Syllabus EME 2040:
Introduction to Educational
Technology* 3 cr.
Summer Term
2003 Section:
SITE: Brandon Campus B-Tech 217 Orientation
e-Learning
HCC Course Description:
Introduction to Educational Technology
is a survey course designed to introduce teachers to the use of microcomputer
technology and telecommunications in augmenting the teaching and learning
process. Students learn through weekly
assigned readings, lectures, and hands-on-lab experience. Upon completion of the course, students will
be able to telecommunicate, and critically evaluate educate educational
software. The student will be able to
conceptualize the uses of computers in the classroom in-terms of
computer-directed instruction, computer enhanced instruction, and computer
managed instruction. They will also
learn the purpose of and acquire basic skills for using commercial courseware,
generic applications software (word processors, database managers, etc,), disk
operating systems, and hardware.
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Your Instructor: John Taylor |
Your Challenge to Teach |
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This course is a prerequisite for
admission to teacher education programs in the
state universities of
Suggested Pre or Co-requisite: CGS 1100 or computer keyboard skills
using Windows Operation system (WIN 98, ME XP) and Word Processor: Word
Required Textbook:
Teachers Discovering Computers: Integrating
Technology in the Classroom 2nd Edition
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Gary
B. Shelly ISBN 0-7895-6492-0 Companion Web Site: |
Text Summary:
Description: Make your introductory computer course for educators exciting and dynamic with Teachers Discovering Computers: Integrating Technology in the Classroom, Second Edition from the Shelly Cashman Series. Unprecedented currency, unique Web integration, and innovative lecture presentation materials will help you present an outstanding class..
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Table of Contents |
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Chapter 1: Introduction to Using Computers in Education |
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Chapter 2: Communications, Networks, the Internet, and the World Wide Web |
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Chapter 3: Productivity Software Applications for Education |
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Chapter 4: Hardware Applications for Education |
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Chapter 5: Integrating
Multimedia and Education Software Applications |
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Chapter 6: Education
and Technology Integration |
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Chapter 7: Integrating
Educational Technology into the Curriculum Special Feature: Creating Curriculum Pages |
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Chapter 8: Security Issues, Ethics, and Emerging Technologies in Education |
Instructor: John T. Taylor
Office: Brandon BACA 210a
Office Phone: 253-7824; Message 253-7808
Cell
Phone: 361-4379 after
E-MAIL : jtaylor@masterlinx.net (Thur-Sun) or jtaylor@hcc.cc.fl.us (Mon-Wed)
(each
student is expected to have an E-mail address. Free Emails may be obtained from
Hotmail [www.hotmail.com], MailExcite [www.mailexcite.com], Yahoo
[www.mail.yahoo.com], ZDNet Mail [www.zdnetmail.com], Net@ddress [www.netaddress.com], Bigfoot
[www.bigfoot.com]
E-Mail assignments to: : jtayloreme2040@yahoo.com and
jtaylor@masterlinx.net or jtaylor@hcc.cc.fl.us
Subjects of emails must
describe briefly the assignments being submitted and begin with the digits 40(except
quizzes).Any email without a subject will be deleted.
Software:
HTML Editor (Homesite
5.0), ToolBook
II Instructor 8.1 (6.5), Power Point 2000, word processor (Word 2000, Word
Perfect 2000, Microsoft Works 2000) Supplies: minimum of ten 1.44 meg floppy disks
(Volunteers are needed to reformat free used disks located on instructor’s
desk)
Download HTML Text Editor HomeSite
5.0 for 30 days:
http://www.allaire.com/products/homesite/
Office Hours
(tentative):
TTh 9:00-9:30 ,
11:00-12:30 ; MW 9:00-9:30 ,
12:15-1:00 , 3:30-4:45 ;
MTW 6:00-7:00 p.m. ;
For
John Taylor’s Current Hours Link to site: http://www.hcc.cc.fl.us/faculty/john_taylor/office/office.html
Attendance:
Students not
attending the mandatory orientation class meeting (unless prior
arrangement is made with the instructor) are subject to “WNA” final grades for
"No Show".
Students absent should consult the weekly group emails or the the
course calendar at:
http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/40calendarSum03.html
Access to Student
Emails/ Web Site Menu:
http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/40email.html
the file name begins with 40atd followed by
the term: Sum03 for spanned Summer 2003, F03 for Fall 2003, and S04 for
Spring 2004 then the extention .html .
Synchronous Attendance:
The instructor may
hold biweekly sessions on the Internet via WebCT
whiteboard or the Interwise teaching platform. The
outline of the session will be sent via group email at least two days prior to
the session. These sessions will be in the evening slot on Wednesday or
Thursday nights after
Phone/Email Network:
http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/summer03/40atdSum03.html
links to John Taylor’s e-Learning students
Summer 2003.
log-on to WebCT account
My
WebCT
Your WebCT
ID will be the first initial of your
first name and the first initial
of your last name, combined with your seven digit Student ID number (NOT Your SS#) for example:
John Taylor's user name would be jt1234567
Important Note:
Your initials are case sensitive and must be in lower case.
