DATE AND TIME OF CLASS MEETINGS: Wednesdays 5:00 p.m. 7:30 p.m. Atwood II Rm 201

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1 The College of Education and Behavioral Studies School of Education Houston Baptist University Course Syllabus Educational Applications of Technology EDUC 5306 Spring 2015 COURSE DESCRIPTION A broad spectrum of technology application is explored including the use of word processing, software evaluation, Internet use, multimedia, and telecommunications. Technology is used for communication, management, teaching, and learning. Researching the roll technology plays in digital natives of today and how that influences teaching and learning will be examined with special emphasis on how to change digital immigrant teachers methodology and pedagogy. Students will also be exposed to and begin to demonstrate competencies related to the Master Technology Teacher Standards. COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE INFORMATION This graduate course is an important component of all C&I MEd programs here at HBU. Additionally, the course is included in the Educational Diagnostician, Educational Administration and Reading Specialist certification plans. It should be taken early in your master s degree program as you learn some prerequisite skills for successful completion of the M.Ed. DATE AND TIME OF CLASS MEETINGS: Wednesdays 5:00 p.m. 7:30 p.m. Atwood II Rm 201 INSTRUCTOR INFORMATION Name/Title: Dr. Justin T. Burris jburris@hbu.edu Office Phone: (M) Office Hours: By appointment The course website is You must check it for course updates! LEARNING RESOURCES Course Text: Howland, J., Jonassen, D., & Marra, R. (2012). Meaningful Learning with Technology 4 th Edition. New Jersey: Pearson. ISBN: Course Website: We will also use Blackboard to submit assignments: RELATION TO THE MISSION OF THE UNIVERSITY The mission of Houston Baptist University is to provide a learning experience that instills in students a passion for academic, spiritual, and professional excellence as a result of our central confession, Jesus Christ is Lord. In relation to the mission of the University, this course will give students the skills, expertise and confidence they need to increase the use of technology. This integrated use should help them ask they strive for professional excellence, while also providing their students with critical 21 st Century Skills.

2 The learning experiences in the courses throughout the School of Education Graduate Program support the Ten Pillars, especially, Pillar I (Build on the Classics), Pillar III (Embrace the Challenge of Christian Graduate Education), Pillar V (Increase our Cultural Impact through our faculty), Pillar VI (Renew our Campus, Renew our Community),and Pillar IX (Cultivate a Strong Global Focus). In relation to the stated goals and purpose of the School of Education, this course will equip graduate students with not only technology tools they can use in the classroom but also gain experience in creating and assessing student-centered technology lessons which will increase student achievement and motivation. RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES The mission of The School of Education is to prepare students to be effective professional educators who reflect Christ in their work and service. To accomplish this mission we will provide students with the following: the courses and mentoring necessary for a solid pedagogical grounding in the art, science and practice of teaching; essential learning experiences that will provide a sure foundation of knowledge and wisdom; and, An understanding of their Christian mission and calling as educators to influence individual students and the larger society. RELATION TO THE DEPARTMENTAL GOALS AND PURPOSES The mission of the Department of Curriculum and Instruction is to assist in the development of knowledgeable and effective teachers so they may realize their fullest potential in service to God and humanity. To accomplish this mission, we will provide students with the following: courses containing essential concepts and teaching strategies that reflect sound theories and research-based instructional practices as well as in depth content knowledge; courses designed to give students supported fieldwork experiences in local schools allowing them to put theory into practice; coursework and fieldwork designed to address the complex challenges of an increasingly diverse and technological society; and an enriched educational experience that allows students to develop a sound philosophy of education that reflects Christian values and ethical principles. COURSE LEARNING OBJECTIVES Upon completion of this course, students should be able to: 1. Compare and contrast digital immigrants and digital natives and identify how modern technologies such as computers and video can be used to engage learners in order to make meaning of learning. 2. Identify and explore ways to upgrade current teachers technology skills 3. Compare and contrast professional development and coaching models. 4. Perform and integrate basic computer operations including copying and saving files, navigating the desktop, editing video, creating web based tools, and troubleshooting basic problems into instruction.

