Saint Joseph’s University
Graduate School of Education
Instructional Technology Specialist Program
Spring 2006
Syllabus
EDU 5315 Technology Applications for the Classroom
Tuesdays, 4:30 – 7:10
January 17 – May 2, 2006
Barbelin 41
Instructor: P. David Lees, Ed.D.
Barbelin 34
610-660-1773
lees@sju.edu
Office Hours, by Appointment
Course Description (from catalog):
Students will explore the role of technology in the classroom. A special emphasis will
be placed on the use of technology as a “mindtool” to create constructivist, higher-
order thinking learning environments. Students will demonstrate proficiency in a
wide range of technologies and apply the instructional systems design process to all
projects.
Additional Description
The focus of the course is not to teach one how to use computer software
applications. Participants will explore effective ways to integrate technology
applications as knowledge construction tools to enhance instructional practices and
to enable learners to represent what they have learned and know using different
representational formalisms. Working in collaborative groups to model the
constructivist classroom, participants will create a variety of lesson activities and
projects to implement in their own buildings and classrooms.
Course Objectives/learning Outcomes
Develop advanced competency using basic classroom applications as tools to
engage critical thinking, knowledge representation and reflection, including:
word processing, spreadsheets, databases, presentation software, graphics
and concept mapping applications, test and assessment generators
Identify key concepts of constructivist teaching and project-based learning
Design a number of lesson activities and projects which use technology as a
“mindtool” to create constructivist learning environments
Identify the research (pedagogy), standards (content and technology), and
instructional strategies that promote and support the integration of software
applications to enhance teaching and learning
Prepare and maintain an artifacts portfolio and publish all activities and
products to it.
Identify the key concepts in planning, teaching, and evaluating the use of a
variety of technology applications for the classroom
Prepare convincing presentations of technology integration plans to a
selected audience (faculty, administration, board)
Required Text:
Integrating Educational Technology into Teaching,4th ed., by M. D. Roblyer. ISBN 0-
13-119572-7
Assignments:
Classroom Participation (30 Points)
Regular attendance for class meetings is expected. Since much of the course
will entail the sharing of classroom lessons and implementation strategies,
regular attendance and active participation are vital to the success of the
group.
Software Presentation – Individual Activity (35 Points)
Select a software product designed to meet a specific curriculum need (e.g.
language arts, math, science, social studies, reading, ESL, test taking).
Research that software product and obtain a demo copy if possible.
Find a product review.
Prepare a 10-15 minute presentation to share with the class on software
product selected. Presentation may be either a PPT/HyperStudio/PowerBullet
event or an actual demo of the software.
Provide handout notes and a software spec sheet (format provided)
including the product review for all class members.
Software Evaluation Instrument – Group Activity (15 Points)
Develop or modify a software evaluation instrument (rubric) for teachers to
use when selecting/purchasing software. Select target curriculum area and
learners
Classroom Integration Activities – Individual Activity (40 Points)
Design 2 original classroom activities for a specific curriculum area & 2
web links (annotated) for each of the 8 categories of
creativity/productivity software tools discussed. Publish to portfolio.
o Microsoft Word
o Microsoft Paint, Kid Pix
o Microsoft Excel, Graph Club, Graph Master
o Microsoft Access, FileMaker Pro
o Microsoft PowerPoint, HyperStudio, PowerBullet
o Inspiration/Kidspiration, Timeliner
o Hot Potatoes
o Internet
Classroom Technology Lesson – Group Activity (35 Points)
Design and develop a classroom lesson/unit which integrates technology
using a problem-based (inquiry) approach to teaching and learning. The
design must include the planning, implementation, and evaluation of the
lesson/unit. The lesson/unit should include at least 3 creative/productive and
instructional software applications.
Complete a Technology Lesson Plan template (format provided) for your
lesson/unit.
Present a 20-30 minute overview of your lesson to the group.
Late Assignments:
Any late assignment will incur a penalty of 5% per day until the assignment is
turned in.
Grading Policy (as stated in the Graduate Program catalog)
A = 144-155 distinguished, exceptional performance in all aspects of the course
A- = 140-143 exceptional performance, but somewhat less than that rated as A
B+ = 133-139 very good, meritorious work; exceptional performance in several aspects of the
course; notably above average expected of students
B = 124-131 good; sound performance in all aspects of a course; completely fulfilling and
satisfying requirements of the course
C = 108-123 passing; marginal work, acceptable, sound performance in some aspects of the
course, but below the level of expected competence in other areas
F = <108 failure; not evidencing significant grasp of subject matter or techniques
Attendance and cell phone Policy
Absences
Due to the collaboration, the reflective nature of the course, and the
interrelated and cumulative sequence of activities, students are required to be
present at each class. Because some students of the class will have a
professional obligation, such as a "Back to School Night" for parent
conferences, two excused absences will not affect the student's course grade.
If a class must be missed, prior to the absence the student must contact the
professor for the details concerning a possible make-up assignment, and
make arrangements to deliver to the professor any assignments due during
that class. However, each ensuing absence for any reason will result in a
grade reduction. For instance, a third missed class will lower the grade from
an "A" to a "B". The fourth will lower the grade from a "B" to a "C". More than
four missed classes will result in a failing grade for the course. If
circumstances require extended absence, students may withdraw from the
course within the guidelines identified in the Saint Joseph’s University
graduate catalog.
Tardiness
Students are expected to arrive for class on time. A combination of three
occasions involving tardy arrivals or leaving class early will be counted as one
class absence.
