chp 1: Creating and Using a Database
CourseCast
Microsoft Integration 2007 —Chp 1: Integrating Office 2007 Applications and the World Wide Web
CourseCast
Microsoft Integration 2007 —Chp 1: Integrating Office 2007 Applications and the World Wide Web
CourseCast
Student Term Project Presentations
Final Examination
Teacher Preparation Portfolio Ready Online--LiveText
Education in the College of Education of Chicago State
University. To follow are live links to provide you background information on the Tech & Ed Programs to which you are recruiting; just press “control” and click through.
Business Marketing and Computer Education Program
Industrial Technology Education Program
Family and Consumer Sciences Program
Exam-Desktop Publishing
Submit Laboratory Exercise —Prepare a flyer (with MS Publisher) promoting reading to the grade level you plan to teach. Your flyer must be completely original.
Show & Tell: Johnson, West, Sutton, Hollings, Langston
Exam-Excel Chp 1: Creating Worksheet & Embedded Chart
Show & Tell: Cobb, Reynolds, Lugg, Cole, Langston
Submit Laboratory Exercises:
1.) Page EX-77, In the Lab, Lab #3: College Cost and
Financial Support Worksheet, Instructions, Part 1
2.) Page EX-80, Cases and Places, #4: Design and Create a
Work sheet to Analyze your Field of Interest
Exam-Excel Chp 2: Formulas, Functions, Formatting, & Web
Queries
Submit Laboratory Exercise:
1.) Page EX-156, Cases and Places #1: Design and Create a Weight-Loss Plan Worksheet
Show & Tell: Cobb, Reynolds, Morgan, Hoffman, Hollings,
Langston
Exam-Excel Chp 3: What-If Analysis, Charting, and Working with
Large Worksheets
Submit Laboratory Exercise:
1) Page EX-236, In the Lab, Lab #2: Modifying a Weekly
Payroll Worksheet, Instructions Part 1
Show & Tell: Johnson, Reynolds, Sutton, Cole
Exam-Access Chp 1: Creating & Using Database
Submit Laboratory Exercise:
1.) Page AC-66, In the Lab, Lab #1: Creating the JMS
TechWizards Database
Show & Tell: Cobb, Reynolds, Hoffman, Sutton
Submit Chapter Exercise:
Follow chapter example, Making It Real Estate , demonstrating your ability to set up Web site with prepared Word documents, embedded Excel charts, added hyperlinks, and saved PowerPoint slides. Your Web site must test successfully.
Show & Tell: Johnson, Lugg, Sutton, Morgan, Cole
Term Project Presentations
Present a multimedia slideshow as described on Term Project
Sheet..
Show & Tell: Bay, Morgan, Sutton, Cochran
Final ExaminationIntegration Office 2007, Chp 1
Submission of LiveText Online Portfolio

*Text and Online Chapter Reinforcement and Exam Preparation
Learn it Online (LIO): Learn It Online is a series of online student exercises that test your knowledge of chapter content and key terms.
It includes the following skill sets which will be submitted to your instructor: Multiple Choice, True-False, Short Answer, Practice Test,
Crossword Puzzle.
Apply Your Knowledge (AYK): Apply Your Knowledge is a student assignment that helps you to reinforce the skills and apply the concepts you learned in this chapter.
Extend Your Knowledge (EYK): Extend Your Knowledge is a student assignment that challenges you to extend the skills you learned in this chapter and to experiment with new skills. You may need to use Help to complete the assignment.
Make It Right (MIR): Make It Right is a student assignment that requires you to analyze a presentation and correct all errors and/or improve the design.
Cases and Places (CP): Cases and Places is a series of student assignments where you apply your creative thinking and problem solving skills to design and implement a solution In the Lab (Lab): In the Lab is a series of student assignments that ask you to design and/or create a presentation using the guidelines, concepts, and skills presented in this chapter. The assignments are listed in order of increasing difficulty.
Final Grade Determination
Chapter Examinations
Final Semester Project— Students will construct a Web Site that integrates Word documents, PowerPoint slides, and two or more Access database files.
Laboratory Exercises (Submitted for Portfolio via LiveText)
Class Participation (For class attendance, promptness, class sharing, recitation, and involvement)
Teacher Preparation Portfolio: Microcomputer Applications Course
(with all fully-corrected assignments and Term Project/ Presentation)
40%
30%
20%
5%
5%
100%
The following scale will be utilized for the assignment of letter grades:
Letter Grade
A=90-100% of Total Possible Points
B=80-89
C=70-79
D=60-69
E=59 and lower
Attendance /Participation Policy:
It is the student’s responsibility to request an incomplete, should it be deemed necessary, and they much do so prior to the week of final examinations.
Withdrawal from a class is the student's responsibility. Failure of a student to attend class does not constitute withdrawal. Please read the regulations regarding withdrawal in the college catalog.
American Disability Act (ADA) Policy:
The College of Education is strongly committed to taking all reasonable steps to ensure that our students are able to work to their fullest potential. The Abilities Office provides services for all students in attendance at Chicago State University with verified disabilities. Please direct all requests for accommodations related to a disability to the Abilities Office. Information is available online at [http://www.csu.edu/abilities/].
Background Check Policy Statement:
Effective Fall 2009, the College of Education requires that all students participating in field placement experiences with individuals under the age of 21, either on or off campus, provide proof of “cleared” fingerprint criminal background check results before beginning the first field experience, and prior to admission to the College of Education. This is consistent with the state

