EDU 204 Information Technology in Teaching
Instructor: Lisa Frazier
E-mail: Use email within WebCampus
Office Hours: HTC 115, generally 8-5pm
Class Time Section:
Mondays & Wednesdays 11-12:15
Room: HTC 108, Face to Face, /WebCampus, Online LiveNet combination
A beginning computer course for classroom teachers. Topics include: word processing, spreadsheets, databases, e-mail, Internet, educational software, using computers in the classroom, and their impact in education.
TEACHING METHODS & PROCEDURES
This learning experience will include one-to-one sharing, group work, cooperative presentation, demonstration, lecture, peer tutoring, and modeling.
After successful completion of this class, students will be able to:
You must attend class regularly if you intend to obtain the full benefit of instruction. I keep attendance records and you must notify me in advance if you expect to miss a class. If you do not notify me, your absence will be recorded as unexcused. The college catalog states that a student who has an excessive number of absences may be dropped from a course. In general, unexcused absences in excess of the number of credits to be earned in the course is considered excessive.
If, for some reason, you feel that you cannot complete the course, you must officially withdraw from the class by the course drop deadline by contacting Admissions & Records at 753-2102, and completing the Course Withdraw Form.
Officially withdrawing results in a "W" on your grade report. The "W" is not used in computing your cumulative GPA; it will appear on your transcript and be permanent. If you do not officially withdraw, your grade will be based on the work you have completed averaged with zeros for work you have not completed.
Attending college is similar to being employed. Success on the job is achieved only with hard work and effort. This is also true of college.
Your employer expects you to be:
∑ on the job everyday
∑ on time
∑ prepared to work each day
You are allowed only a specific number of sick days each year after which your pay is "docked." This is also true of this class. Regular and prompt attendance is essential, and your "sick" days are limited (see the Attendance section of this syllabus, above). Excessive absences will result in the loss of your job (dropped from the class).
Meetings are an essential part of the workplace, and everyone is expected to attend regularly and contribute to the discussion. If you miss an excessive number of meetings and/or do not share vital information, your employment success is in jeopardy. The same holds true for this class. You are not only expected to attend all of our "meetings," but you are expected to contribute to class discussions. This requires you come to each class prepared to discuss the assigned material. Failure to do so will put your success in jeopardy and can result in a reduction in your "salary" (grade).
Your employer requires you to submit all reports on time. Failure to do so will endanger your employer's business and your success. The same is true for this class. All "reports" (weekly assignments) are due at their scheduled time. Failure to submit reports will result in a reduction in your "salary" (grade) or the loss of your job (dropped from the class).
Performance reviews occur in the workplace, and your employer determines the degree of your success during these reviews. Such is the case in this class. The "performance review" for this class is the project. This project requires you to show not only your knowledge of the material, but also your ability to use this knowledge in real-world situations. Your "pay" (grade) depends upon the magnitude of your performance.
∑ attend class regularly, well-prepared and in a timely manner
∑ participate in class discussions
∑ submit all assignments (10 point will be deducted for everyday they are late)
∑ do well on your project
you have the potential to excel in this class. Good luck!
Course grade will
be based on Participation, Class Assignments,
and your Final Project
To determine the final course grade, your individual grades will be calculated on a percentage scale and then recorded as the corresponding grade point value and letter grade as shown below. Grading will use + and - on assignments, tests and the final, recorded grade.
Percentage Grade Point Value Letter Grade
94-100 4.0 A
90-93 3.7 A-
87-89 3.3 B+
83-86 3.0 B
80-82 2.7 B-
77-79 2.3 C+
73-76 2.0 C
70-72 1.7 C-
67-69 1.3 D+
63-66 1.0 D
60-62 0.7 D-
0-59 0.0 F
All assignments are due before class on the day assigned. In case of absences, arrangements must be made ahead of time with the instructor. Late assignments will be graded, and then reduced one grade level per day they are late. Any assignment not handed in within one week will be recorded as an F. Students should keep all assignments. Grades are not automatically displayed on WebCampus. Periodically, I will upload the grades and average grade to WebCampus and tell the class they are available.
