ED TECH COURSE SYLLABUS

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Educational Technologies









2.0 semester credits, Spring 2020FRIDAY, 14:0 - 16:00 P.M.
Instructor:
Mehmet Akin Bulut, Ph.D. (Ongoing) 
Office:
S. B.
Communications:
akin.bulut@ihu.edu.tr (email)
Course web site:
bulutakin.blogspot.com
Office hours:

Ibn Haldun University Education Department Mission Statement:

The mission of the IHU Education Department is to develop knowledgeable, responsive teachers committed to educating all learners in a diverse and changing world. Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership.

Course Objectives and Orientation:

This course will help you will reflect on the role various forms of electronic and digital technology can play in the teaching/learning process and how you can engage these processes in your classroom. You will become skilled in some of the many digital tools used in today's schools. In addition, you will be exposed to basic theories of communication, selection, evaluation and research, and will be assisted in determining appropriate applications of these theories and techniques in educational settings. Drill and practice outside of class time will be necessary to reach a high degree of competence.

Issues Addressed in This Course:

How do we assist K-12 learners to become media literate? In what ways do learners profit from the use of electronic media? How can electronic media be used to enhance active learner-centered activity? How can I integrate media skills into my lessons? What is the Internet? What tools do I need to use the Internet? How will I use the Internet to assist my students? What does it mean to be digital?


Knowledge of:Skills in:Professional attitudes related to:
communications theoryproducing instructional materialsappreciating diverse learning styles
history and impact of technologyutilizing instructional materialsdeveloping a belief that all students can learn
selection and evaluation criteriaoperating instructional media equipmentdeveloping a foundation for research-based practice
future trends in technology

ethical issues and standards


In-class instructional methods may include: demonstrations, discussions, lectures, student-led activities, cooperative activities, tutorials, readings, problem-solving, and media showings. Each activity is planned with an appreciation for diverse learning styles based on temperament, gender, and cultural/ethnic differences.

Program Portfolio:

A standards-based portfolio is required in the ED TECH COURSE. This portfolio draws on all the courses in the program. We recommend that you save syllabi and assignments from your courses to use when preparing your portfolio. 

Required Readings:

There is no required textbook to purchase for this course. On line texts as well as other documents describing the course assignment are available on this web site and are required reading for this course. See the course schedule (below) for due dates.

Other readings may be required. Resources will be available in Lindell Library or through inter-library loan ordering. Announcements regarding this will be made in class.

Attendance Policy:

Regular class attendance is expected. You may be absent from only one class period without penalty. For each class period missed beyond that 0.5 will be subtracted from your course grade. If you must miss a class meeting, please speak with the instructor ahead of time. Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which they must propose and document for the instructor. Other avoidable absences may not be made-up.

Academic Honesty Policy:

Ibn Haldun University's policies on academic honesty apply to this course. Unless otherwise stated, the assignments you hand-in are assumed to be your own individual work. Please refer to the IHU Honesty Guidelines for details.

Grading Procedure:

Student performance will be evaluated on a 4.0-0.0 scale. Self-evaluation and instructor evaluation will be used to document progress towards course outcomes. All students will present evidence of their performance by preparing a Learning Portfolio at the end of the course which will contain documents and other evidence demonstrating proficiency in educational technologies. Students are responsible for reading all assignments thoroughly. The assignments in this course are evaluated based on the standards and formats described in these documents. Keep in mind that while some of the activities are not due until the end of the course, you may wish to begin them now to avoid a rush of work at the end of the term.
There are a total of 100 points available in this course. Your grade in this course is composed of several elements:

  1. Technology Leaps (* efolio Assignment): Early in the course each student will self-evaluate their technology skill set and determine at least two major learning goals on which you will work independently during this course. In order to document your learning, each student will write two brief scholarly research papers (minimum of 1,000 words each) on the topics you choose. These papers are scholarly research papers that are written in APA format. On the due date, you will also briefly present your TechLeap in class. You may wish to prepare a slideshow to help your classmates understand your TeachLeap, but a slideshow is not required. The due dates for these papers and presentations are listed in the course schedule below. (worth up to 20 points; 10 pts. each for two papers/presentations). There are three possible due dates - you need to pick two (see below in course schedule).
  2. Quiz(es): Students will be examined on the course readings and in-class presentations in one (or two) multiple-choice quiz(zes) depending on the length of the semester (one quiz in the summer and evening program, two quizzes during the day program). Students should prepare for the quiz(zes) by studying the course readings very carefully, taking notes during in-class presentations, and asking questions in class if any information is not perfectly clear. This component is worth up to 10 points.