law that requires Illinois school districts to conduct criminal background investigations of applicants for certified and non-certified positions.
College of Education Policy Statements:
Policy statements that may impact education majors and students in this course, in particular, can be found online at [http://www.csu.edu/CollegeOfEducation/policy.htm]. Please note: It is the student’s responsibility to review these published policies.
Conceptual Framework:
All activities in the College are guided by the belief that we P repare A ll C andidates T o S ucceed, which translates into the PACTS acronym. The PACTS acronym also represents the strands for the College of Education’s Conceptual Framework which serves as a model for how the College of Education prepares all candidates to succeed in helping urban children learn. This preparation is characterized and distinguished by five core themes: ( P ) Professionalism, ( A )
Assessment, ( C ) Content knowledge, ( T ) Technology, and ( S ) Standards. The PACTS Conceptual
Framework supports the mission statement of the College of Education
[http://www.csu.edu/CollegeOfEducation/] and the mission statement of the university http://www.csu.edu/strategicplanningresources/missionstatement.htm
.
Professional Teaching Standards:

National Council for Accreditation of Teacher Education (NCATE) http://www.ncate.org

National Educational Technology Standards for Teachers http://www.iste.org/

Illinois State Board of Education Content Area Standards http://www.isbe.state.il.us/profprep/standards.htm

Illinois Professional Teaching Standards (IPTS) http://www.isbe.state.il.us/profprep/pdfs/ipts.pdf

Illinois Core Language Arts Standards www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf

Illinois Core Technology Standards www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdf

International Society for Technology Education http://www.iste.org/AM/Template.cfm?Section=NETS
 Chicago State University Conceptual Framework PACTS Strands http://www.csu.edu/CollegeOfEducation/
Supplemental Course Guidelines and Policies:
1.
Participation and Professional Courtesy a.
You will be challenged in discussions to develop and present your own individual ideas or solutions to questions posed on conceptual issues. And you will be comparing/contrasting your thoughts with others. Even if you disagree with the ideas of others, you do well to value them as another perspective. Keep in mind that a variety of perspectives is fundamental to learning, even if some of those perspectives are not fully understood or valued. b.
We look to everyone to contribute. Do not allow yourself to rationalize shyness as a reason not to participate in group discussion—particularly online. Draw from your readings and your own experiences to illustrate points or ideas you want to offer, but be very careful that you don’t fall into the trap of generalizing because of your own individual experience. Keep

in mind that you will continuously learn and grow to the extent that you keep a flexible attitude, and remain open, curious, and willing to explore.
2.
Writing Components, Standards, and Guidelines for Submissions
All submitted written work must be: a.
Digitally-produced b.
Of professional quality (clear, well-thought-out, orderly) c.
Containing no errors in grammar, punctuation, or spelling.
One point will be deducted from any assignment containing errors in grammar, punctuation, or spelling. The distributed rubric for writing assignments and slideshow presentations will be utilized by the instructor in evaluating student papers. Work attributed to someone else must be cited using APA 5 th
edition format.
3.
Late Assignment/Examination Policy
There are no make-ups for assignments, examinations, or presentations missed. Exceptions, though rare, are possible, but they are determined on a case-by-case basis and require compelling, documented reasons. In such events, the assignment or test will be accepted no later than one week past the assigned date and will be penalized one letter grade for each day it is late.
Student inability to come to class does not make a late assignment or test acceptable.
4.
Academic Honesty and Integrity/ Plagiarism
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented with normal scholarly references and citations. The University further considers work done partially or entirely by another to be academic dishonesty. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.
5.
Cell Phone/Electronic Policies
It is essential that we avoid any behaviors that make it difficult for us to accomplish our mutual learning objectives. All personal communication devices (cell phones, hand-helds, pagers, digital players, walkie-talkies, etc.) must be silenced during class time.