EDU 2265 - Introduction to Education Technology

3 Credit Hours; Fall 2014

Instructor:
Ms. Tara Napper
Email: Nappe1tr@cmich.edu
Work Phone: TBA
Office Location: TBA
Office Hours: By appointment
Note: If you should any questions or concerns about this course, post them to the Q& A
discussion forum in Blackboard. If you should have a personal problem, please feel free to
contact by email or telephone. I will respond to you within 24 hours.
Course Description:
EDU 2265. Educational Technology (I, II; 3) This course will be an introduction to education
technology as it relates to classroom instruction. There will a variety of discussions, readings and/or
hands-on applications on educational software, multimedia, and interactive media. Copyright use, ethics
and legal issues on the Internet will also be covered. Prerequisite: None.

Resource Requirements:
Students will need to have computer and internet access as well as MS-Office or a compatible
package on a daily basis.
Required Textbook:
Using Technology with Classroom instruction that Works, by Howard Pitler, Elizabeth R.
Hubbell, and Matt Huhn, 2nd Edition, ISBN: 978-1-4166-1430-2
Introduction to the Textbook:
This book will introduce students to new knowledge on effective instructional strategies through
educational technology applications and resources.
Student Learner Responsibilities:
Student will be responsible:
to have access to a computer with internet access on a daily basis;
to post weekly discussions and assignments by due date;
informing the instructor of any special needs
Course Objectives:
C-Concept-and knowledge-driven: A professional educational practice that is concept
and knowledge- driven has, as its foundation, content knowledge. This knowledge base
is acquired through serious study and developed through research.
LEA- LEArner centered: A professional educational practice that is learner-centered
focuses on the cognitive, affective and physical needs, and characteristics of each learner.
It is based on the belief that all learners grow and develop throughout life and that all
students can learn.

R- Reflective practice relevant to diverse settings and roles: Educators will work in
diverse settings from the large, urban high school to the small, rural school.
Communities and schools are comprised of diverse people from a wide variety of
cultural, ethnic, racial and socioeconomic backgrounds. Best educational practice
requires recognition of and provisions for these differences.

After completing this introduction course, the student will be able to:
1. interpret copyright use;
2. apply a Word Processing Application; {c}
3. identify Brainstorming Software; {c}
4. produce Standard-base Objective Rubric; {c, lea, r}
5. identify the nine categories of instructional strategies; {c, lea, r}
6. identify feedback;
7. analyze Instructional Interactive software;
8. identify effort and recognition;
9. evaluate cooperate learning software;
10. interpret Cues, Questions, and Advance Organizers;
11. demonstrate Nonlinguistic representation;
12. produce a storyboard;
13. apply summarizing and note taking
Course Teaching Methodology:
This course is taught through a mix of:
1. Technology based activities.
2. Project.
3. Distance learning via Email, internet access or tutorials.
4. Readings.
5. Lecture and discussion.
All materials are available on the Blackboard course site. Rubrics for each assignment are posted
with the assignment instructions on Blackboard and used for evaluation.
Course Outline:
Week
Topic
1
Creating the
Environment
for Learning

Reading
Read Chapter 1 Setting
Objectives and Providing
Feedback to include
Why Technolog\y in the
Classroom, the nine
categories of
instructional strategies;
Copyright Use

Assignments
Readings & Discussion Question;
Copyright Use Quiz;
Create KWL Chart , see page
19;Write a review on one Data
Collection and Analysis Tools

Creating the
Environment
for Learning

Read Chapter 2 Reinforcing

Effort and Providing
Recognition

Creating the
Environment
for Learning

Read Chapter 3 Cooperative

Learning

Helping
Students
Develop
Understanding

Read Chapter 4 Cues,

Questions, and Advance
Organizers;
Read Blooms Taxonomy Bloom
Digitally
http://techlearning.com/article/
8670;

Helping
Students
Develop
Understanding

Read Chapter 5 Nonlinguistic

Representations; Copyright
http://www.techlearning.com/De
fault.aspx?tabid=67&entryid=80
17

Reading & Discussion; Write a

brief review of a Presentation
website on page 131;
Animation Project; Quiz Chapter 5

Helping
Students
Develop
Understanding

Read Chapter 6- Summarizing

and Note Taking

Reading & Discussion; Write a

brief review on note-taking
website from pages 160-163; Quiz
Chapter 6

Helping
Students
Develop
Understanding

Read Chapter 7 Assigning

Homework and Providing
Practice

Reading & Discussion;

Write a brief review on one of the
homework and practice websites
on page 176 or page 177; Quiz
Chapter 7; Review for FinalChapter 1- 4

Reading & Discussion Question;

Review one recognition website
and write a brief review on the
site; Create Rubric in Google Docs
Spreadsheet
Reading & Discussion;
Write a brief review on a Web
Quest website or Web-enabled
Multiplayer Simulation Games
website or Shared Bookmarking
website.
Quiz Chapter 3
Review for Test
Readings & Discussion; Creative
Commons Discussion;
Quiz Chapter 4

8
Q& A; Discussion;
Review for Final Chapter 5 - 7
Final Chapter 1 - 7
Assignment and Due Dates:
Review your grades and feedback under "Course Grades" on the left menu.

Expectation and assessment criteria for each assignment are explained fully in the
Course Materials section.

Grading Policy and Scale

Quizzes @ 50 points each x 7 = 350 points
Weekly Chapter Reviews @ 10 points x 7 = 70 points
Weekly Discussions @ 10 points x 8 = 80 points
KWL Chart @ 25 points x 1 = 25 points
Copyright Use Quiz @
Rubric Spreadsheet @ 25 points x 1 = 25 points
Animation Project @ 200 points x 1 = 200 points
Final @ 250 points x 1= 250 points
Total Point Total = 1000 points
With a scale of:
A= 90% or above (900-1000 points)
B= 80% - 89% (800-899 points)
C= 70% - 79% (700-799 points)
D= 60% - 69% (600-699 points)
Failing - 59% or below (599 points or less)
Attendance Requirements Students will need to check their email on a daily basis.