  3. Learning Application Assignments (* efolio Assignment): Approximately every other week during the semester (weekly during the evening and summer semesters), students will submit several learning application activities which are worth either 5 or 20 points depending on the length and complexity of the assignment. See due dates in course schedule (worth up to 60 points).
  4. Class Participation: Regular class attendance is expected. You may be absent from only one class period. If you must miss a class meeting, please speak with the instructor ahead of time.

    Professional behavior is expected from participants in this course. Students are accountable for all instructions posted to this web site and should familiarize themselves with all expectations and deadlines outlined here. Direct any inquiries to the course instructor. Also, students should dress professionally (no caps, pajamas, or athletic uniforms in class please!) and be sure to de-activate wireless communications devices prior to the beginning of class. Use of personal digital devices and the lab computers for texting, checking email and Facebook during class activity time is not appropriate.

    * efolio Assignment: It is highly recommended that you put this assignment in your electronic portfolio.
Those students who earn 95-100 points on the exam and other assignments will receive a A for the course. Similarly: A- = 92-94, B+ = 90-91, B = 85-89, B- = 83-84, C+ = 80-82, C = 75-79, C- = 73-74, D+ = 70-72, D = 65-69, D- = 60-64, and F = 0-59. Students registered at the graduate level must earn a C+ or above to apply this course towards licensure. Students registered at the undergraduate level must earn a grade of C- to apply this course towards licensure. Students registered for the undergraduate version of this course are graded using the undergraduate grading scale and students registered for the graduate version are graded using the graduate grading scale.

Electronic Document Submission:


Late Work Policy:

Course assignments must be handed-in on time. On time means the assignment is handed-in (i.e., shared digitally) by the dates and times indicated on the course calendar. No late work will be accepted without prior arrangement with the instructor. Late assignments cannot be re-done.

Academic Alerts:

Augsburg University makes student success a priority. As a result, this course is participating in the Academic Alert initiative. As the instructor of this course, I may choose to refer you to your faculty adviser or other campus resources via the Academic Alert process if it is apparent that you are struggling with issues such as attendance, class participation/preparedness, and/or assignment/test preparation.

Academic Alert messages are sent via e-mail to your Augsburg e-mail address.  Additionally, alert messages are copied to your faculty adviser and other campus resources.  Your adviser may choose to contact you to discuss ways to improve your performance in these areas. You may also be contacted by campus resources regarding your situation. Referrals and departmental outreach are designed to maximize your chances of academic success at Augsburg, not as a punishment. 

Disability Accommodations, Accessibility and Other Student Rights:

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the CLASS Office at 612-330-1053 or stop by the Gage Center welcome desk on the link level of the Lindell Library as soon as possible to better ensure that such accommodations are implemented in a timely manner. All students have the right to use the Augsburg University Counseling Center and Student Development staff services, as well as to receive tutoring assistance. This class affirms individuals of all gender identities and gender expressions. Students are expected to show respect to others, including referring to others using their preferred names and pronouns. 

Pre-Course Schedule (this schedule may change due to media availability and other considerations):


Unit I: Media Knowledge and Skills--What do you already know and what do you need to learn?

Key Concepts:
  1. Setting Personal Learning Goals: At what ed tech skills am I weak and how do I strengthen myself?
  2. The Pencil Metaphor
  3. "Do to Learn, not Learn to Do"
  4. Just-in-time resources: Hoonuit.com (formerly AtomicLearning.com)
  5. Moodle forum Settings
  6. Self-regulation and the Learning Logs
Activities and assignments due:
  • Week 1:
    • Quiz on course syllabus administered at first class meeting.
    • Identify at least two Personal Technology Goals. Your goals are due at our second class meeting.

