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OLD DOMINION UNIVERSITY • DARDEN COLLEGE OF EDUCATION
Dept. Of Educational Curriculum & Instruction [ECI]
Norfolk, VA 23529-0161
Syllabus • Spring 2005
Instructor: | John Hollenbeck, Ph.D. | Phone: | [757] 683-3850 |
Office: | 165-2 Educ. | Fax: | [757] 683-5862 |
Secretary: | 148 Educ. | e-mail: | |
Mailbox: | 148 Educ. | Website: | |
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| AIM: | drjohnonaim |
Contents
- Course Number
- Course Title
- Course Description
- Course Competencies
- Course Requirements
- Students with Special Needs
- Attendance Policy
- Course Evaluation
- Honor Pledge
- Office Hours
- Texts
- Outline of Topics/Schedule
- Cultural Diversity
- Field Experience Expectations
1. Course Number
ECI 304
return to top2. Course Title
Educational Applications of Computers
3. Course Description
Lecture 3 hours; 3 credits. A project-based course in which students study the relationship between contemporary learning theories and SOL- related classroom computer use. Addresses Technology Standards for Instructional Personnel (TSIP) competencies.
Purpose - Educator as a Professional
Old Dominion UniversityŐs major purpose in its education program is to prepare individuals who have knowledge of their discipline, ability to practice state-of-the-art instruction with students of various cultural and socioeconomic backgrounds and attitudes that reflect commitment to teaching and learning as well as lifelong professional growth and development. The Conceptual Framework, Educator as Professional, reflects the development of professional educators who can use their pedagogical and academic abilities to educate all students.
Introduction
This course will prepare students to use current technology for classroom management and content-area instruction, in accordance with Commonwealth of Virginia instruction technology mandates. Major emphasis will be placed on using technology to support instruction of the Virginia Standards of Learning. The integration of technology into instruction will be based on contemporary learning theories.
Research shows that the use of technology benefits educators from the standpoints of managerial chores and more effective teaching strategies. The purpose of this class is to provide pre-service educators with foundational information primarily on productivity computer use in instructional settings based on the (a) Virginia Department of Education=s Six-Year Educational Technology Plan, (b) the Virginia Standards of Learning, (c) the emerging Standards of Technology for Instructional Personnel and (d) current research. The course focus is two-fold. The first is to develop a personal model of learning grounded in contemporary learning theory, cognitive models and instructional design. The second is computer application skills including (a) learning and utilizing integrated software which includes word processing, databases, spreadsheets, draw, paint and presentations and (b) global communications.
Upon completion, students will possess adequate technology skills and a conceptual foundation that supports (a) continued life-long professional development, (b) potential technological leadership among peers, (c) research and (d) new instructional technology perspectives.
4. Course Competencies
Upon successful completion of this course, students should be able to:
- Examine and confront personal beliefs about the teaching/learning process and demonstrate acceptance of the technology/information age and imminent changes faced by future educators through synthesis papers and/or journals. Foundational information will come from various Virginia and National technology standards documents, class discussions, required books, and/or readings supplied by the instructor.
- Identify and apply the tenets of behaviorism, cognitivism and constructivist learning theories to classroom technology use.
- Describe a useful computer system based on minimum requirements. The description will include all needed components for contemporary computing including memory requirements for current operating systems and productivity software, capacities of storage devices, monitor sizes and specifications, printer options and telecommunication devices with approximate prices.
- and define important terms used in computer technology.
- Develop safe computing habits (e.g., anti-virus programs, password security issues).
- Develop strategies for teaching concepts and skills utilizing productivity tools leading to effective technology integration into the curriculum.
- Demonstrate concept mapping through the use of graphic organizers
- Summarize the major differences between drill & practice, tutorials, problem-solving software, simulations, educational games and exploratory environments.
- Use telecommunications for synchronous (e.g., NetMeeting, chat, Sametime) and asynchronous (e.g., email/listserv/discussion database) communication.
- Use the Internet as a resource and teaching tool
- Use an authoring tool to develop a hypermedia document for use in your classroom.
- Design examples that show how hyper/multimedia tools might be used as a media for student knowledge representation in your content area
- Demonstrate knowledge of copyright guidelines for intellectual material, software and media elements.
- Identify resources for adaptive/assistive devices and software for students with special needs
- Design, deliver and assess technology-based/assisted group learning activities for diverse student populations.