Your password is your six
digit birthday. For example if you were born on
On-Line Tutorial Quizzes and
Exams:
Pretest: On-Line
practice Exams
The student will also
complete the online 20 question practice exam for each chapter prior to the
test.
Access the the EME 2040 Test Menu Page:
http://www.hccfl.edu/faculty/john_taylor/eme2040/40testmenu.html
access online Shelly Cashman
Chapter Practice Quiz:
http://www.scsite.com/tdc2/default.cfm?module=learn
Click on the desired
chapter, then Scroll down to #7 Practice Test.
Computer
Genius Game:
The student will complete before each WebCT exam, a 30 points activity by playing:
“Who wants to
be a Computer Genius?” found at:
http://www.scsite.com/tdc2/default.cfm?module=learn
Click on the desired
chapter, then Scroll down to #5 Computer Genius.
Put you full name in the blank before you begin. Play the game. You have three
lifelines. If you complete the game successfully and become a “Computer Genius”, print the
page as proof and note how many lifelines you used. You will receive 100% of
the points for completing the game successfully regardless of the lifelines
used. You have only 45/60 seconds to answer each question, unless you use the
third lifeline, which is consulting the book (Not a Friend), which stops the
clock. Failing to answer a question in time limit or answering a question
incorrectly burns a lifeline. When all Lifelines are used, an incorrect
answer ends the game. You can also
send the results to the instructor by clicking: Control PrintScreen
to copy the results to the clipboard and paste it into an email. Send only
to masterlinx email or hccfl.edu (do not send to
Yahoo). You will receive 2 points for each correct answer. If you achieve
Genius status and use the lifelimes you receive 30
points-up to 18 questions...if you lose at 8 questions then you get 16 of 30,
You may play as many times as you wish until you are satisfied with the score.
Print of the results for your portfolio. If you have trouble with screen
capture then: Send a verifying email to the instructor with your score
Subject: 00e: computer Genius Chapter # Verification.
For the remaining 50 points
for the exam, access WebCT and attempt the chapter
exam. You may retest each chapter two times.
Hardware Activities:
· format a disk in DOS and Windows
· make a directory on you hard drive in DOS and
Windows
· copy a program from hard drive to floppy disk
· burn a CD and duplicate a CD or make a copy of a
floppy disk
The Internet: Getting Started with Email
The hardest part of the using the Internet for some of the students is to gain access to the Internet at home. Others already are on the Internet with an E-Mail address. HCC’s access to the Internet does not allow for student regular (smtp) E-Mail on HCC’s server. Therefore, each student should obtain an Internet access either through using the WEBCT Free Email or Hotmail, MailExcite, Yahoo or JUNO (all are free) or a private provider (up to $20/month). By the second week of the course the student will have an address. Submitting this address is worth xx points of the student’s final grade. Students who have home computers have an advantage, while others will have to utilize many hours of extra time on campus using the OPEN computer Students receive the xx points by emailing the instructor at his WEBCT email box or jtaylor@hccfl.edu or jtaylor@masterlinx.net or jtaylorcgs1100@yahoo.com with a short message as to whether this is the student's first email or a description of the student's past computer experience and software the student uses plus the type and speed of a personal pc at home.
Special Dates:
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Drop & Add
Adjustments |
May 12-16 |
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Faculty/Counselor
Adjustment |
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Administrative
Adjustment |
see Dean in BACA 207 |
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Last Day to
Withdraw |
July 7 |
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Final
Exam/Scavenger Hunt |
August 13-15 |
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No classes scheduled on Campus |
May 26 (Mem Day) July 4 (IndD), Campus Closed Sat. |
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Last
Day to Remove ‘I’ |
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Study Groups/Phone
Network/Lab Partner:
During the first week of class each
student will complete a Data Card, Interview a peer, and introduce that peer to
the class (30 point activity). From these exercises and other inventories (such
as a learning styles inventory or behavioral analysis self rating), study
groups, a phone network, and cooperative groups need to be established. Each week students will volunteer to assist
in the group operation of the class, such as test mastering, topic
presentations, video recordings, media preparation. The phone network will be established so that
in case of emergencies by the instructor each student will be responsible to
call two other students in the network to alert the student of the emergency so
that information may be distributed prior to the next scheduled class.
Each co-op group will choose two units
from Chapters 1-9, 13 Appendix A-D of the Heinich
text to be their area of expertise for the class. Copies of the chapter’s
supplemental materials will be distributed to the co-op group. The students
will make the class quizzes for their chapters and present their chapters using
power point presentation software.
