1 IST 611: Information Technologies in Educational Organizations BASIC INFORMATION: Instructors: SPRING 2009 SYLLABUS Section 1 Section 2 Pam Berger Steven Nabinger (315) Skype: pamberger Second Life: Portia Bechir For LMS assistance, please contact COURSE DESCRIPTION: Peggy Brown, LMS Administrator School of Information Studies 245E Hinds Hall (315) In this interdisciplinary survey course, students will study issues related to information technologies used in educational settings, and will gain experience with a variety of technology tools relevant to educational contexts. Students are expected to be selfdirected and self-motivated in learning to use a range of information technologies. Students will be introduced to a variety of technologies used in education and training, such as web-based social software, mapping, gaming and virtual environments. While assistance in learning to use these tools is available, direct, hands-on instruction in specific information technologies is not included in the course content. Emphasis will be balanced between knowledge about information technologies and the use of information technologies in a range of settings. Students will participate in weekly class discussions, act as educational consultants to evaluate websites for practitioners, work with partners to evaluate the educational potential of Web 2.0 technologies, and work together in small teams and/or with practitioners on a major technology-based project in order to gain practical experience in an educational organization. Presentations by guest experts and practitioners may also be incorporated. This online course will begin on Monday, January 12, Discussions and activities each new week will begin on Mondays. A complete course schedule is included at the end of this syllabus.
2 LEARNING OBJECTIVES: Understand the roles of the school library media specialist in the application of technology for meeting curricular, faculty, and organizational needs and requirements. Demonstrate the ability to design, manage, and evaluate technologies used in a learning environment. Describe methods of determining the appropriateness and effectiveness of implementing and using a variety of self-contained and distributed technologies within a range of learning environments. Demonstrate knowledge of the impact of technology on information services and instruction for diverse learning audiences. Demonstrate the ability to synthesize information presented by a variety of researchers and practitioners in course seminars and readings. Understand the uses of emerging technology for teaching and learning purposes. Successfully complete site-based technology-related team projects for clients. Use computer-based collaborative software as one method for team interaction. Recognize appropriate strategies and resources, including new and adaptive technologies, which can be used to assist students with diverse learning abilities, styles, and needs. Develop skills in collaboration with other professional staff to support instruction through services that enhance the learning and independence of diverse audiences. Recognize the importance of local, state, and federal policies, standards, legislation, regulations, additional funding sources, and certification in providing guidance for planning and assessment. PREREQUISITES: To achieve success in this course, students will need to possess basic computer skills including, but not limited to, word processing, using and attachments, basic Internet searching techniques, basic Learning Management System (LMS) skills, Wiki, and plug-in installation (e.g. Adobe Reader). Students are required to have Internet access and accounts. Students lacking these skills are advised to acquire these skills immediately or drop the course until such skills are attained. ONLINE OFFICE HOURS: For issues related to IST 611, Professor Berger will hold office hours on skype on Wednesdays from 5:00 pm to 6:30 pm. Professor Nabinger will hold office hours online on Thursdays from 6:30 pm to 8:00 pm.
3 COURSE LMS WEBSITE: This course uses Learning Management System, a Web-based learning environment, to permit ongoing instructor-student and student-student communication and to facilitate some class discussions and assignments. The course LMS website is located at The user name is your address prefix. (For example, if your address is your user name would be jsmith.) The initial password is orange. Once students are logged in, please change this password. Further directions for using LMS and accessing the website will be provided. If students experience any technical difficulties during this course, please contact both the instructor and Peggy Brown, LMS Administrator. We will also be using a wiki located at You will receive an invitation to join the website. ACADEMIC INTEGRITY The academic community of Syracuse University and of the School of Information Studies requires the highest standards of professional ethics and personal integrity from all members of the community. Violations of these standards are violations of a mutual obligation characterized by trust, honesty, and personal honor. As a community, we commit ourselves to standards of academic conduct, impose sanctions against those who violate these standards, and keep appropriate records of violations. The academic integrity statement can be found at: STUDENTS WITH DISABILITIES In compliance with section 504 of the Americans with Disabilities Act (ADA), Syracuse University is committed to ensure that no otherwise qualified individual with a disability shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity If you feel that you are a student who may need academic accommodations due to a disability, you should immediately register with the Office of Disability Services (ODS) at 804 University Avenue, Room 308 3rd Floor, or (TTD only). ODS is the Syracuse University office that authorizes special accommodations for students with disabilities. TEACHING AND LEARNING METHODS: A variety of teaching and learning methods may be used in this course including, but not limited to, online learning modules, synchronous discussions (chat and one-on-one instant messaging), asynchronous discussions (discussion boards), , and hands-on activities. Students will work independently and in collaborative teams on class activities, discussions, and course assignments using a range of technologies.
