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ITEC 7530

Instructional Technology Foundations


Department of Leadership, Technology & Human Development
3.0 Credit Hours
Professor Information
Mete Akcaoglu, Ph.D.
Department of Leadership, Technology, & Human Development
Phone: 912-478-0002
E-mail: makcaoglu@georgiasouthern.edu
(E-mail is ALWAYS the best way to catch me
or to get questions answered.)
Address: Georgia Southern University, P.O. Box 8131,
Statesboro, GA 30460
Office Hours: by appointment

Description
Instructional Technology Foundations provides an introduction to the effective uses of
instructional technology for graduate education majors. A systematic approach to
selecting, producing, and utilizing various instructional technologies will be covered
with an emphasis on the instructional uses of the computer.

Candidate Learning Outcomes


This course is structured around the International Society for Technology in
Educations 2008 National Educational Technology Standards (NETS) for Teachers. In
particular, this course addresses the following NETS for Teachers:
1. Facilitate and Inspire Student Learning and Creativity.
2. Design and Develop Digital-Age Learning Experiences and Assessments.
3. Model Digital-Age Work and Learning.
4. Promote and Model Digital Citizenship and Responsibility.
The complete listing of NETS for Teachers is available online at the website for the
International Society for Technology in Education (http://www.iste.org/). Candidates
taking this course who are not affiliated with public education have two choices. They
may
Use the NETS and Georgia Performance Standards (GPS) as well-developed
examples of standards and how they may be used in education.
Propose standards from the candidates field that will substitute for NETS/GPS.
I will work with the individual to craft assignments meaningful for the alternate
field and using the substitute standards as a basis.

Structure
This class is completely (asynchronously) online (through Folio). We will not have any
face-to-face or synchronous meetings. This, however, is NOT a self-paced course.

Folio
The Folio course management system (CMS) will be used. Candidates will have access
to all course materials (except the textbooks), assignments, quizzes, and supplemental
information here. Candidates must login to Folio and complete the required information
including posting a picture. Go to
https://georgiasouthern.desire2learn.com/shared/HelpFiles/Student/9.4.1/Online_Help
_9.4.1.htm#learningenvironment/about_le.htm for a Folio orientation, if required.
General Folio course management questions should be answered at the above
website. If not, please contact the Helpdesk at 912.478.0882, email
cats@georgiasouthern.edu.
Hardware & Software Requirements
In order to fulfill the requirements of this course you will need access to the following:
Either a Macintosh or Windows-based computer with Internet access
A web browser compatible with the Georgia Southern learning management
system, Folio.
Microsoft Word, PowerPoint, and Excel, or a similar program such as
OpenOffice or Google Documents
A PDF viewer such as Adobe Acrobat Reader (available free here,
http://get.adobe.com/reader/)
Additional Resources
You will be completing activities in this course that require you to have access to a
camera capable of capturing digital video. (Most smart phones have this capability.) If
you do not own such a camera you can reserve one for class use at the College of
Educations Instructional Resource Center
(https://sites.google.com/a/georgiasouthern.edu/irc/) Details will be provided in
the relevant assignments.
The GALILEO password changes every semester. To get the password, go to the
library catalog (http://gil.georgiasouthern.edu) and click on "Get GALILEO password."
After you log in using your EagleID number or social security number, choose Galileo
password and click OK. Alternately, login using http://my.georgiasouthern.edu and
click the GALILEO link; you will not need the password using this method.

Content Modules
The course is divided into a number of different Content Modules. The content of each
module will vary depending upon objectives being covered. Each Content Module will
provide you with a list of activities that will allow you to interact with the content. These
activities typically consist of readings from the textbook, threaded, online discussions,
and projects. Some modules may include non-graded activities.
The Weekly Schedule
Every Monday, I will post the weekly module and activities. Assignments are due at the
end of EVERY week (Sunday). I should be able to post modules and activities in
advance so that candidates may work ahead if they wish to. But, some of the work
depends on your completion of sequential assignments & my feedback to your
previous work, so you may be limited in how far you can work ahead.
Communication
Because many candidates have questions about the material that are similar to one
another, I would ask that you pose questions to the General Questions discussion
board in Folio. That allows other candidates to answer your question and have access
to questions/answers pertaining to the material. I will answer any questions that are
unanswered by other candidates. If you absolutely have to have an answer to a
question immediately, post it on the discussion board and send me a separate email at
makcaoglu@georgiasouthern.edu (make sure ITEC 7530 is in the subject line) asking
me to answer immediately. I will then answer on the discussion board (time and
circumstances permitting). If you have a personal issue, always email me directly.
Textbooks and other required resources
Required Textbook:
Cennamo, K. S., Ross, J.D., & Ertmer, P.A. (2013).
Technology integration for meaningful classroom use:
A standards-based approach. (2nd ed.)
Wadsworth,Cengage Learning, Belmont, CA. (ISBN13: 978-1-133-59420-8).
I highly recommend that you digitally rent this book
through the publishers website. It is faster (you get
instant access) and cheaper (you save around $100).
The link is below:
http://www.coursesmart.com/IR/6014255/9
781133594208?__hdv=6.8