.A student volunteer versed in
spreadsheets will type an Excel document listing the student’s name, phone
number, email address, and chapters assigned which will be saved in HTML format
for Web publication (30-50 bonus points) the first week. Another volunteer (with camera experience)
will take snapshots of the students during introduction, transfer the image
files to each student's disk, and make a photo collage of the class (50
points). Another student (with data base
experience) will transfer the data from the cards to Access (50 points). Another student will maintain the master test
grade book for online quizzes.
The student link for Spring Term 2002 is:
http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/spring02/40atdS02.htm
Master Student Exercises (text optional):
The
instructor understands that the average attention span for a student listening
to a lecture is less than 20 minutes.
Each class is 75 minutes day.
Generally, the instructor will attempt to cover the lecture topic is
short sound bites
Also
the instructor may incorporate exercises from the Becoming a Master Student
program. The $25 text sold at the Ybor/PC bookstore (REA 1605 or SLS 1501) is one of the best
investments a college student may make.
The Discovery Wheel and Learning Styles Inventory are both assessments
from the Master Student text. From day-to-day the instructor and/or student
groups will use exercises from the program to break-up the lecture and expose
the student general learning principles.
Most instructors use story telling, group exercises, problem solving
examples, etc to break-up a long lecture so as to shift-gears. The following is
Dave Ellis’ Chapter by Chapter Internet resources:
http://college.hmco.com/collegesurvival/ellis/master_student/9e/students/exercises.html
The
instructor’s experience is that we math, technology, and science folks just go
on-and-on-and-on, which research shows is successful with 35 to 40% of the
students. Those
35-40% need to understand the problem with the other 65% who are
struggling. Many times, athletes are
mislabeled ‘dumb jocks’ when they are excellent kinesthetic learners and go absolutely crazy after 5 minutes of a
traditional transmission lecture. All
students need to know their best learning
style (auditory, visual,
kinesthetic, mixed modality) and find strategies to succeed in experiences
not presented in their preferred learning style. Go back to high school, which homework did
you attempt first, why? Did you put-off
those dreaded subjects to last, why?
Learning Styles Inventories:
Each
student will complete at least three hardcopy learning styles inventories
during the first five weeks of the term and one electronic study of the
student's group participation style.
Each student will write, using a word processor, an essay of two to
three pages. In addition to a general
essay about learning styles, the student will focus the last page of the paper
with an interpretation of his/her personal results. The first learning style is the Kolbe
Learning Cycle from the Master Student text. Read the Chapter 2 handout. The second is a word matrix. The third is an
inventory similar to the Myers Briggs. Read the chapter 6 handout plus the MBI
interpretation handout. The electronic
version of the MBPI developed by the JavaScript students may be found at:
http://www.hcc.cc.fl.us/faculty/john_taylor/cop2822/psychtest1.html
Printout the results window
with the MBTI style preference. Attach it to your paper.
The
electronic form is the Behavioral Analysis Self Ratio found at the Virginia Polytechic Institute site.
It is available at the following URL(requires a
PassWord-ask instructor):
http://ei.cs.vt.edu/~cs3604/support/Groups/Activity.html
The student will create a
directory called: Learnsty under C:\Program Files/Click2Learn/Instructor8/ and
copy learnsty.tbk file from a disk circulated
by the professor. Or the student may reattempt the Kolbe by accessing the same
file on the Internet which requires the Neuron plug-in. Link:
http://www.hcc.cc.fl.us/faculty/john_taylor/cgs1871/learnsty/impulse/learnsstyle.tbk
The student will redo the Kolbe and print out three electronic pages: Responses, Cycle of Learning, and Learning Grid. Completion of each inventory is worth 50 points and the paper is worth 300 points.
File Formats:
Windows as well as other
Microsoft Programs allow the user to save files in a ridiculous fashion, which
causes many problems on the web. What
happens when a students opens a word processor or other application and types
the first letter, is that Microsoft in their great wisdom creates a temporary
name for the file which includes the first words typed or the title at the top
of the page. This includes the NO! NO! spaces between words and super long
file names.
When the student saves the
file, the student is to overwrite the program’s attempt to create these long
file names with spaces and other non-letter/number symbols. It is best to keep the file name to eight
letters before the period and the extension. When working with unsaved files,
many programs such as homesite will make a back-up save,
which includes a tilde: ~hs_55sylS01.html . The tilde ~
will truncate extra long files. The ~tilde in URL’s have
a different meaning such as: http://users.ju.edu/~mbessma/ .
Please do not use
more than eight letters or numbers in a file name with no other symbols (except
the underscore if you just have to have a space in the name). The instructor
will forgive pushing it to 10 or 12 characters, but no more. Next: Do NOT use uppercase letters, except as
noted above to replace a space between two words. For every file submitted the
instructor has to view, which violates the rule of the class, 50 points will be
deducted.