4 COURSE REQUIREMENTS: All students are expected to participate in all class and online activities, and to complete all course assignments and readings on time. Students needing an extension of the assignment deadline are expected to notify the instructor in advance. Final grades of assignments submitted late without prior permission of the instructor will be lowered one-half point per day the assignment is late. REQUIRED COURSE MATERIALS: There is no required textbook for this course. A list of assigned and recommended course readings and other learning materials will be posted on LMS. Students will be asked to locate relevant readings and learning materials on topics covered in this course for class discussions, assignments, and other activities. ASSIGNMENTS: During Week 1 (January 12, 2009 through January 18, 2009), students will create a voicethread to post a brief biography and interact. The voicethread can be created at For further instructions, see the first learning module. Each student will be evaluated based on four assignments. Each assignment is intended to offer the student a different type of learning experience. A description of each assignment, as well as its value and due date, is provided below. All assignments must be submitted by 11:30 PM on the indicated due date. All assignments must be submitted to the LMS Assignment Dropbox or other specified destination. Final grades of assignments submitted late without prior permission of the instructor will be lowered one point per day the assignment is late. Grades of incompletes will be allowed only in extreme situations. Each assignment will be graded using a rubric designed specifically for that assignment and based on learning objectives and competencies. The grading rubrics for each assignment are available on LMS. Each rubric indicates a target number of points for that assignment, as well as an acceptable and unacceptable number of points. The acceptable level is the minimum number students need to pass the course. Students should strive to achieve as close to the target level as possible. (Students will notice that a perfect score for each assignment s grade can only be attained if the target outcomes are achieved.) NOTE: It is highly recommended that students carefully reread the syllabus before submitting each assignment in order to be certain that all specified requirements have been fulfilled.
5 Assignment 1: WEBSITE EVALUATION [15 points] This assignment begins on Tuesday, January 20, 2009 and ends on Sunday, March 29, This assignment presents students with a real-life opportunity to help a specific school or other educational organization improve the quality of their website by acting as an evaluation consultant. For this assignment, students will fulfill two tasks: (1) reporting the results of a website evaluation (described below), and (2) revising a comprehensive evaluation report. Task #1 Reporting the Results of a Website Evaluation [10 points] During Week 1 (January 12, 2009 through January 18, 2009) students will be assigned a specific, real website to evaluate for a real client. Each website has been submitted by an educator who will use the students feedback to make actual changes and improvements to the website. In addition to performing in this role, students must also recruit two other individuals (adults that may or may not be in this class) to use specific instruments to evaluate the same website in order to avoid biased evaluation. The website evaluation will be conducted using two instruments: Small and Arnone s Website Motivational Analysis Checklist (WebMAC) Professional Version Arnone and Small s Content Validity Scale These instruments allow students to pinpoint both specific and more general areas in need of improvement regarding their assigned website. Both instruments are posted on LMS. Once students and their recruits have evaluated the assigned website using both instruments, students will synthesize the evaluation results from both instruments (separately) and write a comprehensive evaluation report (approximately 4-6 pages long) for the client. In this report, students will describe the instruments, their methods, the results, and offer constructive suggestions for improvement based on the evaluation results. The comprehensive evaluation report should be written professionally, and should be free of typographical, grammatical, and spelling errors. Points will be deducted for poor grammar and syntax. Students with weak writing skills are encouraged to seek help from a friend or family member who can act as an editor.
