THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize and deliver our programs; hence they are central to our vision of professional educators and scholars. These include: Interculturalism Interrelatedness Inquiry Pedagogical Leadership Mission Statement To prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, and human development. To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner. To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to scientific educational, economic, and social change. Vision Statement The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and internationally respected college in the areas of science, mathematics, educational technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the school system but for other economical and service areas which require training, human resources, development and life-long learning. Teacher preparation programs of the College of Education will be central to the mission of the University and will have national prominence. It will be at the forefront in programs for English Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to close the student achievement gap. All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the leadership and service they provide to the local, regional, and national educational communities in the previously mentioned areas. Note: Please be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will receive one survey in the final semester prior to graduation regarding the operations of the unit during your time here. A second survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This survey will focus on the preparation received at UTB. Please remember that your response to these surveys is critical to UTB excellence.
College of Education Department of Teaching, Learning and Innovation EDTC 3310: Introduction to Technology SYLLABUS Prerequisite: None Program Coordinator: Email: Telephone: Maria Elena Corbeil, Ed.D. mariaelena.corbeil@utb.edu (956) 882-4200 Office: EDBC 1.328 Office Hours: Class Location: Class Day & Time: Instructor: Monday, Wednesday, & Thursday 9:00 a.m. to 12:00 p.m. Other days: By appointment This class is offered fully online. Please log in to: http://myutb.blackboard.com to access, and participate in the course. There are no designated meeting days and times for this course. Please log in to the course and carefully review the course Syllabus, Calendar, and Projects pages to become familiar with the course requirements and deadlines. Please contact me if you have any questions. The instructor for the course is listed on the Course Schedule. Please note that the instructor may change prior to the first day of class. If you have any questions regarding this course, please contact the program coordinator. COURSE CATALOG DESCRIPTION The phrase, educational technology, has been used by many educators as a means to introduce technology into education. However, the efforts to introduce its origin and contributions to society have been futile. Hence, the purpose of this course is to provide an introduction to the field and its impact on teaching and learning. Historical and current perspectives are examined, as well as emerging trends and issues. The application of innovative instructional technologies are introduced in this project-based course. Level: Undergraduate. Credit hours: 03. Suggested workload: 10-12 hours per week. 2
REQUIRED RESOURCES Textbook Title: Trends and Issues in Design and Technology (3rd Edition) Authors: Robert A. Reiser and John V. Dempsey Year: 2011 Publisher: Allyn and Bacon ISBN-10: 0-13-256358-4 (paperback) Computer Requirements In order to successfully complete this course, you MUST have access to a computer with Internet access and an email account. You should expect to spend several hours a week accessing course material, completing assignments by email, and participating in Internetbased activities. Student Web Account In this course, you will also be creating various online projects. In order to share these products with your classmates and instructor, they must be saved in an appropriate Webbased format (such as HTML, PDF, MP3, WMV, FLASH, etc.). Your projects will be uploaded to a web server and shared with the class and instructor. If you do not have a web account, you must request one during the first week of class. Contact the UTB Virtual Help Desk to request your new web account. Go to How Do I Request a Student Website? If you need immediate assistance you may call the Toll Free Number: 1-882-HELP (4357). Recommended Software You will be developing a series of Web-based instructional products in this course and in future EDTC courses. We are recommending that students use SoftChalk Lesson Builder for creating their web-based instructional resources. You may purchase the software directly from the SoftChalk web site for a student discount price of $150 or you may purchase the software from the UTB Bookstore at a reduced price. Contact the bookstore at (956) 882-8249. You may download a free 30-Day trial of the program to try before you buy. Click here for a SoftChalk Lesson Builder Tutorial. Email Account All students should have their own email account. Due to the high volume of email correspondence that will be associated with this course, you might want to set up a separate email account to handle and manage your messages. Go to the Free Email Address Directory to help you find an e-mail provider that suits your needs. Important: Verify and update your email account on Scorpion Online. Click here to learn how. 3
