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The teacher as a responsive, reflective professional: a partner in learning

Professionalism/Inquiry/Contextualism/Partnership

[ETE 501] [Technology Strand]


[2 Credits]
Master Syllabus
For instructor-specific syllabus, include the following information:
[Semester and Year]
Instructor:
Phone:
Office:
Meeting Times:

I.

Dr. Aries Cobb


216-217-0561
JH0112
2pm-3:50 PM Wednesday

Section:
Email:
Office Hours:
Room:

2
a.cobb@csuohio.edu
12-1 PM Wed. &Thur. by appt.
JH0112

Course Description
Introduces students to the basic concepts and skills of computer technologies useful for
educational settings and graduate study. An overview of user interfaces, file handling and
WebCT on both Macintosh and Windows operating systems is presented. The use of the
Internet for information retrieval is discussed and practiced. Internet research issues such as
content validity and fair use are considered. Communication via electronic mail and
attachments is introduced. Concepts and standard procedures in the use of common word
processors, presentation software, graphics and spreadsheets are addressed. Emphasis is placed
on APA formatting, presentation communication methods and graphing. Once mastery is
achieved among the technology operation topics, students are expected to combine their skills
to produce a comprehensive final project demonstrating the use of their skills in an educational
context.
Supplies
Students need to save coursework on removable storage. It is recommended that you purchase a
USB flash drive a portable hard drive typically the size of your thumb. USB drives are readily
available from Office Max or a computer outlet. It is recommended that you purchase one with
at least 64 MB capacity.
Computer Lab
The CSU College of Education and Human Services (COEHS) computer labs (MC 203 and
MC 233) are open with an assistant present. Available times are posted at the labs. The phone
number for the COEHS computer labs is (216) 687-6928. Other open access labs are available
(MC 446, RT 403, SH 128) but offer limited assistance support.

II.

Course Rationale
The course is included a all educational programs at CSU. The course is a mandatory course
for all education majors.

III.

Texts
Required Text:
Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media
for learning (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Optional Text:
American Psychological Association. (2010). Publication manual of the American
Psychological Association(6th ed.). Washington, DC: American Psychological Association.

IV.

Course Goals and Objectives


Students will be able to use operating system functions for a standard computer tasks.
(Professionalism,Inquiry)
Students will be able to employ basic technology operations for educational purposes.
(Professionalism,Inquiry, Contextualism)
Students will be able to use the Internet for information retrieval and communication.
(Professionalism, Inquiry, Contextualism)

V.

Instructional Strategies/Activities Related to Technology and Diversity


Goals for using the textbook:
1. Gaining factual knowledge (terminology, classifications, methods, trends)
2. Learning to apply course material (to improve thinking)
3. Developing specific skills, competencies, and point of view needed by professionals in the
field most
closely related to this course.
4. Acquiring skills in working with others as a team member
Teaching Strategies:
1. Team Learning and Cooperative Learning is a successful teaching strategy in which small
teams, each with students of different levels of ability, use a variety of learning activities to
improve their understanding of a subject. Each member of a team is responsible for not only
learning what is taught but also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the assignment until all group members successfully
understand and complete it.
2. Direct Instruction is a general term for the explicit teaching of a skill-set using lectures or
demonstrations of he material.

VI.

Course Requirements
ETE 501 satisfies applicable general education requirement guidelines

a. Assignments/Assessments
Common Assignments:
Assignment 1/7
Introductory Email: 16 points
Objective: Learn to apply course material and developing specific skills by creating and
submitting an introductory e-mail.
Assignment Description: This assignment is preparing and electronically submitting an
introductory email message to your instructor. This message should include: your name, your
picture, address, email address, and phone number, as well as additional background
information about yourself so that your instructor may get to know you better. You should also
use this opportunity to ask your instructor any questions you might have
about the course in general or about the assignments in particular.
___X__ Content Knowledge (C4, C6, C7)
______Pedagogical Knowledge (PedK2, PedK4, PedK6, PedK8)
______Professional Knowledge
_______Diversity (D3)
___X___ Technology (T3, T4, T5, T6, T7, T8)
_____Dispositions (Dis2, Dis4)
Grading criteria: Meets stated standards.See Rubric
Assignment 2/7
Team Talk: 30pts.
Objective: Persons enrolled in this course gain factual knowledge; learn how to apply course
material, and acquiring skills in working with others as a team member by participating in
Team Talk.
Assignment Description: Team members work in a cooperative group to find answers to
questions about computer-based education from the text. Persons enrolled in this course will
present the answers to the questions in class and use the answers to the questions on test.
Assignment correlated to the following Department Performance Outcome:
Attributes:
___X__ Content Knowledge (C4, C6, C7)
___X___Pedagogical Knowledge (PedK2, PedK4, PedK6, PedK8)
___X___Professional Knowledge
___X____Diversity (D3)
___X____Technology (T3, T4, T5, T6, T7, T8)
___X__Dispositions (Dis2, Dis4)
Grading criteria: Meets stated standards.. See Rubric
Assignment 3/7
Assistive Technology Paper: 20 pts.
Objective: Gain factual knowledge, learn to apply course material, and developing specific
skills, competencies, and point of view needed by professionals in the field most closely related
to this course by completing a writing assignment about Assistive and Adaptive Equipment.