Video Clips
Each week someone will play a video impact clip. Student may watch certain movies on video that explore teachers in school settings, or children’s/peer relationships-socialization situations. The student will play for the class a clip 2-5 minutes) of the movie and lead a short discussion of why the clip had an impact. The clip should be preset to start the tape at the correct place to save class time. As an alternative the student may select TV commercial(s) (30second clips) that have a positive and a negative impact that the student records at home. Also those that are going into content areas such as math, science, history may utilize video movies that you would show a clip to a class to make an educational point as an alternative to the teacher/student clips. No clips will be played the last two weeks of the term. This is worth 50 points for completion of this task.
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Some suggested films include: Stand and Deliver Dead Poet’s Society To Sir with Love Blackboard Jungle Jack Teachers Dangerous Minds Mr. Holland’s Opus Music of the Heart |
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Master Student Discovery and Intention Journal Entry System
My Friend Dave Ellis
One way to become a better student is to use the Discovery and Intention Journal Entry
System to increase your effectiveness with the least possible
struggle. It’s a way to focus your
energy, and it is closely related to the idea of taking a First Step such as
the First Step in Alcoholics Anonymous.
Alcoholics must tell the truth about their drinking before they can
begin to change. Students must admit to
their strengths and weaknesses before they can take action. Students may first use a paper and pencil
journal (notebook), but by the third or fourth week journal activities should
be electronic word processing documents.
Through Discovery Statements, the student can learn “where you are.” They are
a record of what you learn about yourself as a student-both strengths and
weaknesses. Discovery Statements can also be declarations of what you want,
descriptions of your attitudes, statements of your feelings, transcripts of
your thoughts, and chronicles of your behavior.
Intention
Statements can be used to alter your course. They are statements of your commitment to do
a specific task, to take a specific action.
An intention arises out of your choice to direct your energy toward a
particular goal.
The following are the seven guidelines for Discovery
and Intention Statements:
Discovery
Statements: Intention Statements:
1. Discover what you want. 1. Make you intentions
positive.(never use try)(use do)
2. Record the specifics. 2. Make intentions
small and keep able.
3. Notice your inter voices and pictures. 3. Use observation
criteria for success.
4. Notice physical sensations. 4. Set time lines.
5. Use discomfort as a signal. 5. Be
careful of intentions that depend on others.
6. Suspend self-judgement.(be
kind) 6.
Anticipate self-sabotage.
7. Tell the truth. 7.
Identify your rewards.
Discovery Wheel:
http://college.hmco.com/collegesurvival/ellis/master_student/9e/students/ch01.html
- ch01
Camera Person/Video
Lesson/Video Equipment:
Each student
may be responsible at least twice during the term for setting up and operating a video cameras
during lecture/demonstration/presentation portions of the class (Heinrich
Chapter 8) team members should be persons experienced with video camera and
will be the class video trainers along with the instructor. They will also be responsible for setting up
or assisting the students to set up the cameras after the third or fourth week
of class). The student(s) may edit the
tape with the assistance of the instructor using the equipment located in BTECH
203.
Each
collaborative group will meet outside of class time to make a video tape of
each other toward the end of class after each has been trained on the video
equipment. One task will be to introduce each other similar to the first/second
day of class. The second task will be a presentation a short lesson not to
exceed 5 minutes, concerning a topic in the assigned chapter of expertise or a
teaching lesson appropriate for the student’s future classroom activities. The final task will be an exiting video,
where each member of the group acts out a skit/interview/etc to describe, what
is EME 2040 all about? The finished products
may be shown in class and each student will submit a critique of the
presentations.
50
points of the student’s final grade may be counted from in-class video
experience, 50 points for the group video lesson, 50 points for the class introductions, 50 points for the skits/interviews, and a bonus of 50 to 500 points
for pilot learning to use the edit equipment.
The instructor needs volunteers to operate the video cameras during his
other course presentations shown on his schedule.
As an alternative the volunteer may video
another instructor’s class presentation such as one of the other Education
courses (The student will substitute 50
points for each assistance of the
During
the course, each person must setup a VCR, program the VCR, and Duplicate a
Tape. This will be done at home, if possible either before or during the video
(chapter 8) presentation. Submission of
the completed task using a check list provided by the instructor is worth 50 points.
Camera Day (Optional):
The first class session of each
month will be camera day. All students
may bring their cameras and randomly photograph their instructor or peers
during the class period. An alternative
is to use the camera during formal pubic school classroom observation with the
permission of the school and/or master teacher. The instructor and/or the students will use
a digitized camera to take snapshots that students may directly integrate into
their assignments. Each student will
demonstrate the principles of photographic composition during the course
(Heinrich-Appendix A). Each student will setup the digital camera to download
and save images to disk. Each student will use a graphic program to compress an
image into a *.jpg format. 25
points of the student’s grade may be earned from participation in the photo
collections and 25 points for the
transfer and compression of the digitized video files.
Music Video and Audio
Recording of the Week:
Each
week the instructor and/or the student may select a music audio or video to be
shown in the class. Each video must
have a hard copy of the words for the class to follow during the playback. The presenter will lead a short discussion of
the video. The class may be able to
utilize a portion of the video during the course to incorporate a clip into an
assignment. Each week the instructor or
the student may present a music audio for the week with a hard copy of the
words or text of the recording. No Clips will be played the last week of the
class.
