Texas A&M University-Commerce

Department of Secondary and Higher Education

ETEC 562 – Introduction to Instructional Media



Course Description

This course introduces students to the selection and use of computer-based media, multi-media, and conventional media, in the preparation of materials for instructional purposes.  Special attention is given to computer hardware and software involved in computer-based media production, digital formatting technology, and multimedia production processes.

Prerequisite:  ETEC 524 (Theories and Strategies of Computer Utilization) or permission of the instructor.


Term:         Fall 2003                   Credits:          3 hours

Section:          001                                         Format:           Traditional

Day:                Wednesday                           Time:              4:30pm – 7:10pm

Location:        Education South 125 (ETEC Advanced Lab)


Instructor: Dr. Jason Lee Davis

Office:             Education North – Room 114

Phone:            903-886-5598                       FAX:               903-886-5603

E-mail:            Jason.Davis@tamuc.edu

URL:               http://faculty.tamuc.edu/jdavis/

Office hours:  See website for current instructor schedule.  Other times by appointment.


            Heinich, R., Molenda, Russell & Smaldino. (1999) Instructional Media and Technologies for Learning (7th ed.). NJ: Prentice-Hall, Inc.

Course Goals and Objectives

            Upon completion of the course the learner will be able to…


1.      distinguish among message method and medium and identify the roles of media in the instructional process.

2.      describe the steps involved in systematic planning for the use of media.

3.      describe the roles of visuals in instruction, factors influencing encoding and decoding of visuals.

4.      describe non-projected media and compare the advantages and limitations of non-projected visuals.

5.      know the operations of projecting equipment (such as overhead projector, slide projector, LCD panel, multimedia projector, etc.).

6.      identify digital file, image, sound, and video formats and describe their advantages, limitations, and applications.

7.      describe non-computer-based audio/video formats and compare the characteristics, advantages, and limitations of these formats in instruction.

8.      operate audio/video equipment (tape recorder, camcorder, etc.).

9.      distinguish between CAI, CMI, CBT, and WBT.

10.  identify appropriate file formats for creating computer-based multimedia as examples of using computer as a tool for instruction.

11.  distinguish computer-based multimedia and interactive video.

12.  describe characteristics of WANs, LANs, Internet, Intranet, network topologies.

13.  describe how networks work and compare/contrast their characteristics, advantages, and limitations from an educational or training perspective.

14.  demonstrate familiarity with distance education and its different telecommunication systems, especially two-way interactive compressed video.

Requirements and Assignments

Article Reviews – 20%:  Students will be required to identify and review four (4) journal articles directly related to the stated goals and objectives of the course.  The student will select four different objectives, from those listed above, as topics for the articles for review.  Reviews should be comprehensive, in your own words, and must demonstrate appropriate writing skills.  The source of the article reviewed MUST be cited completely and the objective addressed must be identified.  Reviews must be posted in the identified Discussion/Groups section in the online courseware for discussion by the day/time indicated.

Follow-up Responses – 10%:  Each student must post a minimum of one follow-up response in each of the four rounds of review discussion.  The follow-up may either address a specific article review submitted or a topic brought out in the on-line discussion regarding that round of articles.

Chapter Presentation – 30%:  Each student will prepare and present a lesson/review from a chapter in the textbook.  Appropriate technology should be utilized to facilitate the presentation of the lesson.  Details and chapter assignments will be discussed in class.

Technology Presentation – 30%:  Each student must develop a presentation that demonstrates the use of some form of technology used for education, instruction, or training.  The presentation should be from 15 to 25 minutes in length and is to be presented to the class.  The topic of the presentation must be pre-approved by the instructor.  Software utilized is the choice of the student.  Details will be discussed in class.

Technology Presentation Evaluations – 10%:  Students will complete an evaluation for each Technology presentation.

Assignments MUST be submitted by due date.  Full credit cannot be earned by late or incomplete assignments.

Evaluation and Grading


Assignments                                   Weight

Grading Scale

Article Reviews:                                20%

A         90-100%

Follow-up Responses:                      10%

B         80-89%

Chapter Presentation:                      30%

C         70-79%

Technology Presentation:                30%

D         60-69%

Tech. Presentation Evaluations:      10%

F          59% or less



Regular class attendance is very important.  Class participation requires that students be present.  Class discussions and group activities that take place during class cannot be made up.  If you do miss a class, it is your responsibility to notify the instructor in advance, to contact class members to find out what occurred in that class and to make up that work, and then to check with your instructor for any additional assignments.  For computer work, it is your responsibility to check for compatibility if you wish to use computers other than those provided in the lab.  If you have any questions, contact your instructor.  No make-up exams will be given.

Accommodations for Disabilities

Students requesting accommodations for disabilities must go through the Academic Support Committee.  For more information, please contact the Director of Disability Resources & Services, Halladay Student Services Bldg., Room 303D, 903-886-5835.

Student Conduct

All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conductive to a positive learning environment  (see Student’s Guide Handbook, Policies and Procedures, Conduct).


The classroom is NOT the place to make and receive personal phone calls.  This distractive activity is extremely disrespectful of the instructor and other students and is disruptive to the classroom environment.  Cell phones may not be used during class and should be turned OFF upon entering the classroom.  Emergency exceptions must be approved by the instructor prior to the beginning of class.  Violation will result in significant loss of participation credit.

Scholarly Expectations

All works submitted for credit must be original works created by the scholar uniquely for the class.  It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor.  Work submitted at the Graduate level is expected to demonstrate higher order thinking skills and be of significantly higher quality than work produced at the undergraduate level.  Writings must exhibit correct form, style, and grammar and demonstrate the student’s ability to communicate clearly and effectively in the English language.

Additional References


Alessi, S.M. & Trollip, S.R. (2001) Multimedia for Learning – Methods and Development (3rd ed.).  Boston, MA: Allyn and Bacon.


Ertmer, P.A. & Quinn, J. (1999) The ID casebook:  case studies in instructional design.  Upper Saddle River, NJ: Merrill/Prentice Hall.


Kemp, J.E. (1994) Planning, producing, and using instructional technologies (7th ed.).  New York, NY: HarperCollins College.


Lever-Duffy, J.,  McDonald, J. B., & Mizell, A. P. (2003) Teaching and learning with technology.  Boston, MA: Allyn & Bacon.


Male, M. (2003) Technology for inclusion – meeting the special needs of all students (4th ed.).  Boston, MA: Allyn & Bacon.


Newby, T.J. (2000) Instructional technology for teaching and learning: designing instruction, integrating computers, and using media (2nd ed.).  Upper Saddle River, NJ: Merrill/Prentice Hall.


Roblyer, M. D. (2003) Integrating educational technology into teaching (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.


Streit, L.D., Teague, F.A., & Newhouse, B.S. (1984) Media for teachers and trainers.  Dubuque, IA: Kendall/Hunt.


Teague, F.A., Rogers, D.W., & Tipling, R.N. (1994) Technology and media: instructional applications.  Dubuque, IA: Kendall/Hunt.


Tipton, M.H. (1998) Techniques for planning and producing instructional media (4th ed.) Dubuque, IA: Kendall/Hunt.


Tomei, L. A. (2002) The technology façade – overcoming barriers to effective instructional technology.  Boston, MA: Allyn & Bacon.



Rev. 09/27/2002