Assignment Description: Complete a 3-4-page paper that is approximately 3,000 words in


length (please do not include the title page in your word count). The assignment should be
typed, 1 margins, singles paced, include page numbers, reference page in APA format. The
document should provide answers to the following questions:
A. What is Assistive Technology (AT)?
B. Approximately, how many people in North East Ohio use Assistive and Adaptive Equipment
in the
K-12 classrooms? Why is the number of persons using AT in schools increasing?
C. Why is it mandated that person with disabilities have access to AT? What is the law that
requires a person with disabilities to have access to AT? In addition, why is it crucial for
Special Education Teachers to write the device and a plan for use in the IEP (Individual
Education Plan)?
D. How will the professional know which device to use with a particular student?
E. What AT is frequently used as high and low tech.?
F. What type of AT can be used to manage behavior?
G. How will you use AT to manage the behavior of a student, relative, or own child?
Assignment correlated to the following Department Performance Outcome:
Attributes:
___X__ Content Knowledge (C4, C6, C7)
___X___Pedagogical Knowledge (PedK2, PedK4, PedK6, PedK8)
___X___Professional Knowledge
___X____Diversity (D3)
___X____Technology (T3, T4, T5, T6, T7, T8)
___X__Dispositions (Dis2, Dis4)
Grading criteria: Meets stated standards.. See Rubric
Assignment 4/7
Mid Term Performance Assessment of basic skills -50 pts.
Objective: Gain factual knowledge, learn to apply course material, and developing specific
skills, competencies, and point of view needed by professionals in the field most closely related
to this course by Using Desktop Publishing to create a graph.
Assignment Description: In this activity, you will create a graph using Microsoft Excel
software. You will follow a set of step-by-step directions to create the graph. The directions to
complete the project will be provided in class, as we get closer to the submission date.
Assignment correlated to the following Department Performance Outcomes:
Attributes:
_ X _ Content Knowledge (CK1, CK5)
_X__ Pedagogical Knowledge (PedK6)
_X__ Professional Knowledge (PK2)
__X__ Diversity
_X__ Technology (T2, T8)
_X__ Dispositions (Dis2)
Grading criteria: Meets stated standards.See Rubric
Assignment 5/7

e-Portfolio -50 pts.


Objective: Gain factual knowledge, learn to apply course material, and developing specific
skills, competencies, and point of view needed by professionals in the field most closely related
to this course by creating an e-Portfolio.
Assignment Description: This assignment is designed for you to develop an e-Portfolio to
showcase your work and/or content area of teaching. This page should hyperlink to the
following:
e-mail school website (CSU site for undergraduates and graduate) at least one internal page link
multimedia project. All content MUST be stored / saved with a web address in Blackboard and
submitted in the assignment feature for grading. Your e-Portfolio must include navigational
buttons; i.e. "home", "return", "top", etc. as needed.
Assignment correlated to the following Department Performance Outcomes:
Attributes:
_ X _ Content Knowledge (C4, C6, C7)
_X__ Pedagogical Knowledge (PedK2, PedK4, PedK6, PedK8)
____ Professional Knowledge
_X__ Diversity (D3)
_X__ Technology (T3, T4, T5, T6, T7, T8)
_X__ Dispositions (Dis2, Dis4)
Grading criteria: Meets stated standards.See Rubric
Assignment 6/7
Case Study: Instructional Technology 40 pts.
Objective: Gain factual Knowledge, learning to apply course material, develop specific skills,
competencies, and point of view needed by professionals in the field most closely relates to this
course, and acquire skills in working with other team member by completing a Case Study
about Instructional Technology.
Assignment Description: This assignment is divided into two parts. Working in a small group to
consider aspects of site design, followed by an individual submission outlining your own
critique of the design attributes of one site. The knowledge gained from working through the
material and activities will be used to critically analyze Web sites.
Assignment correlated to the following Department Performance Outcomes:
Attributes:
_ X _ Content Knowledge (C4, C6, C7)
_X__ Pedagogical Knowledge (PedK2, PedK4, PedK6, PedK8)
____ Professional Knowledge
_X__ Diversity (D3)
_X__ Technology (T3, T4, T5, T6, T7, T8)
_X__ Dispositions (Dis2, Dis4)
Grading criteria: Meets stated standards.See Rubric
Assignment 7/7
Audio Podcasts- 30 points
Objective: Developing creative capacities, gain factual knowledge, learning to apply course
material, develop specific skills, competencies, and point of view needed by professionals in

