240:030 Classroom Computer Applications

Tuesdays Thursdays 3:00 - 4:15
SEC 127

The mission of Educational Technology is to prepare professionals who demonstrate capable performance and insightful leadership, and to provide advanced study and professional growth opportunities for practicing professionals.

Based upon research and emerging technologies, the Division of Educational Technology is committed to:

• Advancing the study of effective learning techniques
• Designing instruction that integrates appropriate application of technology
• Advancing message development knowledge and skills
• Advocating effective integration of technology to support learning

Use of microcomputer technology in the classroom. Emphasis on evaluating instructional software and integrating computer technology with common teaching/learning practices. Prerequisite: 240:020 or 240:031.

Place in the program:

This course is the follow-up course for Educational Media. It is designed to provide a foundation for the educational technology minor's program.

Meaning to student:

Classroom Computer Applications provides the educational technology minor a background in using technology. As well as expanding the student's proficiency with technology applications, the student will have the opportunity to observe and teach using technology.

• Differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities. (II, III, V, VI)
• Plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for students (II)
• 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. (I)
• Use technology tools and information resources to increase productivity, promote creativity and facilitate academic learning (I, III, IV, V)
• Observe and experience the use of technology in their major field of study. (III, V)
• Evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks. (I, III, IV, V)
• Use a variety of media and formats, including telecommunications, to collaborate, publish and interacts with peers, experts, and other audiences. (I, V)
• Identify the benefits of technology to maximize student learning and facilitate higher order thinking skills.
• Design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI)
• Develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V)
• Demonstrate a sound understanding of the nature and operation of technology systems. (I)

Assumptions:

• Students have general understanding of using technology
• Students are competent computer users.

Expectations:

• Attend all of the course classes.
• Complete all of the reading and review other resources as required (i.e., podcasts)
• Complete all assignments to the best of her/his ability
• Submit assignments ON TIME.
• Participate in class through discussion.
• Participate asynchronously through email, forum discussions and blogs.
• Work with other students informally (through face-to-face or some sort of telecommunications system) as well as in formal assignments.
• Contact Dr. Z if any questions arise about what is expected or about how to use technology that is necessary to complete assignment

Lever-Duffy and J., McDonald, B. (2005) Teaching and Learning with Technology (3rd Edition). Pearson Education. ISBN 978-0-205-51191-4

• Alessi, S Trollip, S (2001). Multimedia for Learning. Methods and Development. Needham Heights, MA: Allyn and Bacon.
• Anglin, G. (1995). Instructional Technology. Past, Present, and Future. Englewood, CO: Libraries Unlimited, Inc.
• Bloom, B. (Ed.) (1956). Taxonomy of Educational Objectives. New York: David McKay Company, Inc.
• Brooks J. and Brooks M. (1993). The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
• Dick, W and Carey, L (2000). The Systematic Design of Instruction. New York: Harper Collins College Publishers.
• Driscoll, M (2000). Psychology of Learning for Instruction. Needham Heights, MA: Allyn and Bacon
• Ely, D. and Plomp, T (1996). Classic Writings on Instructional Technology. Englewood, CO: Libraries Unlimited, Inc.
• Ely, D. and Plomp, T (2001). Classic Writings on Instructional Technology (Vol.2). Englewood, CO: Libraries Unlimited, Inc.
• Gardner, H. (1993). Frames of Mind; The Theory of Multiple Intelligences. New York:Basic Books.
• Jonassen, D. (2000). Computers as Mindtools for Schools. Upper Saddle River, NJ:
  Prentice Hall Inc.
• Jonassen, D. (1988). Instructional Designs for Microcomputer Courseware. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
• Jonassen, D. (Ed.) (1996). Handbook of Research for Educational Communications and Technology. New York: Simon Schuster Macmillan.
• Moore, D. and Dwyer, F. (1994). Visual Literacy; A spectrum of Visual Learning. Englewood Cliffs NJ: Educational Technology Publications
• Palloff, M. and Pratt, K. (1999). Building Learning Communities in Cyberspace. San Francisco, CA: Jossey- Bass Publishers
• Reigeluth, C. (1999). Instructional Design Theories and Models (Vol.2). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
• Seels, B. and Richey, R (1994). Instructional Technology: The definition and Domains of the Field. Washington, DC: Association for Educational Communications and Technology.
• Williams, R. (1994). The Non-Designer's Design Book. Berkeley, CA: Peachpit Press.

 

The University of Northern Iowa is an Affirmative Action Equal Opportunity Institution. The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal discrimination for qualified individuals with disabilities. Students requesting instructional accommodations due to disabilities must arrange for such accommodations through the Office of Disability Services (ODS). The ODS is located at 103 Student Health Center and the telephone number is 273-2676.