COURSE CONCEPTUAL FRAMEWORK & KNOWLEDGE BASE Course Description Expanded and Purpose of the Course The phrase, educational technology, has been used by many educators as a means to introduce technology into education. However, the efforts to introduce its origin and contributions to society have been futile. Hence, the purpose of this course is to provide an introduction to the field and its impact on teaching and learning. Historical and current perspectives are examined, as well as emerging trends and issues. Topics include examining the history of instructional design, instructional design models, the epistemology and design of learning environments, knowledge management, instructional designers roles in education and industry, and the emerging instructional technologies. The application of innovative instructional technologies are introduced in this project-based course. Course Objectives After successfully completing the course, the learner will be able to: COURSE OBJECTIVES 1. Incorporate innovative instructional technologies through project-based activities NCATE STANDARDS 1e. Knowledge & Skills for Other School Professionals SPA STANDARDS Responsibility 3. Development, Utilization, and Management (3.1) Demonstrates ability to develop instruction using a minimum of three different medias. COE CONCEPTUAL FRAMEWORK COE-1: Knowledge in Practice COE-6: Technology discussions about the field of educational technology 1e. Knowledge & Skills for Other School Professionals Responsibility 6: Collaboration (6.1) Demonstrates the ability to team electronically with professionals to identify instructional problems or opportunities and devise appropriate solutions. COE-1: Knowledge in Practice COE-2: Reflection COE-3: Collaboration COE-6: Technology perspective of educational technology through collaborative, online learning software 1g. Professional Dispositions for All Candidates Responsibility 2: Design (2.1) Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student centered, performance based instructional objectives based upon, and for, a specific audience. COE-1: Knowledge in Practice COE-2: Reflection COE-3: Collaboration COE-6: Technology 4. Analyze educational technology trends and issues 1e. Knowledge & Skills for Other School Professionals Responsibility 5: Research (5.3) Uses research to justify selections of instructional strategies. COE-1: Knowledge in Practice COE-5: Professionalism 5. Synthesize information from various texts and online sources 1e. Knowledge & Skills for Other School Professionals Responsibility 5: (5.1) Demonstrates ability to conduct comprehensive literature review and provide summation of a relevant topic in instructional technology. COE-1: Knowledge in Practice COE-2: Reflection 4
6. Develop a written report using proper APA style 7. Deliver oral presentation through 1e. Knowledge & Skills for Other School Professionals 1e. Knowledge & Skills for Other School Professionals Responsibility 5: (5.1) Demonstrates ability to conduct comprehensive literature review and provide summation of a relevant topic in instructional technology. Responsibility 6: Collaboration (6.1) Demonstrates the ability to team electronically with professionals to identify instructional problems or opportunities and devise appropriate solutions. COE-1: Knowledge in Practice COE-1: Knowledge in Practice COE-2: Reflection COE-3: Collaboration COE-6: Technology TOPICS, LEARNING PROCESSES, AND DESIRED RESULTS The following is a presentation of the weekly topics, processes, assignments, related course objectives, and evaluation methods. DATE TOPICS PROCESSES & ASSIGNMENTS Week 1 What Field Did You Say You Were In? Defining and Naming Our Field Characteristics of Design Models History of design and Technology Important: Verify and update your Email account on Scorpion Online. Click here to learn how. Review the Course Syllabus, Schedule, and Projects pages. Introduce yourself on the class. Request a Web Account (See Syllabus for instructions). Read Chapters 1-3: pp. 2 34 question for Module 1 on the class. Begin working on Project 1. Complete the Plagiarism Tutorial. Email post-test results to your instructor. If you are taking more than one EDTC course, you only need to take the test once, but you need to submit the results to all of your instructors. RELATED COURSE OBJECTIVES 4. Analyze educational technology trends and issues EVALUATION METHODS Plagiarism Tutorial Post Test Week 2 Psychological Foundations of Design Read Chapters 4-5: pp. 36 52 5