the field most closely related to this course, and acquire skills in working with others as a team
member by creating an audio podcast.
Assignment Description: In a team, you will create an audio podcasts. Each team will select a
target subject area and grade level for the podcast. The podcast will explain step-by-step
directions on how to complete an assignment task. In addition, the podcast will service as
supplemental material for the subject area and or assignment completion for the target
population. The podcast need to be standards based. It is always a good idea to listen to other
podcasts to help give you ideas on creating one for yourself. Check out the iTunes store for
some educational podcasts.
Assignment correlated to the following Department Performance Outcomes:
Attributes:
_ X _ Content Knowledge (C4, C6, C7)
_X__ Pedagogical Knowledge (PedK2, PedK4, PedK6, PedK8)
__X__ Professional Knowledge
__ Diversity (D3)
_X__ Technology (T3, T4, T5, T6, T7, T8)
___ Dispositions (Dis2, Dis4)
Grading criteria: Meets stated standards.See Rubric
Grading Rubric and more detail about completing the assignment will be given in class as we get
closer to the due date.
VII.

Grading criteria
Table indicating all graded components and points/weight/percentages
Assignment
Points/Weight/Percentage
Submission Method
(Taskstream,
Blackboard, Paper)
1. Case Study
40 pts.
Blackboard
2. Assistive Technology Paper
20 pts.
Blackboard
3. Mid Term Performance
50 pts.
Blackboard
Assessment of
basic skills
4. ePortfolio
50pts.
Blackboard
5. Class Assignments
30 pts.
Blackboard
15 class assignments @ 2 pts.
per assignment
30 pts.
Blackboard
6. Threaded Discussion
7. Quizzes & Final Exam

80 pts.

Blackboard

8. Professionalism

44 pts.

Blackboard

9. Introductory e-mail

16 pts.

Blackboard/ e-mail

10. Team Talk

30 pts.

Blackboard

11. Audio Podcast Assignment

30 pts.

Blackboard

Total

420 pts.

Scale for converting graded components to a CSU letter grade

Student Evaluation
Students will be assessed individually and in-group settings using a variety of performance based
instruments. Assignments will carry a point value appropriate to importance. These products will
simulate real life activities in modern schools. Full points on projects are based on the quality of work
and the timeliness of completion. Rubrics for all assignments will be discussed in class and posted in
Blackboard prior to the due date of the assignment. Points will be deducted for work turned in past due
dates.
Under
graduate
A
AB+
B
BC+
C
D
F

Points or
%

Graduate

95-100
90-94
87-89
83-86
80-82

A
AB+
B
B-

| 70-79
60-69 D
<59 F|

C
F

The grades are calculated on the following scale:


*Common Assignments, 50% of the grade
*Class Assignments 40% of the grade
*Professionalism 10% of the grade
Academic Calendar:
Important Dates
Priority Registration Begins

March 31, 2014

Open Enrollment Begins

April 28, 2014

Term Begins (Saturday)

August 23, 2014

First Weekday Class

August 25, 2014

Last Day to Join a Course Waitlist

August 29, 2014

Last Day to Drop with Full Refund

August 29, 2014

Last Day to Add (CampusNet Registration)

August 31, 2014

Last Day to Drop

September 5, 2014

Course Withdrawal Period Begins - 'W' Grade Assigned

September 6, 2014

Last Day to Withdraw from Courses

October 31, 2014

Midterm Grades

October 13-19, 2014

Last Day of Classes

December 5, 2014

Final Exams

December 8-13, 2014

Commencement (Sunday)

December 14, 2014

Fall Semester Student Incomplete Work Deadline

May 1, 2015

Labor Day (University Holiday)

September 1, 2014

Columbus Day (Monday no classes - offices open)

October 13, 2014

Veterans Day (University Holiday - Tuesday)

November 11, 2014

Thanksgiving Recess (no classes on Saturday)

November 27-30, 2014

Class Meeting Time

Final Exam Day

Time

7:00a-7:50a (MWF)

Mon

8-Dec

8:00a-10:00a

7:00a-8:15a (TTh)

Tue

9-Dec

8:00a-10:00a

7:30a-8:35a (MWF) (4-credit)

Mon

8-Dec

8:00a-10:00a

8:00a-9:50a (TTh) (4-credit)

Tue

9-Dec

8:00a-10:00a

8:05a-8:55a (MWF)

