EDU6611+Syllabus

** College **** of **** Education ** ** Master Syllabus (2007) ** The purpose of this course is to advance pre-service and in-service teachers beyond simple computer literacy and basic understanding of Computer-Based Instructional Technologies. It will focus on more advanced educational use of multimedia and Internet based technologies. The student will explore technologies and learning tools that foster a more learner centered constructivist environment within their specific teaching area. Critical issues arising from the integration of those technologies such as development of interactive environments and new modes of communication and subsequent effects on the definition of learning will also be investigated. The design of this course is based on the following general goals: • To develop the ability and disposition to explore and develop uses of technology in education. • To develop the ability and disposition to be a "self-directed" and "lifelong" learner of educational technology. • To develop the ability and disposition to be a leader in the field of educational technology. The following texts are recommended for the course. Individual professors will decide and assign the required texts. Shelly, G. B., Cashman, T.J., Gunter, G.A. & Gunter, R.E. (2006) //Integrating Technology and Digital Media in the Classroom//, (4th ed.) Boston, MA : Thomson Course Technology. Shelly Cashman Series. ISBN-13 978-1-4188-5987-9 Carroll, J.A. & Witherspoon, T.L. (2002). //Linking Technology and Curriculum: Integrating the ISTE NETS Standards into Teaching and Learning//, Merrill Prentice Hall: Upper Saddle River, N.J.  ISTE (2002). //National Educational Technology Standards for Teachers—Preparing Teachers to Use Technology//, Merrill Prentice Hall: Upper Saddle River, N.J.  Roblyer, M.D. (2002). //Integrating Educational Technology into Teaching (3rd ed.)//, Merrill Prentice Hall: Upper Saddle River, N.J.  Roblyer, M.D. (2001). //Ten First Steps on the Internet: A Learning Journey for Teachers//, Merrill Prentice Hall: Upper Saddle River, N.J.  Shelly, G. B., Cashman, T. J., Gunter, R. E., & Gunter, G.A. (2006). Teachers //discovering computers: Integrating technology in the classroom// (4th ed.). Boston, MA : Course Technology : Thomson Learning. The Teacher Education Program is designed to provide a quality, academic program that emphasizes meaningful and practical learning experiences in preparing students to be innovative, informed, reflective decision-makers. In addition, this course provides opportunities to demonstrate knowledge of: · Strategies to identify and evaluate technology resources and technical assistance (i.e. those available on-line and on-site within a school and district setting). **290.3.3.42.(4)(d)1.(i)** || · Methods for assessing advantages and limitations of current and emerging technologies, on-line resources, software electronic content to facilitate teaching and student learning. ** 290.3.3.42.(4)(d)1.(ii)** || · Strategies for developing and implementing a classroom management plan to ensure equitable and effective student access to available technology resources.** 290.3.3.42.(4)(d)1.(iii)** || · Safe, responsible, legal and ethical uses of technologies including fair-use and copyright guidelines and Internet user protection policies.** 290.3.3.42.(4)(d)1.(iv)** || · Characteristics of appropriate and effective learner-centered lessons and units that integrate technology. ** 290.3.3.42.(4)(d)1.(v)** || · Technology tools (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students. ** 290.3.3.42.(4)(d)1.(vi)** || · How to facilitate students’ individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information. ** 290.3.3.42.(4)(d)1.(vii)** || · The variety and application of technologies that are responsive to diverse needs of learners, learning styles and the needs of all students (for example, assistive technologies. ** 290.3.3.42.(4)(d)1.(viii)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">·  <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Processes and criteria for evaluating students’ technology proficiency and students’ technology-based products within curricular areas. ** 290.3.3.42.(4)(d)1.(ix)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">The resources for enhancing professional growth using technology (for example, through accessing web-based information, on-line collaboration with other educators and experts, and on-line professional courses). ** 290.3.3.42.(4)(d)1.