COLLEGE
OF EDUCATION, HUMANITIES, AND BEHAVIORAL SCIENCES
Alabama A&M University
Normal, AL 35762
COURSE
SYLLABUS
Spring
2023
Course
|
FED 529
|
Course Title
|
Instructional Technology – 3
credit hours
|
|
Session 1 and Session 2
|
Class Type
|
Online in Blackboard for
16 weeks
|
Class Location
|
For distance learning format
classes, it is online; for traditional format classes, it is in 211 CCN
computer lab
|
Prerequisites
|
Registration in Graduate
Educational Programs
|
Textbook
|
Roblyer, M. D. Integrating Educational Technology
into Teaching (6th, ed.). Boston, MA: Pearson
ISBN-10: 0134046919
Tips: You can get the free digital textbook in
Blackboard by clicking on Free Digital Textbook button in
your left vertical bar. Cool !
|
Instructor
|
Sha Li
|
Website
|
http://edutechnologycourse.com
|
Office Location
|
211CCN B
|
Office Hours
|
9:00 AM -2:00 PM Monday and
Wednesday
|
E-mail address
|
sha.li@aamu.edu
|
Telephone number
|
256-372-5973 (Office),
256-348-8380 (Cell), 256-880-9030 (Home)
|
AAMU
Quality Enhancement Plan (QEP):
“Enhancing
Students’ Critical Thinking Skills”
Critical
Thinking Definition:
Critical
thinking is analyzing, evaluating, and synthesizing information into
logical conclusions.
COURSE
DESCRIPTION
This course provides
fundamental knowledge and hands-on experiences of the current and
emerging instructional technologies for the graduate pre-service teacher
candidates and the in-service teachers. Students will learn the
technology skills, the theoretical foundation and the current trends and
perspectives of the technology-assisted teaching and learning, and
various techniques and strategies for designing and delivering
instruction by integrating technology. The course activities are mostly a
hands-on learning experience, plus the theories and issues on the current
emerging technologies in education. The hands-on work includes the
current and emerging programs Web 2.0, such as Screen Cast, Nearpod,
Prezi, Edmodo, Educreation,
Blackboard, Khanacademy, WIX web design,
online learning resources, EdWeb, and digital
communication, educational database, multimedia design for instruction
like graphics design, video and sound editing, technology-based
statistics such as SPSS, etc. for assessment/research, and online
instructional resource design. The multimedia production includes
graphics design with Photoshop, digital video editing with Pinnacle
Software, graphical animation, sound editing, apps for instruction; the
software evaluation includes the educational software evaluation, digital
online learning resources evaluation, selecting and integrating adequate
web 2.0 or wiki resources in K-12 school settings, and also
Smartboard, wireless mobile devices such as iPad/iPhone and
laptops/Tablets for learning. For this course, the cooperative learning
and student-centered constructivist learning are highly valued within and
outside of the classroom. The Blackboard will be used for the networked
learning among the students and the teacher to communicate and
collaborate on the issues of the technology-assisted learning and the
hands-on projects including teamwork. The trends and theories of
educational technology including learning theories and technology
integration issues/strategies will be taught and assigned in the term
paper. After this course, the students will be better professionally
trained with the integration of educational technology in terms of
knowledge, skills, and disposition.
|
Technology
Standards: The
National ISTE Standards (Website at ISTE) and the InTASC
Model Core Teaching Standards (Website at InTASC)
ISTE
Standard:
1. Educators
continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to
improve student learning.
1a Set
professional learning goals to explore and apply pedagogical approaches
made possible by technology and reflect on their effectiveness.
1b Pursue
professional interests by creating and actively
participating in local and global learning networks.
1c Stay
current with research that supports improved student learning
outcomes, including findings from the learning sciences.
2. Educators
seek out opportunities for leadership to support student empowerment and
success and to improve teaching and learning. Educators:
2a Shape,
advance and accelerate a shared vision for empowered learning
with technology by engaging with education stakeholders.
2b Advocate
for equitable access to educational
technology, digital content and learning
opportunities to meet the diverse needs of all students.