Wed

10-Dec

8:00a-10:00a

8:30a-9:45a (TTh)

Thu

11-Dec

8:00a-10:00a

9:10a-10:00a (MWF)

Fri

12-Dec

8:00a-10:00a

10:00a-11:15a (TTh)

Tue

9-Dec

10:15a-12:15p

10:15a-11:05a (MWF)

Mon

8-Dec

10:15a-12:15p

11:20a-12:10p (MWF)

Wed

10-Dec

10:15a-12:15p

Free for off-grid (large class) exams Thu

11-Dec

10:15a-12:15p

Free for off-grid (large class) exams Fri

12-Dec

10:15a-12:15p

12:15p-1:20p (MWF) (4-credit)

Mon

8-Dec

12:30p-2:30p

12:25p-1:15p (MWF)

Mon

8-Dec

12:30p-2:30p

12:30p-1:45p (TTh)

Tue

9-Dec

12:30p-2:30p

12:30p-2:20p (TTh) (4-credit)

Tue

9-Dec

12:30p-2:30p

1:30p-2:20p (MWF)

Wed

10-Dec

12:30p-2:30p

2:00p-3:50p (MW) (4-credit)

Wed

10-Dec

12:30p-2:30p

2:00p-3:50p (TTh) (4-credit)

Thu

11-Dec

12:30p-2:30p

2:00p-3:15p (TTh)

Thu

11-Dec

12:30p-2:30p

2:35p-3:25p (MWF)

Fri

12-Dec

12:30p-2:30p

4:00p-5:50p (MW) (4-credit)

Mon

8-Dec

3:45p-5:45p

4:00p-5:50p (TTh) (4-credit)

Tue

9-Dec

3:45p-5:45p

4:30p-5:45p (MW)

Wed

10-Dec

4:00p-6:00p

4:30p-5:45p (TTh)

Thu

11-Dec

4:00p-6:00p

6:00p-7:15p (MW)

Mon

8-Dec

6:00p-8:00p

6:00p-7:15p (TTh)

Tue

9-Dec

6:00p-8:00p

6:00p-7:50p (MW) (4-credit)

Wed

10-Dec

6:00p-8:00p

6:00p-7:50p (TTh) (4-credit)

Thu

11-Dec

6:00p-8:00p

8:00p-9:15p (MW)

Mon

8-Dec

8:00p-10:00p

8:00p-9:15p (TTh)

Tue

9-Dec

8:00p-10:00p

8:00p-9:50p (MW) (4-credit)

Wed

10-Dec

8:00p-10:00p

8:00p-9:50p (TTh) (4-credit)

Thu

11-Dec

8:00p-10:00p

VIII. Course Outline


Time Line ETE 501: Technology Strand
The following timeline is subject to flexibility and change. See Blackboard Announcements
weekly for updates and readings. Activities described in the time line are class assignments
unless the professor gives other instructions.
Week of
August 25, 2014

Chapter
Chapters 1 & 2.
Exploring 21st Century

Assignment
A. Describe key
components of the

Learning, Understanding
21st Century Learning
Introduction, Syllabus,
Course Organizational
Items, course assignment
and requirements.
Synchronous and
asynchronous instruction,
Discussion Board, E-mail,
and Assignment Feature,
Explanation of Grading,
Discussion Board, Chat
Room, equipment needs
and attendance policy,
Inquiry based
curriculum.

September 1, 2014
Online Class Session

Chapter 3. Integrating
Technology and Media
Into Instruction The
ASSURE Model.
Define three primary
types of learner and
perform analysis of
criteria, learning
objectives, procedures for
selecting, modifying, and
designing instructional
materials, Create
examples of the five basic
steps in utilizing

B.
C.
A.
B.

framework for 21st


century learning.
What are technology,
media, and instructional
technology?
Describe the
characteristics of the 21st
century learner.
C. Introductory e-mail
D. Technology Usage
Survey
Due: August 31, 2014

A. Prepare a persuasive
reaction statement in the
-form of a PowerPoint
presentation -to
cooperative learning
either in support of or
against its use in the
classroomthat you will
further explore on the
Internet. The Persons
enrolled in this course
will work on the reaction
statement in cooperative
groups-it must be typed

technology, media, and


materials. Describe and
justify methods for
eliciting student
participation when using
technology and media
during instruction.
Compare and contrast the
techniques for evaluating
student achievement,
technology, media,
strategies, and the
instruction.