Assignments and Evaluation


I will provide you with detailed descriptions and grading rubrics for each assignment at
the appropriate point during the semester. Be sure to follow the rubric elements
carefully as you prepare your assignments. Use of appropriate Web 2.0 components
for any/all parts of the assignments is strongly encouraged. All assignments must be
submitted electronically via GoView. Spelling and grammar are graded components on
most assignments.
Submission: All assignments will be turned in electronically via the Folio dropbox tool
unless otherwise noted in the assignment page.
Due Dates: Assignments are due by the date posted in Folio and on the course
calendar.
Late Work: Promptness is expected in this course. Late work will be penalized by 20%
of the total assignment grade for each day it is late. If you know that you will be unable
to submit your assignment on time, contact me as soon as possible before the
assignment due date. I will be more likely to approve an exception, if asked before the
work is due. However, I expect exceptions to be rare. If your work is late, you will be
unable to use the dropbox tool in Folio.
Assignment File Formatting
If your assignment is web-based, such as a wiki or blog, please make it public or
otherwise ensure that the instructor has permission to access it. Unless assignments
are web-based, they must be submitted in a compatible format allowing everyone in
the class to read them, i.e. Microsoft Word 2003 or Word 2007 (.doc, .docx or .rtf),
html, or Acrobat (.pdf). All papers should be revised, proofread, and edited before they
are submitted. Please put your name in every document. In programs such as Word
this can be done quite efficiently using Headers.
All files to be submitted must be saved using the following naming convention:
LastName_NameofAssignment.doc where LastName is your last name
(e.g., Akcaoglu_AssignmentName.doc).
If possible, please submit your assignments as a single file for ease of uploading and
downloading. I understand there may be some instances where additional documents
or files may need to be separate. In that situation when naming your file please add
numbers after the name of the assignment (e.g. Akcaoglu_JournalAnalysis2.doc would
be the file name for the second document).
Instructors note: Files that are not saved with the correct file name can easily
become misplaced on my computer and would therefore be ungradeable.

Required Course Assignments


Activities

Value

Class Participation and Discussion


20%
Class Participation and Discussion total points 9 points
Check-up Quizzes
Quiz points
Module 3 Quiz
Module 4 Quiz
Module 5 Quiz
Module 6 Quiz
Module 7 Quiz
Module 8 Quiz
Quiz total points

20%

Electronic Portfolio
Portfolio points
Portfolio Creation (Module 1)
Web 2.0 Tools (Module 2)
Authentic Instruction (Module 3)
WebQuest Assistive Technology (Module 4)
SMARTBoard (Module 5)
Rubric Activity (Module 6)
Fair Use (Module 7)
Newsletter (Module 8)
Digital Video (Module 8)
Portfolio total points

60%

5 points
5 points
5 points
5 points
5 points
5 points
30 points

Course Grades
Points
Earned
91-100
81-90
71-80
69-60
0-59

Course
Grade
A
B
C
D
F

5 points
12 points
13 points
12 points
12 points
12 points
14 points
14 points
15 points
109 points

The grading scale represents the following standards set forth in the Georgia Southern
University Catalog:
The "A" grade may be interpreted to mean that the instructor recognized the
student's exceptional mastery of the course material.
The grade of "B" indicates that the student has demonstrated an above average
The "C" grade is the instructor's certification that the student has demonstrated
minimal mastery of the course material.
The student is graded "D" or "F" when his/her grasp of the course is
unacceptable.
For graduate credit, the grade in a course must be a minimum grade of "C."