A GRADE OF A vs. C
The following chart is a profile of the characteristic
attitudes and behaviors of both the typical A student
and the typical C student, originated by John H. Williams of
Hopefully, this chart will help you to see that the path to an A is not vague; you can consciously adopt these attitudes and behaviors to increase your likelihood of success. Conversely, if you do not have the time or desire to earn an A, you are encouraged to modify your expectations and work toward a more attainable grade.
A or Outstanding Students
C or Average Students
1. Ability (Talent)
...have special aptitude, motivation, or a combination of both. This talent may include either or both creativity and organizational skills.
...vary greatly in aptitude. Some are quite talented but their success is limited by a lack of organizational skills or motivation. Others are motivated but lack special aptitude.
2. Attendance (Commitment)
...never miss class. Their commitment to the class resembles that of their instructor. Attending class is their highest priority.
...periodically miss class and/or are often late. They either place other priorities, such as a job, ahead of class or have illness/family problems that limit their success.
3. Attitude (Dedication)
...show initiative. Their desire to excel makes them do more work than is required.
...seldom show initiative. They never do more than required and sometimes do less.
4. Communication Skills
...write well and speak confidently and clearly. Their communication work is well-organized, covers all relevant points, and is easy to listen to/read.
...do not write or speak particularly well. Their thought processes lack organization and clarity. Their written work may require a second reading by the instructor to comprehend its meaning.
...are visibly interested during class and display interest in the subject matter through their questions.
...participate in class without enthusiasm, with indifference, or even boredom. They show little, if any, interest in the subject matter.
...obtain the highest scores in the class. They exhibit test-taking skills such as an ability to budget their time and to deal with test anxiety. They often volunteer thoughtful comments and ask interesting questions.
Obtain mediocre or inconsistent scores. They often do not budget their time well on exams and may not deal well with test anxiety. They rarely say much during class discussion and their answers indicate a cursory understanding rather than mastery of material.
Note: Performance is a joint function of a studentís native ability and motivation. Punctuality, attendance, attitude, curiosity, effort or time commitment, and preparation all indicate motivation.
Are always prepared for class. They always respond when called on. Their attention to detail sometimes results in catching text or teacher errors.
Are not always prepared for class. They may not have fully completed the assignment, have completed it in a careless manner, or hand in their assignments late.
...learn concepts rather than memorize details so they are better able to connect past learning with present material.
...memorize details rather than learn concepts. Since they usually cram for tests, they perform relatively better on short quizzes than on more comprehensive tests such as the final exam.
9. Time Commitment (Effort)
...maintain a fixed study schedule. They regularly prepare for each class no matter what the assignment. They average 3-4 hours of study for every hour in class.
...study only under pressure. When no assignment is due, they do not review or study ahead. They average not more than 2 hours of study for every hour in class. They tend to cram for exams.
Great Basin Collegeis dedicated to education. Therefore, the college demands a high level of scholarly behavior and academic honesty. No form of academic dishonesty is acceptable. If two or more students turn in the same assignments, punitive measures as described in the Rules and Disciplinary Procedures for Members of the University Community will be enforced.
COMPUTER LAB USE
The computer labs are provided as a service to students. Use of a computer lab is a privilege, not a right. Users must refrain from doing anything that annoys others or disrupts their education. The computer lab cannot be used for non-college work. If you notice anyone violating this policy of the computer lab, notify one of the lab assistants or a faculty member immediately.
Expect to use the lab often. Some software is available only on certain computers in the lab. There are several hours each week when a lab assistant monitors the lab.
COMPUTER LAB RULES
∑ Computer lab use is restricted to authorized individuals: students, faculty, and staff with appropriate logins.
∑ Logins are issued to individual users and ARE NOT to be used by anyone else.
∑ Food and drink are prohibited while in a computer lab. Items may be left on a table outside of a lab.