2c Model
for colleagues
the identification, exploration, evaluation, curation and adoption of new
digital resources and tools for learning.
3. Educators
inspire students to positively contribute to and responsibly participate
in the digital world.
3a Create experiences for learners
to make positive, socially responsible contributions and exhibit
empathetic behavior online that build relationships and community.
3b Establish a learning culture
that promotes curiosity and critical examination of online resources and
fosters digital literacy and media fluency.
3c Mentor students in safe, legal
and ethical practices with digital tools and the protection of
intellectual rights and property.
3d Model and promote management of personal
data and digital identity and protect student data privacy.
4. Educators
dedicate time to collaborate with both colleagues and students to improve
practice, discover and share resources and ideas, and solve problems.
Educators:
4a Dedicate planning time to
collaborate with colleagues to create authentic learning experiences that
leverage technology.
4b Collaborate and co-learn with
students to discover and use new digital resources and diagnose and
troubleshoot technology issues.
4c Use collaborative tools to
expand students' authentic, real-world learning experiences by engaging
virtually with experts, teams and students, locally and globally.
4d Demonstrate cultural competency
when communicating with students, parents and colleagues and interact
with them as co-collaborators in student learning.
5. Educators
design authentic, learner-driven activities and environments that
recognize and accommodate learner variability.
5a Use technology to create, adapt
and personalize learning experiences that foster independent learning and
accommodate learner differences and needs.
5b Design authentic learning
activities that align with content area standards and use digital tools
and resources to maximize active, deep learning.
5c Explore and apply instructional
design principles to create innovative digital learning environments that
engage and support learning.
6. Educators
facilitate learning with technology to support student achievement of the
ISTE Standards for Students.
6a Foster
a culture where students take ownership of their learning goals and
outcomes in both independent and group settings.
6b Manage
the use of technology and student learning strategies in
digital platforms, virtual environments, hands-on makerspaces or in the
field.
6c Create
learning opportunities that challenge students to use a design
process and computational thinking to innovate and solve
problems.
6d Model
and nurture creativity and creative expression to communicate ideas,
knowledge or connections.
7. Educators
understand and use data to drive their instruction and support students
in achieving their learning goals.
7a Provide alternative
ways for students to demonstrate competency and reflect on
their learning using technology.
7b Use
technology to design and implement a variety of formative and summative
assessments that accommodate learner needs, provide timely
feedback to students and inform instruction.
7c
Use assessment
data to guide progress and communicate with students, parents and
education stakeholders to build student self-direction.
InSTAC Standard:
6(i) The teacher continually seeks appropriate ways to
employ technology to support assessment practice both to engage learners
more fully and to assess and address learner needs.
8(g) The
teacher engages learners in using a range of learning skills and
technology tools to access, interpret, evaluate, and apply information.
8(o) The
teacher understands how content and skill development can be supported by
media and technology and knows how to evaluate these resources for
quality, accuracy, and effectiveness.
9(f) The
teacher advocates, models, and teaches safe, legal, and ethical use of
information and technology including appropriate documentation of sources
and respect for others in the use of social media.
Some Subtitles of InTASC Standard:
a. The teacher adapts
instruction and uses modified materials, resources, tools, and technology
to address exceptional learner needs, including those associated with
disabilities and giftedness.
b. Use interactive
technologies to expand learner options for mastering content/skills ™ Develop technology
options for learners to manage data and direct their own learning ™ Use technology to
scaffold content understanding and skill development.
c. Engage in collaborative
research on ways to support learner creativity through independent and
collaborative inquiry projects (e.g., arts-based learning, integration of
technology)
d. Engage in shadowing
programs sponsored by local businesses or communities to gain first-hand
knowledge of real-world applications of content ™ Use technology to
research the potential real-world applications of content in and across
disciplines.
e. Integrates
technology-based learning resources into instructional plans.
f. Plans how s/he will
use technology to engage learners in meeting learning objectives.
g. Access structured
input (e.g., workshops, in-person or online courses, webinars, social
media) in the discipline area(s) to build skill in creating challenging
learning experiences through the use of technology.
h. The teacher integrates
technology resources into instructional plans.