  • Week 2: Develop and discuss Personal Technology Goals. Prepare your goals before this class meeting. You will submit this document to instructor via GoogleDocs during class.

Unit II: History and Purposes of Technology in Schools

Key Concepts:
  1. Five Domains of Educational Technology
  2. What aspects of digital technology are very fluid and what parts change very little?
    Video: Apple's Future Computer: The Knowledge Navigator
  3. What is media literacy?
  4. What is information literacy?
  5. Historically, how has educational technology been integrated into learning? What does this experience tell us about tech integration today?
    Video: Schools of the Future, Pt. 1
  6. What are the Internet and the World Wide Web, and how do I use them as a learning tools?
  7. How will I integrate media and information literacy into my teaching?

Activities and assignments due:
Additional resources on media and information literacy (not required, but recommended for additional depth):

Unit III: How to select and evaluate technology in the classroom

Key Concepts:
  1. How do I select relevant digital media for my classroom?
  2. How do I evaluate whether my technology use is enhancing learning?
    Video: SAMR Model of Technology Integration
  3. Netiquette
Activities and assignments due:

Unit IV--How to prepare technology-enhanced lessons in my classroom

Key Concepts:

  1. Two ways to think about technology in the classroom:
    1. My use (teachers producing and using technology products--a necessary but not sufficient step)
    2. Their use (students using technology to produce their own products--this should be your ultimate goal)
  2. How do I differentiate instruction in my classroom to accommodate different learner circumstances?
  3. What are some Web 2.0 resources available to me? (Google Classroom, WebCT, Blackboard, moodle, et al.)

  4. Basics of document design and layout

  5. Adding multi-media (calendars, maps, videos, etc.) to learning resources

  6. URL shortening

  7. Where will I find inexpensive or free software to use in my classroom?
Activities and assignments due:
  • Week 1: Identify ideas for two lessons (use this lesson plan template to get started). The lesson plans are due in Week 2. In your lessons, you need to integrate both technology modalities we have discussed (i.e., you using technology to teach and your students using technology to learn). (Wait until the next unit to design the assessments for each lesson.) These lesson plans are due before our next class meeting (20 points). Be prepared to discuss your lesson ideas in class.
  • Week 2: 
    • Quiz on course readings and in-class presentations administered this week (5 points).
    • Two lesson plans due (use this lesson plan template). In your lessons, you need to integrate both technology modalities we have discussed (i.e., you using technology to teach and the students using technology to learn). These lesson plans are worth up to 20 points. (Wait until the next unit to design the assessments for each lesson.) Be prepared to discuss your lesson ideas in class. Remember to submit these documents to instructor via GoogleDocs.
Some Sites that Review and Recommend Software for Teachers:

    Unit V: How do I know whether students learned?
    Key Concepts:
    1. Define these key assessment and measurement terms:
      1. Assessment
      2. Measurement
      3. Formative
      4. Summative
      5. Reliability
      6. Validity
    2. Tools for Digital Assessment:
      1. Spreadsheets and Databases, e.g., GoogleForms
      2. Quizlet
      3. Kahoot
      4. Plickr
      5. WiseApp
      6. Optical scanning using a smartphone or tablet
    Activities and assignments due:
    • Week 1:
      • Technology Leap Report Opportunity - first of three (10 points). Please contact the instructor at least three days prior in order to obtain the go-ahead regarding appropriate topics and to receive guidance and other assistance. Today you will also briefly present your TechLeap in class. You may wish to prepare a slideshow to help your classmates understand your TechLeap, but a slideshow is not required. In addition, please post all materials to Tech Leap Sharing Forum--accessed on the moodle home page for this course.
      • Identify two assessments for the lessons you prepared last week. These assessments should be closely aligned with your lesson objectives and should also integrate some use(s) of technology. Please employ at least two different tools or approaches for your assessments. The assessments are due next week (Week 2). These assessment activities will be worth up to 20 points.
      • Some ideas for assessments using digital tools may be found at: Take Three: 55 Digital Tools for Formative Assessment, Know Students Better: 15 Tools for Formative Assessment and How I Got Started Using Technology To Assess Student Learning.