During
the course each student will digitize an audio clip and make a voice
recording. Each student will make a copy
audio cassette tape using dubbing equipment.
50 points of the student’s
final grade may be determined from this submission of the video or audio
recordings. 25 points will be earned
for the creation of a .wav file
which may be a music clip or any other sound clip. 25
points will be earned for duplication of an audio tape and 25 points
will be earned for making a voice recording. Student should complete two of the
three tasks for 100 points total.
Vector and Raster Graphics:
The
student will submit by the 13th week of the term 15 electronic
graphic files. The student will submit
these images on a disk in either *.tif, *.bmp, *.jpg, *psd, or *.gif
file extension formats. Of the 15 files most will be saved from the WEB,
while one must be scanned, one must be an electronic photo, and two must be
hand drawn.
Each
student must submit at least one vector graphic and one raster graphic image
drawn using either ToolBook II, Corel Draw, Paint
Shop Pro, or Adobe Photo Shop during the course. The student will submit these
hand-drawn bit mapped images or major enhancement of existing images during the
term in either .bmp or .tif file
format and also in .gif or
compressed .jpg Internet file
formats.
Each
student will scan at least one photo of him/herself saved in the above file
formats. The student will transfer the
image from the camera to a digitized file saving in.jpg formats. The instructor is interested in images for his Magaic Games and turbo HAL projects which includes Robots
and magicians.
100 points will be earned from the collection of the graphic
images towards the student’s final grade.
Home Page:
Each student is expected by the end of the
course to author a home page to answer the question who is the student? Images
including scanned photos, 5 hyperlinks of favorite Internet sites, 5 hyperlinks
to educational sites that can be used for the student’s teaching, a link to the
instructor’s home page, and a link to the student’s E-Mail should be
included. This home page project when
functioning on the Internet is worth 200
points toward the final grade. The student may post the final product at
Geocities.com or any other site. If possible the instructor will post the page
at his WEB site. The student will first use the text editor HomeSite to begin
to create this project on their personal computer or in the school’s labs. A
tutorial is available at:
http://www.hcc.cc.fl.us/faculty/john_taylor/homesite/homesiteb.html
WYSIWYG editors such as Dreamweaver
4 or Front Page 2000 (XP) may be used to add bells and whistles to this project
(but is not necessary). Front Page
Express is available on the Internet Explorer 5.5 browser as a free WYSIWYG
editor. Composer is the WYSIWYG editor available on Netscape's Communicator
4.75. HomeSite allows you a 30 day
free use of the 4.5 version at: http://www.allaire.com
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The student will use an FTP
program to post the web site to either their private
ISP, a free web host, or John taylor’s web site.
The student may develop an interactive web
site appropriate for their future classroom use as an alternative to the
personal home page. The student will
submit either the URL where the page is published or submit a disk in the
grading portfolio for evaluation. The
student will use Microsoft Agent Technologies in the project/page for an
additional 50 points. The instructor will provide the student with a disk
containing the agent programs, Mash 4.5, and about 20 agent characters.
FTP Exercise:
During the course, transfer several files (uploading and
downloading). The student will download an FTP program such as
WS_FTP, which has a tutorial for setup on the Dale Mabry Computer Science Web
Site. Your on-line Web Yoda has the following Problem #6 which is worth 75 points for completion::
Web Yoda Problem #6 - Download WS_FTP
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1. |
Visit the WebYoda FTP
site ftp://ftp.webyoda.com/. |
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2. |
Click on the directory pub. |
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3. |
Then click on the file ws_ftple.exe to download the
software. |
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4. |
Download it to your c:\temp directory. |
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5. |
Make a note at Problem #6 in your homepage.htm of where to
find WS_FTP on the Internet (the URL). |
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6. |
Save your file, view your class project in the browser,
and hit the reload/refresh button. |
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7. |
Other instructor led activities may be added. |
The
student will acquire either through his/her ISP web space or one of the free
sites:
Free Web Hosting:
Your ISP probably provides you with free web space. You may
also obtain free web space at the following:
www.free.prohosting.com
www.geocities.com
www.tripod.com
www.fortunecity.com
www.angelfire.com
WEEKLY Evaluations
Assignments:
Each
week the student may be required to submit a weekly project, homework, short
paper, or Power Point presentation for weekly evaluation. The assignments will vary, which may include
problems from the book. Up to 150 points
may be earned for each assignment.
The
first assignment follows:
The
student will demonstrate word processing skills by writing a one to two page
essay on the teachers that had the greatest impact on their lives and have
stimulated them to become a teacher. This word processed document counts 100 points toward the final grade. This
is at least a five paragraph essay about the Best and the Worst teachers
experienced by the student. Name names. Describe the
characteristics that made those teachers the best or the worst. The student
should explain why they want to be a teacher to close the essay. The file will
be submitted on disk in a text format. The student will also save the document
in HTML format on the disk. Essays from previous terms may be found at: http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/teachers/teachers.html
ToolBook assignments:
There
may be at least 10 weekly Toolbook lesson assignments
due and no more than 20 total assigned from the Toolbook
manual beginning the third-fifth week and concluding the week before the
Final Exam.
