Mission Statement of Educational Technology

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

University Catalog Course Description

Examination of the many roles assumed by a technology coordinator in an educational setting. The processes of technology planning, management, and support are explored in both theory and through practical applications.

Rationale/Purpose of the Course

	Place in the program:	This course is designed for the graduate student who is interested in assuming the responsibilities of a technology coordinator in an educational setting.
	Meaning to student:	This course will prepare the student with both the theoretical and practical skills necessary to coordinate a technology program. The student will evaluate technology plans, create a staff development plan, write a grant for technology, and create/update a technology plan for an actual institution.

Major Learning Outcomes/Objectives or Course Goals

	Design:	1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning.
	Development:	2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.
	Utilization:	3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.2 Diffusion of Innovations 3.2.1 Identify strategies for the diffusion and adoption of innovations in learning communities. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating ECIT innovations in various learning contexts.   3.4 Policies and Regulations 3.4.1 Identify and apply standards for the use of instructional technology. 3.4.2 Identify and apply policies which incorporate professional ethics within practice. 3.4.3 Identify and apply copyright and fair use guidelines within practice. 3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies. 3.4.5 Identify policies and regulations which apply to the utilization, application, and integration of distance delivery technologies.
	Management:	4.0.1 Demonstrate leadership attributes with individuals and groups (e.g. interpersonal skills, group dynamics, team building). 4.1.1 Develop and apply project management techniques in various learning and training contexts. 4.2.1 Develop and apply resource management techniques in various learning and training contexts. 4.3.1 Develop and apply delivery system management techniques in various learning and training contexts. 4.4.1 Develop and apply information management techniques in various learning and training contexts.
	Evaluation:	5.1.1 Identify and apply problem analysis skills in appropriate ECIT contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2.1 Develop and apply criterion-referenced measures in a variety of ECIT contexts. 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of ECIT contexts. 5.4.1 Develop a long-range strategic plan related to any of the domains or subdomains.

Course Organization

The course will meet weekly over the ICN for discussion, projects and presentations. Students will work independently on some projects and participate collaboratively for other projects. The final project may be performed individually or collaboratively.

The course will use WebCT for sharing course information, assignment descriptions, and personal grades. Web pages will provide detailed information for individual lessons with "entry points" linked to related Web sites, books and essay lists as starting points for lesson activities. Note: Due to the ever-changing nature of the web, please understand that some links may be inactive but they will be corrected ASAP. Students will also be expected to use the WebCT email and forums for interclass communications.

Assignment Submission: Electronic assignments are to be submitted to the appropriate WebCT dropboxes. They are to be in the dropbox by the beginning of class on the date listed in the Assignments table. Printed assignments will be submitted (postmarked) to Dr. Z at the beginning of class on the dates listed (unless otherwise requested by Dr. Z). You may use snailmail or fax to submit these printed assignments.

Late Assignments: Late assignments will lose 3% of the final grade for each day late (weekends included).

Submitting Late Assignments: Electronic materials will be submitted to the appropriate folders on the course server. You MUST also send an email (through WebCT mail) to Dr. Z to inform him of your submission. Late printed assignments must be given to Dr. Z directly or deposited in his mailbox in SEC 618. This can be done through the snailmail (postmark will be used as submission date) or fax (date will appear on the fax). If you submit your work to the SEC 618 mailbox in person, have a secretary validate the submission date so you will not lose more points than necessary.

Resubmitting Assignments: Each assignment is intended to help a student develop knowledge/skills/dispositions that will assist the student in achieving the stated goals and objectives for the class. Therefore, it is to the student's advantage to complete each assignment to the best of his or her ability. To this end, students will be allowed to redo and resubmit their assignments after they have been graded. Resubmission will enable the student to earn half as many points as earned due to the reworking of the assignments (e.g., A student received 60 out of 100 points after the first submission of an assignment. Based upon the feedback given by Dr. Z, the student may rework the assignment and earn an additional 30 points from the changes. The student's final grade for the assignment would be 60 + 15 (half of additional 30 points earned) for a total of 75 points.)

Resubmitted assignments MUST: (Failure to fulfill ANY of these requirements disqualifies the resubmission)

* Be submitted (postmarked) within 8 days of the day the student received the graded assignment.

* Include the earlier assignment.

* Include the points sheet from the earlier assignment.

* Contain all materials in a large envelope (if submitted on paper or disk).

* Be labeled with Name, Class, Date and RESUBMIT on the outside of the notebook/envelope

Final Grades: Final grades will be assigned using the grading table listed in the Assignments table and posted on WebCT.

Attendance: Students are expected to attend ALL classes. Attendance will be taken every class. 5 points will be deducted for every unexcused absence (Excused absences include dire sickness (Doctor excuse is required), family death or professional activity (e.g., parent-teacher conferences). The student is responsible for obtaining the information covered in class from other students or through an out-of-class appointment with Dr. Z.

Course Assignments

	Assignment	Due Date	Points	Medium
	Technology Infusion Presentation	2/8	50	Electronic
	Technology Plan Evaluation or School Environment Evaluation	3/8	70	Electronic
	Staff Development Plan	3/29	50	Electronic
	Grant Proposal	4/12	100	Electronic
	Technology Plan (Final Project)	5/3	200	Paper
	Postings:
	What is a Tech Coordinator? (Prolog)	1/18	10	Electronic
	Duties of a Tech Coordinator	1/25	10	Electronic
	Educational Philosophy	2/1	10	Electronic
	What is a Tech Coordinator? (Epilog))	4/26	10	Electronic
	Attendance		40	Flesh
	Total Possible		550

Bibliography

Alessi, S. & Trollip, S. (2001). Multimedia for learning: Methods and development. Needham Heights, MA: Allyn and Bacon. Anglin, G.J (1995). Instructional technology. Past, present, and future. Englewood, CO: Libraries Unlimited, Inc. Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives. New York: David McKay Company, Inc. Brooks J.G. & Brooks M.G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Dick, W & 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.P. & Plomp, T (1996). Classic writings on instructional technology. Englewood, CO: Libraries Unlimited, Inc. Ely, D.P. & 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. Heinich, R & Molenda, M & Russel, J & Smaldino, S (2002). Instructional media and technologies for learning (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Jonassen, D.H. (2000). Computers as mindtools for schools. Upper Saddle River, NJ: Prentice Hall Inc. Jonassen, D.H. (1988). Instructional designs for microcomputer courseware. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Jonassen, D.H (Ed.) (1996). Handbook of research for educational communications and technology. New York: Simon & Schuster Macmillan. Moore, D.M. & Dwyer, F.M (1994). Visual literacy; A spectrum of visual learning. Englewood Cliffs, NJ: Educational Technology Publications. Palloff, M & Pratt, K (1999). Building learning communities in cyberspace. San Francisco: Jossey- Bass Publishers. Reigeluth, C.M. (1999). Instructional&endash;design theories and models; (Vol.2) Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Seels, B & 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.

University's Equal Opportunity Statement

	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 319-273-2676.
University's Plagiarism Policy
	All students should refer to UNI's Academic Ethics Policies on p. 62 in the 2004-2006 Programs and CoursesCatalog (http://www.uni.edu/pubrel/catalog/acadreg.shtml) or visit the UNI Academic Ethics web site (http://www.uni.edu/pres/policies/301.shtml). A student who is found using scholarly work improperly will be penalized. Students may be required to submit some assignments via an anti-plagiarism system.