            Spring Break - March 16-22, 2020


    • Week 2: Two assessments for the two lessons you prepared during the last unit are due (20 points). Make sure to employ at least two different tools or approaches (one for each lesson). Add your assessments to the lesson plans you developed last week. These assessments should be closely aligned with your lesson objectives and should also integrate some use(s) of technology. Be prepared to discuss your lesson ideas in class. Remember to submit these documents to instructor via GoogleDocs.

      Unit VI: How do I keep myself up-to-date on new and emerging technologies?

      Key Concepts:
      1. What is my academic/scholarly field of study?
      2. What is (are) the professional association(s) for scholars in my field?
      3. How do they stay connected and how do I join their conversations?
      4. Savvy Searching: There's more to searching than hitting the enter key!
      5. Some Tech Terms in this area:
        1. Blogs/RSS Feeds
        2. Online Journals
        3. Listservs/Electronic Discussion Lists
        4. The "filter bubble"
      Activities and assignments due:


      Online class: This activity can be done anytime during the semester, but the responses to the questions need to be posted to the appropriate online forum

      For this activity, pick one of the following two online PBS videos to watch and to which you will post responses to the questions in the online forum for that video.
      • Online Option #1: Watch the online video: Digital_Nation
        • Respond to questions posted to Digital Nation Forum on moodle site
        • Your written response will be graded P/N
      • Online Option #2: Watch the online video: School Sleuth: The Case of the Wired Classroom
        • Respond to questions posted to School Sleuth Forum on moodle site
        • Your written response will be graded P/N

      Unit VII: Future Trends and Ethical Concerns
      Key Concepts:

        1. What are some of the major future trends and ethical concerns about using digital technology in the classroom?
          • Artificial Intelligence (AI)
          • Virtual Reality (VR)
          • Mobile devices and distraction
          • Safety and the Internet
        2. Where's the Internet going? How do I keep up?
      Activities and assignments due:
      Week 1: 
      • Two online readings due: Safety and the Internet and Where's the 'Net Going?
      • Identify two technology trends that are gaining popularity in your field of study and identify how you'll incorporate these trends into your teaching. A brief report (minimum 250 words, worth 5 points) on your findings will be due next week. Be prepared to discuss your work in class. 
      • Quiz on course readings and in-class presentations administered this week (5 points).
      • 3rd Tech Leap Report Opportunity (10 points). Please contact the instructor at least three days prior in order to obtain the go-ahead regarding appropriate topics and to receive guidance and other assistance. Today you will also briefly present your TechLeap in class. You may wish to prepare a slideshow to help your classmates understand your TechLeap, but a slideshow is not required. In addition, please post all materials to -accessed on the moodle home page for this course.

      Week 2:       
        • Identify two technology trends that are gaining popularity in your field of study and identify how you'll incorporate these trends into your teaching. A brief report (minimum 250 words, worth 5 points) on your findings is due this week. Be prepared to discuss your work in class. Remember to submit these documents to the instructor via GoogleDocs.
        • E-folios due--Portfolios presented in class today -- portfolios posted to GoogleDrive--editing privileges shared with instructor and link sent to the instructor before the final class meeting
        • Course evaluation completion

      Important Note: All remaining assignments are due to the instructor at the final class meeting. Any divergence from this deadline must be cleared in advance with the course instructor.
      Bulut's Three Laws:
      1. When a distinguished but elderly scientist states that something is possible, he is almost certainly right. When he states that something is impossible, he is very probably wrong.
      2. The only way of discovering the limits of the possible is to venture a little way past them into the impossible.
      3. Any sufficiently advanced technology is indistinguishable from magic.
       

       

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