Syllabus

EDU 300: Media and Technology (Online)

Spring 2011: January 18 – May 9, 2011
(revised 01/04/11)

Instructor
Barbara Stebbins
stebbins@usm.maine.edu
217 Glickman Library
University of Southern Maine
Portland, ME
Phone: 207-228-8598
I am available via e-mail Monday through Friday from 9:00a.m. - 5:00p.m and through Elluminate
(web conferencing) by appointment. I can also be available, by appointment, on the weekends.

Course description
This course is designed to introduce pre-service teachers to educational technology tools that
support the learning process and assist teachers with instructional design and management. Topics
presented include some history, some theories and research, information literacy, computer basics,
electronic messaging, internet resources and web page design, multimedia, assistive technology,
educational software and computer-assisted instruction (CAl), instructional design and curriculum
integration, administration and management of technology.

Learning goals and objectives

Goals/outcomes
At the conclusion of this course, you will have:

1. an understanding of the role that technology plays in the teaching and learning processes
2. an understanding of how computers and other technologies can promote learning
3. an acquired knowledge of functional and useful skills necessary for the technological climate
in today's society

Learning objectives
During this course you will...
1. demonstrate skills in using Blackboard 9, Google Apps, and other technology applications
2. post to the discussion board after viewing videos and articles online
3. identify instructional strategies and match them to learning theories found in a lesson plan
4. apply Bloom's Taxonomy to learning objectives found in various lesson plans
5. apply Gardner’s Multiple Intelligences to a lesson plan
6. apply the ASSURE model to a personal lesson plan
7. interview a classroom teacher and summarize the interview
8. review multimedia sites and create a situation for using the applications in the personal
lesson plan
9. explore using Google Apps and describe using Google Apps in the personal lesson plan
10. read and summarize an article from a peer-reviewed journal regarding classroom
technology
11. create a product, using presentation software, that can be used in the personal
lesson plan
12. research and identify one Web 2.0 tool each that could and should not be used in
the personal lesson plan
13. create a draft of a WebQuest using Inspiration based on the personal lesson plan
14. create a WebQuest based on the personal lesson plan using a template in Google
Sites
15. complete multiple-choice quizzes
Textbook, readings, multimedia
We will be using the following in this class:

1. Textbook: Instructional Technology and Media for Learning, Ninth Ed. by Smaldino,
Lowther, and Russell
1. You will read 1 or 2 chapters per week and apply the content to a weekly activity
2. You will take a 10-question, multi-attempt quiz approximately every two weeks on
the chapter material
2. Online article
1. Old Story, New Story which can be accessed through Blackboard
3. Two videos - can be accessed through Blackboard
1. Technology and the Role of the Teacher
2. Integrating Media into the Classroom
4. Additional software which are free downloads
1. Presentation software
2. Google Apps
3. Inspiration

Technology requirements
You will need:
1. a relatively new computer with a Web browser (Firefox 1.5 or above, or Internet Explorer 6
or above)
2. high-speed internet access in order to access many of the larger file formats that are
prevalent in today's online education community
3. Microsoft Office Suite (Windows and Mac) or the free downloads, Open Office (Windows
and Mac), for the software applications we will be using in the course.
4. a memory stick for back-up
5. an inexpensive headset with a microphone (look for them to be on sale at Staples, etc.)

Other software requirements:

1. Adobe Flash Player for educational software web sites (free download)
2. Adobe Shockwave Player for interactive web sites (free download)
3. Adobe Acrobat Reader for reading pdf files (free download)
4. PowerPoint Viewer (either 2003 or 2007) for accessing PowerPoint presentations (free
download)
5. Elluminate for tutorial sessions (free download)
6. Media Player or Real Player (free downloads)
7. Inspiration (free download)

How this course will work

Each week, beginning the week of August 30 and ending the week of Dec 14, we will explore
different topics associated with media and technology. The week is defined as Tuesday through the
following Monday at midnight, at which times the weekly assignments will be due.

