Educational Technology Program |
Department of Educational Leadership | Texas A&M University-Commerce
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.
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Term: |
Fall
2006 |
Credits: |
3 hours |
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Section: |
001 |
Format: |
Traditional/Web
Enhanced |
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Day: |
Wednesday |
Time: |
4:30pm –
7:10pm |
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Location: |
Commerce
- Education South 123 |
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Instructor: |
Dr. Jason Lee Davis |
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Office: |
Young
Education North – Room 114 |
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Phone: |
903-886-5598 |
FAX: |
903-886-5603 |
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E-mail: |
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URL: |
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Courseware
URL: |
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Office
hours: |
See
website for current instructor schedule. Other times by appointment. |
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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.
the applications for use and operation
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.
understand the applications for use and
operation audio/video equipment (camcorder, etc.).
9.
distinguish between CAI, CMI, CBT, and WBT.
10. identify appropriate file formats for creating
computer-based multimedia as examples of using the computer as a tool for
instruction.
11. distinguish between 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.
Discussions/Follow-up Reports – 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.
At least one student in each group must submit a discussion follow-up
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 identify topics
brought out in the group’s on-line discussion regarding that round of
articles. Discussions should include
articles reviews contributed by members of each 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 follow-up report submissions.
Chapter Presentation – 20%:
Students will work individually, or in assigned groups, to prepare and
present a lesson(s)/review(s) from a chapter, or chapters, in the assigned
textbook. Appropriate technology and
"best practices" for presentations should be utilized to facilitate
the presentation of the lesson(s). Care
should be take to focus on content addressing the
course goals and objectives where applicable.
Three questions from the chapter(s) 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 and posted to the
designated forum within one week after delivery. Details and chapter assignments will be
discussed in class. The presentation, and any other relevant electronic materials, are
to be submitted in Doc Sharing by midnight on the day of delivery.
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
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 submitted in Doc Sharing by midnight on the day of
delivery. 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.
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," "emerging technologies," and
"employment" 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 day late. Late
materials may be rejected at the discretion of the instructor.
|
Assignments |
Weight
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Grading |
Scale |
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Article
Reviews: |
15% |
A |
90-100% |
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Follow-up
Discussions/Responses: |
10% |
B |
80-89% |
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Chapter
Presentation: |
20% |
C |
70-79% |
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Technology
Presentation: |
20% |
D |
60-69% |
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Tech.
Presentation Evaluations: |
10% |
F |
59% or
less |
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Participation: |
15% |
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Final
Exam: |
10% |
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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
instructional design.
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
ed.).
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.
Teague, F.A.,
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
technology.
Rev. 08/20/2006