September 8, 2014
Chapter 4. Achieving 21st
Century Learning
Environments
Technology-supported
cooperative learning,
teacher centered and
student centered learning
strategies, select
technology and media,
learning environments,
free and inexpensive
materials
September 15, 2014
Chapter 5.
Engaging Learners Using
Web 2.0 Tools

and must include


citations for at least five
creditable and scholarly
references -using the
APA format including
two websites other than
those provided to you.
Due: September 7,
2014

A, Threaded Discussion:
Differentiate between
teacher-centered and
student-centered
learning strategies.
Compare and contrast
the advantages and
limitations of ten types
of learning strategies.
B. Team Talk
Due: September 14, 2014

A. After visiting the a host


of websites, prepare a
short statement to be
read in class, in which

Appendix A
Describe strategies for
integrating computer
resources into the
curriculum, five types of
software, advantages &
limitations to using
computers, one-computer
classroom, multiplecomputer classroom,
laptop carts, and computer
laboratories

you discuss three new


discoveries about
learning styles that you
were not aware of.
B. Team Talk
C. Prepare a lesson plan
that will incorporate
them into the teaching
and learning process for
your students?
D. Threaded
Discussion: Describe an
appropriate instructional
situation for using
computer resources to
support student learning.
Include the setting,
topic, audience,
objectives, content of
materials, and rationale
for using the media
format.
Due: September 21,
2014

September 22, 2014

Chapter 5. Engaging
Learners With Computers
Define computer assistedinstruction; describe how
computer assisted
-instruction (CAI) benefits
students with different
learning abilities. Make a
list of CAI software.

A. Choose one CAI


software program and
post a statement on the
Blog answering the
following questions:

How does the


software differentiate
instruction for
different learning
styles?
Does the software
increase skills in
knowledge
reinforcement,
concept
development, and or
problem solving?
How?
What is the name of

the company that


publishes the
software product?
How will you use
this software in your
own classroom?
Why?

B. Team Talk
C. Quiz
Due: September 28,
2014

September 29, 2014


Online Class
Assignment

Chapter 8. Enhancing
Learning With Visuals
Describe the roles that
visuals play in learning.
Identify two general
strategies that you may
use to teach visual
literacy. Discuss the
process of creating visuals
including four techniques
for doing so. Discuss two
methods for capturing
images.
Describe the advantages,
limitations, and
integration of digital
images. Discuss the
advantages and limitations
of using the digital
projector for image
projection. Describe
specific situations in
which the document

Activity:
A. Use desktop publishing
to create a birthday
bulletin board.
B. Use desktop publishing
to create a set of
classroom rules.
C. Using Presentation
Software to Create an
Overlay Transparency
In this activity, you will
create overlay
transparency using
presentation software.
D. Identify several
resources where digital
photos can be found on
the Internet and used to
create slide shows
without actually
requiring the user to
shoot the digital photo.

camera would be
especially useful.
Describe the
characteristics and
operation of overhead
transparency projection;
include specific
applications of overheads
to your content area.
Identify six types of no
projected visuals and
discuss their advantages,
limitations, and
integration. Describe
when you might use and
how you should use
presentation software for
instruction

Use the photos to create


your own slide show.
E. Team Talk
Due: October 5, 2014

October 6, 2014
Chapter 6 & 7.
Connecting Learners
Using Web 2.0
Connecting Learners At
a Distance
The class session will be
facilitated at a distance.
More instructions will be
discussed in class. Define
Web 2.0 Tools. Define
cyber learning and
provide an example of
classroom application.
Define Distance
Education. State a
rationale for the
educational use of
telecommunications at the
elementary, middle-level,
and secondary education
levels. Compare and
contrast online learning
and distance education.

Activities:
A. Work in a team and or
group of 4-5 students.
The professor will assign
student groups. Students
will set up a time to
work in the Chat Room
to discuss their
assignment and how
they will complete their
assignment. Student
groups will prepare a 5
7 slide presentation
illustrating how distance
learning could connect
you to other cultures.
C. Working with a partner,
compare and contrast the
advantages and
limitations of cyber
learning, online learning,

Discuss the advantages,


limitations, and
integration of online
learning. Describe how
audio and television
telecommunications
facilitate distance
learning. Distinguish
between one-way and
two-way television based
on their communication
capabilities. Describe
three functions performed
by a classroom teacher in
a distance education
setting.
October 13, 2014

Chapter 11. Using


Multimedia To Engage
Learners
[Discuss four types of
learning centers and
describe one specific
example of each.
Describe eight possible
components of an
instructional module.
Describe instructional
applications that are
especially appropriate for
manipulative. Discuss
four types of learning
centers and describe one
specific example of each.
Discuss the advantages,
limitations, and
applications of printed
materials in instruction.
Compare the advantages
and limitations of various
types of display surfaces.
Explain why a virtual
field trip might be an
alternative to a regular
field trip and describe
how you might introduce
it and follow it up.

and distance learning.