5. Course Requirements
Grade determinations will be made as follows:
Required Responses (Discussion board, reflective readings, etc.) | 15% |
Webwork Assignment | 25% |
Toolbox Assignment | 25% |
Software Evaluation | 5% |
Field Experience Journal | 5% |
Quizzes | 10% |
Final Exam | 15% |
ASSIGNMENT POLICY: All work is due on the assigned date (some assignments have multiple due dates). Work turned in late will receive an automatic 0. This policy is based on the cumulative nature of the course; each class builds on the previous class and late assignments typically cause students to fall behind. The instructor will consider valid, unavoidable emergencies on a case-by-case basis. Proof of emergency may be required.
TESTS: Tests will consist of written questions based on the textbook and other readings supplied by the instructor.
6. Students with Special Needs
In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should contact the instructor to discuss this accommodation.
7. Attendance Policy
Attendance is mandatory. Students missing more than 15% of class meetings may be failed.
Computer time will be required outside of normal class times. For those requiring use of a University computer, lab hours are posted on the door to room 130. These hours may vary depending on requested lab usage. Check the weekly schedule for changes. Qualified lab assistants staff Education Building labs, and they are your first resource for help. My office hours may be used for instructional help, and additional assistance can be scheduled if necessary. Those students beginning this course with little or no computer experience will be at a disadvantage and may need to spend significant extra time on a computer, especially during the first few weeks.
8. Course Evaluation
The final grade will be based on the following scale:
93 - 100 |
A |
90 - 92 |
A- |
87 - 89 |
B+ |
83 - 86 |
B |
80 - 82 |
B- |
77 - 79 |
C+ |
73 - 76 |
C |
70 - 72 |
C- |
60 - 69 |
D |
59 or below |
F |
Grades of + or - will be given at the discretion of the instructor.
Note: A grade of I indicates assigned work yet to be completed in a given course, or absence from the final examination and is assigned only upon instructor approval of a student request. The I grade can be given only in exceptional circumstances beyond the studentŐs control, such as illness. In these cases, the student is responsible for notifying the faculty member. The I grade becomes an F if not removed by the last day of classes of the following term (excluding the exam period) according to the following schedule: I grades from the fall semester become F's if not removed by the last day of classes of the spring semester; I grades from the spring and the summer session become FŐs if not removed by the last day of classes of the fall semester. An I grade may not be changed to a W under any circumstances. (Reference: 1992 - 94 Old Dominion University Catalog, page 34)
9. Honor Pledge
I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member if the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned. By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors.
The Honor System at Old Dominion University is based on individual integrity. This system assumes that every student will accept his or her role in the University community with a feeling of self-respect and duty. Lying, cheating and plagiarism all constitute violations of the Honor System. Each piece of work submitted by you such as homework and term papers must be your own work. As a member of our community of scholars at Old Dominion University, you are expected to adhere to the above pledge.
10. Office Hours
1:00 PM - 4:00 PM on Wednesday and Thursday
11. Texts
- Readings will be supplied online by the instructor and through student-lead research. There is no required text for this class.
12. Outline of Topics/Schedule
See Course Outline on the website http://jhollenbeck.com/courses/eci304/syllabus/sched.html
13. Cultural Diversity
This course explores the use of technology in public schools and places considerable emphasis on equality of available resources and potential bias in software selection. In review criteria for selecting software for classroom use, emphasis is given to that which reflects all nations, creeds, and races of equal and respected status. In terms of hardware availability, course emphasis is given to resources available made possible by new legislation.
14. Field Experience Expectations
Candidates in all professional educational programs must understand and apply the practices and behaviors that are characteristic of developing career teachers. In addition to a knowledge of their academic content and the instructional skills necessary to teach that content, teacher candidates must demonstrate the values, attitudes, and commitments of the developing professional educator and must consider the effects that these dispositions have on student learning. Therefore, in all observation and practicum experiences in the Darden College of Education, teacher candidates will be evaluated through the use of the professional attributes scale, as well as any specific instructional evaluation required for the experience. Addressed in this evaluation will be attendance, punctuality, oral expression, written expression, tact and judgment, reliability and dependability, self-initiative and independence, collegiality and interaction with peers, organizational skills, response to feedback, and interaction with students. Candidates who do not satisfactorily demonstrate these attributes may be withdrawn from the observation, practicum, or student teaching experience and/or the teacher education program.
Last modified Monday, September 4, 2006 3:15 PM