Texas A&M University-Commerce
Department of Secondary and Higher Education
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 2005||Credits:||3 hours|
|Location:||Sowers Education South – Room 123|
|Instructor:||Dr. Jason Lee Davis|
|Office:||Young Education North – Room 114|
|Office hours:||See website for current instructor schedule. Other times by appointment.|
Lever-Duffy, J., McDonald, J. B., & Mizell, A. P. (2003) Teaching
and learning with technology., 2nd ed.
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.
Article Reviews – 15%: Students are required to identify and review three (3) journal articles directly related to the stated goals and objectives of the course. The student will select three 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. Do not post the original article. Reviews must be posted in the identified Discussion/Groups section in the online courseware for group discussion by the day/time indicated. Credit will be based on inclusion of required information as well as quality of review and personal analysis.
Follow-up Discussions/Responses – 10%: Each student is required to participate in self-directed, on-line discussion groups focusing on the article reviews. On-line discussions will be organized in groups for each of the three rounds of reviews. One student in each group must submit a follow-up, reflection report to the instructor in each of the three rounds of reviews. Each group member must submit at least one report during the semester. The follow-up must address the specific articles reviewed AND a identify topics brought out in the group’s on-line discussion regarding that round of articles. Discussions may include articles reviewed by members of any group. Discussion logs will be examined by the instructor to verify full and active participation by all group members. Credit will be based on quality and thoughtfulness of contributions and responses, both in on-line discussions and postings, and on reflection report submissions.
Chapter Presentations – 20%: Students will work in
assigned groups to prepare and present a lesson/review from a chapter in the
assigned textbook. Appropriate technology and "best practices"
for presentations should be utilized to
facilitate the presentation of the lesson. Three
questions from the chapter should be identified and answered during the
presentation. The questions, along with the appropriate answers, are to be
submitted to the instructor in electronic format prior to the delivery of the presentation.
Details and chapter assignments will be discussed in class. The presentation is to be submitted to
the instructor in electronic format.
The presentation is to be submitted to the instructor in electronic format.
Technology Presentation – 20%: Students will work individually, or in assigned groups, as determined by the instructor, to prepare and present a "how to" presentation that demonstrates the use of some form of technology used for education, instruction, or training purposes. This is an activity in which “you become the expert.” The presentation should be from 20 to 30 minutes in length and is to be presented to the class. An instructional handout must also be provided outlining the “how to” steps of the utilizing the technology and should contain enough detailed information to allow someone to duplicate the process or activity using the provided information. The presentation and handout(s) must be provided to the instructor in electronic form. The topic of the presentation must be pre-approved by the instructor. Details will be discussed in class.
Technology Presentation Evaluations – 10%: Students will
complete an evaluation for each Technology presentation. An on-line evaluation form will be utilized
for each presentation. Evaluations must be submitted within one week
following each presentation unless otherwise noted.
Evaluations must be submitted within one week following each presentation unless otherwise noted.
Participation– 15%: All students must be active participants in class activities. All students must contribute to discussions on article reviews. Students may not use computers for non-class activities while class is in session. The use of computers for playing games, chatting, e-mail, or working on assignments or discussions in other on-line courses is prohibited and will result in a reduction in participation credit. Students must be in attendance to earn participation credit. Contributions in class activities and other assignments, such as the "best practices"' and "emerging technologies" activities, will be credited as participation.
Final Exam– 10%: All students must take the final course exam. The exam will be administered in the on-line courseware environment.
Assignments MUST be submitted by due date. Full credit cannot be earned by late or incomplete assignments. Late materials will lose 10 percent of their possible value for each week late. Late materials may be rejected at the discretion of the instructor.
Tech. Presentation Evaluations:
|59% or less|
A tentative class schedule will be maintained on the class’ public website, accessible via the instructors’ homepage. It is advised that the refresh/reload button is clicked upon each visit to a class page to ensure that the most recent version of the page is displayed. The schedule is subject to change throughout the semester to accommodate and adjust for the progress of the class, unforeseen events, etc. Check for modifications frequently. This is the student’s responsibility.
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 other class members to find out what occurred in that class and to make up that work if possible. 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.
Students requesting accommodations for disabilities must go through the Academic Support Committee. For more information, please contact Disability Resources & Services, Halladay Student Services Bldg., Room 303D, Frank Perez 903-886-5835 or Phyllis Fink 903-886-5150
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.
All works submitted for credit must be original works created by the scholar uniquely for the class. Plagiarism: Using works created by others without proper citation is not tolerated and may result in expulsion from the course and the graduate program. Auto-plagiarism: 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. (Also see Student’s Guide Handbook, Policies and Procedures.)
Agnew, P.W., Kellerman, A.S., & Meyer, J. Multimedia in the classroom.
Alessi, S.M. & Trollip,
S.R. (2001) Multimedia for learning –
Methods and development (3rd ed.).
Ertmer, P.A. & Quinn, J. (1999) The
ID casebook: case studies in
Heinich, R., Molenda, Russell & Smaldino. (1999) Instructional Media and Technologies for Learning (7th ed.). NJ: Prentice-Hall, Inc.
Kemp, J.E. (1994) Planning,
producing, and using instructional technologies (7th ed.).
Lever-Duffy, J., McDonald, J. B., & Mizell, A. P. (2003) Teaching
and learning with technology.
Male, M. (2003) Technology for inclusion – meeting the special needs of all students (4th
Newby, T.J. (2000) Instructional
technology for teaching and learning: designing instruction, integrating
computers, and using media (2nd ed.).
Roblyer, M. D. (2003) Integrating educational technology into teaching (3rd ed.).
Streit, L.D., Teague, F.A., & Newhouse, B.S. (1984) Media for teachers and trainers.
Tipton, M.H. (1998) Techniques
for planning and producing instructional media (4th ed.)
Tomei, L. A. (2002) The technology façade – overcoming barriers to effective instructional