6 The comprehensive evaluation report should include the following sections: The Title and URL of Assigned Website; The Name, Title (Evaluation Consultant), and Address of the Student; Goals and Learning Objectives of the Project; A General Description of the Website; o What is the purpose of the website? o Who is its intended audience? o What content does the website contain? o Does the website have any special or unique features? A Brief Description of the Evaluation; o What criteria/method for evaluating the website was used? o What instruments were used? o Who evaluated the website? What are their titles? No names (other than that of the student in this course) should be used! o How was the data analyzed? Synthesis of Overall Findings; Recommendations/Suggestions for Improvement; Reflection on the Experience; and o Why is evaluating websites important? o What suggestions do students have for additional or alternative criteria for evaluating websites? References and Resources o Both website evaluation instruments. o Any additional resources used. The comprehensive evaluation report will first be submitted to the LMS Assignment Dropbox by Sunday, March 1, The instructor will review this submission and provide feedback and suggestions for revisions, where necessary. Task #2 -- Revising a Comprehensive Evaluation Report [5 points] Students will make necessary revisions and submit their revised comprehensive evaluation report to the LMS Assignment Dropbox by Sunday, March 29, At this time, the instructor will send students the address of the client so that students may send them the revised comprehensive report as well. Students must cc the instructor on this in order to receive full credit for this task. Assignment 2: COLLABORATIVE TECHNOLOGY PROJECT [35 points]
7 This assignment begins on Monday, January 26, 2009 and ends on Sunday, April 19, This assignment presents students with an opportunity to apply their newly-gained technology-related knowledge and skills to a real educational context. (Students are encouraged to combine this assignment with a fieldwork or practicum project whenever possible.) Students may work with up to three other students in this class and/or with one or more site-based practitioners (classroom teachers, school library media specialists, trainers, managers, administrators, etc.) to develop and implement technology solutions to an identified need in an educational setting. Students wishing to use their own educational workplace as the site of their collaborative technology project may do so. Where appropriate, students should incorporate visual images and/or sound into their final projects. Each collaborative team should meet very early in the semester in order to clarify the goal(s) and scope of the project, establish a timeline for completing the project, and assign team members specific project responsibilities. Students are encouraged to use LMS, , telephone, videoconferencing, face-to-face communication, synchronous chats, wikis, and/or any other communications methods available to collaborate. As responsible project managers, students are expected to share the goals, timeline, and responsibilities with their contact(s) at their educational site. For this semester-long assignment, students will fulfill two tasks: (1) post two progress reports to the appropriate class discussion boards (described below), and (2) post a final report describing, in detail, the completed project to the appropriate class discussion board and the LMS Assignment Dropbox. Task #1 Progress Reports [5 points each] Each team will post a progress report on the status of its collaborative technology project to the appropriate class discussion board (so that every student may read about projects being completed for this class) on the following dates: February 22, 2009 and March 22, Progress reports should be written professionally, and should be free of typographical, grammatical, and spelling errors. Points will be deducted for poor grammar and syntax. Students with weak writing skills are encouraged to seek help from a friend or family member who can act as an editor. In each progress report, the following information must be included: Title of Collaborative Technology Project;
8 Names and Responsibilities of Project Team Members; Goal and Context of Project; Accomplishments Thus Far on the Project; Timeline for completing the project; and Any Issues, Insights, or Problems Regarding the Project. After both progress reports have been submitted to the appropriate class discussion boards, please submit copies of both progress reports to the Assignment Dropbox, as well. Task #2 Final Report [25 points] Each team will post a final report describing, in detail, the completed project to the appropriate class discussion board (so that every student may read about projects being completed for this class) and the LMS Assignment Dropbox on Sunday, April 19, The final report should be written professionally, and should be free of typographical, grammatical, and spelling errors. Points will be deducted for poor grammar and syntax. Students with weak writing skills are encouraged to seek help from a friend or family member who can act as an editor. The final report should include: Brief Summary of the Overall Collaborative Technology Project and Project Team; Needs Assessment; o How did students know there was a need for this project? Goals and Learning Objectives of the Project; Target Audience; Technology or Technologies Used to Complete This Project; Challenges Faced; Results; o Students must include what went well and what students would have done differently. Reflection on the Experience; and o Students must include how their approach to collaboration and project implementation assisted educators and/or students to learn and to use technology for learning. A Pointer to or Inclusion of the Completed Project. Assignment 3: CREATING A CLASS WEB 2.0 WIKI [30 points] This assignment begins on Monday, January 12, 2009 and ends on Sunday, March 8, 2009.
