EIPT
6513 Fall 2001
EIPT
6513 Fall 2001
Dr. Amy C. Bradshaw
Office: Collings 320B
Hours: Wednesday 2:30-4:30
Phone: 325-1530
e-mail: bradshaw@ou.edu
Course Overview
This course involves learning about, from, and with computers. During the semester we will explore the role and potential of emerging technologies, and the praxis of technology and contemporary learning theory. The goal is not only to learn how to use various software programs and technologies, but also to develop critical thinking skills in regard to how we use technologies and how our uses impact learners. The course will address three major areas of educational technology:
1. Telecommunications (e.g., e-mail, Internet, World Wide Web);
2. Visual Communications (e.g., printed materials & presentations;
visual literacy);
3. Interactive Multimedia (e.g., educational software use and
evaluation; instructional multimedia)
Course Objectives
1. Identify problems for which varied technologies offer useful alternatives
for teachers, students, and parents/communities
2. Identify and apply related learning theories to educational computing
3. Develop projects using the following: a) word processing and/or
desktop publishing software; b) web development tools; c) desktop
presentation software.
4. Review, evaluate, and use software tools and programs used in instructional
settings.
5. Review current research regarding uses of technology in education.
6. Prepare an empirically-referenced critical analysis paper on an
instructional technology topic.
7. Prepare and deliver an informative presentation based on your critical
analysis paper.
Text
Roblyer, M.D. & Edwards, J. (2000) Integrating
Educational Technology into Teaching. Upper Saddle River, NJ: Merrill.
Articles
Becker, H.J. (1998). Running to catch a moving train:
Schools and information technologies. Theory into Practice. 37 (1),
20-30.
Braden, R. (1996). Visual Literacy. In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 1107 - 1135). New York: MacMillan. [online] available: http://www.aect.org/Intranet/Publications/edtech/16/index.html
Hannafin, M.J., Hannafin, K.M., Hooper, S.R., Reiber, L.P., & Kini, A.S. (1996). Research on and Research with Emerging Technologies. In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 378 - 402). New York: MacMillan.
Kozma / Ritchie Series:
Kozma, R. (2000). The relationship between technology and design in educational technology research and development: A reply to Richey. ETRD, 48(1), 19-21.
Richey, R. (2000). Reflections on the state of educational technology research and development: A response to Kozma. ETRD, 48(1), 16-18.
Pea, R.D. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167-182.
Salomon, G. (1998). Technology's Promises and Dangers in a Psychological and Educational Context. Theory into Practice. 37 (1), 4-10.
(Additional readings may be provided as the course progresses.)
Materials
For this course you will need:
1) Zip disks (one will be provided by the instructor)
2) an e-mail address and website (activated by the end of the first
class session)
3) lots of time (many many hours each week for projects and readings)
Projects
Attendance / Participation /
In-Class Activities
Attendance is crucial, especially considering the density
of facts, concepts, principles, and procedures covered each class. Missing
even one class may set you seriously behind. Your participation will be
assessed through your contributions to class discussions and idea sharing,
both in class and via electronic means. This includes responses to the
reading assignments and in-class activities. If you do not contribute fairly
to any of the group projects, your individual score for that project may
be lower than the group score.
Personal Website
Early in the semester you will create a personal website.