D. Team Talk
E. Quiz
Due: October 12, 2014
e-Portfolio
This assignment is
designed for you to
develop an e-Portfolio to
showcase your work
and/or content area of
teaching.
Due: November 16,
2014
Activities:
A. In many classrooms,
field trips have to be
justified before
teachers can take
students on them.
Provide an argument
and rationale for
using a field trip in a
particular
instructional
purpose. Describe
the benefits to the
learners and the type
of pre- and post-field
trip activities you
would incorporate.
B. Mid Term Exam
50pts.
Due: October 19, 2014

October 20, 2014

October 27, 2014

Appendix B.
Care and Handling of
Equipment
Equipment safety, care
and handling of
equipment, projector
setups, audio setups,
listening centers
. Identify three equipment
setups that may be used
for students to view
digital images in the
classroom.
Chapter 12.
Preparing for Tomorrows
Challenges
Describe how the
ASSURE model supports
21st century learning as
described in the National
Education Plan, Discuss
the characteristics of a 21st
Century teacher who is
technology competent,
information literate, and
committed to professional
growth and engagements.
List ways 21st century
environments use
technology for inclusion,
to connect schools,
homes, and to offer the
choice of online
education. Describe the

Assistive Technology
Paper
Due: October 26, 2013
A. Use the Selection
Rubric: Audiovisual
Equipment to select AT
for students with
special needs.
B. Use the selection
Rubric: Computer
Hardware to select
Hardware for Students
K-12.
C. Due: October 26, 2013
Presentation of the
Assistive Technology
Paper
Due: November 2, 2014
A. Use the Selection
Rubric: Audiovisual
Equipment to select AT
for students with
special needs.
B. Use the selection
Rubric: Computer
Hardware to select
Hardware for Students
K-12.
Due: November 2,
2014

November 3, 2014

November 10, 2014

November 17, 2014

types of technology grants


available for 21st century
learning and briefly
explain the basic
components included
when writing a grant
proposal.
Case Study
Professionals in this
course will access the case
study on a companion
website.
Details are given to
participants in the class
session.
Case Study
Professionals in this
course will complete a
team talk assignment
based on the Case study
assignment. Details are
given to participants in the
class session.
Chapter 9. Enhancing
Learning With Audio
Identify four areas of
breakdown in audio
communication and
specify the cause of such
breakdowns. Describe
four techniques for
improving listening skills.

November 24, 2014


Chapter 9. Enhancing
Learning With Audio
Describe the most
common types of digital
and analog audio formats
used for instruction.
Include advantages and
limitations of each style.
Illustrate one possible use
of audio media in your

Case Study Assignment


You will complete a case
study about instructional
technology by working
in a team
Due: November 9, 2014

A. Team Talk
B. Quiz
Due: November 16,
2014

A. Describe one possible


use of audio media in
your teaching field.
Include the subject area,
audience, objective(s),
role of the student, and
evaluation techniques to
be used.
Due: November 23,
2014
A. Explore the different
ways to edit an
audiotape, and prepare a
list of the steps in a word
processing document. Be
prepared to brainstorm
and share your findings
in class.
B. Audio Podcast
Assignment
Review for the Final

teaching field.
December 1, 2014

Chapter 9: Enhancing
Learning with Audio
Illustrate one possible use
of audio media in your
teaching field.

Exam
Due: November 28,
2014
A. Team Presentation:
Audio Podcast
Assignment
B. Review for the Final
Exam

December 8, 2014

Chapters 1-12, Appendix


A & Appendix B

Due: TBA
Final Exam
Date and Time TBA

Final Exam: 20 pts.


Detailed information for the final exam will be provided in the Assignment Feature of Blackboard
closer to the exam date. Your Final exam will consist of Team Talk Questions and Quiz Questions. All
work is to be done in-class the day of the final exam. Notes (on index cards) can be used as well as
links to needed files stored in your H-drive. A checklist of necessary criteria will be provided a week
before the final exam.
IX.
Course Policies
Class Paper(s) and other Written Work:
All of the courses requirements must demonstrate quality work, exemplary planning, and superior
writing skills. Written work is to be professionally presented and error-free. One point will be deducted
for each error in spelling, punctuation, and grammar.
Professionalism:
Persons enrolled in this course are required to be professional at all times. Persons enrolled in this
course are preparing to become technology literate in their career. Practicing professionalism at
Cleveland State University will increase the persons professional demeanor in the field and beyond
graduation in the classroom. Each participant and the professor in the course will grade themselves on
their professionalism using the professionalism rubric. Points for professionalism will be awarded
based on points earned on the rubric.
(a) Class participation is a key component of professionalism. Class participation is mandatory.
Persons enrolled in this course are allowed to work on assignments in the computer lab. However,
occasionally the teaching candidate will have to complete assignments outside of the lab. This
process for completing scheduled assignments will vary due to the level of technological ability of
each individual candidate.
(b) Attendance: Class attendance is mandatory; please be on time. Roll will be taken; unexcused
absences will affect your grade. There will be a five-point deduction taken off the final grade for
each unexcused absence. There will be a two-point deduction in the final grade for each