(x)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Identify and evaluate technology resources and technical assistance (i.e. those available on-line and on-site within a school and district setting). ** 290.3.3.42.(4)(d)2(i)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Assess advantages and limitations of current and emerging technologies, on-line resources and software to facilitate teaching and student learning. ** 290.3.3.42.(4)(d)2(ii)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Develop and implement a classroom management plan to ensure equitable and effective student access to available technology resources. ** 290.3.3.42.(4)(d)2(iii)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Model safe, responsible, legal and ethical use of technology and implement school and district acceptable use policies including fair-use and copyright guidelines and Internet user protection policies. ** 290.3.3.42.(4)(d)2(iv)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices. ** 290.3.3.42.(4)(d)2(v)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email. ** 290.3.3.42.(4)(d)2(vi)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Facilitate students’ individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information. ** 290.3.3.42.(4)(d)2(vii)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs). ** 290.3.3.42.(4)(d)2(viii)** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">· <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Evaluate students’ technology proficiency and students’ technology-based products within curricular areas.** 290.3.3.42.(4)(d)2(ix** || <span style="color: black; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontsize: 12.0pt; msolist: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol;">·  <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: SimSun;">Use technology to enhance professional growth (e.g., through accessing web-based information, on-line collaboration with other educators and experts, and on-line professional courses). ** 290.3.3.42.(4)(d)2(x)** || Content of the course will include, but are not limited to, the following critical assignments: **290.3.3.42.(4)(d)1.(.vi) b.** **Introduction :** The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem. The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. **290.3.3.42.(4)(d)2.(viii) c.** **Task Characteristics:** The task is clearly connected to what students must know and be able to do to achieve proficiency of Alabama Course of Study and National Technology Standards. Task is considered of completion level for students and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information producing a unique, thoughtful product. **290.3.3.42.(4)(d)1.(v)** **290.3.3.42.(4)(d)2.(v) d.** **Process:** Directions are clear. Students are clearly guided through each step of the process. The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. **290.3.3.42.(4)(d)1.(vii) 290.3.3.42.(4)(d)2.(x) e.** **Resources:** There is a clear and meaningful connection between all the resources and the information needed for students and other teachers to accomplish the task. Every resource carries its weight. Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. **290.3.3.42.(4)(d)1.(i) 290.3.3.42.(4)(d)2.(ii) f.** **Evaluation Criteria:** Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. **290.3.3.42.(4)(d)1.(vi) 290.3.3.42.(4)(d)1.(ix)** == 2. A Web Site:  Each student must c   reate a web site following the critical assignment guidelines and any others that may be provided by your instructor. Upon completion of this assignment, either compress your web site folder or save it in whatever manner your professor requires and attach it in the section below. Send this page to your instructor using the "submit for review" link. Make sure your name is evident in the web site. The following must be evident in your web site:  a. <span style="font-weight: normal; font-size: 12pt; mso-bidi-font-weight: bold; msobidifontweight: bold; msospacerun: yes;"> Ideas and content area: Information is accurate and current (includes resource links for teachers and students annotated in webpage). Ideas come mainly from primary sources. Authors show extensive knowledge and insight into content area represented in webpage. Effective use of technology to enhance the message of content (pictures, digital video, etc.). All information clearly relates to the overall purpose of the webpage. Purpose of webpage is clearly evident on every page of the published document. 290.3.3.42.(4)(d)1.(x) 290.3.3.42.(4)(d)2.(i) 290.3.3.42.(4)(d)2.