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Educ 3412: Computers in Education. 4 Credits. Spring Semester, 2007.
Dan Glisczinski, Department of Education
Syllabus
Schedule
Assignments
Contact Dan
FOLDOC
HSW: Comp.
Welcome to Educ 3412: Computers In Education.
Class meets:
- Section 3: Tuesdays 5-8:40 p.m. in Montague 209
- Section 4: Mondays and Wednesdays 3-4:50 p.m. in Montague 209
Class alias
Section 3: educ3412-3-s2007@d.umn.edu
Section 4: educ3412-4-s2007@d.umn.edu
Course description:
This course is designed to prepare students for the use of computers in current and future educational settings. It is the first course in a series of Educational Technology courses that lead to a Certificate in Educational Technology offered through the University of Minnesota Duluth. This first course focuses on the development of skills in a variety of basic applications that can be used in education settings. Both the Windows (PC) and Macintosh operating systems will be used in order to prepare students for both computer environments.
The Computer in Education is a project based learning course which utilizes a constructivist approach to teaching. Further, this course is developed specifically to meet the 17 ISTE basic standards which encompass the 6 general categories which are noted as follows:
1. Technology Operations and Concepts
2. Planning and Designing Learning Environments and Experiences
3. Teaching, Learning, and the Curriculum
4. Assessment and Evaluation
5. Productivity and Professional Practice
6. Social, Ethical, Legal and Human Issues
Further, this is the first course in a series which includes Educ 3412 (5412), 5413, 5414, and 5415 (4 semester credits each) which all focus on educational technology. The series of courses lead to a graduate or undergraduate Certificate in Educational Computing and Technology which is a unique program offered through the University of Minnesota, Duluth. These courses also focus as the concentration for the Master’s of Education (MED) Degree offered at UMD.
Recommended materials:
- One USB/Flash drive: (No memory requirement. Make a choice that seems sensible to you)
- Sharp, V. (2005). Computer Education for Teachers: Integrating Technology Into Classroom Teaching. 5th Edition. Boston: Mc Graw, Hill.
Course Standards and Conceptual Framework:
International Society for Technology Education (ISTE) Standards |
UMD Education Department
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Technology Operations and Concepts Planning and Designing Learning Environments and Experiences Teaching, Learning, and the Curriculum Assessment and Evaluation Productivity and Professional Practice Social, Ethical, Legal, and Human Issues |
Diversity Reflection Empowerment Collaboration Technology |
Course outcomes:
Course Goals and Objectives |
ISTE General Preparation/Performance Profile |
UMD theme |
|
1. Describe and explain the International Society for Technology in Education (ISTE) computer and technology standards developed for teacher preparation programs. |
Introduction |
Technology |
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2 . Effectively and efficiently enhance your technology productivity skills with hardware, software, and peripherals. |
2. Demonstrate proficiency in the use of common input and output devices: solve routine hardware and software problems; and make informed choices about technology systems, resources, and services |
Technology Reflection |
| 3. Acquire a sound understanding of your future K-12 technology teaching responsibilities upon reviewing the scope and sequence for teaching K-12 technology skills as developed by the National Educational Technology Standards-NETS (ISTE-NETS Scope/Sequence) 12. Describe professional and personal goals for the use of educational technology. |
12. Evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks. |
Technology Reflection |
|
4. Identify and review current issues relating to computers, software and peripherals in regard to their use in their focused subject matter areas and/or in regard to use for teaching and teacher-administrative functions. |
5. Use technology resources to facilitate higher order and complex thinking skills, including problem solving, critical thinking, information decision making, knowledge construction, and creativity 16. Discuss diversity issues related to electronic media 17. Discuss the health and safety issues related to technology use |
Technology Reflection Empowerment |
|
5. Acquire an understanding of how to effectively assess and evaluate student technology projects. |
10. Observe and experience the use of technology in their major field of study |
Technology Reflection |
|
6. Gain both a historical and futuristic perspective regarding the use of technology in educational environments. |
14. Demonstrate an understanding of the legal, ethical, cultural, and societal issues related to technology |
Technology Reflection |
|
7. Work with the both the Apple Macintosh and the PC Windows Operating Systems in order to function effectively with either system |
1. Demonstrate a sound understanding of the nature and operation of technology systems |
Technology Reflection |
| 9. Develop materials and evaluate software applications using the following types of applications: word processing, spreadsheets, databases, desktop publishing, drawing/painting, graphical editing, and multimedia presentation. |
6. Collaborate in constructing technology enhanced models, preparing publications, and producing other creative works using productivity tools. |
Technology Reflection |
| 10. Use computer based communication systems to advance their communication skills. These systems will include electronic mail, listservs, synchronous and asynchronous discussion forums. |
11. Use technology tools and resources for managing and communicating information (ie finances, schedules, addresses, purchases, correspondence) |
Technology Collaboration |
| 11. Conduct searches on the Internet, using a variety of search methods, to locate text information, images, audio files, and video files. |
7. Use technology to locate, evaluate, and collect information from a variety of sources |
Technology Empowerment |
| 12. Describe professional and personal goals for the use of educational technology. |
9. Use technology in the development of strategies for solving problems in the real world |
Technology Empowerment |
| 13. Identify sources for securing educational software and opportunities for ongoing professional development in technology |
15. Exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity |
Technology |
| 15. Identify and describe uses of computers, other instructional technology and different computer software as (a) information resources, (b) administrative (non-instructional) tools, (c) inquiry tools, and (d) communication tools. |
4. Use content specific tools (ie software, stimulation, environmental probes, graphing calculators, exploratory environments, and web tools) to support learning and research 8. Use technology to process data and report results 13. Use a variety of media and formats, including telecommunications to collaborate, publish, and interact with peers, experts, and other audiences |
Technology Empowerment Reflection |
| 16. Upon acquiring a sound understanding of basic computer skills and concepts with hardware, basic application software, and peripherals effectively showcase your ability to utilize these talents in effectively planning and designing effective learning environments which support technology within your future P-12 classrooms and for other professional responsibilities supplemental to the classroom. |
3. Use technology tools and information resources to increase productivity, promote creativity, and facilitate academic learning |
Technology Empowerment Reflection |
Dispositions:
This course will require you to develop and strengthen the following professional teaching dispositions: |
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Attendance, Punctuality |
Initiative, Independence |
Reliability, Dependability |
Oral expression |
Written expression |
|
Critical thinking skills |
Tactful judgment |
Collegiality |
Reflective response to feedback |
Interaction with students, peers, teachers, and stakeholders |
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Desire to improve own teaching performance |
Commitment to the education profession |
Constructive attitudes toward learners |
Professional ethics |
Professional demeanor |