Class Meeting: Monday, 7:05 p.m. – 9:45p.m.	Class Location: Science 242
Instructor: Michael W. Pietrzak	Office: Chicago Teachers’ Center  770 N. Halsted, 4th Floor
E-Mail: mwpietrzak@hotmail.com	Office Phone: 312.733.7330 x 461  Phone messages may not be returned on the same day they are left.

COURSE DESCRIPTION

The media technology course will encompass all types of curricular/learning materials in varied formats – CD-Rom, laser-disc technology, telecommunications, satellite learning, and on-line databases. Multimedia educational software will be integrated into computer instruction in multicultural/multiethnic learning presentations. Electronic data management, classroom applications, and integrated learning systems will be utilized in education settings. Prerequisite: Graduate standing.

COURSE PURPOSE: This course is designed to provide students with the fundamental concepts and skills that all (incoming) teachers must have for applying informational technology in educational settings. It has been designed to prepare candidates to meet or exceed the learning technology standards for all teachers set forth in the document Preparing Educators for the 21^st Century published by the Illinois State Board of Education. The introduction to that section of the document reads:

Technology has the potential to make dramatic and effective changes in the way teaching and learning take place. Accordingly, assisting educators to integrate technology into the teaching and learning process is one of the most important steps Illinois can take to improve education.

The educator will have, and continually develop, the knowledge and skills in learning technologies to be able to appropriately and responsibly use the tools, resources, processes, and systems to retrieve, assess, and evaluate information from various media. The educator will use that knowledge, along with the necessary skills and information, to assist Illinois learners in solving problems; communicating clearly; making informed decisions; and constructing new knowledge, products, or systems in diverse, engaged learning environments.

GUIDING QUESTIONS/THEMES: The following guiding questions provide the student with a context in which issues will be explored in an integrated way throughout the course. The questions are aligned with both the ISTE and ISBE Standards.

1. Basic Computer/Technology Operations and Concepts: What basic computer/technology operations and concepts are necessary for educators to have to be able to evaluate performance of hardware and software components of computer systems and apply basic troubleshooting strategies to enable them to access, generate and manipulate data, and/or publish results?
2. Personal and Professional Use of Technology: How can educators plan and participate in activities that use technology as a means for communicating, collaborating, conducting research, and solving problems designed to enhance lifelong learning and professional growth while promoting equitable, ethical, and legal use of computer/technology resources?
3. Application of Technology in Instruction: How can a variety of software, applications, and learning technologies that support K-12 curriculum, instruction, and assessment be integrated into the planning and delivery of instructional units to meet the needs of diverse populations at all levels and in all subjects?
4. Social, Ethical, and Human Issues: How do educators make decisions concerning social, ethical, and human issues related to technology as they consider the changes in information technologies, their effects on workplace and society, their potential to address lifelong learning, and the consequences of misuse?

• Operate a multimedia computer system with related peripheral devices to successfully use (install) a variety of software packages.

• Use terminology related to computers and technology appropriately in written and oral communications.
• Describe and implement basic troubleshooting techniques for multimedia computer systems with related peripheral devices.
• Use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software.
• Demonstrate knowledge of the uses of computers and technology in business, industry, education, and society.

• Use productivity tools for work processing, database management, and spreadsheet applications.

• Apply productivity tools for creating multimedia presentations.
• Use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.
• Use computers to support problem solving, research and data collection, information management, communications, presentations, and decision-making.
• Demonstrate awareness of resources for adaptive assistive devices for students with special needs.
• Demonstrate knowledge of equity, ethics, legal, and human issues concerning the use of computers and technology.
• Identify computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.
• Demonstrate knowledge of broadcast instruction, audio/video conferencing, and other distant learning applications.
• Provide examples of policies and practices to provide equal access to media nad technology resources for students regardless of race, ethnicity, gender, sexual orientation, religion, or socioeconomic status.
• Engage in reflection while critically analyzing, selecting, creating, and adapting technology for professional and instructional use.

• Explore, evaluate, and use computer/technology resources including applications, tools, educational software, and associated documentation.