3 5. List, apply create an instructional tool on copyright (and fair use) guidelines as they use media for instructing students and create instructional tools for themselves. 6. Identify, evaluate and use different educational software available free on the Internet (Web 2.0 tools) for instructional purposes. Create an online hotlist with these tools for easier integration. 7. Identify, describe and apply technology that facilitates meaningful learning. 8. Use Internet technology as a means of gathering, processing, and planning for meaningful learning in a technology rich unit of instruction where assessments guide the instructional procedures. 9. Create an online electronic portfolio in order to reflect, showcase and demonstrate teaching proficiencies (and/or Master Technology Teacher Standards). 10. Examine, compare and contrast current literature involving the Digital Generation, Brain Research, and Current Educational Technology Trends 11. Explore teacher requirements related to assistive technology. Foundational learning objectives, knowledge and skills required for all students seeking initial teacher certification are included in this course. SCHOOL OF EDUCATION REQUIREMENTS RELATED TO STATE AND NATIONAL STANDARDS The course learning objectives acquired through the experiences in this course -state and national standards including the TEA Standards for Pedagogy and Professional Responsibilities, the International Dyslexia Association (IDA) Standards for Reading, and Requirements of the Texas Administrative Code 9 (TAC ) and H.B Appropriate grade level TEA guidelines and TEKS are referenced as part of this course. A matrix at the end of this document indicates the TAC and H.B.2012 requirements addressed. A list of specific TExES competencies and International Dyslexia Association (IDA) Reading Standards for this course is presented below. A list of specific competencies for this course is presented below. A complete listing of SBEC Standards for all certifications including knowledge and skills statements may be found at: TExES Competencies Domain I Teacher designs instructional appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment. Domain III Implementing effective and responsive instruction and assessment. Technology Application Standards I-V All teachers use technology related terms, concepts, data input strategies and ethical practices to make informed decisions about current technologies and their applications. All teachers identify task requirements and apply search strategies and use current technology to efficiently acquire, analyze and evaluate a variety of electronic information.

4 OUTLINE All teachers use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of individuals and groups in problemsolving situations. All teachers communicate information in different formats and for diverse audiences. All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use and current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum. This course meets several standards for the Master Technology Teacher Certification. Standard I. The Master Technology Teacher effectively models and applies classroom teaching methodology and curriculum models that promote active student learning through the integration of technology and addresses the varied learning needs of all students. Standard II. The Master Technology Teacher selects and administers appropriate technologyrelated assessments on an ongoing basis and uses the results to design and improve instruction. Standard III. The Master Technology Teacher applies knowledge of digital learning competencies including Internet research, graphics, animation, Web site mastering, and video technology. The following topics will be explored throughout the course: 1. Current Trends and Issues in Educational Technology 2. Internet Resources and other Technology Integration 3. Learning with Technology (making meaning for the learners) 4. Copyright Laws and Multimedia 5. Software Applications (including Word Processing, Internet Use, Sound and Video, PowerPoint, Moviemaker, Inspiration) 6. Software Review and Evaluation A class by class outline can be found at the end of this syllabus. The content of this outline and the attached schedule are subject to change at the discretion of the professor. TEACHING STRATEGIES This course will be taught from a constructivist perspective utilizing hands-on experiences to enable the participants to develop the ability to create meaningful student-centered, technology-rich learning experiences for their own students. Strategies will include reading, lecture, demonstrations, small group activities, media, and presentations. ASSESSMENT OF LEARNING Foundational learning experiences required for all students seeking initial teacher certification are included in this course. School of Education Graduate Comprehensive Examination Each course in the graduate school program is designed to assist the student in the preparation of the required comprehensive examination taken after 24 semester hours in the program. The rigor of the comprehensive assessment demands the student to evaluate, analyze, and synthesize all learning experiences. By fulfilling course goals, objectives, knowledge and skills involved in learning experiences prepares the graduate student to be successful. This culminating assessment demonstrates the graduate student s capability to think globally regarding educational theory and practice as they become educational leaders in their chosen field of study.