TurboHAL:
The
student will participate in the in-class 3D presentation of Turbo Hal. Then the
student will solve one on line problem at:
http://www.hccbrandon.net/turbohal/turbohal.html
The class progress will determine the depth of
the assignments, but each assignment is designed to take no more than three
hours per week to prepare outside of class.
300 to 400 points of the
final grade will be determined from the weekly toolbook
evaluations.
Research Assignments:
During
the course the student will conduct several major searches on the Internet on
topics of the student’s choice concerning teaching and/or technologies and/or
as assigned by the instructor. Use the keyword: Neurophone
for the first search. The second search
will be to find articles on : Learning Style Inventories, or other
technologies which may effect the classroom teaching today or in the
future. The last search may branch into
other education related technologies such as:
Learning Style Inventories, Student Success Models, non-linear
instruction (even with a VCR), video conferencing, streaming audio/video,
multimedia Plug-Ins, Radio on the Internet, or distance learning as topic
suggestions. This requires the student
to use the normal search engines such as Yahoo, Excite, Lycos, etc. Links to
the search engines may be found at:
http://www.hcc.cc.fl.us/faculty/john_taylor/cgs1555/engine.html
Each
major search will be worth 50 points toward the final grade (150 points maximum total) and must be submitted with up to a one page summary (minimum of three
paragraphs). The first paragraph should
answer the question, the second paragraph should describe the process used
including one page of the hit lists of articles found through the search engine
and also hard copy of the most important article(s) found. The last paragraph should describe what the
student learned in this exercise. The summaries may be submitted in hard copy
or via the Internet to the class mail box.
Class Presentations:
Beginning the seventh week, student teams will make presentations of Chapters 1-7, 11-13, and the appendix A-D of the Heinrich textbook. Each team will prepare a Power Point presentation(s) of the chapter and will earn 100 points for the task completed. The students will also earn 100 points each for each presentation made. Each student in the class will write an electronic evaluation of each student’s presentation. Each submission is worth 15 points.
Equipment Check List:
During the course each student will be
checked off a list of equipment they have assembled and used. This list includes computers, printers,
modems, zip drive, overhead projector, projection plate, VCR, TV, CD, Video
& Still cameras, scanners, and digitized cameras. Computer Literacy skills will also be on the
list, which includes formatting a floppy disk, creating a directory on a hard
drive, copying files from floppy disk to hard drives, downloading a program
from the Internet, installing a software program on hard drive, and others as
assigned. The checklists may be part of
weekly assignments worth 25 points
each or a one page list included in the student's portfolio.
Software/Courseware
Projects:
The student will use several
software programs such as Power Point, Toolbook, HomeSite, etc to teach a student how to use these programs
or hardware technologies for class presentations and/or lesson development for their
future teaching. The instructor will
give the students demonstrations of TurboHal, Magic
Numbers, and Magic Character Games written by the instructor. The student may improve one component of each
of instructor’s program.
The
original ToolBook Magic Number and Magic Character
Games may be found at:
http://www.hcc.cc.fl.us/faculty/john_taylor/cgs1871/magicnum/impulse/magicnum.tbk
http://www.hcc.cc.fl.us/faculty/john_taylor/cgs1871/magictut/impulse/magictut.tbk
The HTML versions of Magic Games may be found
at:
http://www.hcc.cc.fl.us/faculty/john_taylor/magicmen/magicmen.html
Some
of these short projects may count as part of the weekly evaluations,
others may turn into the Final Course Project.
These tasks are designed to stimulate the student to create lessons to
teach a subject through interactive participation using education
technology. Courseware projects do not
necessarily mean computer software, other technologies
will be utilized to effectively to teach a topic.
The
student will have demonstrated word processing skills by writing an essay on
the teachers, writing test questions, and preparing the learning styles paper.
The student will have demonstrate spreadsheets skills
by using Excel to create the Spreadsheets mentioned in the above objectives for
grade book purposes. The student will demonstrate Internet researching skills
though the above Search projects.
.
Final Course Project:
Each student will author a final course
project, which might be a game to teach a subject, a tutorial for a unit of a
course, a multimedia presentation of a subject, field experience of classroom
visitation/presentation using technology or some other courseware project. The project should result from ideas demonstrated
in Chapter 2: Technologies for Learning.
The final project must be approved by the instructor by the 10th
week of the term. This project should take at least 20 hours of time outside of
class to complete this project. This
project can not be done in one night. Weekly reports may be required from the
10th through the 15th week. The project should include a
hard copy of a sample lesson plan on the use of this project in the classroom
and behavioral objectives. This project
will count 300 points of the
student’s final grade plus 50 points
for its presentation to the class, and 50
points for writing/submitting
critiques / evaluations of other student’s presentations.