i. The teacher plans how
s/he will use technology to engage learners in meeting learning
objectives.
j. Develop a wiki for the
sharing of research questions, processes, and findings related to ethical
practice of assessment
k. The teacher adapts
instruction and uses modified materials, resources, tools, and technology
to address exceptional learner needs, including those associated with
disabilities and giftedness.
|
STUDENT
LEARNING OUTCOMES
1. Students will become aware of the current global
trends and issues of the integration of technology into education, the
leadership and academic professionalism in academic environment and local
community with technology. (ISTE1(a), (b), (c), d; 2(a), (b), (c), (d);
3(a), (b), (c), (d); 4, 5; InTASC 6(i), 8(g, o),
9(f), 8(p),10(h), 5(f))
2. Students will be able to use the new web
2.0 tools, multimedia and online learning resources for instructional
purposes with the integration of graphics design, animation, video
production, sound editing, wiki tools, Prezi, screencast, networked
communication, etc. (ISTE. 1(a), (b), (c), (d); 2(a). (b), (c), (d);
3(a), (b), 4(c), (d), 5(a), 7(c) ; InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 10(e))
3. Students will be
able to develop technology-based lesson plans, multimedia rich Prezi
presentations, interactive eBook, technology-based strategies to address
the diverse learning styles, and fair evaluation of the student
achievement with technology. Students will know how to teach diversity
across disciplines with technology. Students will also use the classroom
equipment like smartboard, Promethiam Board,
iPad, iPhone and mobile tools to teach in K-12 school settings. (ISTE
1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4, 5; InTASC 6(i), 8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v),
10(e))
4. Students will demonstrate proficiency in
terms of designing technology-assisted instruction with effective
strategies, evaluating students’ achievements, delivering instructions
and managing classroom activities by incorporating available technologies
into instruction to create a learner-centered supportive learning
environment. (ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b),
(c), (d), 4, 5; InTASC 6(i), 8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v),
10(e))
5. Students will be able to locate the
learning resources, software packages, and use the current technology
tools, such as web 2.0 tools, network, screencast, voice over,
database, Internet-based communication tools and multimedia tool kit,
smart technology devices/equipment and mobile technologies to enhance the
effectiveness in the classroom and distance education. (ISTE 1(a), (b),
(c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 5(a), (b), 7(c), (d); InTASC 6(i), 8(g, o), 9 (f), 3(j), 7(h), 6(g),
10(e))
6. Students will be
able to take leadership to make strategic plans for the integration of
technology on educational sites and implement instructional plans to help
all learners achieve academically. Students will be able to design online
classes through educational network such as Blackboard, WebCT, and web
2.0, and locate the learning resources to facilitate learning through
digital communication. (ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d);
3(a), (b), (c), (d); 4(a), (b), (c), d; 5(a), (b), 6(c), (d), 7(2, (b),
(c); InTASC 6(i), 8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v),
10(e))
7. Students will be able to evaluate
educational software, student-made projects, and Internet educational
resources to identify their advantages and limitations for instruction.
Students will be able to evaluation the learner’s learning outcome with
computer based programs. (ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d);
3(a), (b), (c), (d); 5(a), (b), (c), (d) InTASC
6(i),
8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e))
8. Students will become the self-initiated
learners to actively participate in learning activities and interact with
their peers and instructor through the use of technology to establish a
learner-centered learning environment. (ISTE. 1-a, b, c, d; 2-a. b. c. d;
3-a. b. c. d; 4-a, b, c, d; 5-a, b, c, d; InTASC
6(i),
8(g, o), 9 (f)) 9(m) 8(o); 8(r),
9(f);
9(j); 9o), 10(e))
9. Students
will be aware of the learning diversity in an inclusion setting
and be able to use technologies to help all learners succeed equally and
equitably, including the learners with special needs, with the aid of
available assistive technologies and learning resources. (ISTE1(a), (b),
(c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); InTASC
6(i),
8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e))
10. Students will be aware of the issues regarding to
the ethics guidelines, the fair use of technology and Internet
resources, such as the Internet user protection policies, netiquette and
copyright guidelines for using technology resources. (ISTE. 1-a, b, c, d;
2-a. b. c. d; 3-a. b. c. d; 4-a, b, 5(c), d; InTASC
6(i),
8(g, o, r), 9 (f, j, m, o),10(e))
|
CLASS FORMAT
This is a face-to-face lab-based class with hands-on
project-based learning. Students are expected to keep regular attendance
and finish projects/assignments within or out of classes according to the
requirement. Online web 2.0 learning resources are provided and are
required to use for learning and assignments. Class discussion and
cooperation are encouraged. No cell phone use in class. Quizzes, the
mid-term test and final exam will be issued. Make-up opportunity is
available if needed. Plagiarism is not allowed. Communication with
faculty is welcome through the office visit, emails, social media and
phone calls.