Course Policies
Incompletes will be considered only for serious non-academic reasons beyond the
students control. Students should contact the instructor in a timely manner concerning
any difficulties or impediments regarding their abilities to complete coursework.
Academic Integrity Expectations: This is of the highest importance in the academic
community and at Georgia Southern University. I expect you to conduct yourself with
complete honesty and integrity throughout the course of this class. I will accept
nothing less. The Student Conduct Code
(http://students.georgiasouthern.edu/judicial/SCC_08-09.pdf) defines academic
misconduct. Confirmed cases of academic misconduct will be dealt with according to
the guidelines set forth in the Student Conduct Code and related directives.
Disability Accommodations: Georgia Southern University is committed to providing
an equal educational opportunity to qualified students with disabilities. The Student
Disability Resource Center (SDRC) is the primary source of services for these students.
Students with an array of disabilities are eligible for services; however, documentation
standards exist for all conditions. For further information contact the SDRC at 4781566.
University Communications: All Georgia Southern University students are provided
with an e-mail address within 24 hours of student registration. On-campus
undergraduate students are also provided with a Post Office Box. E-mail addresses
and Post Office Boxes are the official means of communication between the University
and the student. It is the student's responsibility to check his or her e-mail each
school day and his or her P.O. Box at least once a week for administrative messages.
There is no justifiable excuse for failure to respond to a University communication
or failure to act on a University communication in a timely manner. Log into
WINGS and look under personal information to find your e-mail account name
and password.

FERPA Statement
This course makes use of Internet-based tools for academic use. These tools may be
open to the public for the purpose of sharing our work with the larger Internet
community. To use the tools responsibly please observe all laws and University
policies. Some specific aspects of law and policy that might be well to remember are
prohibitions against copyright infringement, plagiarism, harassment or interference with
the underlying technical code of this software.
As a student using the tools, certain rights accrue to you. Any original work that you
make tangible belongs to you as a matter of copyright law. You also have a right to the
privacy of your educational records as a matter of federal law. Your contributions to
this course using Internet-based tools constitute educational records. By contributing
to this work using these tools, and not taking other options available to you in this
course for submitting work that would not be posted publicly on the Internet and not
available for editing by others, you consent to the collaborative use of this material as
well as to the disclosure of it in this course and potentially for the use of future courses.
Instructor evaluation of your work will not be made public.

Candidate Learning Outcomes


GaPSC
Standard 2: Teaching, Learning, & Assessment
Effectively integrate technology into their own teaching practice and to collaboratively
plan with and assist other educators in utilizing technology to improve teaching,
learning, and assessment.
2.7: Assessment
Model and facilitate the effective use of diagnostic, formative, and summative
assessments to measure student learning and technology literacy, including the use of
digital assessment tools and resources.
2.8: Data Analysis
Model and facilitate the effective use of digital tools and resources to systematically
collect and analyze student achievement data, interpret results, communicate findings,
and implement appropriate interventions to improve instructional practice and
maximize student learning.
INTASC
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners
in their own growth, to monitor learner progress, and to guide the teachers and
learners decision making.
Relationship to the Mission of Georgia Southern University and
the COE Conceptual Framework

As noted in the Georgia Southern University Mission statement, one of the institutions
hallmarks is to build a culture of engagement that links theory with practice. The
course objectives and candidate performance outcomes associated with this course
address this critical element. In addition, the course objectives specifically address the
four commitments that form the core of the Colleges conceptual framework:
*Commitment to the Knowledge and Dispositions of the Profession
Candidates will demonstrate an understanding of best practices of assessment and the
effect of assessment practice on the learning environment.
*Commitment to Diversity
Candidates will demonstrate assessment construction practices that are valid, reliable,
and fair.
*Commitment to Technology
This course will utilize technologies for planning and documenting assessments and
recording, reduction, and analysis, of data. Candidates will demonstrate competence
with a variety of applications of technology. The instructor will model and demonstrate
effective use of technologies throughout the course.
*Commitment to the Practice of Continuous Reflection and Assessment
Candidates will continuously evaluate their assessments so that they may be
improved.

NOTE:
The instructor reserves the right to make changes to the syllabus as needed. If
changes are made, you will be notified of the changes in class or by your
university e-mail address.