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Course Syllabus

ITEC 7530
Instructional Technology Foundations
Spring 2011

Professor: Ms. Melissa Merritt


Department: Instructional Technology
Work Phone: 912-478-5872
GSU e-Mail: mmerritt@georgiasouthern.edu
Although it is best to use the email through the
course because I check it more often

Hardware & Software Requirements:


In order to fulfill the requirements of this course you will need access to the
following:
• Either a Macintosh or Windows-based computer with Internet access
• A web browser compatible with WebCT/GeorgiaView
• Microsoft Word, PowerPoint, and Excel
• A PDF viewer such as Adobe Acrobat Reader (available free here,
http://get. adobe. com/reader/)

Required Text:
Smaldino, Sharon E., Lowther, Deborah L., and Russell, James. D. (2008).
Instructional Technology and Media for Learning. Pearson Merrill Prentice Hall,
Upper Saddle River, New Jersey.

Additional Resources:
You will be completing activities in this course that require you to have access
to a camera capable of capturing digital video. If you do not own such a
camera you can reserve one for class use at the College of Education’s
Instructional Resource Center (http://sites. google. com/site/ircschedule/)
Details will be provided in the relevant assignments.

Group Activities:
Some activities in this course include required participation with a group of
other students in the course. The instructor will assign groups.

Content Modules:
The course is divided into a number of different Content Learning Modules. The
content of each module will vary depending upon objectives being covered.
Each Content Learning Module will provide you with a list of activities that will
allow you to interact with the content. These activities typically consist of
readings from the textbook, threaded online discussions, quizzes and projects.
Weekly Schedule:
Weeks run Monday through Sunday with most first discussion posts being due
by 9:00 PM on Wednesdays and all replies to classmates being due by 9:00 PM
on Sundays. All weekly modules are posted to allow you to view all modules
and assignments in advance but ALL discussion posts and quizzes MUST be
completed in the assigned weeks. Assignments can be completed and
submitted anytime before the deadlines. See grading rubrics on assignment
pages. See the Course Calendar for a list of due dates and topics. It is very
important to keep pace with the class. The course is not especially difficult, but
it does require that you keep up with all weekly assignments. You are expected
to log into the course multiple times each week, every day is preferable, in
order to keep up with discussion posts and announcements. EVERY discussion
post, quiz, and assignment is graded and counts toward your overall grade. You
will know your quiz grade immediately after submitting and discussion posts
and assignment grades will be posted at the end of each week after the Sunday
9:00 PM deadline.

Questions:
Because many students have questions about the material and others may
have the same questions, please pose questions to the discussion board in
GeorgiaView. The Discussion board allows other students to answer your
questions and it also provides a repository for the questions and responses. I
will review the discussion board on a daily basis and address any questions
unanswered by other students. If you absolutely have to have an answer to a
question immediately, post it on the discussion board and send me a separate
email asking me to answer immediately. I will then answer on the discussion
board (time and circumstances permitting). If you have a personal issue, then
email me directly.

Assignments:
You will be creating a course online portfolio using a wiki (all instructions will be
provided within the course content). All assignments will be turned in
electronically via WebCT/GeorgiaView unless otherwise denoted in the
assignment page. Specifics concerning each assignment are outlined in each
module that the assignment it correlates to.

Timely Submission of Assignments:


Promptness is expected in this course. Graded work submitted prior to 9:00 PM
the day it is due is counted as being on time. Required work that is turned in
late will be penalized 1 point for every day that the assignment is late.
Exceptions will require documentation of the excuse. I will be more likely to
approve an exception if asked before the work is due. However, I expect
exceptions to be rare. Quizzes will only be available during their assigned week
and zeros will be assigned for any quizzes not completed by 9:00 PM on the
Sunday they are due.
Technology & Assignments:
Failure of Technology is not an acceptable excuse for an assignment that is
submitted late. Do not wait until the last minute to turn in an assignment. You
are responsible for turning in the assignments on time even if there is a
technology failure (Hard Drive crash, Computer Crash, WebCT/GeorgiaView
down, your ISP is down, etc).

Evaluation:
Activities Point Value
Class Participation/Discussion Board Posts 5 points
(Modules 1, 2, 3, 5, 6, 8, 9, 10, 11) each
45 points
total
Check-up Quizzes (Modules 1, 3, 4, 5, 6, 8, 9, 5 points
10, 11, 12) each
50 points
total
WebQuest (Module 3) 10 points
Interactive Whiteboard Activity (Module 4) 10 points
Rubric Activity (Module 5) 15 points
Website Evaluation (Module 6) 12 points
Electronic Portfolio
Wiki Portfolio Design (Module 2) 4 points
Georgia Performance Standard (Module 2 points
2)
Authentic Instruction (Module 3) 10 points
WebQuest Assistive Technology (Module 15 points
6)
Using Web 2.0 For Instruction (Module 8) 15 points
Digital Video (Module 11) 12 points
Concept Map (Module 12) 10 points
Fair Use (Module 12) 15 points
Total 225

Grading Scale
A (90-100) 200-225
Points
B (80-89) 176-199
Points
C (70-79) 154-175
Points
D (60-69) 132-153
Points
F (59 or less) 0-131 Points

Georgia Southern University Catalog:


The grading scale represents the following standards set forth in the Georgia
Southern University Catalog:
The "A" grade may be interpreted to mean that the instructor recognized the
student's exceptional mastery of the course material.
The grade of "B" indicates that the student has demonstrated an above
average mastery of the course material.
The "C" grade is the instructor's certification that the student has
demonstrated minimal mastery of the course material.
The student is graded "D" or "F" when his/her grasp of the course is
unacceptable.

