Course Syllabus

 

 

Technology for Educators

Instructor: David W. Carter

Email: carterd@seminolestate.edu

Phone: 407-708-----

Office Hours: B-205A M-F 8:30AM-4:30PM

Class Dates: Subject to availability on the “Sign-me-up” calendar.

Course Material: You will need access to a computer with Microsoft Office 2013, and high speed internet access. Course media and literature resources will be provided.

Duration and class dates: If enrolled for the full course, the course is 9 weeks, and each module is 3 weeks. If enrolled as professional development, you may enroll in each module separately (for 3 weeks each), although module 1 is informally encouraged as a prerequisite for the others.

 

Course description

The overall goal of this course is to focus on the process of learning using technology hardware, applications, and refined ideas to widen opportunities for learners--and to remove learning barriers. 

This course: Technology for Educators, is roughly equivalent to EME2041 – Introduction to Instructional Technology, and can be used as such, although it is refined and fortified for experienced educators and broken down into 6 modules for use as professional development as well.

This course covers the application of instructional design principles for the use of technology to enhance the quality of teaching and learning in the classroom. The course includes hands-on experience with educational media, emerging technologies and hardware, software and peripheral for the personal computer as well as data-driven decision-making processes. Identification of appropriate software for classroom applications, classroom procedures for integrating technologies with emphasis on legal and ethical use and effective instructional strategies for teachers and students with regard to research, analysis and demonstration of technology will be covered. Students will be provided with an overview of the Florida Educator Accomplished Practices, Common Core State Standards and the National Educational Technology Standards.

For the full term course, you are expected to spend at least 3 hours per week in the online learning environment, reviewing the resources, participating in discussions, and offline creating presentations per week.

Prerequisites: Qualification as a pre-service educator, or none if enrolling as a currently teaching educator with a minimum level of BA-- although to enroll in the other units, you are encouraged to first enroll and pass unit one.

Online: This course has enabled open enrollment. Students can self-enroll in the course once you share with them this URL: https://canvas.instructure.com/enroll/JJY4FW. Alternatively, they can sign up at https://canvas.instructure.com/register and use the following join code: JJY4FW

Technical Support: Please contact CTS (Computer Technical Services) in the “V” Building at 407-708-2000, or email at helpdesk@seminolestate.edu

You may also contact eLearning in the “V” Building at 407-708-2424 or email at elearning@seminolestate.edu

Instructor Feedback: Participants in this class may contact me through the LMS messaging system, or may email me directly. I will provide feedback on assignments within 72 hours of the due date, and I will return messages within 48 hours or less.  

Timeline: This is a fully online/www course, which has an active participation schedule of 9 weeks. During this time period, participants are expected to sign-in to the LMS, address any LMS login issues with me by the end of the first week of class, and participate in forum discussions and submit project assignments by the listed deadlines. All discussions in the forum should be informal, but the project/presentation submissions will be formal. The courses in this series will require participants to engage in an active, professional level of motivation and self-direction in order to fully benefit from the experience provided; however, I will be available to address any questions via the message system throughout the course.

Late Policy: Assignments will lose 2 pts for every day they are late.

 

Due Dates

• Module 1 assignments are due the first day of week 3, discussion posts by the first day of week 2
• Module 2 assignments are due the first day of week 6, discussion posts by the first day of week 5
• Module 3 assignments are due the first day of week 9, discussion posts by the first day of week 8

 

• Module 4 assignments are due the first day of week 3, discussion posts by the first day of week 2
• Module 5 assignments are due the first day of week 6, discussion posts by the first day of week 5
• Module 6 assignments are due the first day of week 9, discussion posts by the first day of week 8

 

There will be 6 Modules covering the following topics:

Module 1: Education Technology

1.1 Education Technology

1.2 Educational Technology as the theory and practice of educational approaches: Cognitive Load

1.3 Educational technology as technological tools and media that assist in the communication of knowledge, and its development and exchange

1.4 Learning Management Systems

1.5 Brain Based Learning

 

Module 2: Multimedia Use

 2.1 Reduce Extraneous Processing

 2.2 The Coherence Principle

 2.3 The Signalling Principle

 2.4 The Redundancy Principle

 2.5 The Temporal Contiguity Principle

 2.6 The Spatial Contiguity Principle

 

Module 3: Emerging technologies and data-driven decision-making processes

 3.1 Retention: A Learning Atmosphere

 3.2 M-Learning and Mobile Devices

 3.3 Smart Classrooms and Applications

 3.4 Augmented Reality

 

Module 4: Applications, procedures, and ethics

4.1 Copyright and Fair Use

4.2 SCORM

4.3 Blended Learning

4.4 Social Networks

 

Module 5: Synchronous/asynchronous Strategies

Module 6: Staying at the Frontier of Education Technology

6.1: Journals in the Field of Education Technology

 

 

