Azusa Pacific University
School of Education and Behavioral Studies
Advanced Studies Master of Arts in Educational Technology
Education 515, 3 Units
Emerging Trends in Education
Term Fall I 2003 (11/12/03 - 1/24/04)
Tuesdays 4:45 pm - 9:30 pm (face-to-face & online)
Ray Gen, Ed.D.
Adjunct Faculty – Master of Arts in Educational Technology
Office: Instant Messaging – screen name: docraygen, online most evenings
Phone: 310.615.2650 x231 Fax: 310.640.8079
raygen@earthlink.net (for quickest response in evenings)
rgen@esusd.k12.ca.us (for quickest response weekdays)
I encourage you to contact me beyond the class meetings if you have any questions about the assignments. I have provided my contact information in the hope that you will use it if you so desire or need.
APU Mission and Purpose
"Azusa Pacific University is an evangelical Christian community of disciples
and scholars who seek to advance the work of God in the world through academic
excellence in liberal arts and professional programs of higher education that
encourage students to develop a Christian perspective of truth and life."
Course Description:
This class looks at the historical development of
educational technology and the social issues influencing its growth and
implementation. Attention is given to a synthesis of research related to the
field, professional organizations serving the discipline and emerging innovative
uses of educational technology.
Student Outcomes and Expected Competencies:
Students will have the opportunity to
· learn and explain the development and use of historic technologies
· learn and explain the development of historic trends in education
· analyze and evaluate current trends in technology and education
· research current resources available in the field of educational technology
· synthesize current research in educational technology
· apply the innovation curve in the implementation of new technologies
· write matrixes which correlate content, professional and technology standards
· develop and share a “tool box” of educational technology resources
· discover and join professional organizations that cater to educational technologies
· anticipate future trends in education
· write their literature review for their research project
Course Syllabus
Catalogue Description:
This class looks at the historical development of educational technology and the social issues influencing its growth and implementation. Attention is given to a synthesis of research related to the field, professional organizations serving the discipline and emerging innovative uses of educational technology.
Required Reading:
Jossey-Bass (2000). The Jossey-Bass reader on technology and learning. Jossey-Bass Inc. San Francisco. (ISBN: 0787952826) Amazon
Strongly Recommended Storage Device:
USB memory device like Pen Drive
Recommended Reading and Other Course Resources:
California Technology Assistance Project -
http://ctap.k12.ca.us/
Proficiency Profiles -
http://www.fcoe.k12.ca.us/techprof/proficiency_profiles.htm
Technology Proficiency for Teachers -
http://www.fcoe.k12.ca.us/techprof/
In Time – Integrating New Technologies into the World of Teaching -
http://www.intime.uni.edu/
Technology Source -
http://horizon.unc.edu/TS/
Electronic Text Center -
http://etext.lib.virginia.edu/
Project Based Learning with Multimedia -
http://pblmm.k12.ca.us/
Building Blocks of a Webquest -
http://edweb.sdsu.edu/people/bdodge/webquest/buildingblocks.html
E-Learning – U.S. Dept. of Education -
http://www.ed.gov/Technology/elearning/index.html
Global Connections -
http://www.globalc.org/
The Gateway – U. S. Department of Education –
http://www.thegateway.org
I-Matrix.org -
http://www.imatrix.org/
Ethics in Computing -
http://www.eos.ncsu.edu/eos/info/computer_ethics/
The George Lucas Educational Foundation: Innovative Classrooms, Skillful
Educators, Involved Communities -
http://glef.org/index.html
Schedule – see also http://www.genconnection.com/Ray/ray.html & http://online.apu.edu
This schedule is not “set
in stone” but will serve as a guideline for our work together. We may need to
make adjustments from time to time. Assignments may be added, changed or deleted
based class needs. Please visit my web site often for updates and resources.