9 A wiki, from the Hawaiian word for fast, is a simple website that allows any visitor to add, delete, or edit its contents, depending on the rights the wiki owner assigns. The power of a wiki is its ease of use - it s as simple as using a word processor. Wikis are commonly used to create a repository for group knowledge. In this class, students will use a wiki to collaboratively create a website of the educational applications of various Web 2.0 technologies for future reference. Students will work in assigned pairs to research Web 2.0 technologies. Student partners must submit a list of three choices of Web 2.0 tools from the posted list by Thursday, January 15 th, Instructors will do their best to match student partners with chosen Web2.0 technologies, but no two student-pairs will be assigned the same technology. Instructors will make Web 2.0 technology assignments by Sunday, January 18 th, This assignment consists of four tasks. (1) Students will describe and explain the technology. (2) Students will give specific curriculum examples of how this technology would support learning in an educational setting. (3) Students will create a tutorial to help others use this technology. (4) Students will compose personal reflections on the usefulness of this tool in education. Each task will first be submitted to the assignment dropbox for grading. Once students have received instructor feedback, they need to make necessary revisions and post to the class wiki within two weeks ( in order to receive credit. Deadlines below refer to the date each task must be submitted to the assignment dropbox. Task #1 Describe and explain a Web 2.0 technology [6 points] Each pair will submit a description of their Web 2.0 technology to the assignment dropbox by Sunday, January 25 th, This short (2 page) report should include the following sections: The Title and URL of the Assigned Technology; Description of Technology and explanation of what makes it a Web 2.0 technology Outline of the technology s strengths, weaknesses, and special features Links and Comparison to Similar Web 2.0 Tools The description should be written professionally, and should be free of typographical, grammatical, and spelling errors. Points will be deducted for poor grammar and syntax. Students with weak writing skills are encouraged to seek help from a friend or family member who can act as an editor.
10 Task #2 Link the technology to curriculum [6 points] By Sunday, February 1, 2009 each pair will submit a short (2 page) report outlining how their technology would support learning in an educational setting. Students will select two learning standards from the New York State Core Curriculum ( Learning standards can be taken from any subject area and any educational level (elementary, intermediate, and commencement), but the two standards selected should be from different subject areas and different educational levels. Students will then describe an activity in which teachers could use their Web 2.0 technology to help students meet that learning standard. Each activity should also meet at least one of the AASL Standards for a 21 st Century Learner and one of the ISTE National Educational Technology Standards as posted on the class LMS Website. NOTE: The instructors will be available to provide assistance with accessing and interpreting the New York State Learning Standards as well as the AASL and ISTE standards. School library media specialists are called upon to teach information skills in the context of helping students meet learning standards in any core curriculum area. This task will give students experience in conceptualizing such activities. Students are not expected to write up a formal lesson plan for these activities. However, the report should be written professionally, and should be free of typographical, grammatical, and spelling errors. Points will be deducted for poor grammar and syntax. Students with weak writing skills are encouraged to seek help from a friend or family member who can act as an editor. The report should include the following sections: The Title and URL of the Assigned Technology; Description of the first activity; o Role of Web 2.0 technology o New York State Learning Standard addressed Core Curriculum area Educational level o AASL Standard for the 21 st Century Learner addressed o ISTE National Educational Technology Standard addressed Description of the second activity; o Role of Web 2.0 technology o New York State Learning Standard addressed Core Curriculum area Educational level o AASL Standard for the 21 st Century Learner addressed
11 o ISTE National Educational Technology Standard addressed Conclusion discussing how Web 2.0 technology makes these standards easier to address or makes the activities more interesting/meaningful than do standard technologies Task #3 Creating a Tutorial [8 points] Students will create a tutorial showing others how to use their Web 2.0 technology. The tutorial must be downloaded to the assignment drop box by Sunday, February 15, The tutorial will be created with using a technology called Jing. Jing is a program available to download for free from Jing enables you quickly and easily capture any area of your screen as an image or video, add sound if you wish, and then share it with anybody. More information on how to use Jing will is available on the course LMS website. The tutorial should include enough detail to enable any user with standard computer skills to access and successfully use your Web 2.0 technology. At a minimum it should include the following information: How to access the Web 2.0 technology; An explanation of the purpose of the technology; A tour of the technology s features; Step-by-step instruction on how to utilize the technology. Task #4 Personal Reflection [10 points] Each student will use a Web 2.0 tool (not necessarily the tool they have been assigned) to compose a personal reflection on the usefulness of their assigned Web 2.0 technology in an educational setting. This reflection can be in written, audio, or visual form. The personal reflection must be downloaded to the assignment drop box by Sunday, March 8, The intent of this task is for each of the students to thoughtfully ponder Web 2.0 technology. In doing so, students should discuss their experience within the constraints of the given assignment. Students should also consider the utility their Web 2.0 technology for pre-service and current educators. The reflection should end with a bibliography of at least three current articles on the educational uses of their Web 2.0 tool. This reflection should include the following sections: What did I learn from this experience? How can this Web 2.0 tool help educators?