Constructivism in Practical and Historical Context question for Module 2 on the class. Continue working on Project 1. Week 3 Epistemology and the Design of Learning Environments First Principles of Instruction: A Synthesis Read Chapters 6-7: pp. 53-71 question for Module 3 on the class. Submit Project 1. 1. Incorporate innovative instructional technologies through project-based activities Project 1: Profile Week 4 Alternate Models of Design: Holistic Design Approaches and Complex Learning Motivation and Performance Read Chapters 8-9: pp. 72 92 question for Module 4 on the class. Begin Project 2. Week 5 Evaluation in Design: The Impact of Kirkpatrick's Four-Level Model Adoption, Diffusion, Implementation, & Institutionalization of Design and Technology Read Chapters 10-11: pp. 93 111 question for Module 5 on the class. Submit a draft of your storyboard (PPT) for review. 1. Incorporate innovative instructional technologies through project-based activities Project 2: Storyboard and Interactive Timeline (Draft) 5. Synthesize information from various texts and online sources Week 6 Project Management: Managing Design Projects on Site and at a Distance Managing Scarce Resources in Training Projects Read Chapters 12-13: pp. 112-131 question for Module 6 on the class. Continue working on Project 2. 6
Week 7 The Development and Evolution of Human Performance Improvement Electronic Performance Support Systems: Visions and Viewpoints Read Chapters 14-15: pp. 132 155 question for Module 7 on the class. Submit Project 2. 1. Incorporate innovative instructional technologies through project-based activities Project 2: Storyboard and Interactive Timeline 5. Synthesize information from various texts and online sources Week 8 Week 9 Knowledge Management and Learning: Perfect Together Informal Learning Design in Business and Industry Design Opportunities in Military Education and Training Environments Read Chapters 16-17: pp. 156 172 question for Module 8 on the class. Begin Project 3. Email Instructor a potential educational technology issue question you would like to address in Projects 3-4. Read Chapters 18-19: pp. 173 196 question for Module 9 on the class. Continue working on Project 3 (Note: Before you begin to gather your bibliography resources, you must have your topic approved by the instructor). Week 10 Performance, Instruction, and Technology in Health Care Education Designers and P-12 Technology Integration Read Chapters 20-21: pp. 197 220 question for Module 10 on the class. Continue working on Project 3. Week 11 What Do Designers Do in Higher Education? Read Chapters 22-23: pp. 221 244 1. Incorporate innovative instructional technologies through project-based activities 7
Designing for the World at Large: A Tale of Two Settings question for Module 11 on the class. Submit Project 3. Project 3: Annotated Bibliography 5. Synthesize information from various texts and online sources Week 12 Getting an Design Position: Lessons from a Personal History Getting a Job in Business and Industry Professional Organizations and Publications in Design and Technology Read Chapters 24-26: pp. 245 270 question for Module 12 on the class. Begin Project 4. Week 13 Competencies for Design and Technology Professionals Distributed Learning and the Field of Design Reusability and Reusable Design Read Chapters 27-29: pp. 271 310 question for Module 13 on the class. Continue working on Project 4. 1. Incorporate innovative instructional technologies through project-based activities Project 4: Educational Technology Issues Paper & Online Presentation 4. Analyze educational technology trends and issues 5. Synthesize information from various texts and online sources 6. Develop a written report using proper APA style 7. Deliver oral presentation through collaborative, online 8
Week 14 Using Rich Media Wisely Emerging Technologies: The Near Future The Future of Design Read Chapters 30-32: pp. 311 351 question for Module 14 on the class. Continue working on Project 4. 4. Analyze educational technology trends and issues Week 15: Final Week Final Exam Course Evaluation Submit Course Evaluation. Submit Project 4. Note: All graded assignments must be submitted no later than the last day of class. Coursework submitted after the final class day will not be accepted. Performance Tasks The section below summarizes the performance tasks (assignments) in this course and their grade values. Class / Questions (DQs): is extremely important. After reading the assigned chapters, you will be expected to reply and post your perspective to weekly questions posted on the Board each week. The questions are intended to get you to synthesize, evaluate, and extend your knowledge and understanding of the materials you have read. Class participation accounts for 15% of your overall grade. To receive full credit for class participation, each week you must answer the DQs, then comment on at least 3 of your classmate's responses to the DQs. The quality and dynamics of our discussions will depend entirely upon your participation. Projects: Students will complete the following projects to demonstrate their understanding of the field of instructional design and technology. Please carefully review the Projects page in Blackboard for project rubrics, deliverables, and submission requirements. 1. Project 1: Professional Online Profile (20%). Most specialists in the field of educational technology have established their online profiles including their contact information for others to see. This is an excellent way to share ideas and network with colleagues as well as to post your qualifications and areas of interest for potential employers to see. In this course, you will develop a professional profile by subscribing to a LinkedIn, a free professional network Web-based program, which will provide you with the necessary tools to create your own professional-looking profile. 9
