Syllabus
it.coe.uga.edu/~mfitzger/6150su01syllabus.html
EDIT 6150: Introduction to Computer-Based Education
Summer Semester I, 2001
Daily, 1:00-3:15
Room 233, Aderhold Hall
 Agendas | Instructors | Description | Assignments | Resources | Management | Calendar | Bottom

Instructors
Dr. Mary Ann Fitzgerald
604A Aderhold Hall
(706) 542-4030; (706) 542-3810
mfitzger@coe.uga.edu

Allen Bullock, Teaching Assistant
Bullocks5@earthlink.net
 

Office hours: Dr. Fitzgerald is usually available immediately after class, and/or you can set up an appointment.

Each participant is expected to take an active role by contributing ideas and resources, posing questions, taking initiative, and helping other
class members. The primary operating system is Windows 95/98, although Macintoshes are available through special arrangements. The
course format is primarily hands-on.

Goals
As a learner, you will:

• Develop the belief that technology can play an important and central role in your classroom as a medium of instruction, a tool for students, and a management assistant
• Acquire skills that enable you to use technology in these ways
• Learn to welcome new ideas and methods afforded by technology, and be willing to experiment
• Articulate your position on the use of technology in the the teaching/learning process, including what you perceive to be its most significant challenges and opportunities

1. Identify processes and strategies for the infusion of technology into instruction.
2. Design, develop, and evaluate media intended to support guided learning.
3. Utilize computers, peripherals, and networks for instructional purposes.
4. Establish a level of technology literacy that will empower professional activities and development.
5. Make progress toward competency on some or all of the Georgia Technology Standards for Educators.

You will also need a Iomega Zip 100-meg disk for use in this class.
 

Option A
This option contains 5 assignments. Due to the compressed timeframe for this class, the scheduling of class events will be arranged around these five assignments.  We chose these 5 assignments because of past experience - students have valued them and they tend to be the ones chosen when students have been given choices.  You will receive detailed instructions and evaluation rubrics for completing each of these.  The due dates are designed to help you pace yourself through the projects.
 

Assignments for Option A	ID	Due date	Value
Class participation and attendance (includes homework)	A	-	15
Software Review and Demonstration	B	as  arranged	15
Web Quest	C	June 14	15
Electronic slideshow	D	June 21	15
Resource collection	E	June 27	15
Professional Web Site	F	July 5	25
Total	.	.	100

Option B
This option allows you to identify the areas of desired concentration.  A Class Participation score is required of everyone (Assignment A), and all students must present a Software Review and Demonstration (Assignment B).  The remaining points are open for negotiation.  In addition, the assignments outlined below may themselves be increased or decreased in scope and size, with an accompanying change in point value.  It will be up to you to propose the assignments and changes in the rubrics.  You must also establish due dates for all assignments.  On Showcase days (which correspond to the due dates under Option A), you must be prepared to demonstrate a current project under development.

Please note that there is an assignment option called "Dream Thing."  This option allows you to create an entirely new assignment.  Any project involving educational technology that requires you to learn and apply new skills is suitable.  You must, however, describe the project in advance and obtain approval.
 

Assignment Menu for Option B	No.	Due (fill in)	Points (as described)
Required: Class participation and attendance (includes homework)	A	.	15
Required: Software Review and Demonstration	B	as ararranged	15
Web Quest	C	.	15
Electronic slideshow	D	.	15
Resource collection	E	.	15
Professional Web Site	F	.	25
WWW evaluation assignment	G	.	10
Technology and education position statement (word processing)	H	.	5
Resume (word processing)	I	.	5
Electronic lesson (presentation software)	J	.	10
Database	K	.	5
Newsletter	M	.	?
Integrated lesson plan (final project)	N	.	15
Dream Thing	O	.	__
Total: Select among the above to total 100	.	.	100