• Describe and use current principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum.
• Design, deliver, and assess student learning activities that integrate computers/technology for a variety of student groups and diverse student populations.
• Design student learning activities that foster equitable, ethical, and legal use of technology by students.
• Practice responsible, ethical, and legal use of technology, information, and software resources.

• Describe the historical development and important trends affecting the evolution of technology and its probable future roles in society
• Describe strategies for facilitating consideration of ethical, legal and human issues involving school purchasing and policy decisions

COURSE REQUIREMENTS: (details for each project will be presented in class)

• Create a web site
• Attend and be punctual for all classes
• Database Project: Create a database of 100 educational websites and make findings available at your website (using Microsoft Access 97)
• Critique 7 professional articles from professional educational journals about uses of technology in K-12 education and write summaries using a standard word processing program (e.g., Microsoft Word). One of the guiding questions is to be used to direct the research process.
• Develop an interactive instructional unit that integrates the Internet and publish it on your website
• Presentation using Microsoft Powerpoint
• Spreadsheet project (e.g., Microsoft Excel)
• Contribute to the development of a community of learners by participating in class discussions, group activities, serving as a technical support to classmates, and by freely sharing current and newfound knowledge in the area of technology
• Completion of Final Exam

REQUIRED TEXTS AND MATERIALS

Morrison, G., Lowther, D., & DeMuelle, L. (1999). Integrating computer technology into the classroom. Upper Saddle River, NJ: Prentice-Hall, Inc.

Snell, Ned.  Teach yourself to create web pages in 24 hours.  1999. Indianopolis, IN: SAMS Publishing.

2 disks formatted for a PC

WEB-ENHANCED COURSE

This course is web enhanced. The use of technology and the Internet is integrated throughout the course. Throughout the course, in-class and independent learning activities to help assure successful completion of course requirements will be integrated in the course. Students who are unfamiliar with computer basics such as Microsoft Windows, the use of the mouse, basic word processing skills, or Internet navigation skills should take whatever steps are necessary to gain these basic skills. Workshops are generally offered throughout each term. The Academic Computing office on the 3^rd floor of the atrium in the Classroom Building has information about these workshops. In the event a workshop is not available at a convenient time, students must aggressively seek out a tutor. Students lacking basic technological literacy skills need not be concerned in the beginning, however, failure to acquire these skills quickly will seriously impede progress in this course.

COURSE PROJECTS: (Note: The highest grade possible for any assignment submitted after the due date will be a "B"). Percent of impact on grade will be determined and published at a later date.

• Database
• Table of Websites
• Spreadsheet Project
• Powerpoint + Presentation
• Interactive Unit
• 7 Critiques related to a single guiding question
• Class Participation
• Attendance
• Final Exam

ATTENDANCE: Each member of this class contributes to the creation of a community of learners. Attendance is essential to the achievement of this goal. Students not present at the beginning of a class are considered absent for the 1^st hour. Hence, three tardies constitute 3 hours (1 night) of absence.

Students who miss more than 3 hours of class, or 1 night, due to partial or full absences, or tardiness, will be subject to a grade reduction. Students who miss two classes are considered "excessively absent" and are subject to receive a grade of "R" (see note below).

GRADING SYSTEM

NOTE: A grade of "B" will be the highest grade possible on any assignment not submitted on or before the due date regardless of reason.

The final grade will be determined by adding the points received by a student on all projects.

INCOMPLETE(I): University policy on incomplete states that an incomplete must be requested in writing by the student. The request must detail work not completed. If you require an incomplete, you must discuss this with your instructor as soon as possible. It is the instructor’s option not to issue an incomplete. Please note that you have one semester to complete the work. If it is not completed within the next semester, a final grade of "F" will be filed for you by the instructor. Not having time to complete the course requirements is not a valid reason for an incomplete to be given. Failure to complete necessary work will result in your not earning points in that section and may result in a final grade of "F."

REGISTERED (R): Excessive absences precluded evaluation. This is a permanent symbol; it is not considered in the calculation of the grade point average, and the course is not applicable toward graduation credits.