(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)

unexcused tardy. Persons enrolled in this course will not be able to make up assignments when the
absence is unexcused.
Communication: E-mail is always written in a professional and timely manner.
Initiative: Volunteers to answer and ask questions; will help others; knows what needs to be done
and does it.
Preparedness: Homework and assignments complete and answers have been checked and
corrections are made.
Home/Work/ School Connection: Is prompt in getting forms completed, signed, and returned on
time.
Teamwork: Demonstrates cooperation, respect, and leadership
Attitude: Never is publicly critical of projects or rude to guests and/or members of the class.
Always has a positive attitude.
Pride: Consistently stays focused on the task and what needs to be done. Very self-directed.
Time-management: Routinely uses time well throughout the project to ensure things get done on
time. If working collaboratively, team does not have to adjust deadlines or work responsibilities.

Professionalism Rubric will be given in class.


Working in a Team or Cooperative Group:
Persons enrolled in this course are required to work in teams and or groups on various assignments. It
is necessary that all group members cooperate with one another by showing respect for fellow
teammates: (a) work, (b) opinions, and (c) time. Such cooperative groups typically have an all-forone, one-for-all attitude which teammates help and encourage each other. Each group member must
contribute to the overall assignment to receive individual credit on graded work.
Submitting Assignments:
All class assignments are submitted electronically in Blackboard in the Assignment Feature by
11:55 p.m. on the due date. Unless. Dr. Cobb gives other directions for saving files electronically. All
files should have the following name when uploading the assignment for grading.
Student Last Name_FirstName_Assignment Name_ETE501.
It is assumed that basic computer skills such as opening and closing (quitting) software, saving files,
submitting files as an attachment in Blackboard for grading, and using telecommunications will be
acquired within 2 weeks of the beginning of the term. Please notify the instructor if you are having
difficulty so that arrangements can be made for extra help. The inability to perform these skills could
result in a failing grade for the course. If you are having difficulty, I strongly suggest that you consult
me and or your fellow classmates.
Incompletes will be given only for medical, extreme personal hardship, or family emergencies.
Absolutely, no grades of incomplete will be rewarded after the week of April 21, 2014.
All assignments are submitted electrically in Blackboard and are due on the dates posted in the
announcement section of Blackboard descriptions. Late assignments will be marked down
considerably.
Five points will be deducted for each day that the assignment is late. After the third day late
assignments are awarded a score of Zero.
Please proofread assignments carefully so that there are no spelling, grammatical, or syntactical
errors; points will be subtracted for any such errors. Use your spellchecker, but do not "trust" it.

Always proofread. This is a professional course and you are soon to be a professional educator; your
work should reflect this.
Please do not chew gum, eat, or drink in the computer lab.
Do not read e-mail, web surf, or play games during class. It distracts your classmates.
A grade of "A+" for this course is awarded only for superior work throughout the quarter. This does
not mean that the course content is overly difficult. It does mean that extra effort is required in order to
achieve a top grade. The skills and concepts are taught in a manner that allows any student who is
willing to invest the necessary time and effort to do very well, and to learn useful information and
skills. In order to receive an "A+", you should plan on going above and beyond the minimum
requirements of each assignment. This includes content, as well as appearance. My philosophy is
simple: "the bare minimum does not earn an A+." Each assignment will have room for you to
demonstrate mastery and excellence, and earn an "A+". You are encouraged to go "above and beyond"
the assignment description whenever possible.
Threaded Discussion -30 pts.
It is encouraged that each student purchase the required text book and keep on task with assigned
readings. The professor will assign threaded discussions that will require Persons enrolled in this
course to respond to questions that are directly and indirectly related to the text and other in class
readings.
1. Threaded Discussion Assignments
You are required to respond to the discussion assignment question indicated within each module. Post
your response in the appropriate discussion assignment numbered area on Facebook, Blackboard,
Google Group, etc.. You should provide a comprehensive response to the discussion question in
approximately 200-300 words.
Please note your web course expectations when posting are as follows:
Readings must be completed prior to submitting responses to the Discussions Area.
Assignments and postings must be completed by the end of the week or the designated due date
indicated by your instructor. Failure to post to the Discussion Area may result in your being required to
withdraw from the
course and re-enroll at a later date or to accept a failure for the course.
Your responses to the postings of your classmates should include a Thought-provoking question to
serve as the basis for discussion.
2. Threaded Discussion interactive responses to classmates postings
In addition to your weekly posting within the area Discussion Assignment Areas (numbered #1,2,3,
etc), you are expected to log on to the discussion board and provide comments to at least three (3)
fellow students discussion postings within 3 days from the students initial posting.
Your regular participation in the discussions should include but not be limited to your reactions to the
readings of the posting and/or relevant information. You may debate and offer differing opinions with
course colleagues.
Discussion responses to questions should be approximately 50 words.
3. Chat Sessions
Your instructor may require online chats. If this option is selected by your instructor, the day, date, time
and chat room of the instructor-led chats will be indicated. Your instructor might also require you to
chat in groups with classmates at various chat rooms during the semester. If you are in a time zone
other than the Eastern Time Zone, please note the correct time for the chat in your area. If it is