As the course progresses, you will further develop your website to include
article reactions, research findings, relevant links, etc. (individual
project)
Article Summaries
In addition to the assigned readings, do a library (or
possibly internet) search for articles on an aspect of instructional technology
of interest to you. Articles from refereed journals are acceptable. One
of the articles may be from a non-refereed journal, trade magazine, or
internet sites only if it is of high quality and credibility, is important
to the applied practice of technology or presentation development, and
is at least three pages in length (show me the article in advance). Choose
two articles, 1998 or newer, and for each one, submit source information
(APA style), a brief summary, and a copy of the original article. In addition
to the hard copy submitted in class, post the article summaries and source
information on your website prior to class on the date due. (individual
project)
Recommended Site Annotations
The World Wide Web includes many innovative ways in which educators
from almost every field are using technology. Find at least two examples
of excellent, educationally appropriate sites. For each, write a thorough
annotation describing the site and suggestions for its use in educational
settings. Submit your annotations via both hardcopy and posted to your
website. (individual project)
Article Responses
For each of the assigned articles, submit a brief (about one page)
response that includes the following elements: 1. Summary of main idea
/ focus, 2. Impact on practice of education, 3. your Gut Reaction to the
article, and 4. Question(s) / topic(s) for discussion that emerged from
the article. (individual project)
Article Summaries
In addition to the assigned readings, do a library (or possibly internet)
search for articles on an aspect of instructional technology of interest
to you. Articles from refereed journals are acceptable. One of the articles
may be from a non-refereed journal, trade magazine, or internet sites only
if it is of high quality and credibility, is important to the applied practice
of technology or presentation development, and is at least three pages
in length (show me the article in advance). Choose two articles, 1998 or
newer, and for each one, submit source information (APA style), a brief
summary, and a copy of the original article. In addition to the hard copy
submitted in class, post the article summaries and source information on
your website prior to class on the date due. (individual project)
WhitePaper
Create a double-sided "white paper" summarizing current
research and literature findings regarding the impact of a specific high-profile
emerging technology on education. Grading is dependent on the quality and
thoroughness of the research findings included as well as the visual presentation
of the material. You are encouraged to use the same topic for the white
paper as for the critical analysis project. (individual project)
Critical Analysis Project
Prepare an empirically-referenced critical analysis paper
on a topic related to emerging and instructional technologies. You are
encouraged to use the same topic as for the white paper and the presentation
project. The critical analysis should include the following: introduction;
problem/issues addressed by the topic; critical review and analysis of
related background research and theory; implications for learning; and
summary of significant issues and conclusions. (group project)
C.A. Presentation Project
Using PowerPoint, develop an instructional presentation
(minimum 12 slides) on a specific instructional technology topic. Give
the presentation to the class and include a handout. The presentation should
include at least the following components: introduction; problem / issues
addressed by the topic; critical review and analysis of related background
research and theory; implications for learning, and summary of significant
issues and conclusions. This project will be graded on both technical execution
and content. (group project)
Software Evaluation Project
Evaluate one instructor-approved educational software project. In addition
to the written evaluation (at least two pages each) submitted to the instructor,
post the evaluations to your website. (individual project)
Instructional Presentation (Authoring)
Project
Using either HyperStudio or PowerPoint, develop a "mini"
branching, instructional multimedia project that presents content from
a teaching area of your choice. Your project must include all the elements
of multimedia and other minimum criteria as discussed in class. (individual
project)
Concept Test
You will be evaluated regarding your understanding of the instructional
technology concepts explored in this course.
We will discuss the format of the exam in class. (individual project)
Teamwork Points
From 0 to 10 points will be allocated to teams based
on team individualsí demonstrated ability to work together for the
good of the team as a whole. Examples include (but are not limitted to):
Each team member website is current, complete, accurate, and well designed
(accomplished by critiqing each otherís sites and suggesting improvements
and making sure all your teammates know how to (and do) fix any problems;
Each member contributes fairly and responsibly to group projects and maintains
frequent communication and positive group interactions; Each team member
upports all other team members to do their best work.
Any student in this course who has a disability that may
prevent him or her from fully demonstrating his or her abilities should
contact me personally as soon as possible, so we can discuss accommodations
necessary to ensure full participation and facilitation.
Course Topics
The following are examples of topics that may be used
for the research based projects in this course.
You are welcome to suggest additional topics for use
with instructor approval.
Grading
Your grade in this course will reflect the quality of your effort,
participation, progress, and performance. Each assignment will be awarded
points up to the maximum for each assignment.
| Assignment |
|
Date Due |
| Article Responses |
(7 @ 5pts.) 35
|
8-28; 9-4; 9-11; 9-18; 9-25 |
| Website |
(5 + 25 pts.) 30
|
9-25 & ongoing |
| Recommended Site Annotations |
(2 @ 5pts.) 10
|
9-25 |
| Article Summaries |
10
|
10-2 |
| White Paper |
10
|
10-9 |
| Concept Test |
10
|
10-30 |
| Software Evaluations |
(2 @ 10 pts.) 20
|
10-16; 11-6 |
| Instr. Project Proposal | 10-16 | |
| Instructional Pres. Project |
20
|
11-13 |
| Critical Analysis Paper |
50
|
11-20 |
| C.A. Presentation |
20
|
12-4 |
| Teamwork Points |
10
|
Ongoing |
| Attendance & Participation |
25
|
Ongoing |
|
Total Points Possible
(No extra credit)
|
250
|
225-250 = A
200-224 = B
175-199 = C
150-174 = D
0-149 = F
|
Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible, so we can discuss accommodations necessary to ensure full participation and facilitation.
