EDTECH 501: Introduction to Educational Technology

Welcome! 

In this course, you will delve into the rich and complex field of educational technology through conducting individual research, sharing research and ideas with your classmates, using new tools that will facilitate and simplify research and writing, and composing in different formats (discussion forums, Zotero reports, proposals, presentations, research papers, and shared reflections). Through your readings, research, discussions with peers, and assignments, you will formulate your own specific research question, focusing on the effective use of technology in education. Most of your work in this class will be created using Google docs, which will easily allow you to access your work for inclusion in your final Technology Portfolio for the M.E.T. degree.

You will:

1. contribute to our learning community through actively participating in activities such as a class directory in Moodle and discussion forum participation;
   
2. define educational technology through contributing to a class glossary;
3. demonstrate and apply your understanding of APA in-text citations and reference list through using Zotero, citation practice, discussion forum posts, and other online tutorials;
4. discuss the implications of Digital Inequality as it applies to education;
5. research technology trends, investigate, and share a new technology you might use in your classroom/business;
   
6. collect, research, critique, and share online resources about the effects of technology in education through resource management tools;
7. evaluate your school's current technology environment through a Technology Maturity Model evaluation tool;
   
8. develop a Technology Proposal for your classroom, department, school, or organization; and
9. argue for the effective use of technology in education through a final paper, synthesizing research compiled throughout the semester.
   
   

Your learning activities will be supported through course readings, our Moodle course site, audio/video tutorials, sharing with and providing feedback to peers, and the use of various software tools as needed throughout the semester.

Sound like fun? Then read on to find out what you will need to know and do to be successful in this course.

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Your Instructor

Dr. Barbara Schroeder
Office: E326
Phone: 208-991-4458

How to Contact Me:

The best way to contact me is through Gmail Chat, Moodle messaging, or my Google Voice number (telephone and/or SMS). Please avoid using email. However, if you MUST use email, please put "EDTECH 501" and a brief description of your message in the subject line. Then, I will be able to quickly identify your email, its urgency, and respond appropriately. Also, please note that I do not send out one-word responses to emails, such as "thanks," or "okay," and want you to do the same. We are inundated by email, and I want you to start using other more useful methods of communication.

Most questions can be answered very quickly if you send me a message through Moodle or catch me online using Gmail Chat. I check my email two times a day, once about 10:30 am and the other later in the afternoon. So, if you want my immediate attention, grab me online.

This chart lists the best ways to contact me, listed in my order of preference:

Online	Gmail Chat (Install the Video/Voice plugin for added functionality: http://mail.google.com/videochat)
Moodle Messaging	Send a quick message using Moodle messaging (click the envelope icon next to my name) when I'm online and I'll get back to you.
Google Voice	Call my Google Voice number or leave me a text message: (208) 991-4458
Adobe Connect Virtual Meeting Room	http://edtech.acrobat.com/barbara

I have a Teaching Assistant, who is very friendly and available for help. Here is his info:
Mike Fuller
email: michaelfuller1@u.boisestate.edu

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Entry Level Skills
In order to do your best in this course, you should know how to send and receive emails, send and open email attachments, how to conduct searches on the Internet, how to critique Internet resources, how to use Google Docs or another work processing program, and be willing to experiment with new technologies!

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Required Textbooks

	Publication Manual of the American Psychological Association, 6th edition. I would HIGHLY RECOMMEND purchasing the spiral-bound copy: http://www.amazon.com/Publication-Manual-American-Psychological-Association/dp/1433805626/ref=ed_oe_o
	Merriam-Webster's Collegiate Dictionary (with CD rom for Windows and Mac) Order from: http://www.merriam-webster.com/cgi-bin/book.pl?c11.htm&1
Zotero Guide (George Mason University)	Download PDF file

Optional Textbook

Strunk, Jr., W. & White, E. B. (2000). The elements of style, 4th edition. Needham Heights, MA: Allyn & Bacon. This book is an absolute delight and can be of great help in improving your writing. I highly advise purchasing this gem. You will read it over and over again until some of it sinks in.

Other readings

• Evaluation Reports--Policy and Program Studies Services. (2009, August 17). Evaluative Reports. Retrieved August 25, 2009, from http://www.ed.gov/about/offices/list/opepd/ppss/reports.html#edtech
• Jenkins, H. (2006). Confronting the challenges of participatory culture. MacArthur Foundation.
  