|
COURSE
RULES
No phones and no food are
allowed in class. A flash disc is required for each student to bring to the
class. Class quizzes, mid-term test, and final exam will be issued at
scheduled time. The test make-up opportunity is provided when needed. No
plagiarism is allowed. Any copy-paste from Internet without personal effort
will be considered as plagiarism. Mind the online copy right policy and keep
the right behavior of using online open resources.
SERVICES
FOR PERSONS WITH DISABILITIES
The University provides
environmental and programmatic access for persons with documented disabilities
as defined in Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disability Act of 1990. Any student who desires
information or assistance in arranging needed services for a disabling
condition should contact the Director of Special Students Services, Student
Center, Room 106 Carver Complex South, (256) 372-4263.
STUDY
FOLDER/LEARNING PORTFOLIOS
Each student should save all his/her
projects or assignments in digital drives as their digital learning
portfolio. By the end of the semester, the instructor will check with the
students to see whether project portfolios and assignments are complete
and meet the quality requirements.
|
ATTENDANCE
POLICY
Punctual attendance is
required, marked, and graded. A student is only permitted one (1)
unexcused absence for each credit hour generated by the class. For
example, two (2) absences are allowed in a two-hour class. If an
unanticipated event happens that generated a student absence, a
pre-notice of the reason to the teacher or absence notice from any
related learning office should be provided to the class instructor.
|
TUTORIAL
ASSISTANCE
Technology Assistance in class
or outside of class could be obtained through communication with the
instructor or classmates.
|
GRADE
DETERMINATION
Course
Requirements
|
Points
Awarded
|
Point
Percent to Total
|
16 Project-based learning
activities
|
32
|
32
%
|
Class or online discussions
|
5
|
5
%
|
Attendance
|
3
|
3%
|
Quizzes
|
10
|
10
%
|
Term Paper
|
10
|
10%
|
Mid-term test
|
20
|
20
%
|
Final exam
|
20
|
20
%
|
TOTAL
|
100
|
100%
|
Grading Scale
|
|
|
Percent
of Points
|
Number
of Points
|
Grade
|
90
% + = A
80
-89 % = B
70
– 79 % = C
60
– 69 % = D
60
% Below = F
|
90
– 100
80
– 89
70
– 79
60
– 69
Below
60
|
A
B
C
D
F
|
Major Projects/Assignments
Project/Assignment
|
Description/Assignment
|
Standard
|
1. Current trends and perspectives
of instructional technology and Advanced technical keyboarding
|
Introduction to the current and emerging instructional
technology and perspectives on educational technology; practice on the
basic/advanced technical use of the keyboarding skills to reach work
efficiency.
Assignment: Type out the advanced technical
keyboarding cookbook and remember at least the most frequently used ones
(around fifteen)
|
ISTE1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b),
(c), (d); 4, 5 InTASC 6(i), 8(g, o), 9(f), 8(p),10(h), 5(f)
|
2. Math and science graphing and
equational Integration with Technology
|
The commonly used mathematical and scientific graphing
and equational symbols.
Assignment: follow the sample to make a mathematical
and equational symbols and equations; graph a coordinator by using the
shape graphing program tools.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d)
InTASC
6(i), 8(g,
o), 9 (f), 3(j), 7(h), 6(g), 10(e)
|
3. Web 2.0 Online
Newsletter/Brochure Kit
|
Use the web 2.0/wiki tools to design digital documents
for school setting uses.