(ix) b. Organization:   Inviting opening page draws the visitor inside. Details are logical and effective. Layout of pages provides good direction. How to explore an idea is clear. Each page begins with a clear transition. Easy to navigate through the pages. 290.3.3.42.(4)(d)1.(iii)     290.3.3.42.(4)(d)2.(iii)     c.  Language and Conventions:   Paragraph structure is clear and coherent. ALL works (pictures and documented information) used in publication are cited according to APA style in accordance with fair-use and copyright issues. Grammar and usage are correct. Punctuation is accurate. Spelling is correct. Site needs little or no editing. 290.3.3.42.(4)(d)1.(iv) 290.3.3.42.(4)(d)2.(iv) d.  Technical Merit, Presentation and Graphics:   Uses a wide variety of formatting options which meet a variety of student needs; tables, lists, or frames are used to vary layout; pictures are aligned left and right; white space is used effectively. All links work; navigation is consistent and easily understood; return links are present and consistent. Graphics are optimized. Works in all browsers. Multimedia resources work properly. Layout is clear and easy to follow. Backgrounds and text work well together. Links are appropriate. Multimedia adds to the main purpose. Graphics enhance page content and educational purpose; a variety of graphic editing techniques are evident; original graphics are used; graphics are used as links. 290.3.3.42.(4)(d)1.(viii    ) e.   Educational Value:   Clearly related to educational purpose; Standards are clearly stated. Students are clearly guided in their use of the webpage for educational purposes related to locating, collecting, creating, producing, communicating and/or presenting information. Includes clearly outlined plan for use as well as a series of annotated/evaluated links both for the professional development of self/colleagues, information for parents and those specifically identified as meeting the variety of educational needs of the students. 290.3.3.42.(4)(d)1.(ii) 290.3.3.42.(4)(d)2.(vii)   == Evaluation procedures and instruments will include the critical assignment rubrics for the Web Site **[ 290.3.3.42.(4)(d)1.(ii); 290.3.3.42.(4)(d)1.(iii); 290.3.3.42.(4)(d)1.(iv); 290.3.3.42.(4)(d)1.(viii); 290.3.3.42.(4)(d)1.(x); 290.3.3.42.(4)(d)2.(i); 290.3.3.42.(4)(d)2.(iii); 290.3.3.42.(4)(d)2.(iv); 290.3.3.42.(4)(d)2.(vii); 290.3.3.42.(4)(d)2.(ix)]  **  and the Web Quest **[290.3.3.42.(4)(d)1.(i); 290.3.3.42.(4)(d)1.(v); 290.3.3.42.(4)(d)1.(vi); 290.3.3.42.(4)(d)1.(vii); 290.3.3.42.(4)(d)1.(ix); 290.3.3.42.(4)(d)2.(ii); 290.3.3.42.(4)(d)2.(v); 290.3.3.42.(4)(d)2.(vi); 290.3.3.42.(4)(d)2.(viii); 290.3.3.42.(4)(d)2.(x)]**  along with any other assessments deemed necessary by the individual instructor. Grading will be decided by the individual professor. <span style="font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">A. UNIVERSITY POLICY—In registering for classes at TSU students accept responsibility for attending scheduled classes and completing assignments on time, and for contributing to class discussion and exploration of ideas. A student will be excused for class absence for circumstances beyond the student’s control or to attend a required university activity. <span style="font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">B. FACULTY POLICY—Faculty members may levy academic penalties upon unexcused absences, as long as these are explained in the syllabus of the course provided students at the beginning of the term. <span style="font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;">C. INCLEMENT WEATHER AND EMERGENCY SITUATIONS: Both faculty and students are responsible for meeting all assigned classes. In the event of inclement weather, faculty and students will be expected to attend classes as usual as long as they may do so without risking peril to themselves or to others. During periods of inclement weather, faculty and students will not be penalized for absences dictated by perilous conditions. In severe cases of inclement weather or other emergency conditions, the Office of the Provost will announce cancellation of classes through the local and regional media as well as through the University’s web site. This exercise is comprised of a carefully and thoughtfully designed constructivist exercise leading your students through questions they answer by researching topics using both Internet sites and reference materials provided by you [D.1.1, 1.2, 1.5]. Ideally, this exercise is designed for a group of students working together, but can be designed for individuals. This involves a student page AND a teacher page. These two pages are designed **//separately – though much of the material is the same//. //It is easiest to begin by designing the student page first.