COURSE OUTLINE
(schedule subject to change without notice)

NOTE: Due dates of major assignments/projects are identified in this chart.  As needed throughout the term, additional assignments may be given based on the needs of the class.  The due dates for these assignments will be announced when the assignment is given. A grade of "B" will be the highest grade possible on any assignment not submitted on or before the due date regardless of reason.
 
 

CLASS	TOPIC	ASSIGNMENTS	DUE	In Class
1 8/30		Complete on-line survey  Send Email to mwpietrzak@hotmail.com Read Chapters 1-4 (Morrison) – using the guiding questions Locate 5 interactive websites		Introductions  Syllabus  Email subscription  Ecircles subscription  INMD-L@neiu.edu listserv subscription
2 9/13		Read Chapter 13	On line Survey	Subscribe to Web Hosting Service  Discuss Chapters 1-4
3 9/20		Read Ch. 8		Intro to Spreadsheet Disc. Ch 13 - Searching Intro Critique format Review NTeQ
4 9/27		Read Ch 14	Spreadsheet Project	Discuss Ch 8 Intro Web Page Design (Netscape: icons, alignment, cut/paste) Intro Powerpoint
5 10/4		Read Ch 9		Discuss Ch 14 Web Page Design - Pt 2 (Review last week; links) Into Spreadsheet Review Powerpoint
6 10/11		Finalize Powerpoint Presentation		Discuss Ch 9 Review Powerpoint Illinois Learning Standards (http://www.isbe.state.il.us/ils)
7 10/18		Read Ch 7	Powerpoint Presentations	Evaluate Powerpoint Presentations
8 10/25		Read Ch 6	Select topic for unit Write intructional unit goals, link to Illinois Learning Standards Join QuizMaker	Discuss Ch 7 Introduce Instructional Unit Project Web Design - Pt 3 (Review page design, links, cut/pste between multiple open windows) Into: Goals, Objectives, Activities
9 11/1		Read Ch 12		Discuss Ch 6 Video: Multimedia Instruction Discuss access/accessibility to technology
10 11/8		Read Ch 7	5 Critiques related to ONE quiding question	Web Design for the Instructional Unit (Statement of Needs, Teacher Section w/links, Student Section w/links) Discuss Ch 12
11 11/15		Complete Table of Websites		Discuss Ch 7 Word processing Tips &Techniques for the classroom, including Word Art
12 11/22		Read Ch 15	Table of Websites (changed from database)
13 11/29				Discuss Ch 15
14 12/6				TBA
15 12/13			Instructional Unit Available at your website
16 12/15  8:00-9:50	Final		Final Exam tunred in at 8:00pm	Website presentations

IMPORTANT DATES (from the Fall 1999 Schedule of Classes)

September 13, 1999 - Last day to 1) request Pass/Fail option, and 2) drop (see Schedule of Classes for  refund information)
November 12, 1999 - Last day to drop via TTRS (No financial credit or refund)

FINAL EXAMINATION

RATIONALE:

In discussions surrounding the use of technology in education, two statements are commonly heard. One is, "Technology is the great equalizer." People embracing this school of thought frequently support this by saying that barriers that often result based on one’s perceptions related to race, class, gender, (dis)ability, sexual orientation, religion, or ethnic background are removed. Technology is truly blind to human diversity. The other statement is, "Technology is widening the gap between the more and/or better educated and the less and/or under educated.

What were your beliefs about the use of technology in K-12 education? How have they changed or been strengthened as a result of this course? How will your beliefs now influence your work in the classroom?

Clearly support your position. You may reference the text, handouts, journal critiques, experiences in class, personal and professional experiences, and any other relevant sources.

• Use current APA 4 style for documenting sources and for the bibliography.
• An APA Style Manual is available for purchase in the bookstore.

• Your paper should be not less than 5 double spaced, word processed pages.
• Use 12 point Arial or Helvetica font.
• Include a cover with the title aligned center, and centered on the page in 18 point Arial or Helvetica, bold and italic.
• Include a running header containing your last name and the title of the paper.
• Include a running footer than begins page numbering on the first page after the cover.

PAGE INFORMATION

This page maintained by: Michael W. Pietrzak
Last update: September 18, 1999 3:30pm