Assignment: create a visually appealing school/class
event based newsletter by using web 2.0 tool Lucid Graphic Kit to design.
|
ISTE1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b),
(c), (d)
InTASC
6(i),
8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e)
|
4. Visual art (3D and animation)
design/integration for instruction/classroom use
|
Design appealing visual arts for instruction and
documentation. The concept of the visual arts design.
Assignment: design 15 or more smart art with the
instructional content in them. The graphics must match the content it is
intended to.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4(a), (b), (d)
InTASC
6(i),
8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e)
|
5. Web 2.0 EdWeb
and educational networked communication techniques
|
Creating an EdWeb.net account to communicate and
exchange ideas with worldwide educators and professionals to enhance
quality education in content areas.
Assignment: use the academic community tools to
exchange educational ideas, experiences, and communicate with experts in
professional areas.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4(a), (b), (d)
InTASC
6(i),
8(g, o), 9 (f), 3(j), 7(h), 6(g), 10(e)
|
6. Web 2.0 Wix
web page design and creation of the teacher-made online learning
resources.
|
Design web 2.0 Wix website to
create teacher-made online learning resources for intended classroom
tasks.
Assignment: the website should visually look well,
three pages or more, links work, video, sound and graphics integrated.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4, 5; InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 10(e)
|
7. Web 2.0 Multimedia for
instructional design, and instructional website critique
|
Introducing images, video and sound/music integration
for instruction in a diverse environment. (video editing with Pinnacle V.
20)
Assignment: crop a video/sound clip for a slideshow.
The video/sound should match the content it was taught and reflect on
multicultural strengths.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4, 5; InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 9 InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 8(v), 10(e)
|
8. Evaluation of Web 2.0 online
learning resources and discuss the ethical issues of online learning
resources
|
Locating, selecting, and evaluating the web 2.0 online
learning resources for P-12 classroom instruction.
Assignment: create a matrix of ten websites that
relate to the intended content instruction, and then analyze, comment on
its user friendliness/interface layout, and evaluate it. Then make a plan
to use it for an intended class instruction and discuss the ethical
issues of online learning resources.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 5(a), (b), (c), (d) InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), , 7(k)
9(m) 8(o); 8(r), 9(f);
9(j); 9o), 10(e)
|
9. Web 2.0 screen capture as
instructional tutoring support
|
Use screen capture tool to capture a computer
instructional/tutorial process as a teaching tutorial.
Assignment: capture a computer-based tutorial and save
it in a video file and get ready to submit it online to tutor a computer
project.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4, 5; InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 8(v), 10(e)
|
10. Teaching diversity with
technology
|
Search and demonstrate the strength off one culture or
one culture other than your own in terms of life style, education,
contribution, geographic
characteristics, etc.
Assignment: use Prezi website to create a Prezi
slideshow, integrate images, sound, video animation, color and timing
paced presentation on a content area instruction.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4, 5; InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 8(v), 10(e)
|
11. Web 2.0 Graphic design---2D
and 3D with animation design
|
Use the free graphic design tool---Paint or Photoshop
to draw instructional graphics/images relating to content areas.
Assignment: draw one piece of paint which contains a meaningful picture.
Students can follow the online sample on the course website. Creative
work is encouraged.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4, 5; InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 8(v), 10(e)
|
12. Trends and perspectives in
educational technology
|
Make an interactive e-book for the online/distance
education instruction and online learning communication.
Assignment: the e-book should be easy to navigate and
contain some easy-to-popup text/hyperlinked information that guide the
readers through learning content.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4, 5; InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 8(v), 10(e)
|
13. Computer-based Statistic/SPSS
for research and program evaluation
|
Learn to use SPSS to do research and program
evaluation.
Assignment: use statistical program SPSS to conduct
commonly used statistic calculations for research or program evaluation,
such as descriptive statistics, t
test, or correlation test, etc.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4, 5; InTASC 6(i), 8(g, o), 9
(f), 3(j), 7(h), 6(g), 8(v), 10(e)
|
14. Web 2.0 Khanacademy
for content learning
|
Use Khanacademy resources to
enroll student in classes and conduct content learning and communication
activities.