Cell phones
Please do not bring cell phones and pagers into the classroom, or turn them off prior
to entering the class, unless there is an emergency situation that may require your
immediate attention.
Academic Honesty Policy
Saint Joseph’s University has adopted and enforces an official academic honesty
policy. Please review this policy in the Graduate Programs catalog
(http://www.sju.edu/academics/catalogs/)
An important aspect of this policy is plagiarism. This notion refers to the use of
another's words or ideas without acknowledgement. It is the equivalent of theft.
Some plagiarism is extreme and willful (i.e., buying or using the work of another).
Other forms of plagiarism may arise from carelessness or ignorance (i.e., is using
quotation marks or citations). Candidate must have direct contact with the student,
parent/teacher to obtain required assessment data. Instructor will contact sources
directly if there is a question as to whether assessment data was fabricated.
Plagiarism of any kind is not acceptable and will not be tolerated.
For more information on plagiarism and how to avoid it visit
http://www.sju.edu/libraries/drexel/plagiarism/index.htm.
Accommodations
If you have a documented disability (learning, physical, psychological) for
which you are or may be requesting reasonable academic adjustments, you
are encouraged to contact Services for Students with Disabilities, 113 Science
Center, 610-660-1774 or 610-660-1620 as early as possible in the semester.
Student Resources
1. Writing Center. Located at Bellarmine 129, this center offers writing tutoring
at several locations, including the dorms and the Learning Resource Center. It
is usually open Monday and Wednesdays 4pm-8pm and Tuesdays and
Thursdays from 11:30am until 8pm. On Sunday nights, Writing Center tutors
are available in the library from 5pm until 8pm. You can drop by and make an
appointment or you can call (610) 660 1341. You can also drop by the Center
without any appointment. If you do not have scheduled appointments, they
will work with you on a first-come, first-serve basis. For more information
visit the Writing Center website at http://www.sju.edu/writing-center.
2. Learning Resource Center (tutorial services, study skills, study skills
workshops, English as a Second Language tutoring, etc.). LRC@sju.edu. This
center also offers on-line learning resources such as computer assisted
learning, study strategies, and On-Line Writing Lab (OWL). The last one offers
a 24-hour response to students’ paper drafts. For more information call (610)
660-1775/1778 or visit their website at: http://www.sju.edu/LEARNING
3. Office of Multicultural Life. This office seeks to enhance the self-image pf
students from culturally underrepresented backgrounds by providing support
and presenting activities and programs that enable these students to become
culturally as well as academically rooted in the Saint Joseph's University. For
more information call Shoshanna Edwards-Alexander at (610) 660-1140 or
visit its website at http://www.sju.edu/student_life/multicultural_life/
4. Drexel library. (http://www.sju.edu/libraries/drexel/, 610-660-1900). Open
Monday – Thursday 8:30am-Midnight, Friday 8:30-9:00pm, Saturday
10:00am-6:00pm, and Sunday noon-Midnight.
Tentative Schedule of Activities:
I. Week 1 – 1/17/06
A. Introductions
B. Review Syllabus
C. Posting Web Pages – Creating your Personal Portfolio
II. Week 2 – 1/24/06
A. Readings
1. Chapter 1 – Educational Technology in Context: The
Big Picture
2. Chapter 2 – Foundations of Effective Technology
Integration Models: Theory and Practice
III. Week 3 – 1/31/06
A. Readings
1. Chapter 3 – Teaching with Instructional Software
B. Due
1. Software Evaluation Instrument
IV. Week 4 – 2/7/06
A. Readings
1. Chapter 4 – pp 120 – 126 Word Processing
2. Chapter 5 – Graphics Tools
V. Week 5 – 2/14/06
A. Readings
1. Chapter 4 – pp 129 – 148 – Spreadsheets and Databases
B. Due
1. Personal Portfolio: Word Processing and Paint & Draw
classroom activities. (TIP Model reflection)
VI. Week 6 – 2/21/06 (PETE & C Conference) – Open Lab
VII. Week 7 – 2/28/06
A. Readings
1. Chapter 5 – Graphic Organizing & Mapping Software
(pp 151-156, 169-172, 179-180)
B. Due
1. Personal Portfolio: Spreadsheet & Database classroom
activities. (TIP Model reflection)
VIII. Week 8 – 3/7/06
A. Readings
1. Chapter 5 – Test Generation & Assessment Software
(pp151-156, 169-172, 179-180)
B. Due
1. Software Presentation (2 Students)
2. Personal Portfolio: Graphic Organizer classroom
activities. (TIP Model reflection)
IX. Week 9 – 3/21/06
A. Readings
1. Chapter 6 - Teaching with Multimedia and
Hypermedia Tools
B. Due
1. Software Presentation (2 Students)
2. Personal Portfolio: Quiz/Activity classroom activity.
(TIP Model reflection)
X. Week 10 - 3/28/06
A. Readings
1. Chapter 7 – Introducing the Internet and other Distance
Learning Tools
B. Due
1. Software Presentation (2 Students)
2. Personal Portfolio: Presentation/multimedia classroom
activities. (TIP Model reflection)
XI. Week 11 – 4/4/06
A. Readings
1. Chapter 8 – Integrating the Internet into the Curriculum
B. Due
1. Software Presentation (2 Students)
XII. Week 12 – 4/11/06
A. Readings
1. Technology Integration – Chapters 9 & 10
XIII. Week 13 – 4/18/06
A. Readings
1. Technology Integration – Chapters 11 & 12
XIV. Week 14 – 4/25/06
A. Technology Integration Presentations