Academic Integrity:
This course requires multiple samples of student work. Graded work is to be
completed entirely by the student without help from other individuals, unless
indicated otherwise. If you need help, contact me. Integrity is of the highest
importance in the academic community and at Georgia Southern University. I
expect you to conduct yourself with complete honesty and integrity throughout
the course of this class. I will accept nothing less. The Student Conduct Code
defines academic misconduct. Confirmed cases of academic misconduct will be
dealt with according to the guidelines set forth in the Student Conduct Code
and related directives.

Catalog Description:
Foundations of Instructional Technology an introduction to the effective uses of
instructional technology for graduate education majors. A systematic approach
to selecting, producing, and utilizing various instructional technologies will be
covered with an emphasis on the instructional uses of the computer.

Subject Matter Content:


See the course calendar for a list of subject matter content.

Candidate Learning Outcomes:


This course is structured around the International Society for Technology in
Education’s 2008 National Educational Technology Standards (NETS) for
Teachers. In particular, this course addresses the following NETS for Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experiences that advance student learning, creativity,
and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and
inventiveness
b. engage students in exploring real-world issues and solving authentic
problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify
students’ conceptual understanding and thinking, planning, and creative
processes
d. model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize
content learning in context and to develop the knowledge, skills, and attitudes
identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools
and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students
to pursue their individual curiosities and become active participants in setting
their own educational goals, managing their own learning, and assessing their
own progress
c. customize and personalize learning activities to address students’ diverse
learning styles, working strategies, and abilities using digital tools and
resources
d. provide students with multiple and varied formative and summative
assessments aligned with content and technology standards and use resulting
data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an
innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using
digital tools and resources to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents,
and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to
locate, analyze, evaluate, and use information resources to support research
and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an
evolving digital culture and exhibit legal and ethical behavior in their
professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information
and technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources
c. promote and model digital etiquette and responsible social interactions
related to the use of technology and information
The complete listing of NETS for Teachers is available online at the website for
the International Society for Technology in Education (http://www. iste. org/).

Disability Accommodations:
Georgia Southern University is committed to providing an equal educational
opportunity to qualified students with disabilities. The Student Disability
Resource Center (SDRC) is the primary source of services for these students.
Students with an array of disabilities are eligible for services; however,
documentation standards exist for all conditions. For further information
contact the SDRC at 871-1566.

University Communications:
All Georgia Southern University students are provided with an e-mail address
within 24 hours of student registration. On-campus undergraduate students are
also provided with a Post Office Box. E-mail addresses and Post Office Boxes
are the official means of communication between the University and the
student. It is the student's responsibility to check his or her e-mail each
school day and his or her P. O. Box at least once a week for administrative
messages. There is no justifiable excuse for failure to respond to a University
communication or failure to act on a University communication in a timely
manner. Log into WINGS and look under personal information to find your e-
mail account name and password.

Relationship to the Mission of Georgia Southern University and the COE


Conceptual Framework
As noted in the Georgia Southern University Mission statement, one of the
institution's hallmarks is to build a culture of engagement that links theory
with practice. The course objectives and candidate performance outcomes
associated with this course address this critical element. In addition, the
course objectives specifically address the four commitments that form the
core of the College's conceptual framework:
*Commitment to the Knowledge and Dispositions of the Profession
During the course the candidate will use the knowledge gained in the course to helpthem develop a
deeper understanding of technology and how it can be incorporated into the instructional process.
*Commitment to Diversity
During the course the candidates will develop the ability to recognize their responsibilities to, and the
rights and needs, of all students. The candidate will be able to enhance students’ learning by
addressing diverse learning styles and abilities and take into account each individual’s physical,
cognitive, emotional, and social development.
*Commitment to Technology
The instructor will model the effective use of technology in the instructional process. By the very
nature of this course students will interact with various technologies during every class.
*Commitment to the Practice of Continuous Reflection and Assessment
During the course the candidate will develop the ability to define and frame an instructional problem,
to consider a reasoned course of action, and to reflect on the appropriateness of their decisions.

Course Topics:

Week 1: Technology and Media: Facilitating Learning


Week 2: Instructional Strategies: Integrating Technology and Media
Week 3: Visual Principles: Designing Effective Materials
Week 4: The ASSURE Model: Creating the Learning Experience
Week 5: Computers and Multimedia: Accessing Digital Worlds
Week 6: Distance Education: Connecting Learners Beyond the Classroom
Week 7: Online Learning: Learning Through the Internet and Computer Networks
Week 8: Instructional Materials and Displays: Using Media to Engage Learners
Week 9: Visuals: Enhancing Learning with Visuals
Week 10: Audio: Listening and Learning
Week 11: Video: Enhancing Learning with Moving Images
Week 12: Trends in Technology and Media: Looking Ahead

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