I suggest that you allow at least 3 - 5 hours per week on the weekly assignments; some may take
less, others may take more. Sample assignments are: reading chapters in the textbook and
discussing questions on the discussion board, on-line quizzes, a brief paper on a media and
technology topic of your choice, an interview with a teacher of your choice, evaluations of web sites
and educational software. There is no final exam but there is a final project.

Each class session will be introduced in the Announcement section of Blackboard. I will also be
posting other pertinent information here. When you first log on to Blackboard, the Announcement
page appears. You will not miss a thing! Explanations and the appropriate resources will be found
for each session under Weekly Units.

Everything associated with the course will be posted in Blackboard. In addition to using the
discussion board and e-mail, we will be using the quiz component, the grade book and other
attributes of Blackboard - all of which will be explained as we progress through the course.

Assessments and grading policy

You will be assessed on the following:
1. Participation in online classroom discussions and activities (25%)
2. Quizzes: multiple choice, multiple attempt quizzes that cover the textbook (20%)
3. Paper: review of a peer-reviewed article (15%)
4. Teacher interview: interview with a teacher of your choice (10%)
5. WebQuest: created using Google Sites and Inspiration (30%)

Total: 100%

Grading: You will receive a complete or incomplete score on the discussion board postings and
other assignments. Your participation score (25%) will be based on those results. Your other scores
will reflect the percentages above. EX: Paper is worth 20% of your grade, etc.

A = 94 - 100% A- = 90 - 93%
B+ = 87 - 89% B = 84 - 86%
B- = 80 - 83% C+ = 70 - 79%
C = 60 - 69% C- = 50 - 59%
D = 40 - 49% F = 39% and lower

Assignments
All assignments are due one week after they are assigned unless noted otherwise. The due time is
Monday at midnight (eastern time). After two weeks, the assignment might be evaluated as
"Incomplete" unless I hear from you.

If you are unfamiliar with the procedure of uploading and downloading an assignment, please click
on this link, http://media.usm.maine.edu/~ctel/tutorials/assignment/assignment.html.

Uploading an assignment means that you send it or "upload it" to the Blackboard server and I can
then "download it" to my computer. I will review it and upload a file for you to download to your
computer.

Everything on Blackboard is password protected so you needn't worry that someone, other than
myself, can read your assignments.

How to save and name documents

Microsoft Word is the default word processing program that Blackboard recognizes. However, not
everyone has Word on their computers. If we all (including me) save our documents with the .rtf
extension (rich text format), we shouldn't have any trouble reading the documents that we upload
to and download from Blackboard. To change the extension, go to the SAVE AS TYPE box under
the file name.
To view a video tutorial of the process, click on this URL:
http://usm.maine.edu/~stebbins/savetortf/savetortf.html

Interaction on discussion board

My role, as the instructor, in the discussion board is one of a facilitator. I won’t be responding to
your individual posts but I will read each one. At the end of the week, I will summarize what has
been discussed, add comments at that time and post grades.

Your role, as the student, in the discussion board is to post, answer questions, and to react to each
other.

Rubrics
Each activity or assignment will be accompanied by a rubric. I will look at the assignments
sometime after the Monday they are due and before the next Tuesday. In regard to the discussion
board posts, I will read them and post or e-mail a summation of my comments after the due date
and before the next Tuesday.
 Using the gradebook feature
This is a feature that you will want to use to keep track of your assessment scores that you receive
in this course. By clicking on Tools and then My Grades, you will see all of your scores plus
comments that I might add with each score.

I like this feature a lot because I, as the instructor, don't have to continuously remind any of you
that something has not been completed, etc.

Remember: only you (and I) can see your grades!!!!