Assignment: open a Khanacademy
account online and create one or two classes and enroll five-ten
students, take five quizzes to earn at least five badges as evidence of
learning activities. Send and receive at least four email to or from
students to create a good class online communication.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d)
InTASC
6(i),
8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e)
|
15. Technology/digital learning
resource enriched lesson plan
|
Make a lesson plan that integrate technology and
technology-based learning resources.
Assignment: the assignment should focus on one content
area, integrating technology, equipment, and digital
instructional/learning resources. It contains at least two multiple
choice quiz questions. It should use some new features of the computer
programs as required by the sample.
|
ISTE 1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a),
(b), (c), (d); 4, 5; InTASC 3(j), 7(h), 6(i),
6(g), 7(b), 7(h), 7(k); 8(o); 8(r),
8(v), 8(g, o, r), 9(f), 10(e),
|
16. Paper and computer system
protection with antivirus skills and technology discussion.
|
Assignment: Students should be assigned into work
teams to do the work and share their experiences: trouble shoot four
computer technical problems, connect iPad/iPhone, wireless facilities to
LED project or Smartboard for presentation. Use the Smartboard common
features for teaching and scan virus to protect system. Record each
other’s proficiency level for grading evidence. Discuss the management
skills with the arrangement of the technology setting design in a school.
|
ISTE
1(a), (b), (c), d; 2(a), (b), (c), (d); 3(a), (b), (c), (d); 4(a), (b),
(c), d; 5(a), (b), (c), (d)
InTASC
6(i),
8(g, o), 9 (f), 3(j), 7(h), 6(g), 8(v), 10(e),
|
17. Mid-Term test
|
|
|
18. Final Exam
|
|
|
|
|
|
CLASS
FORMAT
This is a face-to-face
lab-based class with hands-on project-based learning. Students are
expected to keep regular attendance and finish projects/assignments
within or out of classes according to the requirement. Online web
2.0 learning resources are provided and are required to use for
learning and assignments. Class discussion and cooperation are
encouraged. No cell phone use in class. Quizzes, the mid-term test
and final exam will be issued. Make-up opportunity is available if
needed. Plagiarism is not allowed. Communication with faculty is
welcome through the office visit, emails, social media and phone
calls.
|
COURSE RULES
No phones and no food are allowed
in class. A flash disc is required for each student to bring to the
class. Class quizzes, mid-term test, and final exam will be issued at
scheduled time. The test make-up opportunity is provided when needed.
No plagiarism is allowed. Any copy-paste from Internet without
personal effort will be considered as plagiarism. Mind the online
copy right policy and keep the right behavior of using online open
resources.
SERVICES FOR PERSONS WITH DISABILITIES
The University provides
environmental and programmatic access for persons with documented
disabilities as defined in Section 504 of the Rehabilitation Act of
1973 and the Americans with Disability Act of 1990. Any
student who desires information or assistance in arranging needed
services for a disabling condition should contact the Director of
Special Students Services, Student Center, Room 106 Carver Complex
South, (256) 372-4263.
STUDY FOLDER/LEARNING PORTFOLIOS
Each student should save
all his/her projects or assignments in digital drives as their
digital learning portfolio. By the end of the semester, the
instructor will check with the students to see whether project
portfolios and assignments are complete and meet the quality
requirements.
|
ATTENDANCE POLICY
Punctual attendance is
required, marked, and graded. A student is only permitted one (1)
unexcused absence for each credit hour generated by the class. For
example, two (2) absences are allowed in a two-hour class. If an
unanticipated event happens that generated a student absence, a pre-notice
of the reason to the teacher or absence notice from any related
learning office should be provided to the class instructor.
|
TUTORIAL ASSISTANCE
Technology Assistance in
class or outside of class could be obtained through communication
with the instructor or classmates.