5 Course Requirements ASSIGNMENT LEARNING OBJECTIVES ISTE-T STANDARDS Pts. Due Date Collage Objectives: 1 1A, 1B, 1C, 1D 30 January 28 Scrapbook Objectives: 2, 5 1A, 1B, 1C, 1D 30 February 4 Ch. 1 & 2 Graphic Organizer Objectives: 5, 6 1A, 1B, 1C, 1D 7.5 February 11 Ch. 4 & 5 Graphic Organizer Objectives: 5, 6 1A, 1B, 1C, 1D 7.5 February 18 -Classroom Presentation Objectives: 3, 5 2A, 2B, 2C, 2D 30 February 25 Internet Tool - Treasure Hunt/Subject Sampler Objectives: 2, 3 2A, 2B, 2C, 2D 30 March 4 Copyright Law Objectives: 2, 4, 7 4A, 4B, 4C, 4D 30 March 11 Iris Assistive Technology Assignment Objective 11 2B, 2C 15 March 11 Chapter 6 Online Discussion Objectives: 6 5A, 5C 15 March 11 Flipped Classroom Reflection Objectives: 5, 6 3A, 3B, 3C, 3D 15 March 25 TEASe Objectives: 2, 5, 6 2A, 2B, 2C, 2D, 3A, 3B 70 April 15 Graphing and Lesson plan Objectives: 5, 6 2A, 2B, 2C, 2D 30 April 22 Book Review Project Objective 10 5C 70 April 29 Rubric Development Objectives: 2, 6, 7, 10 2D 10 May 13 Unit/Portfolio Presentation Objectives: 1, 5, 6, 7, 10 2A, 2B, 2C, 2D, 3A, 3B 120 May 13 To calculate your grade, you should take total points earned and divide by total possible points. Grading Standards HBU Graduate Grading Scale: Assessments in this course are designed to correlate to the rigor and expectations addressed within the School of Education Graduate Comprehensive Examination =A; 90-93=A-; 87-89=B+; 83-86=B; 80-82=B-; 77-79=C+; 73-76=C; 70-72=C-; 69 and below=f It is the student s individual responsibility to be aware of his/her current grade standing in the class and to confer with the professor regarding any assessment concerns/questions during designated office hours. Participation in the University Symposium and Dyslexia Modules are a source of bonus credit for this course. More details will be provided at the appropriate time. Detailed descriptions/rubrics regarding every assessment are provided at the end of this syllabus and/or provided and discussed in class. Student Appraisal Students will complete faculty appraisal forms as regularly administered by the University.

6 CLASS POLICIES Absence and Tardy Policies: In the College of Education and Behavioral Sciences, students must attend at least 75% of class sessions in order to receive a passing grade in the course. This means that if more than three absences occur, the course grade will be F no matter what test and paper scores might be. Academic Accommodations: Students needing learning accommodations should inform the professor immediately and consult the Academic Accommodations section of the HBU Classroom Policy posted on Blackboard. Documentation of Difficulties If an education student fails to demonstrate an acceptable level of performance on one or more professional educator standards during any class or field experience, a form is filed in the Education Office (a PMID: Progress Monitoring & Intervention Documentation). If two such forms occur, a conference is held in which difficulties are identified and means for improvement are explored. [Sometimes specific interventions will be required.] A third form will result in a committee hearing to review difficulties and means for improvement and to determine conditions for continuance in the program. Professional standards include knowledge, skills and dispositions. Late Work Late work will be penalized. You should not miss any exams. If you are sick, you need to notify the professor in advance. The professor reserves the right to administer a different exam, deduct points for taking the exam late, and/or schedule the makeup for a later date. Missing an exam without giving prior notice will result in a zero for that test, with no makeup. There are so many assessment pieces in this course that I will NOT take any work late. If you miss something be sure to focus harder on the next assessment. PERSON RESPONSIBLE FOR DEVELOPING SYLLABUS Dr. Dawn Wilson Students are required to read the University Classroom Policy addendum to this course syllabus that is included on Blackboard. In addition to the class policies listed here, it includes basic class policies that apply in all HBU classes. Dr. Justin T. Burris November 15, 2014 Instructor s Signature Date