∑ Children are allowed in the labs only if they are enrolled in a course offered specifically for them
∑ Internet access is to be used for class-related work only. Internet activities will be randomly monitored.
∑ Computer labs are for students to use for class-related work only.
∑ Copying of ANY software is prohibited without prior authorization.
∑ No ringing cellular phones in the labs.
Americans with Disabilities Act (
Qualified students with physical
or documented learning disabilities have the right to free accommodations to
ensure equal access to educational opportunities at
If you need special course adaptations or accommodations because of a disability, please let me know at your earliest convenience.
Donít let yourself get behind! Once we begin, we will cover several concepts in each class. If you are confused about any particular concept, please let me know immediately.
You will be learning a tremendous amount of material in this course. For some, all of this new information may be overwhelming. Be patient. You are here to learn and I am here to facilitate your learning.
GENERAL EDUCATION OBJECTIVES
Communications Skills Objective:
∑ Students will be responsible for projects involving oral and written forms of communication, including in-class presentations and email-based discussions. Written components will be evaluated on content, grammar, and spelling.
∑ There will be extensive in-class discussion that will be evaluated on evidence of: insight, quest for knowledge, and reflection.
Critical Thinking Objective:
Quantitative Ability Element:
∑ Students will use math to design Excel spreadsheets appropriate for use in a K-12 curriculum.
∑ Students will use database concepts to build tables, queries and reports in Access and discuss their applications in a classroom environment.
∑ Students will design a file management system for their class-related files.
Reasoning and Independent Thought Element:
∑ Students will conduct research using online resources and will evaluate information found. They will build a resource guide of educational sites, lesson plans and software reviews in the areas of their specific interests. They will learn effective Internet search techniques.
∑ Students will evaluate software designed for use in K-12 classrooms based on criteria they devise.
In a comprehensive final project:
∑ Students will create computer-based presentations to be used as teaching aids in a specific subject. The students will determine the design and content of the presentation.
∑ Students will create a web page to be used in teaching a specific subject. The students will determine the design and content of the web page, and it must include relevant, age-appropriate hyperlinks.
∑ Students will devise lesson plans for their own "students" that will require the use of productivity software. The students will determine which productivity software their "students" will use.
∑ Students will design corresponding rubrics that will include formulas for weighted areas of student work.
Scientific Understanding Element:
Personal and Cultural Awareness Objective:
Sense of Individual in Society Element:
∑ Students will research resources addressing the use of technology for students with special needs.
∑ Students will consider their role as teachers facilitating the use of technology in their teaching.
Sense of the Past Element:
∑ Students will discuss the history of computer use in the classroom and the differing attitudes toward computer use by students, teachers, and administrators.
Sense of Accountability Element:
∑ Students will discuss aspects of computer ethics as they deal with classroom use. These will include software licenses, use of the Internet, and privacy issues.
Appreciation of Fine Arts Element:
∑ Students will incorporate standard graphic design guidelines into electronic presentations and web page design.
Personal Wellness Element:
∑ Students will discuss potential problems with computer use such as repetitive stress injury and excessive Internet use by children.
Technological Understanding Objective:
Students will gain knowledge of social and cultural impact of technology in education.
Students will gain experience using:
∑ Central processing unit
∑ File management
∑ Word processing
∑ Web page design
∑ Digital camera
LEARNER OUTCOMES & MEASUREMENTS:
Applied INTASC Principles:
1. Content Pedagogy
2. Student Development
3. Diverse Learners
4. Multiple Instructional Strategies
5. Motivation and Management
6. Communication and Technology
9. Reflective Practice: Professional Growth
Initiate, incorporate, and evaluate students own and others written assignments with rubric assessment, WebQuest with rubric assessment, and class presentations of projects which demonstrate skill and working knowledge of common software and hardware found in classrooms
Develop lesson plans with a variety of instructional techniques, strategies, and content modifications for students with a variety of learning and physical needs integrating technology
Develop a personal philosophy of technology and its uses/misuses in education