• Keengwe, J., Onchwari, G. & Wachira, P. (2008). The Use of Computer Tools to Support Meaningful Learning. AACE Journal. 16 (1), pp. 77-92. Chesapeake, VA: AACE.
• Schroeder, B., & Thorsen, C. (2002). A study of technology use plans in Idaho schools: Best practices. Boise, ID: Boise State University.
  

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Progress
You can check your progress in Moodle by clicking the “Grades” link on the left-hand navigation bar. Progress is updated as assignments are evaluated throughout the semester. Grades at the end of the course will be determined by evaluation of your work in the class, based upon the various scales used, letter scores received on written assignments, and feedback from peers. These scores/scales will be averaged according to the percentages and then translated into letter grades. You will be able to view your final score in our Moodle gradebook before that score is posted to BroncoWeb.

Course Availability
The course will be available to you the Friday before the semester begins and one week after the end of the semester. Please make sure you copy, export, and access any materials you want from our course site before I make the course unavailable.

Overall Grading Policy

1. I will grade your writing to the best of my abilities. If you feel you have received an inferior grade, you have the right to challenge this score. Please explain to me IN WRITING why you believe the grade is too low, and I will consider your reasoned argument.
2. Not all writing assignments will be graded, but you WILL be provided with audio and/or written feedback as needed.
   
3. Discussion forum posts will be evaluated using the Discussion Forum Guidelines scale.
4. Your final paper will be evaluated using the Research Synthesis Paper Grading Scale.
   
5. Final scores will consist of the average of your point-based assignments and letter scores. If you have not participated in all assignments in this course, your final score will be subject to a reduction of one letter grade.
   
   

• Expect feedback on your assignments within a week of the due date.
• In order for me to be efficient in this class, it is important you complete assignments on time. If you are unable to do so, please email me so we can mutually work it out.
• All assignment due dates are posted, but normally fall on Tuesdays.
  
  

Time Management
It is a good idea to schedule specific times to work on your assignments each week and keep the appointment with yourself. Plan to spend 8 - 15 hours per week on this class. The amount of time actually needed will depend on entry-level skills. It is in your best interest to start early on each assignment to give yourself time to fix technical problems or get help before the due date passes.

Accommodations
To request academic accommodations for a disability, contact the Office of Disability Services, Admin 114, (208) 426-1583. Students are required to provide documentation of their disability and meet with a Disability Specialist prior to receiving accommodations. Information about a disability or health condition will be regarded as confidential.

Faculty Initiated Drop
Please be advised that if you do not attend class at least once during the first week, I will drop you from class. No excuses on this one.

EDTECH Conceptual Framework
The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, and managing appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state or local educational agencies, community organizations, and the private sector.

BSU College of Education, The Professional Educator
Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.

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Course Standards

(AECT) Association for Educational Communications and Technology

Standard 1: Design
1.4 Learner Characteristics
Demonstrate in-depth synthesis and evaluation of research related to the use of technology for student learning.
Assignment: Research Synthesis Paper

Standard 3: Utilization
Use current educational technology research findings to evaluate the optimum use of technology for teaching and learning.
Assignment: Research Synthesis Paper

3.4 Policies and Regulations
Identify and apply policies which incorporate professional ethics within practice.
Assignment: Digital Inequality

Identify ethical, legal and human issues involving the integration of technology.
Assignment: Digital Inequality

Standard 4: Management
Demonstrate leadership attributes with individuals and groups.
Assignment: Technology Proposal

Establish mission, goals, and objectives for a school or organization technology use plan that align with and support those of the local school district and/or community.
Assignment: Technology Proposal

Develop a plan involving collaboration with school administration and staff in promoting the use of technology for teaching and learning.
Assignment: Technology Proposal

4.1 Project Management
Determine appropriate technology use plan techniques for developing an effective plan for ensuring the use of technology for teaching and learning.
Assignment: Technology Use Plan Techniques Discussion Forum

4.2 Resource Management
Identify effective professional development models to train administrators, faculty and staff to be efficient users of technology.
Assignment: Professional Development Models Discussion Forum

Standard 5: Evaluation
5.1 Problem Analysis
Apply knowledge of current trends and issues in the field of educational technology.
Assignments: TechTrends Discussion Forum, Technology Proposal

5.2 Criterion-Referenced Measurement
Identify appropriate data to support decision-making for technology use in a school or organization.
Assignment: Research Synthesis Paper, Technology Proposal

5.3 Formative and Summative Evaluation
Identify appropriate evaluation strategies to determine effectiveness of technology use in a school and/or organization.
Assignment: School Technology Evaluation (TMM)