Closing Comments and Cautions
The amount of time you will spend on this condensed course may astound
you. Educational computing may represent a dramatic shift in the type of
coursework taken to date. "Practice, trial, and error" time is usually
underestimated. You might find it more difficult to control your study
habits than in a lecture or text-based course. You may also be amazed at
how quickly time passes while working at the computer terminal. Hopefully
(and usually), you will also become intrigued with the computer system,
and feel challenged by educational application problems. The demands on
both the students and instructor in condensed courses are substantial,
and will almost certainly be different from the demands of many courses
that you may have taken so far. My best advice is to immerse yourself in
the work as early as possible and avoid falling behind. If you heed this
advice you will find course information, activities, and applications of
great interest and professional relevance. This course will be very useful
and satisfying if you dive in from the very start, but very problematic
for those who fall behind.
Activity Schedule
Assignments are due on the dates on which they are listed.
| Wk. | Date | Topics & Activities | Reading/Assignment Due |
| 1
|
8-21
|
Introductions, Syllabus, Readings, Concepts,
Assignments, Study Tips, E-mail & Websites, Topics, & Research Projects Critical Analysis Project Digital Cameras |
Personal Profiles
|
| 2
|
8-28
|
Discuss Readings
Starting Point: Problems v. Tools Internet Resources Begin Personal Websites Digital Pics of class (Mavica) |
Roblyer 1-2
Hannafin, et al & Response E-mail & Website activated Groups formed |
| 3
|
9-4
|
Discuss Readings (group concept map)
Visual Literacy / Layout & Legibility Printed Materials & Desktop Publishing (Educational D'top Pub. Examples) White Paper Assignment |
Roblyer, Chapter 3
Braden, 1995
|
| 4
|
9-11
|
Presentation Graphics
(Titles & Text; Drawings & Photos; Tables, Charts, & Graphs) Screen Design Basics & "Design Crimes" Presentation Project Intro to PowerPoint |
Kozma / Ritchie & Response
Pea, 1985 & Response
|
| 5
|
9-18
|
Discuss Readings
Telecommunications, Resources, WWW Demos, Search Engines, Tools, "Recommended website" Annotations File Transfer Protocal (ftp) Posting Article Responses (Post all Responses, email links to Instructor) |
Research Topic Proposal
Websites Ready to Post Roblyer, Chapters 7 - 9 Murphy, 1995 & Response
|
| 6
|
9-25
|
Multimedia Basics
MM & Learning Theories Educational Software Programs Software Evaluation Criteria Software Evaluation Project |
Roblyer Chapters 4 - 6
Becker, 1998 & Response Website accessible Recommended Website |
| 7
|
10-2
|
Discuss Readings
Social Impacts of Technology Critical Analysis Topics Discussion |
Article Summaries
Salomon, 1998 & Response |
| 8
|
10-9
|
Discuss Articles
Instructional Presentation Project Demo & Project Assignment |
White Paper
Pick 2 of Roblyer 10 - 15 |
| 9 | 10-16 | Individual Work on Instr. Projects
H.S. problems / questions |
Software Eval. 1 (also online)
Instr. Pres. Project Proposal (submit hardcopy & post online) |
| 10 | 10-23 | Work on Projects
Group mtgs. with instructor |
Critical Analysis Outline |
| 11 | 10-30 | Concept Test
Work on Projects |
Websites Updated |
| 12 | 11-6 | Software Evaluation Presentations | Software Eval. 2 (also online) |
| 13 | 11-13 | Instr. Project Presentations | All Instr. Pres. Projects
Peer Feedback on Websites |
| 14 | 11-20 | Handouts (& Miscellaneous Topics)
Group meetings / Work on projects |
Critical Analysis Paper |
| 15 | 11-27 | Screen Design Feedback Session
Group meetings / Work on presentations |
Preliminary Screens |
| 16 | 12-4 | Presentations | Presentation Project |