|
GRADE DETERMINATION
Course Requirements
|
Points Awarded
|
Point Percent to Total
|
16 Project-based
learning activities
|
32
|
32 %
|
Class or online discussions
|
5
|
5 %
|
Attendance
|
3
|
3%
|
Quizzes
|
15
|
15 %
|
Mid-term test
|
20
|
20 %
|
Final exam
|
25
|
25 %
|
TOTAL
|
100
|
100%
|
Grading Scale
|
|
|
Percent of Points
|
Number of Points
|
Grade
|
90 % + = A
80 -89 % = B
70 – 79 % = C
60 – 69 % = D
60 % Below = F
|
90 – 100
80 – 89
70 – 79
60 – 69
Below 60
|
A
B
C
D
F
|
DESCRIPTION OF SPECIFIC
ASSIGNMENTS
· Any
project and assignment that could not be completed in class can be
finished after class, but cannot pass two weeks. Any assignments
turned in in more than two weeks will get a lower grade or no grade
if delayed longer than four weeks as against the required date.
· The
multimedia presentation team work is done with a team of two or
four people. The teamed effort should be paid and the team grade is
shared among team members. Anybody who doesn’t contribute to the
team assignment could not get grade from that team work.
· The
paper should be in APA Style with any extra page of references. If
any plagiarism found in a paper, it will result in a zero grade.
|
|
|
Field
Experiences Model Pre-Entry Phase 1: FED 529: Computer-Based
Instructional Technology
College of Education, Humanities, and
Behavioral Sciences
Phase I - Technology Survey
Semester: ☐
Fall ☐
Spring ☐
Summer Instructor:
________________________
Academic
School Year: Student Name:
____________________
INTASC Standard #9/ACTS – 9 - Directions: The purpose of this survey is to gain a better
understanding of technology skills and knowledge as a Phase 1-Field
Experiences Model candidate. This
survey will address three areas: (1) personal technology skills, (2)
technology usage, and (3) technology integration. Rate how adequately you
are prepared as a Phase1-Candidate.
Please complete the demographic information prior to completing
the survey.
Demographic
Information (optional)
1.
Gender:
a.
Female
b.
Male
c.
No Preference
2.
Race/Ethnicity:
a.
Black/African American
b.
White/Caucasian
c.
Native Hawaiian/Pacific Islander
d.
American Indian/Alaska Native
e.
Asian
f.
Other
3.
Classification:
a.
Freshman
b.
Sophomore
c.
Junior
d.
Senior
4.
Major:
a.
Art Education
b.
Biology Secondary
c.
Chemistry Secondary
d.
Collaborative K-6
e.
Collaborative 6-12
f.
Early Childhood
g.
Elementary Education
h.
English Language Arts
i.
Mathematics Secondary
j.
Music Education
k.
Physical Education
l.
Physics Secondary
m.
Science Secondary
n.
General Social Science Secondary
Rating
Scale: Strongly Disagree – 1, Disagree – 2,
Agree – 3, and Strongly Agree
– 4
As a Phase 1 Pre-Service Teacher I ………….
|
Strongly Disagree - 1
|
Disagree - 2
|
Agree - 3
|
Strongly
Agree - 4
|
Personal Technology Skills
ISTE Standard 1-Learner and
Standard 2-Leader
|
|
|
|
|
#1: Own a laptop/desktop
computer at home
|
|
|
|
|
#2: Access
the internet frequently
|
|
|
|
|
#3: Understand
how to use digital (laptops, iPod, handheld, etc.) and interactive (whiteboards,
software programs, etc.) technology
|
|
|
|
|
#4: Use
AAMU’s facilities frequently for my computer needs
|
|
|
|
|
#5: Understand
and know how to connect a projector to a computer
|
|
|
|
|
Technology
Usage
ISTE Standard 3-Citizen and
Standard 4-Collaborator
|
|
|
|
|
#6: Use
collaborative tools to expand real-world learning
|
|
|
|
|
#7: Use my
computer to surf the internet
|
|
|
|
|
#8: Complete
all of my school assignments with my computer
|
|
|
|
|
#9: Explore how
to use new and emerging technology
|
|
|
|
|
#10: Understand
the safety, legal and ethical use of information using technology
|
|
|
|
|
Technology
Integration
ISTE Standard 6-Facilitator and
Standard 7-Analyst
|
|
|
|
|
#11: Integrate
technology in my presentations to my instructors
|
|
|
|
|
#12: Understand that technology can be
integrated into teaching of all content areas
|
|
|
|
|
#13: Provide alternative ways for students to demonstrate
competency and reflect on their learning using technology.