2. Project 2: Storyboard and Interactive Timeline (20%). This project consists of two components: (1) a storyboard, and (2) an interactive timeline. You are expected to conduct extensive research, using credible sources, and submit an interactive timeline describing the historical events about the field of educational technology. In order to develop a comprehensive timeline, you must first create a storyboard. A storyboard will assist you with the organization of dates and events, which will be used to develop the interactive timeline. 3. Project 3: Annotated Bibliography (15%). Using an innovative technology tool, you are expected to develop an annotated bibliography of books, periodicals, and online resources reviewed in your research trends and issues. 4. Project 4: Educational Technology Issues Paper (30%). For this project, you are to analyze, synthesize, and evaluate past and current trends in the field of educational technology and develop a 10-page report on a selected area. Evaluation All projects will be graded on their originality, complexity, quality, and professional appearance. Active class and online participation will be taken into account as a necessary aspect of the course. All assignments are due on, or prior to, the stated date. All assignments are due on, or prior to, the posted due date. It is strongly recommended you email the instructor your projects at least 3 working days prior to the due date for feedback before uploading it to Blackboard for final grading. All assignments and projects are expected to be professionally formatted in APA format, where appropriate, with no mechanical, grammatical, or spelling errors. Grades for the semester will be derived as follows: Projects: Project 1: Professional Online Profile Project 2: Interactive Timeline Project 3: Annotated Bibliography Project 4: Educational Technology Issues Paper 20% 20% 15% 30% Class : Responses to the Questions (DQs) in the class discussions (at least 3 responses per week to others' postings) 15% Scoring Rubrics Your projects will be evaluated using the following rubrics. Before you submit each project for grading, please check it against the rubric to make sure you have adequately addressed all of the evaluation criteria. 10
Project 1 will be graded based on the following criteria: CRITERIA DESCRIPTION POINTS Adheres to Assignment Instructions Writer follows assignment instructions. The professional profile includes all required sections outlined in the project's Instructions: photo, current and past employment, educational background, website (if available), and summary. 60 INSTRUCTOR FEEDBACK Spelling and Grammar Project Submission The professional profile has no misspellings or grammatical and punctuation errors. The project was submitted on time, was correctly posted, and the correct hyperlink was submitted using the Submit Projects button. 20 20 Total Points: 100 Project 2 will be graded based on the following criteria: CRITERIA DESCRIPTION POINTS Organization The project is well planned and flows smoothly from one era to the next. It clearly includes organized and accurate chronological schemes. 20 INSTRUCTOR FEEDBACK Content The timeline includes 10 or more quality entries about the field of educational technology. 30 Quality Spelling and Grammar Project Submission The information is relevant and identifies a comprehensive view about the field of educational technology. The interactive timeline has no misspellings or grammatical and punctuation errors. The project was submitted on time, was correctly posted, and the correct hyperlink was submitted using the "Submit Projects" button. 30 10 10 Total Points: 100 11
Project 3 will be graded based on the following criteria: CRITERIA DESCRIPTION POINTS Content The sources selected are interesting and evidently related to your topic. 25 INSTRUCTOR FEEDBACK Relative Importance to Selected Topic Annotation Grammar, Spelling, APA Style Project Submission A variety of research sources are included. Sources are summarized in a clear and concise manner. Clearly, there is a connection between the selected sources and the chosen topic. Each annotation follows the 6 points identified by the Encyclopedia of Library and Information Science and provides the main conclusions of each source. The annotated bibliography is free from grammar, spelling, and punctuation errors. The sources are in the required APA format. The project was submitted on time, was correctly posted, and the correct hyperlink was submitted using the "Submit Projects" button. 25 30 10 10 Total Points: 100 12