//** __ All students in the class must include a technology plan for this assignment __. This includes: AL-ASBE-06.290.3.3.42.4.D.1.1 || Strategies to identify and evaluate technology resources and technical assistance (i.e. those available on-line and on-site within a school and district setting). || AL-ASBE-06.290.3.3.42.4.D.1.2 || Methods for assessing advantages and limitations of current and emerging technologies, on-line resources, software electronic content to facilitate teaching and student learning. || AL-ASBE-06.290.3.3.42.4.D.1.3 || Strategies for developing and implementing a classroom management plan to ensure equitable and effective student access to available technology resources. || AL-ASBE-06.290.3.3.42.4.D.1.4 || Safe, responsible, legal and ethical uses of technologies including fair-use and copyright guidelines and Internet user protection policies. || AL-ASBE-06.290.3.3.42.4.D.1.5 || Characteristics of appropriate and effective learner-centered lessons and units that integrate technology. || AL-ASBE-06.290.3.3.42.4.D.1.6 || Technology tools (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students. || AL-ASBE-06.290.3.3.42.4.D.1.7 || How to facilitate students’ individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information || AL-ASBE-06.290.3.3.42.4.D.1.8 || The variety and application of technologies that are responsive to diverse needs of learners, learning styles and the needs of all students (for example, assistive technologies. || AL-ASBE-06.290.3.3.42.4.D.1.9 ||  Processes and criteria for evaluating students’ technology proficiency and students’ technology-based products within curricular areas. || AL-ASBE-06.290.3.3.42.4.D.1.10 ||  The resources for enhancing professional growth using technology (for example, through accessing web-based information, on-line collaboration with other educators and experts, and on-line professional courses). || AL-ASBE-06.290.3.3.42.4.D.2.1 ||  Identify and evaluate technology resources and technical assistance (i.e. those available on-line and on-site within a school and district setting). || AL-ASBE-06.290.3.3.42.4.D.2.2 ||  Assess advantages and limitations of current and emerging technologies, on-line resources and software to facilitate teaching and student learning. || AL-ASBE-06.290.3.3.42.4.D.2.3 || Develop and implement a classroom management plan to ensure equitable and effective student access to available technology resources. || AL-ASBE-06.290.3.3.42.4.D.2.4 || Model safe, responsible, legal and ethical use of technology and implement school and district acceptable use policies including fair-use and copyright guidelines and Internet user protection policies. || AL-ASBE-06.290.3.3.42.4.D.2.5 || Design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices. || AL-ASBE-06.290.3.3.42.4.D.2.6 || Use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email. || AL-ASBE-06.290.3.3.42.4.D.2.7 || Facilitate students’ individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information. || AL-ASBE-06.290.3.3.42.4.D.2.8 || Design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs). || AL-ASBE-06.290.3.3.42.4.D.2.9 || Evaluate students’ technology proficiency and students’ technology-based products within curricular areas. || AL-ASBE-06.290.3.3.42.4.D.2.10 || Use technology to enhance professional growth (e.g., through accessing web-based information, on-line collaboration with other educators and experts, and on-line professional courses). || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.5 AL-ASBE-06.290.3.3.42.4.D.1.6 AL-ASBE-06.290.3.3.42.4.D.1.8 AL-ASBE-06.290.3.3.42.4.D.2.5 AL-ASBE-06.290.3.3.42.4.D.2.6 AL-ASBE-06.290.3.3.42.4.D.2.8 || Targeted performance is evidenced by ... Layout, design and multimedia elements contribute to students' meaningful understanding of standards based concepts, ideas and relationships. Navigation is always clear to the learner. All links work. || Acceptable performance is evidenced by ...The majority of layout, design and multimedia elements contribute to students' meaningful understanding of standards based concepts, ideas and relationships. Navigation is clear to the learner. Minimal number of broken links or lack of clarity to learner (less than 3 for entire project). || Unacceptable performance is evidenced by ... Layout, design, multimedia, and