12 Bibliography. Assignment 4: TECHNOLOGY ISSUE DISCUSSION [20 points] This assignment begins on Tuesday, January 20, 2009 and ends on Sunday, April 26, For this semester-long assignment, students will fulfill two tasks: (1) guiding a group discussion (as described below), and (2) participating regularly in group discussions. Task #1 Guiding A Group Discussions [8 points] During Week 1 (January 12, 2009 through January 18, 2009) students will be assigned a Technology Issue Discussion Group and a group discussion to guide for a specified week in the semester following the guidelines presented below. Before the week begins, students must locate 2-3 relevant electronic resources (online journal articles, websites, etc.) that will help other students learn more about the topic (e.g. countering viewpoints, authentic examples). In this way students gain experience selecting key background materials to enhance an asynchronous online discussion. At the start of the discussion week students will provide a short annotated bibliography (i.e. one sentence dealing with the relevance of each electronic resource) as well as 2-3 essential questions to encourage meaningful discussion of the assigned topic. Essential questions do not have obvious correct answers and inspire higher-order thinking, such as analyzing, synthesizing, and evaluating. As the week progresses, students will respond to questions and discussion posts as appropriate. In this way students gain experience managing an asynchronous online discussion. At the end of the week students will summarize the group s discussion and post 4-6 key points in a bulleted format on the Group Discussion Summaries discussion board. In this way students gain experience summarizing an asynchronous online discussion. Task #2 Participating Regularly in Group Discussions [12 points] Students are expected to participate regularly in weekly group discussions. In order to succeed in this class, students should plan to check the class discussion boards often during each week. Each discussion board will be open for one week only, after which it will be locked. During some weeks, there may be more than one group discussion topic. Students are
13 required to participate in all group discussions. Students are encouraged to keep up with the discussions each week. Participation will be assessed based on the student s substantive contribution to the discussion; i.e. quality not quantity of postings. Credit will not be given for short, perfunctory messages (i.e. Me, too, or I agree ). Neither will credit be given for long, rambling posts that go offtopic. Each week, students should contribute a minimum/maximum of one original posting and one response to a group member s posting per discussion topic. Students may include in their postings reflections on activities or presentations, critiques of assigned readings, and personal anecdotes of the impact of the discussion topic in an educational setting, etc. Postings should be limited to one or two paragraphs. NOTE: The course instructor will monitor all discussion and may occasionally participate by offering comments to correct any misinformation or false perceptions, provide relevant anecdotes, and/or give informative feedback. REVIEW OF CLASS ASSIGNMENTS
14 Assignment 1: Website Evaluation Assignment 2: Collaborative Technology Project Assignment 3: Class Web 2.0 Wiki Assignment 4: Technology Issue Discussion Assignment Value Date Due Task #1 Reporting the 10 points 3/1 Results of a Website Evaluation Task #2 Revising a Comprehensive 5 points 3/29 Evaluation Report Task #1 Progress Reports 10 points 2/22, 3/22 Task #2 Final Report 25 points 4/19 Task #1 Describe and explain the Web points 1/25 tool, etc. Task #2 Explain how the tool supports 6 points 2/1 learning, etc Task #3 Create a step-by-step tutorial on 8 points 2/15 how to use the tool Task #4 Personal reflection and 10 points 3/8 bibliography Task #1 Guiding Group Discussions in 8 points 1/20 4/26 Assigned Roles Task #2 Participating Regularly in 12 points 1/20 4/26 Group Discussions TOTAL: 100 points GRADES: points A points A points B points B points B points C points C points C- Below 65 points F