Project 4 will be graded based on the following criteria: CRITERIA DESCRIPTION POINTS Content All points in the framework are discussed and supported by examples. Similarities as well as differences are discussed. 25 INSTRUCTOR FEEDBACK Organization Composition Grammar, Spelling, APA Style Project Submission Information is logically presented. Features are discussed in the same order. Information is current and relevant. Writing style is clear and concise. Compare and contrast words are used. The educational issues paper is of appropriate length. The educational issues paper is free from grammar, spelling, and punctuation errors. The paper and sources provided are in the required APA format. The project was submitted on time, was correctly posted, and the correct hyperlink was submitted using the "Submit Projects" button. 25 30 10 10 Total Points: 100 MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY & EVALUATION Rationale for Selecting Requirements 1. Candidate performance on course assignments 2. Weekly blog discussion 3. Mentoring, advising, and individual progress report 4. Evaluation weights and course grading system Evaluation Weights and Summary Students will be provided with a final letter grade based on above criteria. The instructor reserves the right to penalize any additional facets of unprofessional and irresponsible work dispositions or conduct, if the need arises. 13
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter grades of A through F (course final grade) will be awarded based on the UTB Grading System Policies and Procedures. UTB GRADING SYSTEM POLICIES & PROCEDURES Grade Explanation Table Grade Grade Explanation Grade Points Impact on GPA A+ 98-100 4.00 A 93-97.9 4.00 A- 90-92.9 3.67 B+ 87-89.9 3.33 B 83-86.9 3.00 B- 80-82.9 2.67 C+ 77-79.9 2.33 C 73-76.9 2.00 C- 70-72.9 1.67 D+ 67-69.9 1.33 D 63-66.9 1.00 D- 60-62.9 0.67 F Failure 0.00 Au Audit Not used in computing GPA I Incomplete Not used in computing GPA IM Incomplete military Not used in computing GPA P Pass Not used in computing GPA CR Advanced Not used in computing GPA Placement and CLEP credit only NR No Grade Reported Not used in computing GPA (Office of the Registrar use only) S Satisfactory Not used in computing GPA (Noncourse based remediation only) U Unsatisfactory Not used in computing GPA (Noncourse based remediation only) W Withdrawal Not used in computing GPA WC Withdrawal due to casualty Not used in computing GPA 14
WM Withdrawal, military Not used in computing GPA WS Withdrawal, excluded from Academic Progress Not used in computing GPA (Office of the Registrar use only) Grades are awarded in courses in which students are officially enrolled after the official record date. The deadline to withdraw is specified in the Academic Calendar for each semester or term. After the deadline to drop with a grade of a W has passed, students may not be awarded a W as a final grade. Incomplete Grade Request A student, who is unable to complete the course requirements due to a sudden, serious interruption not caused by the student s own negligence, may request consideration for an Incomplete (I) grade. In order to qualify for consideration for an Incomplete Grade request, the student must have been successfully completing the course and all requirements/assignments, up to the point when the unexpected event that prevents the student from completing the course, occurs. According to the UTB Registrar s Office (2011): Incomplete grades are not issued for student or faculty convenience. They may be issued only in the case of compelling, non-academic circumstances beyond the student's control (Incomplete Grades, para. 3). Please review the complete UTB Incomplete Grade Policy at: http://www.utb.edu/em/registrar/pages/registrargrades.aspx Grade Point Average (GPA) Calculation Grade points are computed by multiplying the points for each grade by the number of credit hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student s grade point average (GPA) is determined by dividing the total number of grade points earned by the number of semester hours for which a grade other than X, NC, or CR is received. Course Policies Late Assignments. All projects and graded assignments are due by Midnight of the official due date as posted in the course schedule. Unless you have made prior arrangements with the instructor, late assignments will be subject to a 10% grade reduction per week for a maximum penalty of 50% off for late submission. No projects or assignments will be accepted after the final class day. INSTITUTIONAL POLICIES Faculty and students are responsible for understanding and adhering to all UTB Institutional Policies. University policies are subject to change so it is important to read them at the beginning of each semester as the policies may have changed since your last class. Please click on the following link to review the updated UTB Institutional Policies: 15
http://www.utb.edu/vpaa/documents/university_policies.pdf 16