editing elements compete with learners ability to master standards identified in quest. More than 3 broken links. || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.5 AL-ASBE-06.290.3.3.42.4.D.1.6 AL-ASBE-06.290.3.3.42.4.D.1.8 AL-ASBE-06.290.3.3.42.4.D.2.5 AL-ASBE-06.290.3.3.42.4.D.2.6 AL-ASBE-06.290.3.3.42.4.D.2.8 || Targeted performance is evidenced by ...The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem. The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. || Acceptable performance is evidenced by ...The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. || Unacceptable performance is evidenced by ...The introduction is purely factual, with no appeal to relevance or social importance
 * Troy ** ** University **
 * Course Number: ****  EDU 6611 **
 * Course Title: ****  Educational Technology in the Curriculum **
 * Semester Hours: ****  3 **
 * Prerequisite(s): **** Introduction to Educational Technology (EDU 3308) or Computer-Based Instructional Technologies (EDU 6605) or placement exam. **
 * Course Description: **
 * Texts: **
 * Other Materials Needed: ** Portable Data Storage: CD-RW disk, one floppy disk, or USB Flash Drive
 * Goals and Objectives of Course: **
 * Designated Technology Standards for **** Alabama **** Quality Teachers: **
 * Content: **
 * 1. ** **A WebQuest:** Each student must create a web quest following the guidelines provided by the instructor and reflecting the assignment rubric. Your WebQuest must reflect:
 * a. Overall Aesthetic Appeal: **Layout, design and multimedia elements contribute to students' meaningful understanding of standards based concepts, ideas and relationships. Navigation is always clear to the learner. All links work.
 * Evaluation: **
 * Grading Methods ** :
 * Americans with Disabilities Act: ** Any student whose disabilities fall within ADA must inform the instructor at the beginning of the term of any special needs or equipment necessary to accomplish the requirements for this course. Students who have or may be dealing with a disability or learning difficulty should speak with the professor, contact the office of the Adaptive Needs Program. Various accommodations are available through the Adaptive Needs Program.
 * Absence Policy: **
 * Incomplete Work Policy: ** University policy states that an incomplete may be reported for students whose progress in a course has been satisfactory (e.g. the student is passing the course), but who are unable to receive a final grade because of circumstances beyond their control. An incomplete must be cleared by the next term of enrollment, or one calendar year, whichever comes first. An incomplete which is not removed during the specified time limit of one calendar year or by the end of the next term of enrollment, automatically becomes and F.
 * Cheating Policy: ** A student may be disciplined, up to and including suspension and expulsion from the University if they are found in violation of the “Standards of Conduct.” See Standards of Conduct in the Graduate Bulletin.
 * Critical Assignment 1: WebQuest **
 * 1) The teacher page is specially designed for a facilitator with focus given to: lesson overview, standards, objectives, handouts, assessment rubrics, citations; anything another teacher might need to know in order to complete your WebQuest. [D.1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 2.1, 2.2, 2.4, 2.6, 2.10]
 * 2) The student page is the instructional direction for the students themselves – for example, it may include (but is not limited to): lesson description (for the student), directions, questions, role (if in a group), and assessment rubrics. [D.2.5, 2.6, 2.7, 2.8, 2.9]
 * 1) Turning in the web quest will be detailed in class. BUT for credit:
 * __ Students in certification programs __ : you must establish a link to your webpage within LiveText **and** “submit for review”. **Email me a notification that you are ready for me to grade your submission.**
 * __ Students not in certification programs __ : email me after you have reviewed your webpage and notify me that you are ready for me to grade your submission.
 * How well your WebQuest meets the standards (per grading rubric).
 * How you will use the web quest for your class. [D.1.3]
 * How your students will use your web quest. [D.2.3]
 * Alabama **** Standards met in Critical Assignment 1 **
 * Target ** ||
 * Acceptable ** ||
 * Unacceptable ** ||
 * Overall Aesthetic Appeal (1, 16%) **
 * Overall Aesthetic Appeal (1, 16%) **
 * Introduction (1, 16%) **
 * Introduction (1, 16%) **