15 NOTES TO STUDENTS: Students who may need special consideration because of any sort of disability should make an appointment to contact the instructor(s) during office hours or via or telephone. Undergraduate, graduate, and doctoral students enrolled in IST courses are required to follow the guidelines for academic honesty described in the School of Information Studies Statement on Academic Integrity, available in the IST Student Handbook or online at or on request at the IST Student Services Office located in 114 Hinds Hall. Academic dishonesty includes, but is not limited to, plagiarism, cheating on examinations, unauthorized collaboration, multiple submissions of work, misuse of resources for teaching and learning, falsifying information, forgery, bribery, and any other acts that deceive others about one s academic work or record. Students who are new to the University must learn our standards of academic practice. Students who have questions about what constitutes academic integrity should consult the document mentioned above, their faculty advisors, and the instructor. Students should also be aware that standards for documentation and intellectual contribution may depend on the course content and method of teaching, and should consult the instructor for guidance. CLASS SCHEDULE: Week 1: January 12, 2009 through January 18, 2009 Welcome and Introduction to IST 611 Discussion Topics Technology, learning, and school libraries; Student Biographies Preparation: Skype & Twitter. Send instructor top three choices of Web 2.0 tools for Assignment 3 (w/ student partner) Week 2: January 20, 2009 through January 25, 2009 (No participation required Monday the 19 th in honor of Dr. King s birthday) Web 2.0 Discussion Topics Web 2.0 and Learning Preparation: Diigo Assignment 4 (Skype sessions); Assignment 3, Task #1 Week 3: January 26, 2009 through February 1, 2009 Discussion Topics Communications Internet Telephony (VOIP); Microblogging.
16 Preparation: Google Educator. Assignment 4; Assignment 3 Task #1 Week 4: February 2, 2009 through February 8, 2009 Discussion Topics Social Bookmarking Folksonomy and Taxonomy Preparation: Google Reader, Teacher-Librarian Ning. Assignment 4 Week 5: February 9, 2009 through February 15, 2009 Discussion Topics Blogging & RSS Blogging & RSS Preparation: Facebook, Good Reads Assignment 4; Assignment 3 Task #3 Week 6: February 16, 2009 through February 22, 2009 Discussion Topics Social Networking Collaboration, Communication, and Connections Preparation: ICDL Assignment 4; Assignment 2 Task #1 Week 7: February 23, 2009 through March 1, 2009 Discussion Topic Technology and Reading Literacy Implications of Technology Preparation: Zoho Notebook Assignment 4; Assignment 1 Task #1 Week 8: March 2, 2009 through March 8, 2009 Discussion Topic Content Collaboration Collaboration: Conversations and Connections Preparation: Podcasting Assignment 4; Assignment 3, Task #4 March 9, 2009 March 15, 2009: Spring Break Have Fun & Relax!
17 Week 9: March 16, 2009 through March 22, 2009 Discussion Topics Podcasting Listen to Me! Preparation: Google Earth Assignment 4; Assignment 2 Task #1 Week 10: March 23, 2009 through March 29, 2009 Discussion Topics Mapping Curriculum Implications for Mapping Preparation: Second Life Assignment 4; Assignment 1 Task #2 Week 11: March 30, 2009 through April 5, 2009 Discussion Topic Virtual Environments Migrating to Virtual? Assignment 4 (held in Second Life) Week 12: April 6, 2009 through April 12, 2009 (No participation required Friday the 10 th through Sunday the 12 th in honor of Easter Weekend.) Cyber Security, Ethics, and Safety Discussion Topic Cyber safety for Kids Assignment 4 Week 13: April 13, 2009 through April 19, 2009 Game Based Learning Discussion Topic Teaching and Learning with Games Assignment 4; Assignment 2, Task #2. Week 14: April 20, 2009 through April 26, 2009 (No participation required Tuesday the 21 st in honor of Mayfest.) Leadership and Technology Discussion Topic What s the Teacher-Librarian s Role in Supporting Web 2.0 Learning? Assignment 4 Week 15: April 27, 2009 through May 3, 2009
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