COURSE SYLLABUS - East Region - Education - http://maxpages.com/cel/SED590_Computers_in

COURSE NUMBER AND TITLE
SED 590 Microcomputers in Classroom Instruction

FACULTY
Brian Satterlee, Ed.D, D.B.A.
satterle@averett.edu

CATALOG DESCRIPTION
Students will study and practice the integration of microcomputer technology in classroom instruction and management, with emphasis upon software evaluation and lesson development.

PREREQUISITES
ELE/SED 320, 330, 340 or equivalent; or with permission of the instructor; or with admission to the M.A. program in Classroom Applications of Technology.

REQUIRED TEXT/INSTRUCTIONAL MATERIALS
· Forcier, Richard. (1999). The Computer as an Educational Tool: Productivity and Problem-Solving, 2E. Upper Saddle River, NJ: Merrill/Prentice Hall.
· www.maxpages.com/drsatterlee
· www.maxpages.com/cel

COURSE GOALS
This course seeks to help students understand that teaching with technology is concept and knowledge driven, learner-centered, and relevant to multiple contexts and roles. This course is designed to provide students with a theoretical and pragmatic understanding of technology-based teaching and learning. The Clear Model is as follows:

· Concept and knowledge driven (A): provides the knowledge base needed in teaching; also provides pedagogical studies to prepare professionals for the classroom.
· Learner-centered (B): focuses on the intellectual, social, and physical needs of each learner.
· Reflective practice relevant to diverse settings and roles (C): prepares professionals for all the roles they will fill, from the teacher inside diverse classrooms to curriculum planner or educational professional within a schools district or community.

COURSE OBJECTIVES
The Clear Model components are noted as A, B, and C. At the conclusion of this course students will be able to:
1. critically summarize the historical evolution of computing and media-based technologies (A);
2. critically summarize notions of change and technological literacy in teacher education (C);
3. write technology-based lesson plans (TBLPs) that accurately reflect key elements found in good instructional design (A);
4. demonstrate competency in operating assorted technologies, i.e., the computer as host and peripheral technologies (A);
5. demonstrate competency in authoring with assorted software materials (A);
6. demonstrate competency of assorted application, utility, and communications software (A);
7. demonstrate familiarity with current courseware materials for K-12 classroom instruction (C);
8. critically evaluate courseware materials (C);
9. document key issues in curricular and instructional design (A);
10. identify individual roles, responses, and responsibilities prerequisite to technology-facilitated instruction (B);
11. identify ways in which technology-facilitated instruction may be applied in diverse and individual ways (B);
12. design, develop, and maintain a website for instructional purposes (A, B, C).

GENERAL METHODOLOGY
A variety of instructional methodologies will be deployed to attain course objectives, including:
· technology-based activities;
· cooperative learning experiences (experiential activities);
· projects and presentations (technology-mediated);
· research, readings, lecture, and discussion.

COURSE OUTLINE/ACTIVITIES/ASSIGNMENTS
Due to the compressed delivery format, this course will be divided into nine modules.

Module One (first Friday)
· Historical and Social Contexts for Computer Use (Ch. 1).
· Instruction, Learning, and Problem-Solving (Ch. 2).
· Problem-Solving Strategies (Ch. 3).

Module Two (first Saturday)
· Experiential Activity 1: Environmental Scanning
· Experiential Activity 2: Creativity and Problem-Solving

Module Three (first Saturday)
· Website design and development for instructional purposes

Module Four (second Friday)
· Computer Applications in Education (Ch. 4).
· The Computer as a Tool (Ch. 5).

Module Five (second Saturday)
· Word Processing, Graphics/Presentations, Spreadsheet, Databases (Chs. 6 – 9).
· Experiential Activity 3: Desktop Applications Project

Module Six (second Saturday)
· Midterm examination
· Website design and development for instructional purposes

Module Seven (third Friday)
· Networking and Telecommunications (Ch. 10).
· The Internet (Ch. 11).

Module Eight (third Saturday)
· Multimedia (Ch. 12).
· Managing a Software Collection (Ch. 13).
· Experiential Activity 4: Website Evaluation.

Module Nine (third Saturday)
· Experiential Activity 5: Internet Lesson Planning.
· Experiential Activity 6: Software Management
· Final Examination

EVALUATION
A variety of evaluative assignments will be deployed to assess levels of student learning, including:

Pre-Course Assignments – to be completed prior to the first session of class (30 points)
· Each chapter in the textbook begins with an Advanced Organizer section. While this is not a written assignment, be prepared to lead a discussion on any question in the Advanced Organizers (10 points)
· Research the technology goals and plans for a school district or system. Include such information as district and school plans and implementation of technology for curricular use, access to technology at a given level (i.e., elementary, middle, high school), training for teachers, acquisition of technology for classroom use, administrative and community support, and technology programs. Write a 3 – 5 page summary of your findings. Be sure to append any documentation to your summary that you think will strengthen your report (20 points).

Experiential Activities (15 points)
· Experiential activities will be conducted in the group format. The activities will be provided by your professor.

Examinations (25 points)
· A midterm examination will be worth 10 points; the final examination will be worth 15 points.

Final Project (30 points)
· The final project will consist of the student designing and developing a website that incorporates each of the above evaluative assignments. Thus, each student completing SED 590 will leave with a permanent portfolio that documents what was learned in this course. I have designed a website template for your use in completing this project, and will provide a comprehensive workshop in Module Three that teaches you how to design your website. No prior programming language is required. There will be no charge for developing or maintaining the website you design. The template for this project is located at www.maxpages.com/sed590template.

GRADING SYSTEM

100– 97 = A
96 - 94 = A-
93 - 91 = B+
90 - 88 = B
87 - 85 = B-
84 - 81 = C+
80 - 77 = C
76 - 73 = C-

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Brian Satterlee
Danville	Virginia
804.791.5837
satterle@averett.edu

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Page Updated Thu May 10, 2001 2:27pm EDT