OR

The scenario posed is transparently fictitious and doesn't respect the media literacy of today's learners. The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.2 AL-ASBE-06.290.3.3.42.4.D.1.5 AL-ASBE-06.290.3.3.42.4.D.2.2 AL-ASBE-06.290.3.3.42.4.D.2.5 || Targeted performance is evidenced by ... The task is clearly connected to what students must know and be able to do to achieve proficiency of Alabama Course of Study and National Technology Standards.
 * Task Characteristics (1, 16%) **
 * Task Characteristics (1, 16%) **

Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information producing a unique, thoughtful product.

|| Acceptable performance is evidenced by ...The task is connected to what students must know and be able to do to achieve proficiency of Alabama Course of Study and National Technology Standards. Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources. || Unacceptable performance is evidenced by ... The link between standards and task is unclear. Task requires factually based restatement of facts. || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.2 AL-ASBE-06.290.3.3.42.4.D.1.3 AL-ASBE-06.290.3.3.42.4.D.1.4 AL-ASBE-06.290.3.3.42.4.D.1.5 AL-ASBE-06.290.3.3.42.4.D.1.6 AL-ASBE-06.290.3.3.42.4.D.1.7 AL-ASBE-06.290.3.3.42.4.D.1.8 AL-ASBE-06.290.3.3.42.4.D.2.10 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.3 AL-ASBE-06.290.3.3.42.4.D.2.5 AL-ASBE-06.290.3.3.42.4.D.2.6 AL-ASBE-06.290.3.3.42.4.D.2.7 AL-ASBE-06.290.3.3.42.4.D.2.8 || Targeted performance is evidenced by ... Directions are clear. Students are clearly guided through each step of the process. The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task.
 * Process (1, 16%) **
 * Process (1, 16%) **

Activities are clearly related and designed to take the students from basic knowledge to higher level thinking.

Checks for understanding are built in to assess whether students are getting it. Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. || Acceptable performance is evidenced by ...Some directions are given, but there is missing information. Students might be confused. Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task.

Some of the activities do not relate specifically to the accomplishment of the task. Some separate tasks or roles assigned. More complex activities required.

|| Unacceptable performance is evidenced by ... Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task.

Activities are of little significance to one another and/or to the accomplishment of the task. Few steps, no separate roles assigned.

|| <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.1 AL-ASBE-06.290.3.3.42.4.D.1.4 AL-ASBE-06.290.3.3.42.4.D.1.6 AL-ASBE-06.290.3.3.42.4.D.2.1 AL-ASBE-06.290.3.3.42.4.D.2.10 AL-ASBE-06.290.3.3.42.4.D.2.2 AL-ASBE-06.290.3.3.42.4.D.2.4 || Targeted performance is evidenced by ... There is a clear and meaningful connection between all the resources and the information needed for students and other teachers to accomplish the task. Every resource carries its weight. Links make excellent use of the Web's timeliness and colorfulness.
 * Resources (1, 16%) **
 * Resources (1, 16%) **

Varied resources provide enough meaningful information for students to think deeply. || Acceptable performance is evidenced by ... There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. Some links carry information not ordinarily found in a classroom. || Unacceptable performance is evidenced by ... Resources provided are not sufficient for students to accomplish the task.

OR

There are too many resources for learners to look at in a reasonable time. AND Links are mundane. They lead to information that could be found in a classroom encyclopedia. || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.6 AL-ASBE-06.290.3.3.42.4.D.1.9 AL-ASBE-06.290.3.3.42.4.D.2.5 AL-ASBE-06.290.3.3.42.4.D.2.9 || Targeted performance is evidence by ... Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.
 * Evaluation Criteria (1, 16%) **
 * Evaluation Criteria (1, 16%) **