7 EDUC 5306 Course Outline Topic Technology Class 1 Course Overview Word Processing Class 2 21 st Century Schools, ISTE-T, ISTE-S, TEKS Digital Scrapbook Class 3 21 st Century Learning, Meaningful Learning Word Processing, Graphic Organizers Class 4 Digital Immigrants vs. Digital Natives Word Processing, Graphic Organizers Digital Literacy Class 5 s - Technology Integration s Class 6 Integrating Technology Internet Tools Web Design, Weebly Class 7 Copyright, Fair Use, Assistive Technologies Word Processing, PowerPoint, Discussion Boards Class 8 Flipped Classrooms Discussion Boards, Word Processing Class 9 Technology Enhanced Anticipatory Sets (TEASe) Movie Production Tools, s, YouTube, Vimeo, Discovery Education Class 10 Technology Enhanced Anticipatory Sets (TEASe) Movie Production Tools, s, YouTube, Vimeo, Discovery Education Class 11 Technology Enhanced Anticipatory Sets (TEASe) Movie Production Tools, s, YouTube, Vimeo, Discovery Education Class 12 Graphing, Spreadsheets Spreadsheet Tools (Excel), Class 13 e-portfolios, Unit Plan Web Design - Weebly Class 14 e-portfolios, Unit Plan Web Design - Weebly Class 15 Rubric Development Web design - Weebly, Rubistar Class 16 Final Exam *Course outline is subject to change. The most current outline can be found at:

8 Syllabus Statement COURSE ACKNOWLEDGEMENTS I am aware of all topics described in the course syllabus. These include, but are not limited to the following: course description; course sequence in the curriculum and prerequisite information; instructor information and learning resources; relation to the mission of the University and to the goals and purposes of the College of Education and Behavioral Sciences; course learning objectives; state and national standards covered (TExES competencies, IDA standards, etc.); topical outline and learning strategies;; assessment for learning: requirements & grading standards; HBU CLASS POLICIES: the University document posted on Blackboard; additional policies for this class: attendance, late work, missed tests and electronic devices; the possibility of changes to the syllabus. [The content of this syllabus and the attached agenda are subject to change at the discretion of the professor.] Professional Integrity Statement To maintain and uphold the highest level of professional integrity and honesty, cheating and plagiarizing are not allowed.. If a student cheats and/or plagiarizes, then the student will receive a 0 for the assignment and/or fail the course Cheating is a catch-all term for not doing your own work. Any attempt during a test to consult with notes or another person or to look at another s test constitutes cheating. If answers are shared in any way, both students will receive the same penalty for cheating. Using stolen tests or borrowed tests (any test that is not readily available to all members of the class) to study for an exam is cheating. Within the broader view of cheating is the idea of using someone else s work in place of your own. This is called plagiarism and is not allowed. DO NOT: copy another person s paper/project/work or part of that and turn it in as your own; copy a paper/project from the Internet and turn them in as your own; copy another paper/project (or cut and paste parts of Internet articles), make changes to it, and submit it as your own; include the work of others without documentation/reference (If seven or more words are taken directly from another source it must be quoted and referenced.); submit a paper/project or large parts of a paper/project you have done for another class at HBU or another institution to this class. (Always get a professor s approval before using a prior work or topic from a different class.); have someone write parts or all of your paper/project/work share your work with others; and, change references or make up references. falsify fieldwork documentation By signing this page, I affirm that I have read and understand the contents of this course Syllabus Statement, the Professional Integrity Statement, and the University Class Policies. I understand that at any time during the course, I may request clarification, if needed. Printed Name Signature Date [After reading the course syllabus and this page, please print and sign this form then turn it in to the professor.]