Schedule
Readin
Topic Quiz Assignment
g

Getting to know Bb;

Instruction to course; Chapter Introductions; Survey; Practice
----
Learning perspectives 1 assignment; View video; Post to DB
(learning theories)

Constructivism; Instructional
Chapter Read article; Post to DB; A – Match
strategies (teaching ----
2 learning theories with teaching methods
methods)

Instructional design; ASSURE A – Applying Bloom's Taxonomy to lesson

Chapter
model; teaching methods; ----- plans; A – Multiple intelligences; Prepare
4
Bloom's Taxonomy for quiz on Ch 1, 2, 4

Review ASSURE presentation; A -Lesson

Quiz :
Chapter plan draft following the ASSURE model -
Draft lesson plan and revise Ch 1, 2,
5 paying attention to the writing of
4
behavioral objectives

Chapter A – Find multimedia for your lesson plan;

Multimedia; Paper (20 pts) ---
3 Find article for paper (due Oct 19)

Chapter A – Using Google Docs in your lesson plan;

Google Docs ----
8 Prepare for quiz on Ch 3, 5, 8

Presentation software (10 Chapter Quiz: Ch Presentation used in lesson plan; Teacher
pts) 6 3, 5, 8 interview (due Nov 9)

Assistive Technology; Chapter Paper due; A – Integrate AT into lesson

----
Teacher interview (20 pts) 7 plan; A – AT blog

A – Web 2.0 technology in lesson plan; A -

Chapter
Social networking ---- Find RSS feeds; Prepare for quiz on Ch 6,
12
7, 12

Chapter Quiz: Ch Teacher interview due; DB - Video

Video
9 6, 7, 12 question

WebQuests (30 pts); Chapter A - Draft of WebQuest (lesson plan) using

----
Inspiration 10 Inspiration (5 pts)

Using Google Sites to create Complete WebQuest; Prepare for quiz on

WebQuest Chapter ---- Ch 9, 10, 11
11
WebQuest - final project due ---- Quiz: Course evaluation
Ch: 9,
10, 11

Complete work not finished ----

Adaptations and accommodations

Students who require adaptations of accommodations because of a disability are asked to contact
me as soon as possible. For information, you may also contact the Office of Academic Support for
Students with Disabilities, Luther Bonney, 2nd floor, (780-4706.) Students who encounter difficulty
with the course for any reason are encouraged to communicate directly with the instructor. For
assistance with writing or study skills, you are encouraged to contact the University Learning
Center at the Portland Campus (780-4228). Help is also available through the Counseling Center,
106 Payson Smith (780-4050) and the Office of Academic Support for Student with Disabilities,
Luther Bonney, 2nd Floor (780-4706).

Netiquette
Our text-based communication is vital in this course since it is the primary--and possibly only--way
we will connect with each other. Please be careful and considerate in all your communications with
each other and the instructors.

The online medium is poor at conveying tone. Consider what you are saying and remember that
your intent might not be inferred by your readers (fellow students and instructors). Take a moment
to re-read everything you write: assume that it will be taken in the worst possible light. And extend
courtesy to others: assume the most charitable light possible. Both of these will make
communication easier and far more civil.

Use emoticons to provide the context of facial expression. A simple smile :) goes a long way in
telling readers that your statement is meant in a friendly way. A wink ;-) tells us you are joking
about something and prevents misunderstanding.

You can also indicate emotions and gestures with text. Some people use * or :: to indicate these,
such as ::smile:: or *frustrated*

If you feel angry or frustrated, give yourself time before submitting a response, possibly even over
night. If you aren't sure how something will come across, ask someone else to read it over and give
you feedback. Always re-read or preview messages in the discussion board or email before sending
them.

- Jeff Beaudry and AnnMarie Johnson, EDU 600

These documents discussing the (n)etiquette of posting to discussion boards also apply to using e-
mail, especially the spelling and slang sections.

http://owl.english.purdue.edu/handouts/pw/p_emailett.htmlhttp://www.library.yale.edu/training/neti
quette/
http://owl.english.purdue.edu/handouts/pw/p_emailett.html
http://www.iwillfollow.com/email.htm

Questions and comments

This blog is the place where you can ask questions or make comments about the class or any other
aspect of educational technology. I will be monitoring frequently but I want you all to frequent the
blog also and give a shot at answering each others' questions or comments - get a real discussion
going here!

The link can be found in the left sidebar.