Schedule

Daily, June 9 - July6 from 5:00 p.m. to 7:45 p.m.

Instructor
Dr. Michael Orey
604C Aderhold Hall
(706) 542-4030; (706) 542-3810
mikeorey@uga.edu
http://it.coe.uga.edu/~morey
 

Office hours: call for an appointment.  I will usually be available before class and briefly afterwards. Please feel free to talk with me privately and at your convenience÷this is part of my job. Phone conversations, emails, and face-to-face visits are all welcome. Scheduled phone appointments work well, too.   I strive to answer email within 48 hours with the exception of weekends and when out of town.

Goals
Students will investigate a variety of research methodologies, quantitative and qualitative, with the objective of choosing the most appropriate methodology to support their inquiry into a technology integration or instructional technology problem. These research problems can exist on a local, state, or national level.

This class is designed for a mixture of M.Ed. and Ed.S. students.  Although the course focus is primarily on technology integration research, other school-based issues are highly relevant as well.  Research requirements differ between the M.Ed. and Ed.S. degrees.  M.Ed. students need an overview of the research process and are required to implement a small research project from start to finish in this semester.  Ed.S. students, having already had an M.Ed. research experience, are expected to make progress toward their individual Applied Projects.  Therefore, there will be some differentiation in assignments and grouping.

Instructional Objectives
As a result of this course, you will be able to:

1. Describe and apply a variety of research methodologies
2. Discuss a variety of issues relevant to technology integration and instructional technology practice, from which research topics can be drawn
3. Read the research studies of others from critical and applied perspectives
4. Develop an idea for the implementation of a problem-based research study, and make substantial progress toward its completion
5. Demonstrate the information literacy and technology skills necessary to locate, gather, and synthesize information relevant to the research study

Text and Supplies
Leedy, P.D., & Ormrod, J.E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

APA (2001). Publication manual of the American Psychological Association (5th ed.). Watshington: American Psychological Association.  

We will depend heavily upon the Internet in this class for communication, resources, and information inquiry.  It is essential that you have access to a reliable computer and Internet connection.  I prefer that you use Microsoft Word for word processed assignments to prevent file format problems.  You will also need an html editor (Netscape Composer, Microsoft FrontPage or FrontPage Express, Dreamweaver, etc.).  In addition, you may find the programs like Microsoft Powerpoint and Inspiration useful.

It's a good idea to carry a storage device to class.

Calendar

Assignments
To exemplify the constructivist philosophy, assignments in this class are flexible in terms of topic choice and content.  Due dates are flexible as well, as long as changes are negotiated in advance.

Ed.S. assignments assume that students already have at least one research project in their past, likely during the master's degree.  The following assignments were chosen to enable progress toward each student's individual Applied Project.  Regardless of where you are in your Applied Project (haven't begun, in the middle of it, near the end), these assignments should assist you in making substantial progress toward your goal.
 
 

Grading Policy

• A lot of thought goes into pacing assignments and arranging deadlines to be reasonable both for you to complete the assignments and for me to properly evaluate them.  As professionals, we mutually expect deadlines to be met. Please contact me if you have a problem with meeting a particular deadline. If an assignment is late, its score may be reduced. Also, please check with me if you feel that a deadline needs to be rescheduled, either for you personally or for the class as a whole.
• Collaborative option:  My preferences for grouping on assignments are indicated above.  With the exception of assignments related to Ed.S. Applied Projects, you may propose to choose the opposite mode.  For example, if you would like to tackle a group assignment as an individual, discuss it with me.  All members of a group receive the same grade for their group's product.
• Format:  most assignment descriptions specify the form in which each assignment should be turned in. Please pay careful attention to this detail. For example, I may request prints, email attachments, a web address, or a combination of these.  Most times, I will ask for both written and electronic versions.   Acceptable file formats include: .doc, .htm, .html (these are preferred); .rtf; .txt. Remember to double space when possible and appropriate. Number pages.  As a rule, it is most convenient for me to read printed copies of assignments.  Please do not use bulky binders or folders - a simple staple is sufficient, or spiral binding if the project is larger.  Use a 12-point font. In most cases, you should also post your assignment on your assignment page - unless privacy will be compromised (as in the case of Field Experiences).  This provides a sharing opportunity for all class members, and provides digital backup for print assignments.
• Print and submit 2 copies of each rubric with each assignment (unless the Rubric has a column for self-assessment).  Fill out the first yourself on your own performance. Explain your deductions in writing on the rubric.
• Communication and writing skills are essential for educators. Therefore, all writing must comply with grammatical and spelling rules, and should look professional in a visual sense. Please use a word processor and laser or inkjet printer, and avail yourself of the spelling and grammar-checking tools provided by your software. Web sites and projected materials should receive the same level of proofreading and care that printed papers do.  If errors or appearance detract from the quality of an assignment, the score will reflect this problem.  Cite any resources that you consult.
• Resubmit option: I believe in mastery learning, a learning model in which students have the opportunity to keep working at a skill until they have accomplished it. If you receive less than an 90% score on any assignment, you may correct the problem(s) and resubmit up until the last class meeting. If you choose to use this option, please resubmit the original assignment and rubric along with your revised assignmnet. If you choose to use this option, you must resubmit the original assignment and scoring sheet/rubric along with your revised assignment.  This option is available beyond the end of the course.  The Graduate School frowns upon "Incomplete" grades, but a grade lower than A can usually be changed.  No pluses or minuses are given.  It is my philosophy that every student can achieve an A with sufficient effort.
• Tracking: your final grade will not come as a surprise if you keep up with your scores. I will try my utmost to keep grades up to date through WebCT.   I encourage you to keep track of your own scores as well.
• All policies of the University of Georgia regarding academic honesty and online activity apply to this class.
• As scholars, it is essential for you to give credit to any other sources consulted in the course of completing any assignment. List these in a reference list near the end of the project, and please follow APA style (4th or 5th ed. acceptable).

Management

Special Needs
If you need special assistance due to a physical or learning disability, please let me know.  I will be happy to accommodate you in any way that I can.
 

Ground Rules

• I prefer to operate on a first name basis.
• Participants must comply with all computer lab policies established by UCNS and the Office of Information Technology; including posted UGA and Gwinnett campus lab schedules, printing costs, and copyright policies.
• There are NO stupid questions.  As technology specialists, one of your jobs is to empower students to find their own answers.  I will try to model this behavior - and so you may not always get direct answers.  Do everything you can to find your own answers, including asking your peers.
• As a student in the class, it is your responsibility to help other students as much as you can.  We need an atmosphere of mutual learning and inquiry.  Also, troubleshooting and teaching another person to do something are very effective ways of bolstering your own understanding.
• We will not criticize people we know who are working in the field.  Instead, we will criticize ineffective practices and strive to discover more effective ones.
• Food and drink are not permitted in computer labs.
• Feel free to interrupt with points and/or questions.
• A mid-period comfort break will be provided.  Feel free to take an extra comfort break if needed.
• Cell phones: please turn the ringer off during class, and leave the room if you need to take a call.

Agendas | Instructor | Description | M.Ed. Assignments |  Ed.S. Assignments |  Resources | Management | WebCT | Bottom

Originally created 8-19-02 by M. Fitzgerald. All rights reserved
Last updated 4/18/05 by M. Orey
http://it.coe.uga.edu/~morey/edit7320/