9 PPR Standard Course Correlation to Pedagogy and Professional Responsibilities and TAC * Curriculum Topic TAC I, III 1. Reading Instruction: II, IV 2. Code of Ethics Essential Components: Additional Information 1. Text Structure (organization) 2. Vocabulary teaching strategies 3. Identifying the word (root, prefix, suffix) 4. Fluency basic teaching strategies 5. Comprehension (finding main idea, summarizing, supporting details, synthesizing/making connections, inferences, making generalizations ) Texas Educators Code of Ethics TAC Ethics videos: Learning Experiences, Products &/or Assessments Graphic Organizer Book Study Trailer Online Discussions Web 2.0 Presentation Copyright Presentation Fair Use I, II, III 3. Child Development A variety of theories for child development. Graphic Organizers I, II, III, 4. Motivation A variety of theories & methods appropriate for teaching motivation. I, II, III 5. Learning Theories I, III 6. TEKS Organization, I, III 7. Content TEKS I, II, IV I, II, III I, III 8. State Assessment of Students & STAAR: Testing 9. Curriculum Development & Lesson Planning 10. Classroom Assessment and Diagnosing Learning Needs A variety of learning theories state.tx.us/teks/ click on Testing/ Accountability, click on Texas Essential Knowledge and Skills for much more information. Requirements, responsibilities, scoring, analysis & use of results A variety of theories & methods appropriate for teaching curriculum development & lesson planning. A variety of theories & methods appropriate for teaching formative assessment to diagnose learning needs & other types of classroom assessment. Internet Tool Digital Immigrants/Digital Natives TPACK Model TEKS Activity Graphing Assignment Technology Unit Plan TEKS Activity Graphing Assignment Technology Unit Plan TEKS Activity ISTE Standards Internet Tool Graphing Assignment Technology Unit Plan Online Discussions II, IV 11. Classroom Management A variety of theories & methods appropriate for teaching classroom management. Flipped Classroom I, II, III, IV III, IV I, III I, III, IV 12. Special Populations ELPS English Language Proficiencies iculum/biling/elps.html National Assoc. for Gifted Children Teacher Knowledge and Skills px?id=1863 TEA website resources cial.ed 13. Parent Conferencing and Communication Skills 14. Instructional Technology ECOnline/standtest/edstancertf ieldlevl.asp 15.Pedagogy/ Instructional Strategies I, II, III, IV 16. Differentiated Instruction A. ESL/ Bilingual /ELPS : Learning strategies, Listening,Speaking, Reading & Writing B. G/T: Learner characteristics and development, Instructional strategies, Sociocultural influences & Identifying GT C. Special Education: Acronyms/Terms, Modifications/ Accommodations, Inclusion, Parent Involvement, Discipline & Mental or emotion disorders including: characteristics of the most prevalent mental or emotional disorders among children, identification of mental or emotional disorders, effective strategies for teaching and intervening with students with mental or emotional disorders, including de-escalation techniques and positive behavioral interventions and support, and notice and referral to a parent or guardian of a student with a mental or emotional disorder so that the parent or guardian may take appropriate action such as seeking mental health services. A variety of theories and methods appropriate for teaching communication skills & parent conferencing. SBEC Technology Standards for All Teachers 1. Tech terms, concepts, data input strategies and ethical practices to make informed decisions about tech app 2. Identify task requirements, apply search strategies, use tech to acquire, analyze, and evaluate a variety of information 3. Use technology to synthesize knowledge, create and modify solutions, and evaluate results 4. Communicate in different formats. 5. Plan, organize, deliver and evaluate instruction that uses technology, and technology TEKS for students. A variety of instructional strategies suitable for all classrooms & for specific subjects and content. A variety of instructional strategies suitable for differentiating instruction. ISTE-S Flipped Classroom ISTE-S Flipped Classroom ISTE-S Flipped Classroom Online Discussions s Website Creation-Weebly Graphic Organizers Internet Tool Scrapbook Copyright TEASe Graphing Lesson Unit Plan e-portfolio Graphic Organizers Internet Tool TEASe Internet Tool Graphing Lesson Unit Plan

10 e-portfolio I, IV IV 17. Certification Test Preparation (6 clock hours required) Dyslexia: Detection and education of students with dyslexia [TAC RULE (4)] Legal & Employment Issues Testing study guides, standards, frameworks, competencies, practice tests TAC & H.B Requirements 1. Characteristics of dyslexia 2. Identification of dyslexia 3. Effective, multisensory strategies for teaching students with dyslexia Dyslexia Informational Power Point Dyslexia Handbook - English (PDF, 2.45 MB, outside source) Contract abandonment & the effect of supply & demand forces on the educator workforce in TX (including difficulty of getting jobs in the I 35 Corridor from Dallas/Ft Worth to San Antonio) TEKS Activity ISTE Standards Status of HBU program Pass rates & accreditation status IV I,II,III,I V Teacher & principal evaluation PDAS:: Skills & Expectations of Educators PDAS: the purpose & process, what is evaluated, what the evaluation instrument look like, how could you can appeal,: the PDAS Teacher Manual which is required to be given to all teachers. The skills that educators are required to possess, the responsibilities that educators are required to accept, and the high expectations for students in Texas NETS T ISTE Standards Graphic Organizers Internet Tool Scrapbook Copyright TEASe Graphing Lesson Unit Plan e-portfolio