Grading Policy

• I expect assignments to be turned in on time according to established or negotiated deadlines. Please contact me in advance if you have a problem with meeting a particular deadline. A late assignment will not receive full credit.
• Collaborative option:  Most assignments can be undertaken as paired or group projects.  Please let me know if you want to exercise this option for any assignment.
• Format:  each assignment description specifies the form in which each assignment should be turned in.  Please pay careful attention to this detail.
• Communication and writing skills are essential for teachers. 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. 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 a 90% score on any assignment, you may correct the problem(s) and resubmit up until the final due date (see calendar).  If you choose to use this option, please resubmit the original assignment and scoring sheet/rubric along with your revised assignment.  You may deliberately turn an assignment in early to take advantage of the Resubmit option.
• Tracking: your final grade will not come as a surprise if you keep up with your scores.  You may ask me at any time to show you your official electronic score sheet, and I recommend that you do so several times over the course of the semester. A Score Sheet handout is provided to help you track your scores.
• All policies of the University of Georgia regarding academic honesty apply to this class.

Also, there may be some demonstrations and workshops in this class that will not be of value to you.  A great deal of lab time is built into the schedule.  You need not attend demonstrations, workshops, or lab times that are irrelevant to your learning.  I trust you to be able to discern the difference between relevant and irrelevant parts of the class - given that you understand that you may be foregoing unexpected, informal learning opportunities.  I will be very clear about which parts of the class are required and which are not.  Attendance will not be taken during optional attendance periods.

In order to ensure that this class is about technology integration into education rather than strictly a skills class, we will use pedagogical themes.  These are "big ideas" from educational research and theory that are currently believed to be useful and sound.  They also figure prominently in the Georgia Technology Standards for Educators.  Every two or three days, we will highlight a new "Theme of the Day" as one way of introducing these themes.  Readings illustrating the themes will also be assigned.  Most assignments in this class require that you consider and incorporate one or more themes into your project. A list of possible themes is provided below.  It is unlikely that we will address all of these themes, but you may choose from any of them to incorporate into your projects.

For example, let's say you are preparing a web site for your class as one of your projects.  You have chosen to emphasize the theme of independence for your students.  Within your website, you might include a number of links to sites that provide opportunities for independent learning.  You might also construct a page of strategies that students could use if they need to increase their ability to learn independently.  You might also include a project or two that students could complete independently.

Themes

• Standards
• Constructivism
• Instructional design
• Literacy
• Real world learning, authenticity, and contextual learning
• Interdisciplinary topics and projects
• Learning for all students (individual differences, learning styles, disabilities)
• Teacher as facilitator
• Independence
• Collaborative learning and interdependence
• Relevance
• Motivation
• Active learning
• Diversity and multiculturalism; global learning
• Self esteem
• Learning connections and transfer
• Practice
• Inquiry
• Communication
• Reflection
• Classroom management
• Independence, learner self-appraisal and self-management, metacognition
• Problem solving
• Higher order thinking skills (critical thinking, analysis, synthesis, evaluation, creativity)
• Assessment
• Professional development
• Lifelong learning

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

• Participants must comply with all computer lab policies established by UCNS and the Office of Information Technology; including posted lab schedules, printing costs, and copyright policies.
• Food and drink are not permitted in computer labs.
• Feel free to interrupt with points and/or questions.
• In a computer lab class, it is tempting to multi-task by checking email, etc., while demonstrations and presentations are going on.  If a demonstration, talk, or presentation is under way, please refrain from doing  this.  Have empathy for the person who is in front of the group - your turn will come!
• Also in lab classes, there will be periods when people need assistance and the instructors are spread too thin.  If you have a question, please feel free to ask other students.  If you are asked a question, please answer it if 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.
• A mid-period comfort break will be provided.  Restrooms are available on every floor in Aderhold, and a snack bar is located on the 1st floor.  Feel free to take an extra comfort break if needed.
• Cell phones: please turn the ringer off during class.

• Folder system: each student will have a folder which we will exchange each class. Pick it up at the beginning of class, and return it at the end.  I will distribute graded work through these folders, and you should place any assignments in the folder.   A copy of your scores will remain in the folder at all times.
• Daily agenda: Late each afternoon, I will post an agenda for the next day's events.  Please read the agenda on the evening before or first thing as you arrive at class.  You are responsible for details on this agenda even if you don't attend class.