|
|
|
|
|
Total Points
|
|
|
|
|
Taken from: International Society for
Technology in Education (ISTE)
FED
529 Computer-Based Instructional Technology
Website
Critique
Candidate’s
Name: _________________________ Program: ___________________
When someone visits the school
website, it can reflect positively on the school? What kind of image
would someone form if he or she could base it solely on their experience
with your classroom website? Image counts for a lot. Especially when it
comes to websites. It’s what the public sees that
drives perceptions, and your website design plays a big role in how your
school and our classroom is perceived.
Overview
|
For this assignment,
you will critique an existing website in terms of its effectiveness.
The purpose of the assignment is to rhetorically analyze various
aspects of web design applied in a specific case.
|
Identifying a Site
|
Select a P-12
public-school districts’, schools’, or classroom teacher’s website.
Pick a website in your field (Readiness program, elementary, middle, or
high school).
|
Aspects of Your Critique
|
The overall emphasis
of your critique/analysis is the effectiveness of the design: content,
format, navigation, etc. In critiquing/analyzing the website, be sure
to justify your assessment. More specifically, your critique should
cover at least the following:
Users
What users is the site intended for? Who are these users? Are there
different groups of users for the site? What kind of (different) needs
do they have? Are there any special circumstances under which certain
users access the website? How well does the site satisfy the users'
needs?
Purposes
What are the intended purposes of the website? Does it aim to inform
people about the school or organization, to recruit new students/parent
volunteers, or to convince people of a particular cause? Most websites
are designed with more than one purpose in mind. Which of these
purposes are primary or more important? Which purposes are secondary
and less important? How well does the site accomplish its intended
purposes Is the content of the website informative and persuasive? Is
it adequate, accurate, and credible? Does it have the kind of
information users would need?
Format Design
Is the site visually appealing? Is it easy to read? Are the graphics
meaningful and well presented? Is there a good balance between text and
graphics? Does it make good use of white space? When we talk about
format, there're at least four aspects you need to consider:
- layout--Are different elements placed at meaningful
places on the screen? Is there a good, clear focal point on the
page? Does the page look balanced? Is the page too wide, too
narrow, unbalanced, not print friendly?
- Typography--Is the text readable? Is the typeface
effective? Is it too big, too small? Is there a clear visual
hierarchy on the page? Are headings formatted effectively?
- Colors--Are there too many colors used on the site? Do
colors go well together? Does color use complement the content, or
is it more a distraction? Is it visually appealing?
- Graphics--Are the graphics meaningful? Is there a
clear rationale behind the use of every graphic on the site? Do
the graphics enhance the content instead of distracting the reader?
Are graphics of good quality? Are they too big or too small?
Navigation
Is it easy to navigate the site? Is the site well-structured to provide
easy navigation? Are navigational devices easy to identify and locate?
Technology
Is the technology used for building the site appropriate? Is it
adequate? Would the design have been more effective if it had used some
other technology?
Miscellaneous
Depending on what site you're critiquing, there might be special issues
to consider.
|
Format of Your Critique
|
Use the following:
- 12-point font size
- Use informative headings
- 2-3 pages in length
- An overview and a conclusion
|
Signatures
Verify that the technology website critique is complete:
Signature of Candidate:
_____________________________________ Date: _______________
Signature of Instructor:
______________________________________ Date: _______________
|
DESCRIPTION
OF SPECIFIC ASSIGNMENTS
· Any
project and assignment that could not be completed in class can be
finished after class, but cannot pass two weeks. Any assignments turned
in in more than two weeks will get a lower grade or no grade if delayed
longer than four weeks as against the required date.
· The
multimedia presentation team work is done with a team of two or four
people. The teamed effort should be paid and the team grade is shared
among team members. Anybody who doesn’t contribute to the team assignment
could not get grade from that team work.
· The paper
should be in APA Style with any extra page of references. If any
plagiarism found in a paper, it will result in a zero grade.
|
|