Educational Technology Program  |  Department of Educational Leadership  |  Texas A&M University-Commerce

ETEC 562 – Applying Instructional Media & Technology



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.



Spring 2010


3 hours











Dr. Jason Lee Davis


Young Education North – Room 106







http://www.JDavis.US/  or

Courseware URL:

Office hours:

See website for current instructor schedule.  Other times by appointment.


Lever-Duffy, J. & McDonald, J. B. (2008). Teaching and learning with technology (3rd ed.).  Boston, MA: Allyn & Bacon.
ISBN-10:  0205543251
ISBN-13:  9780205543250
List:  $108.00

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.       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.

Requirements and Assignments

Threaded Discussions – 20%:  Each student will participate in asynchronous discussion activities relating to information in the textbook and related topics.  Credit will be based on quality and thoughtfulness of contributions and added value of responses.

Article Reviews – 20%:  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.  Web 2.0 tools may be used for the purpose of presenting reviews.  The web tool will be identified in the assignment for each article.  Credit will be based on inclusion of required information, quality of review and personal analysis, and appropriate utilization of presentation tool.

Informational Research – 20% Students will work individually, and/or in assigned groups, as determined by the instructor, to locate and identify various resources and information related to the implementation of educational technology.  Web 2.0 tools will be utilized in the sharing of information gathered.  Research topics for investigation include emerging hardware/software technologies, emerging web 2.0 technologies, and educational technology employment opportunities.

Technology Presentation – 20%:  Students will work individually, and/or in assigned groups, as determined by the instructor, to prepare and present a "how to" presentation that demonstrates the use of a Web 2.0 application that can be used for education, instruction, or training purposes.  This is an activity in which “you become the expert.”  The presentation will make use of Jing to present the demonstration to the class.  The presentation can be up to 5 minutes in length.  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.

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

Participation – 10%:  All students must be active participants in class activities.  All students must contribute to all aspects of the course.  All interaction must be conducted in a profession and respectful manner and model best practices of netiquette.  Students are expected to login a minimum of three times per week to check for announcements and assignments.  The courseware automatically tracks all student access.


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.

Evaluation and Grading





Threaded Discussions:




Article Reviews:




Informational Research:




Technology Presentation:




Tech. Presentation Evaluations:



59% or less






Class Schedule

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.


As this is an on-line class with no regularly scheduled meetings, attendance is equated to regular active participation and appropriate progress toward timely project completion.  Students are expected to utilize the eCollege courseware application as the primary course environment with utilization of additional web-based resources as identified in individual assignments. The instructor's website and other URLs will also be utilized.  An active presence, as describe in the Participation section above, is required.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities.  Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities.  If you have a disability requiring an accommodation, please contact:

Office of Student Disability Resources and Services
Texas A&M University-Commerce
James G. Gee Library, Rm. 132
Phone (903) 886-5150 or (903) 886-5835
Fax (903) 468-8148

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).

Academic Integrity & Scholarly Expectations

Conduct that violates generally accepted standards of academic honesty is defined as academic dishonesty, which includes, but is not limited to plagiarism (the appropriation or stealing of ideas or words of another and passing them off as one's own), cheating on exams or other course assignments, collusion (the unauthorized collaboration with others in preparing course assignments) and abuse (destruction, defacing, or removal) of resource material. (Texas A&M University-Commerce, Graduate Catalog).  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.  Works submitted are subject to submission to TurnItIn, or other similar services, to verify the absence of plagiarism.  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.)

Additional References


Agnew, P.W., Kellerman, A.S., & Meyer, J. Multimedia in the classroom.  Boston, MA: Allyn and Bacon.


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.


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.).  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. 01/24/2010