The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. || Acceptable performance is evidenced by ... Criteria for success are described. || Unacceptable performance is evidence by ... Criteria for success are not clearly described. || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> We will design Web pages in the class using Dreamweaver, a web design program which helps educators to address to diverse needs of learners with its accessibility options. The minimal web page requirements include: <span style="font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;"> i. __ Students in certification programs __ : you must establish a link to your webpage within LiveText **and** “submit for review”. **Email me a notification that you are ready for me to grade your submission.** <span style="font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;"> ii. __ Students not in certification programs __ : email me after you have reviewed your webpage and notify me that you are ready for me to grade your submission. <span style="font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;"> i. How well your webpage meets the rubric (and standards) expectations. [D.1.4] <span style="font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;"> ii. How you will use the web page for your class. [D.1.3; D.2.3] <span style="font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt; msolist: Ignore;"> iii. How your students will use your webpage. [D.1.8, D.2.8] <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> AL-ASBE-06.290.3.3.42.4.D.1.1 || Strategies to identify and evaluate technology resources and technical assistance (i.e. those available on-line and on-site within a school and district setting). || AL-ASBE-06.290.3.3.42.4.D.1.2 || Methods for assessing advantages and limitations of current and emerging technologies, on-line resources, software electronic content to facilitate teaching and student learning. || AL-ASBE-06.290.3.3.42.4.D.1.3 || Strategies for developing and implementing a classroom management plan to ensure equitable and effective student access to available technology resources. || AL-ASBE-06.290.3.3.42.4.D.1.4 || Safe, responsible, legal and ethical uses of technologies including fair-use and copyright guidelines and Internet user protection policies. || AL-ASBE-06.290.3.3.42.4.D.1.6 || Technology tools (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students. || AL-ASBE-06.290.3.3.42.4.D.1.8 || The variety and application of technologies that are responsive to diverse needs of learners, learning styles and the needs of all students (for example, assistive technologies. || AL-ASBE-06.290.3.3.42.4.D.1.10 ||  The resources for enhancing professional growth using technology (for example, through accessing web-based information, on-line collaboration with other educators and experts, and on-line professional courses). || AL-ASBE-06.290.3.3.42.4.D.2.1 ||  Identify and evaluate technology resources and technical assistance (i.e. those available on-line and on-site within a school and district setting). || AL-ASBE-06.290.3.3.42.4.D.2.2 ||  Assess advantages and limitations of current and emerging technologies, on-line resources and software to facilitate teaching and student learning. || AL-ASBE-06.290.3.3.42.4.D.2.3 ||  Develop and implement a classroom management plan to ensure equitable and effective student access to available technology resources. || AL-ASBE-06.290.3.3.42.4.D.2.4 || Model safe, responsible, legal and ethical use of technology and implement school and district acceptable use policies including fair-use and copyright guidelines and Internet user protection policies. || AL-ASBE-06.290.3.3.42.4.D.2.6 || Use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email. || AL-ASBE-06.290.3.3.42.4.D.2.8 || Design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs). || AL-ASBE-06.290.3.3.42.4.D.2.10 || Use technology to enhance professional growth (e.g., through accessing web-based information, on-line collaboration with other educators and experts, and on-line professional courses). || <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.1 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.10 AL-ASBE-06.290.3.3.42.4.D.1.2 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.1 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.10 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.2 || Information is accurate and current (includes resource links for teachers and students annotated in webpage). Ideas come mainly from primary sources. Authors show extensive knowledge and insight into content area represented in webpage. Effective use of technology to enhance the message of content (pictures, digital video, etc.). All information clearly relates to the overall purpose of the webpage. Purpose of webpage is clearly evident on every page of the published document. || Acceptable performance is evidenced by ... Information clear majority of time. Primary source use is mostly clear (includes resource links for teachers and students annotated in webpage). Connect connections to use of technology mostly clear. Content is related to larger context of both classroom and outside world. Validity of information has been completed. Purpose of webpage is demonstrated. || Unacceptable performance is evidenced by ... Information incomplete or inaccurate. Information not from primary sources. Little or no overall context for information. Value of information is unclear. No way to check validity of information. Lacks sense of purpose and central educational theme. || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.6 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.6 || Inviting opening page draws the visitor inside. Details are logical and effective. Layout of pages provides good direction. How to explore an idea is clear. Each page begins with a clear transition. Easy to navigate through the pages. || Acceptable performance is evidenced by ... Structure of the webpages is mostly consistent. Sequencing is mostly consistent. Pages mostly completed. Some links disjointed; both majority relate to purpose of webpage. Sections are connected. Navigation is mostly easy. || Unacceptable performance is evidenced by ... No orientation for visitors. Sequencing is unclear. Pages lack closure. No focus for links. Pages are inconsistent. Difficult to navigate in an organized way. || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.4 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.6 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.4 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.6 || Paragraph structure is clear and coherent. ALL works (pictures and documented information) used in publication are cited according to APA style in accordance with fair-use and copyright issues. Grammar and usage are correct. Punctuation is accurate. Spelling is correct. Site needs little or no editing. || Acceptable performance is evidenced by ... Longish paragraphs. Minor problems with grammar or usage. Some problems with punctuation. Spelling is usually correct. Site may need some (very little) editing. || Unacceptable performance is evidenced by ... Paragraph structure is missing. Errors in grammar or usage is noticeable. Many punctuation mistakes. Frequent spelling errors. Site needs extensive editing. || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.6 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.8 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.6 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.8 || Uses a wide variety of formatting options which meet a variety of student needs; tables, lists, or frames are used to vary layout; pictures are aligned left and right; white space is used effectively. All links work; navigation is consistent and easily understood; return links are present and consistent. Graphics are optimized. Works in all browsers. Works in text only mode. Multimedia resources work properly.
 * Critical Assignment 2: Webpage **
 * 1) A series of //at least five// linked pages.
 * 2) The pages will adhere to good habits of web page design. [D.1.6, 1.8, D.2.4]
 * 3) To be considered complete and to be eligible for full points, web pages must include: [D.1.1, 1.2, 1.6, 1.10, D.2.1, 2.2, 2.10]
 * 4) Links for professional development
 * 5) Links for student (i.e., homework helpers)
 * 6) Links for parents – including your email address and contact information.
 * 7) Turning in the web pages will be detailed in class:
 * 8) All webpages will be made “live” as a link on the instructor’s webpage. However, to receive credit:
 * 1) __ All students in the class must include a technology plan for this assignment __ . This includes:
 * Alabama **** Standards met in Critical Assignment 2 **
 * Target ** ||
 * Acceptable ** ||
 * Unacceptable ** ||
 * Ideas and content area (4, 33%) **
 * Ideas and content area (4, 33%) **
 * Organization (1, 8%) **
 * Organization (1, 8%) **
 * Language and Conventions (1, 8%) **
 * Language and Conventions (1, 8%) **
 * Technical Merit, Presentation and Graphics (1, 8%) **
 * Technical Merit, Presentation and Graphics (1, 8%) **