During
the Toolbook lessons of the course, students may
develop lessons in the 'Help U Spell' program demonstrating the non-testing
lessons of the Toolbook text. These lessons may be
combined into a final project.
As an alternative to a product above, the
student may go through literacy training through Operation C.O.L.L.E.G.E. requiring two Saturdays during the term
and a $20 LVA fee for text and lunch.
The student will then volunteer to actually tutor one client for the
project. (Call Cheryl Ward or Margarette
Ingram @ 253-7640 for information).
Visit the web site:
http://www.hcc.cc.fl.us/faculty/john_taylor/literacy.html
‘Muddy Water’ Issues:
Each week, students may use email or feedback on the
weekly tests to list the week’s muddy water issues. What was confusing? What don’t you understand? What questions at the end of the chapter
overwhelm you.
If you are absolutely on target, no problem then you will submit an OK
statement and a comment on which topic the instructor could have presented in a
better fashion once a month when requested by the instructor. At the end of each on-line weekly quiz a
place to journal your discovery statements, the muddy water issues, and check
list of vocabulary words that you do not understand is provided.
Free Time:
Teaching takes a lot of time to
prepare. Each student should identify at
least 10 hours or more per week of free time that he/she will commit towards
his/her study of this course. The
following are suggested strategies for scheduling your study times. Make an hour by hour, seven day matrix, 8
columns (hour and each day of the week) by 24 lines (representing each
hour). Use a spreadsheet or access the Internet
at the following URL;
http://college.hmco.com/collegesurvival/ellis/master_student/9e/students/ch02.html#ch02
for a simple on-line form. Also at the same URL do the interactive time chart. To print out the graph, right
click on the pop-up window and click print. Submit this graph to the
instructor.
Starting with wake-up and end
with sleeping:
1. Schedule fixed blocks of
time first. These include work, class time, eating, and sleeping.
2. Include time for travel
and errands
3. Schedule time for fun.
4. Set realistic goals.
5. Allow flexibility in your
schedule.
6. Study at least two hours
for every hour in class plus an extra two for computer assignments in the open
lab and an extra two with a cooperative group member for homework comparison
and checking.
7. Avoid scheduling marathon
study sessions.
8. Set clear starting and
stopping times.
9. Plan for the Unplanned!
Lesson
Plans/Objectives/Goals:
Each
student will complete a review checklist of the objectives that precede the
assigned chapters to be presented. The
checklists will be included in the student's portfolio and will count 25 points each.
Each
student will write a set of behavioral objectives for their final course
project including a checklist.
Completion of this task will count 50
points. The instructor will provide
a sample of the BO’s and Lesson plans with his Magic Numbers Game.
By
the end of the course each student may modify the objectives for this course
either using the instructor’s manual or the objectives written by Dr. Tony
Murphy when this course was submitted for college approval. On the next page are objectives submitted by
Dr. Tony Murphy. Rewriting these
objectives will be worth 50 points toward
the final grade. Directions on behavioral objectives may be found at:
http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/objective/objframe.html
Grade Review/Portfolio:
A sample portfolio grading
sheet from the 2001 Fall Term is attached.
This sheet will be modified to reflect this syllabus and its
modification during Spring Term 2002.
The modified sheet will be given the student the 14th week of
the term for the student's Portfolio.
The student must submit their Portfolio during the final week of classes
or a passing grade will not be assigned.
Students not submitting a Port Folio will be assigned an “F” Final Grade
as they have not completed the course.
The instructor will review the grade sheet with class or each student
individually on the 14th week of class. The grading outline for last
spring term may be found at:
http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/40grdS01.htm
Grading Scale:
A = 90% or more of objectives completed
B = 80-89 %
C = 70-79 %
Under 70% is not acceptable behavior and may result in a D
or F final grade.
Grade
Summary(tentative):
______(350) Attendance/Data Card [10x30 classes=300 + Data Card 50)]
______(400) Internet: [Email(50) + Searches(150)+Web Sites(100)+Home Pages(200)]
______(450) Learning Styles [Kolb(50)+Matrix(50)+M/B(50)+On-Line(50)+DW(25)+FT(25)+(50)Paper]
______(500)
Multimedia [aud/vid
clips(50)+Graphics(150) + Video/aud Proj(150) + Other Toolbook (150)
______(350)
Task Assignments [Teachers(100)+Objectives(100)+TurboHall(100)+Hardware(50)
______(350)
Quiz Preparation
______(300)
Chapter Presentation
______(150)
On-Line Chapter Presentation Evaluations
______(400)
Heinrich Chapter Quizzes-On-Line Student/Faculty Made
______(250)
On-Line Quizzes-Teachers Discovering Computers
______(100)
Final Examination
______(400)
Final Course Project
--------------------------------------------------------------------------------------
______(4000) Total = ______%
Instructor’s Right to Change
or Modify Grading Procedures:
The instructor reserves the
right to modify or change the grading progress as the course proceeds.