Course Objectives & Outcomes

Objective	Outcome	Corresponding Assignment
Module 1: Given MS Office productivity applications, learners will define Education Technology and instructional design and technology fields.	Identify characteristic elements of Education Technology and the Instructional Design and Technology field which could be used to widen learning opportunities and remove learning barriers.	Presentation 1 Module 1 Discussion posts Multiple Choice Assessment 1
Module 2: Given MS Office productivity applications, the learner will define, explain, identify, and create a demonstration of Mayer’s 12 Principles of Multimedia Presentation	Create a presentation demonstrating Mayer’s 12 Principles of Multimedia Presentation (which helps to reduce cognitive load in students).	Presentation 2 Module 2 Discussion posts Multiple Choice Assessment 2
Module 3: Given MS Office productivity applications, learners will select appropriate emerging technologies and processes that link to instructional strategies.	Create a presentation which summarizes a selection of emerging technologies and instructional strategies to be used in a specific learning environment.	Presentation 3 Module 3 Discussion posts Multiple Choice Assessment 3
Module 4: Given MS Office productivity applications, learners will demonstrate use of technology and applications for classroom management and teaching.	Create a presentation demonstrating how technology supports classroom management and teaching.	Presentation 4 Module 4 Discussion posts Multiple Choice Assessment 4

 

 

Instructional Strategies/Methodology

Learning Theory:

This learning unit is supported by R. Ryan and E. Deci’s Self Determinism Theory (SDT) which is grounded in research in motivation. Since this learning unit is a professional development aimed at faculty who wish to better serve their students by removing learning barriers and improving the overall best practices for media presentation throughout the school, the nature of the content may likely appeal to the demographic of learner and promote in the learner the nourishment of “the innate needs for competence, autonomy, and relatedness”(Ryan & Deci, 2000).

The aim of the design of the learning unit will be to “foster[…] the internalization and integration of values and behavioral regulations”(Ryan & Deci, 2000). Felder and Soloman’s Learning Styles and Strategies will be the basis for identifying and designing instruction to facilitate active and reflective, sensing and intuitive, visual and verbal, and sequential and global learners.

This learning unit may also incorporate some, or all, of Caine and Caine’s 12 principles for brain-based learning, particularly the first principle, “the brain is a parallel processor,” in cross-reference with Felder and Soloman’s learner types—but the form will defer to the Felder and Soloman model if any conflict in these approaches arise (Caine & Caine, 1984).

When an acute teaching strategy becomes necessary, the “BSCS 5E model” will be employed and incorporated into the framework(Learn & Learn, n.d.).

 

Course Requirements

Discussion forum posts will be expected to meet the rubric for the learning objective (general learning objective are listed above) for the assignment, and responses are expected to present ideas with clear opinions and reasons for those opinions (though you need not cite them, as the discussion forums will be mostly informal dialogue), though in presentations, you are expected to formally cite your sources in support of those reasons.

Presentations are expected to meet the rubric for the learning objective for the assignment. Presentations must follow APA format, include a reference page, and follow Mayer’s 12 principles of Multimedia presentation, be no fewer than 8 slides, must contain links to outside websites, must include transitions, and links to embedded resources (such as a pdf handout).

Multiple choice exams and assessments will be taken for self-assessment and summative assessment.  

1.  Rubric for Module 2 Final Presentation: 

 

  2. Rubric for Module 1 and 2 Discussion Forum Postings

 

3. Module 3 Scholarly Article Rubric 

4. Module 4 Presentation Rubric

5. Module 5 Article Rubric

6. Module 6 Reference rubric (graded as  a "composition").

7. Quizzes: There will be 6 "End of Module" Quizzes, 1 for each Module. Each quiz is worth 40 points.

 

Grading

Grading scale A = 90-100, B = 80-89, C = 70-79, D = 60-69, F = 0-59

Discussions/Compositions	33.3%	Discussion assignments are 6 pts each & Compositions are 6 pts each
Quizzes	33.3%	Exams/Assessments are 40 pts each
Presentation(s)	33.3%	Presentations 48 pts each

 

 

Learner Expectations and Etiquette (Netiquette)

You are expected to participate, report glitches, help others, be patient, use proper writing style, respect diversity, and avoid flaming. All assignments must be submitted before the posted due date. There are weekly readings, presentations, and assessments every two-weeks.

• By enrolling in this course, you agree to the following:
• I understand that enrolling in this course it is my responsibility to:

1. Log into the e-Learning course site at least twice a week to review announcements and email messages.
2. Schedule phone or face-to-face appointments with instructor when needed.
3. Attend mandatory online meetings (or respond with a summary of the meetings asynchronously within the posted time) scheduled by the instructor.
4. Spend the required number of hours-per-week on course study activities.
5. Keep up-to-date with all weekly modules and assignment schedules.
6. Complete and return assignments by the given due-date.
7. Take exams by the deadline.
8. Participate in discussion forums with engaging dialogue by the expected due date.

 

Attendance

I understand that if I am not in contact with my instructor for a two-week period, or if I fail to meet the requirements of the course, I may be withdrawn or receive a grade of “F.” If withdrawn, I must meet with my instructor prior to re-enrolling.

 

This Syllabus is subject to change at any time and in any way at the discretion of the instructor.