Layout is clear and easy to follow. Backgrounds and text work well together. Links are appropriate. Multimedia adds to the main purpose. Graphics enhance page content and educational purpose; a variety of graphic editing techniques are evident; original graphics are used; graphics are used as links. || Acceptable performance is evidenced by ... Majority of links work properly. Graphics are generally optimized (no obvious evidence of editing of graphics). Pages work in all browsers. Text-only mode could be improved. Multimedia resources work the majority of the time. An effort toward meeting the needs of all students is evidenced.

Layout of most pages is easy to follow. Backgrounds and text could be improved in effectiveness. Most of the graphics are appropriate. Multimedia relates to the purpose, but sometimes not clearly. Use of the links is mostly clear. || Unacceptable performance is evidenced by ... Links do not work. Graphic elements too large, obviously edited, and not optimized. Specific browser is needed to view the webpage. Text only mode does not work. Multimedia resources fail to work.

Identification of the Website is unclear. Layout is confusing or inappropriate. Backgrounds and text are not effective. Graphics are only decorative and are inappropriate (unrelated to purpose). Multimedia are unrelated to purpose. Too many unrelated links, or too few links. || <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.10 AL-ASBE-06.290.3.3.42.4.D.1.2 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.4 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.7 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.1.8 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.1 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.10 AL-ASBE-06.290.3.3.42.4.D.2.4 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.6 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.7 <span style="color: black; font-family: 'Times New Roman'; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">AL-ASBE-06.290.3.3.42.4.D.2.8 || Clearly related to educational purpose; Standards are clearly stated. Students are clearly guided in their use of the webpage for educational purposes related to locating, collecting, creating, producing, communicating and/or presenting information. Includes clearly outlined plan for use as well as a series of annotated/evaluated links both for the professional development of self/colleagues, information for parents and those specifically identified as meeting the variety of educational needs of the students (15 or more). || Related to educational purpose; Standards are stated. Students are guided in their use of the webpage for educational purposes related to locating, collecting, creating, producing, communicating and/or presenting information. Includes plan for use as well as a series of annotated/evaluated links both for the professional development of self/colleagues, information for parents and those specifically identified as meeting the variety of educational needs of the students (at least 15). || Unclear relationship to educational purpose; Standards are not clearly stated. Students are not clearly guided in their use of the webpage for educational purposes. Some annotated links are present, but not linked to educational use of students, colleagues or parents. ||
 * Educational Value (5, 41%) **
 * Educational Value (5, 41%) **