Additional course assignments may be added.
Some may be modified or deleted.
The instructor will not add
major examinations as a modification.
The instructor reserves the right to reassign work to students if the
instructor senses the work submitted is not the work of the student. (No
questions asked-The instructor will tell the student to resubmit the work to
earn the weekly grade or course project grade).
On Line Grade Calculator:
The
instructor previously prepared an on-line grade calculator for prior semesters,
using the above summary of tasks to be completed. The student may check their progress at
anytime by filling in their task totals from the grading sheet. If the student has met the described criteria
for the task, then the student will receive 100% of the points for the completion
of the task. The URL is as follows (Spring 2001- tentative for Spring
2002):
http://www.hcc.cc.fl.us/faculty/john_taylor/eme2040/40grdcal.html
Course Objectives: EME 2040
(District)
1. Describe why teachers need to know computer technology.
2. Define terms for computing devices
3. State educational psychology theories regarding learning through computer-based instruction.
4. For using commercial courseware, generic applications
A. Describe characteristics and purposes
B. Perform functions
C. Give examples and use for the following software:
1. word processing
2. database management
3, spreadsheet
5. For a disk operating system
A. describe its characteristics
B. perform basic tasks
6. Describe how teacher implements instructional technology applications with designated student populations
7. Using an authoring software identify, classify, and design samples of
A. computer - directed instruction
B. computer - enhanced instruction
C. computer - managed instruction
8. Evaluate educational software for specific instructional applications with designated student populations
9. For telecommunications
A. describe characteristic and purposes of telecommunications in educational
settings.
B. Use Netscape Navigator to access the Internet
C. send and receive E-mail over the Internet
10. Describe characteristics and purposes of single medium and multimedia in educational settings.
11. Participate in instructional computer research using Internet search engines.
12. Explain what teachers need to know about computer technology.
13. Be able to operate in windows, dos, and macintosh environments (DM class meeting possible).
14. Use ‘high-tech’ and ‘low-tech’ instructional deliveries
15. Discuss legal and ethical issues in usage of technologies.
Instructor Requested
Information:
On the first day of class,
the student will fill out a 4x6 (or 3x5) file card to give to the instructor at
the end of class.
The instructor has provided a
sample below with his personal data and his block scheduled time. The completion of this card is worth 30
points toward the student’s final grade along with the class introduction exercise.
Data Card (4x6 file
card): Front Side (Personal Data)
-------------------------------------------------------------------------------------------------------------------------
Name: John Taylor EME 2040
Address: 1009 Berry Ave
Tampa, Florida 33603
Telephone: 361-4379(cell) (Jax 904-992-2052)
E-MAIL :
jtaylor@masterlinx.net or jtaylor@hcc.cc.fl.us
Employment: Hillsborough Community College (1969)
253-7824 (yes) Full time
chemistry faculty(first)
Major: PhD: Instructional
Technologies Minor: Chemical
Education
(Code: AA Pre-Technology Education)
Long Term Goals: Webmaster/ Web
Hosting/Educational Software Developer
Prerequisite: CGS 1000 or 1100: yes CGS
1107 Spring 99
EDF 1005: yes Fall 1964
Software:
WP: Word 2000 HTML: Homesite
Presentation: Power Point 2000
Spreadsheet: Excell 2000 DB:
Access 2000
Authoring: Toolbook II Instrutor
Graphics:
Paint Shop Pro 7 and
Photoshop 6
-------------------------------------------------------------------------------------------------------------------------
Data Card (4x6 file card): Back Side (Scheduled
Time Blocks)
|
Schedule |
Monday |
Tuesday |
Wednesday |
Thursday |
|
09:00-9:30 |
Office |
Office |
Office
|
Office
|
|
09:30-10:45 |
EME 2040 |
CGS 1555 |
EME 2040 |
CGS 1555 |
|
|
|
|
|
|
|
11:00-12:15 |
CGS 2820 |
Office(11-12:30) |
CGS 2820 |
Office(11-12:30) |
|
|
|
|
|
|
|
12:15-01:00 |
Office |
|
Office |
|
|
12:30-01:45 |
|
COP 2822 |
|
COP 2822 |
|
01:00-02:15 |
CGS 1555 |
|
CGS 1555 |
|
|
03:30-04:45 |
Office |
|
Office |
|
|
|
|
|
|
|
|
06:00-07:00 |
Office (6-7)
|
Office (6-7) |
Office (6-7) |
|
|
07:00-09:45 |
CGS 1871 |
CGS 2820 |
COP 2822 |
|
HCC Program Codes:
Code: 111 General Freshman-AA; 102 Liberal Arts; 114 Elementary Education;
210 Physical Education; 115 Secondary Education; 214 Pre-technology Education