absolutely impossible for you to attend the interactive chats during these times, notify your instructor
at your earliest convenience. Chats will be recorded for students to read/listen to at a later time.
Quizzes 3, 20 pts. each to total 60 pts.
Missed Quizzes: Dr. Cobb will assign 3 online quizzes for selected chapters in the text. Each quiz will
be in multiple-choice format. The professor will notify the students in class and or by Blackboard when
a quiz is scheduled.
Make up quizzes will be given for excused absences only. Acceptable verification of all excuses must
be submitted within one week after the missed exam or you will forfeit your right to make up the quiz.
All make up or rescheduled quizzes will be different from scheduled exams.
Academic Integrity Statement
Academic honesty is expected at all times. Academic dishonesty includes claiming someone elses
work as your own (e.g., plagiarism), seeking an unfair advantage over other students in taking a test or
fulfilling an assignment, and fraud. Any offense will result in a zero or grade of F for the exam or
assignment in question and may result in failure of the course. Infractions will be reported to the
students advisor and to the Associate Academic Dean.

A. Technical Help. If you have a question about course content, assignments, or other course
activities, you should direct those questions to your instructor. These steps are for seeking
help with technical questions only.
Search the online knowledge bases: Online Help Portal or AskeLearning.
Call the 24/7 Blackboard Help Desk at 216-687-5050 and select option #2 for
Blackboard Support
Chat with a live agent.
For general information or questions about eLearning, students may contact the Center
for eLearning via phone (216-687-3960) or email (elearning@csuohio.edu). For email
submissions, please provide your CSU ID number for the fastest response. The Center
for eLearning operates Monday-Friday from 8 AM until 5 PM.
Visit the Open Computer Lab JH 118 during posted hours.
B. Professional Dispositionsinitial teaching licensure programs only. One important aspect
of your education is the development of professional dispositionsways of working,
thinking, and interacting with othersin three areas: Professionalism, Work Ethic, and
Communication Skills. You should be monitoring your own development beginning now and
continuing throughout your teaching career. The Student List of Professional Dispositions
which you received with your acceptance into your program (also available at
http://www.csuohio.edu/cehs/students/ofs/docs/FlagSystem.doc) is your guide.
X.

Bibliography
Include up-to-date primary bibliographic citations in full APA format.

XI.

Alignment Matrix

Goal/Objective

Facilitate and
Inspire Student
Learning and
Creativity

use operating
X
system functions for
a standard computer
tasks
employ basic
X
technology
operations for
educational
purposes
use the Internet for
X
information
retrieval and
communication

Design and
Develop DigitalAge Learning
Experiences and
Assessments

Model Digital-Age
Work and Learning

Promote and Model


Digital Citizenship
and Responsibility

Engage in
Professional
Growth and
Leadership
X

1. Facilitate and Inspire Student Learning and Creativity


Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences
that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and
resources
c. promote student reflection using collaborative tools to reveal and clarify students conceptual understanding
and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in

face-to-face and virtual environments


2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills,
and attitudes identified in the NETSS. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own learning,
and assessing their own progress
c. customize and personalize learning activities to address students diverse learning styles, working strategies,
and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and
technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global
and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and
situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to
support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of
digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use
information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and
exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including
respect for copyright, intellectual property, and the appropriate documentation of sources

b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to
appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and
information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of
other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in
their school and professional community by promoting and demonstrating the effective use of digital tools and
resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve
student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making
and community building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of
existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and
community

Appendix
Syllabus Developer
Dr. Aries Cobb is the faculty member with primary responsibility for developing this syllabus.
Faculty
Dr. Aries Cobb has taught the course for two semesters or more.
Course Rotation
Typical meeting times are face to face on Wed. 2:00 PM- 3:45 PM. The course is also taught online.