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IM ScreenNames kljohnson5 |
Each of you will lead the discussion on three chapters. Please see the link below to see which chapters are still available. First come, first served. Your role as discussion leaders is to stimulate discussion. Please assume that each of us have read the chapters for that week. |
Class Contact Info |
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All presentations should be created in PowerPoint or another presentation software. Post summaries in Word Document or pdf format in the Document Sharing portion of the ecollege interface for this class. |
Week 1 - Introduction & History of Innovations in Educational Technology | ||
F2F | Text: | Chapters 1 - 3 |
Week 2 - History of Educational Technology (cont.) | ||
F2F | Text: | Chapters 4 -5 |
Week 3 - Discussion Board - see APU Online |
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online | Text: | Chapters 6-10 |
Week 4 - Diffusion of Innovations and Ed Tech (See adoption rates of common technologies) Leadership and Support Matrix | ||
F2F | Text: | Chapters 11-13 |
Homework Due: Essay/Project & Oral Report |
Choose one of the following essay topics:
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Week 5 - Standards Based Education & Ed Tech meeting in chat room in IM | ||
online | Text: | Chapters 14-16 |
Week 6 - Multiple Intelligences and Ed Tech | ||
F2F | Text: | Chapters 17-20 |
Homework Due: Essay/Project & Oral Report |
2. Diffusion Study of an innovation at your
school (750 words) |
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Week 7 - Cognitive Research; Lesson Design & Ed Tech | ||
online | Text: | Chapters 21-23 |
Presentations: | Multiple Intelligences Lesson Plan (use lesson plan format you use professionally) | |
Week 8 - Anti-Tech Philosophy & Webliography Presentations | ||
F2F | Presentations: | Share your favorite Webliographies. Explain their significance in terms of this course of study. |
Week 9 - Final Project Presentations - Case Studies in Educational Technology | ||
F2F | Presentations: | Share your Case Study and conclusions |
Course schedule, topics, evaluation and assignments may be changed at the instructor’s discretion.
Evaluation/Assessment Rationale for Grade Determination:
Each student will self-assess his or her assignments and the final grade. Students will provide a letter grade and a rubric score for each assignment. In addition, each self-assessment must be accompanied by a rationale and justification for the self-assessment. Honesty is expected. Students will find that if honesty is applied, then the self-assessed score will stand.
I reserve the right to make the final determination of the grade.
Assignments |
Value |
Chapter Discussions |
20% |
Webliography |
20% |
2 Ed Tech Reports |
20% |
Literature Review for Research Project |
20% |
Case Study presentation & report (APA style) |
20% |
Scale:
100%-90% A
89-80 B
79-70 C
69-below F
Rubric Scoring
Each week, you will self score your performance of the week's lesson. Please email Ray you self-scored rubric assessment and letter grade along with a brief explanation of your assessment when you email your homework.
Rubric Scoring – General Guide
6 (Truly Exceptional; Superior; Transcendental) The student demonstrates truly exceptional outcomes. The student transcends most other users. The student demonstrates superlative abilities, superior skills and exceptional attitude. Student products offer unique perspectives. The student demonstrates exceptional intuition when using the application. The student has mastered the application and could teach others how to use it.
5 (Good; Exceptional; Above-Average) The student demonstrates exceptional outcomes. The student has better skills than most users. The student demonstrates good abilities, exceptional skills and above average usage. Student products offer exceptional perspectives. The student demonstrates good intuition when using the application. The student knows what the application is capable of doing and in time can use it with alacrity.
4 (Accurate; Appropriate; Apt; Suitable; Competent; Common) The student demonstrates accurate and suitable outcomes. The student is average in comparison. The student demonstrates suitable abilities, competent skills and appropriate attitude. Student products offer common perspectives. The student demonstrates occasional intuitive abilities when using the application. The student understands the application and has basic skills in that application but still has many questions as to its advanced functions.
3 (Minimal;
Rudimentary; Simple; Elementary; Limited)
The student demonstrates
rudimentary outcomes. The student is an average or just below average user. The student demonstrates elementary abilities, rudimentary skills
and indifferent attitudes. Student products are limited in perspective. The
student demonstrates limited intuitive abilities when using the application. The student outcomes
demonstrate simple usage.
2 (Sub-standard; Minimal;
Inappropriate; Inaccurate)
The student demonstrates
sub-standard outcomes. The student is a below average user. The student
demonstrates minimal abilities, sub-standard skills and poor attitudes. Student
products do not work well and are inappropriate. The student demonstrates a lack of
intuitive abilities when using the application. The student outcomes
demonstrate minimal ability and usage..
1 (Negligible; Off-task; Inappropriate; Faulty) The student demonstrates
sub-standard outcomes. The student is well below the average user.
The student demonstrates negligible abilities, sub-standard skills and
inappropriate attitudes. Student products do not work or are off-task. The
student demonstrates a lack of intuitive abilities. The student outcomes
demonstrate a faulty understanding of the application.
Course Policies:
§ Deadlines: All assignments for the course are to be completed and submitted on time in order to receive full credit. Late assignments will be penalized 10% or one-half grade of the total points available per assignment for each week late or portion thereof. Permission for late work is granted only by special request to your faculty. Incompletes are rare and are available only in “special or unusual circumstances” as negotiated with the instructor prior to the end of the term. See Student Handbook for policies regarding Withdrawals and grade record permanence.