Course Number: 

Course Title: Educational Technology
Number of Credit Hours:
Required or Elective: Required 
Term:
Day and Time: 
Location:
Professor/Instructor: J. Hargis
Office: 
Office Hours:            

Recommended Text(s)/Resources
1. Beskeen, D., Friedrichsen, L., Reding, E., Swanson, M. (2000). 
Microsoft Office 2000 Professional Edition (MSOff Answers Here).
2. Shelly, Cashman, &Gunter. (1999)Teachers Discovering Computers (TDC). 
3. Card. 
4.10 black high density, double sided formatted 3.5 diskettes; or 5 R/W CDs.
5. One pack of Notepad Yellow Stickies (~10 x 15 cm).

Plus Free subscriptions to:
THE Journal. Subscribe at http://www.thejournal.com
Technology and Learning. Subscribe at http://www.techlearning.com
Converge. Subscribe at http://www.convergemag.com

Course Description
     This course is an introduction to the classroom applications of educational technologies. The course includes a survey of educational hardware and software. Topics include integrated software packages, multimedia, interactive media, ethics and legal issues, and the Internet. This course serves as the beginning of the curricula strand in technology. The importance of this technology strand within the curriculum is apparent throughout.  Much of this course are based on the International Society for Technology Education (ISTE) standards. National Council for Accreditation of Teacher Education (NCATE).

Course Goals

• The primary goals of this course is to introduce technology and how to use technology in the classroom to pre-service teachers.  Essential to this are the beliefs that professional preparation should include these key components: a broad-based theoretical foundation for content, pedagogical and professional knowledge; a systematic and focused continuum of classroom for linking knowledge and learning process skills to practice; and a philosophical foundation that supports the development and application of the dispositions appropriate to the profession in all stages of preparation.

Diversity Considerations

• This course will address diversity issues, including ESE/ESOL considerations related to the introduction to education.  There will be diversity issues embedded throughout the course.  This course will also address ESOL issues.  To access the ESOL standards, click the following Link to ESOL Standards.

Technology Considerations

• Assignments will be required periodically in class or via the Blackboard® (Bb) Online Course Management System (CMS).  As soon as possible, locate a computer with Internet access on campus or at home and open the Microsoft Explorer® Browser.   The International Standards for Technology (ISTE) in Education can be found at this Link to ISTE Standards.

Course Objectives - Very Important!
1.0 Use basic microcomputer functions.
2.0 Use appropriate terminology for describing computer and technology components.
3.0 Create, revise and print a word processing document which includes text and graphics.
4.0 Evaluate the format and appearance of documents and presentations.
5.0 Use computer peripherals and other technologies related to instruction.
6.0 Create and run a media program.
7.0 Access on-line networks.
8.0 Troubleshoot basic computer problems.
9.0 Understand the basic principles of computer ethics.

Objective Matrix

Course Assignments, Expectations and Grading Procedures

Obj = Course Objectives
AP = Accomplish Practices
SA = Subject Area Competencies
ESOL = ESOL Competencies - Link to ESOL Standards
ISTE = ISTE Competencies - Link to ISTE Standards
LSC = Learned Society Competencies

Grading Procedure

• The goal of the quizzes will be to address lower level Blooms Knowledge and help the student to learn various nomenclature and background of education.  The major course assignments will all be assessed using a rubric, which will be provided to each student prior to the assignment.  Grading guidelines, rubrics, and procedures that will be used to assess the key course assignments are presented as links adjacent to each assessment in the table above.
• Assessments will be determined based on the quality of the following items.  All items must be word processed and spell checked.  For additional information about each, please refer to the web address to the right of each item. Your final class grade will be determined by the total percentage received on the assessments correlated to 100-90% = A; 89-80% = B; 79-70% = C; and 69-60% = D.

Course Policy and Guidelines

• All policies are derived from the Student Handbook

• Attendance - The Student Handbook indicates to check with each instructor at the beginning of the new term for his policy.  Religious Observances cited in the handbook will be followed.

Academic Integrity Code

• In order to protect the integrity of the teaching, learning, and evaluation process, the University of North Florida expects all members of the academic community to respect the principle of academic freedom, and to behave with academic integrity. Briefly stated, academic misconduct shall consist of any attempt to misrepresent one’s performance on any exercise submitted for evaluation. The primary responsibility for insuring adherence to the principle of academic integrity rests with students and faculty.  Any infraction, which comes to the attention of, any person should be brought to the attention of the faculty member to whose course it pertains.

Violations of Academic Integrity

Violations of the principle include, but are not limited to:

• Cheating: Intentionally using or attempting to use unauthorized materials, information, notes, study aids, or other devices in any academic exercise. This definition includes unauthorized communication of information during an academic exercise.
• Fabrication and Falsification: Intentional and unauthorized alteration or invention of any information or citation in an academic exercise. Falsification is a matter of inventing or counterfeiting information for use in any academic exercise.
• Multiple Submissions: The submission of substantial portions of the same academic work for credit (including oral reports) more than once without authorization.
• Plagiarism: Intentionally or knowingly presenting the work of another as one’s own (i.e., without proper acknowledgment of the source). The sole exception to the requirement of acknowledging sources is when the ideas, information, etc., is common knowledge.
• Abuse of Academic Materials: Intentionally or knowingly destroying, stealing, or making inaccessible library or other academic resource materials.
• Complicity in Academic Dishonesty: Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty.

Basic Classroom Rules

• The basic rules that you Learned in Kindergarten apply in this course.  
  "Do unto others..., If you don't have anything nice to say..., share everything. play fair, don't hit people, etc."  In addition, children, cell phones, pagers or anything that may disrupt the class are prohibited.

Instructor Commentary: This course can be exciting, inspiring, educational and yes, even enjoyable, but that depends mostly on YOU!  As an instructor, I expect respectful, courteous students who have voluntarily enrolled, paid for and are ready for a true post-secondary experience.  This experience includes but is not limited to thinking, pondering, wondering, considering/reconsidering, thinking, observing, discussing, inferring, interpreting, and thinking... did I mention thinking?  If you are able to do this, we will all have a very good time this session.  If, on the other hand, you wish to talk while others are talking, arrive late, be disruptive, demonstrate a negative, apathetic attitude - either verbally or in mannerisms, then it could be a very long semester for both you and I.  The ball is in your court, I will do everything in my power to make this a dynamic, interesting experience that can provide a significant initial step towards your journey in "Becoming A Teacher".

It may help to keep in mind the words of John D. Rockerfeller, Jr:
"I believe that every right implies a responsibility; every opportunity, an obligation; every possession, a duty."

General Email Guidelines

Recognize the constraints of corresponding by e-mail.

• Consider the message topic and possible legal issues.
• Ensure that the message adheres to policy.
• Send messages only to receivers who need to know the information. Unnecessary e-mail messages contribute to information overload and diminish the effective use.
• Consider how the receiver will perceive the information.
• Determine how much information the receiver needs to know.
• State your reason for writing; provide details to support your reason for writing.
• State what type of response is desired and provide a response time frame.
• Before transmitting the document, evaluate your message for conciseness, completeness, and clarity.
• Create a single-subject.
• When possible, use lists to provide information.
• Keep the length of the message to one screen.
• Follow standard grammar and writing techniques and run your spell checker.
• Always put a subject line in your e-mails.

Tentative Course Schedule