11 RUBRICS Collage Rubric Criteria 10 Points 5 Points 0 Points Use of Top Ten Tips Used at least 8 out of the ten tips correctly and identified their use on a separate page Used at least 5 out of the ten tips correctly and identified their use on a separate page Used fewer than 5 of the ten tips correctly and identified their use on a separate page Page Coverage Entire page is covered with images and text Page is partially covered with images and text Page has lots of white space Creative Package About You Page is creatively designed to tell your story Page is designed and tells something about you Page does not tell about the author Graphic Organizer Collage Rubric Criteria 2.5 Points 1.5 Point 0 Points It is apparent that the creator read and There is some chapter content but Reflects Chapter(s) synthesized the chapter content by the it is rather sparse. Content comments and questions that were listed. Lots of appropriate diagrams are used to There is some use of diagrams as Creatively arranged make sense of the chapter's content. The the reader reflects on the into a graphic page is filled with content. content. Organizer is not thorough. organizer Reflecting questions. The reader is reflecting on the content and raises questions on his/her own about the content and its application There is at least one question posed. The content of the chapter is poorly reflected. There is only a narrative form of reflection on the chapter content. Not enough content. There is no real reflection going on - only summary.

12 Scrapbook Rubric Criteria 10 Points 5 Points 0 Points Internet sites Found at least 10 websites for the unit and described the content at each site. 5 informational sites 5 educational sites (Treasure Hunts, Subject Samplers, WebQuests, Interactive Games, Virtual Field trips etc) Listed 8-10 websites and wrote a brief description of the content for each site. Used fewer than 8 websites and didn't describe the content. Images Copied and pasted at least 10 images that can be used in your unit. Copied and pasted 8-10 images that can be used in your unit. Copied and pasted less than 8 images that can be used in your unit. Activities or Lesson Plans Found and included at least 5 activities or lesson plans on your unit topic. Included at least 3 activities or lesson plans on your unit topic. Didn't include more than a couple of activities or lesson plans Copyright Presentation Criteria 10 Points 5 Points 0 Points Copyright Infringement Content Infringement is defined and explained in within the classroom setting. There is mention of infringement but it is not explained in the classroom context. No definition or explanation. Fair Use Fair Use is detailed and the terms are explained. Fair Use is defined but the exact detail are left out. No mention of Fair Use. Copyright Infringement for Students Copyright is related to students and their project/products and guidelines are discussed. Copyright is related to students but guidelines are missing. There are no discussions related to student copyright guidelines.

13 Chapter 6 Online Discussion Criteria 3.75 Points 2 Points 0 Points Posts response to Question 1 Posts response to Question 2 The response to the question shows insight and higher level thinking (analysis synthesis) and gives something new to consider. The response to the question shows insight and higher level thinking (analysis synthesis) and gives something new to consider. The response is thorough The response is thorough Doesn t answer the question. Doesn t answer the question. Posts response to Question 3 Response to 2 other student s responses The response to the question shows insight and higher level thinking (analysis synthesis) and gives something new to consider. Response to 2 classmates initial posts demonstrates thinking about initial response and offers additional resources or solutions The response is thorough There are 2 responses but they are rather shallow Doesn t answer the question. No responses to classmate s discussion Criteria 10 Points 5 Points 3 Points What can the tool do? Provides full details of what the tool can Provides some details of what the do. tool can do. can do. How can students use the tool? *Describe the educational uses for the tool. Include subject, grade level, etc. Sample / Demonstration *A sample is a sample that you created. Tutorial *A tutorial of how others can use the tool. Provides a full description of ways students can use the tool. Provides a sample or demonstration of the tool. Provides a complete and detailed tutorial of how others can use the tool. Provides some description of ways students can use the tool. Provides a short or brief sample demonstration of the tool. Provides some details of a tutorial of how others can use the tool. Provide little or no details of what the tool Provides some description of ways students can use the tool. Does not provide a sample demo of the tool. Does not provide a tutorial.