School of Education - Northern Kentucky University

EDU 602: Microcomputers in Education

Three Semester Hours Credit

Spring Semester, 1998

"The Teacher as a Reflective Decision Maker" is the basis on which the School of Education has built its teacher preparation program. This represents the effort to prepare teachers for ever-changing roles and continuous personal and professional self-improvement. A reflective decision maker is one who knows how to evaluate and modify teaching approaches to meet emerging student needs. This ability is grounded in a thorough knowledge of current theory and the ability to evaluate theories and beliefs in light of new information and circumstances. The School of Education places particular emphasis on the themes of diversity, technology, assessment and evaluation, intellectual vitality, and the professional community.

Professor: Connie Carroll Widmer, Ph.D. Office: BEP 280 Telephone: 572-6685

Web page: http://www.nku.edu/~widmer e-mail: Widmer@nku.edu

Office Hours: M: 9:30-11:30; T: 3:00-4:00, 7:15-8:15 P.M.; W: 11:00-12:00

Textbook: Lockard, J., Abrams, P.D., & Many, W.A. (1997). Microcomputers for twenty-first century educators. New York: Longman

Disks: Four 3 1/2" high density disks

Student Activities, Evaluation, and Grading Policy

Students are expected to attend all class meetings, do all assigned readings, and participate in class discussions and group activities. In addition, students will complete the following assignments, details of which will be forthcoming:

1. Send and receive information via e-mail

2. Complete database and spreadsheet projects

3. Complete a written software evaluation, using the KETS evaluation instrument.

4. Working with a partner, demonstrate a piece of software in class after using the software with a student. Distribute a brief evaluation of the software, using the form provided, to all class members. (This software is to be selected from the posted list.)

5. Complete an Internet research project or develop a web page.

6. Complete one, HyperStudio, MicroWorlds, or PowerPoint presentation.

7. Complete one service project.

8. Successfully complete two examinations.

Alternative activities will be considered; please see me if you have suggestions for an activity that you think would be more beneficial in your circumstances.

Final grades will be based on the above-mentioned requirements. The relative grading weights will be approximately as follows:

Exam 1	20%
Exam 2	20%
Written software evaluation	5%
Oral software demonstration & evaluation	5%
Database assignment	5%
Spreadsheet assignment	5%
Internet Research or Web page development	15%
Service Project	10%
Hyperstudio, Microworld, or Power Point Presentation	10%
e-mail activities	5%

Class participation, although not assigned a weight, will be considered in the final determination of grades. Class participation includes asking and answering questions thoughtfully, giving evidence of having completed assignments, sharing information from various sources related to class topics, assisting others at the computer as appropriate, and other responses giving indication of being an active member of the class and of facilitating class goals.

Letter-grade range

A	Superior	93-100%
B	Above Average	85-93%
C	Average	77-85%
F	Not Passing	Below 77%

Policy Regarding Late Assignments

One Class Late : Deduction of 10% of the original value of the assignment.

Two Classes Late : Deduction of 20% of the original value of the assignment.

More than Two Classes Late: Unacceptable, except in extreme circumstances as judged by the instructor.

Withdrawal

The last day to withdraw with a grade of W is March 6, 1998. The instructor's signature is required, for acknowledgment only.

Academic Honesty

Cheating, plagiarism, and unauthorized duplication of computer software will not be tolerated and may result in a failing grade.

Time Spent on Outside Class work:

"It is normal that students should expect to spend 5-6 hours per week in course-related work outside of class time in a 3-semester-hour course." (NKU 1997-98 Catalog, p.27)

Course Description and Objectives

The purpose of this course is to familiarize elementary and secondary school teachers with the use of the microcomputer and its applications in the classroom. The course will include discussion and examples of the role of the computer in the classroom, examination of curricular implications of microcomputers, content-area applications, evaluation of software programs; an introduction to word processing, databases, and spreadsheets; use of the Internet and telecommunications; and a brief introduction to programming via Microworlds . Most classes will be conducted using Macintosh computers, but the basic ideas and concepts covered are applicable to all microcomputers. Students will have an account on the NKU VAX and will be expected to access e-mail frequently. This course places particular emphasis on the School of Education themes of technology and intellectual vitality. The course addresses these Experienced Teacher Standards (means of assessment in boldface):

Standard 2: The teacher demonstrates content knowledge within own discipline(s) and in application(s) to other disciplines.

Performance Criteria:

2.3 Demonstrates a general knowledge that allows for integration of ideas and information across disciplines ; HyperStudio/MicroWorlds/Power Point presentation (project)

2.5 Connects content knowledge to real-world applications; Hyperstudio/Microworlds/Power Point presentation (project); Telecommunications/Web Assignments (class assignments), Service Project

2.7 Analyzes sources of factual information for accuracy; Web site evaluation (class assignment)

Standard 3: The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Performance Criteria:

3.1 Focuses instruction on one or more of Kentucky's learning goals and academic expectations. Hyperstudio/Microworlds/Power Point presentation (project), Web Site assignment

3.4 Creates and utilizes learning experiences that challenge, motivate and actively involve the learner. Software Evaluation/Demonstration (assignment), Web site assignment

3.5 Creates and uses learning experiences that are developmentally appropriate for learners. Software Evaluation/Demonstration (assignment); Hyperstudio/Microworlds/Power Point presentation (project)

3.8 Includes creative and appropriate use of technologies to improve student learning. Software Evaluation/Demonstration (assignment); Hyperstudio/Microworlds/Power Point presentation (project); Web Site assignment

3.11 Develops and incorporates learning experiences that encourage students to be adaptable, flexible, resourceful, and creative. Software Evaluation/Demonstration (assignment)

Standard 4: Creates/Maintains Learning Climate

Performance Criterion:

4.5 Locates and organizes materials and equipment to create an enriched multimedia environment. Software Evaluation/Demonstration (assignment); Hyperstudio/Microworlds/Power Point presentation (project); Web Site assignment

Standard 7:Reflects/Evaluates Teaching/Learning

Performance Criterion

7.3 Assesses programs and curricula; proposes appropriate recommendations and needed adjustments. Written software evaluation (assignment), Software Evaluation/Demonstration (assignment); Telecommunication/Web assignments

Additionally, the objectives below identify what the EDU 602 student should be able to do after completion of the course:

1. Use a microcomputer, including communication packages, confidently through hands-on experiences.

2. Use application software including word processors, databases, and spreadsheets as tools for classroom instruction and for professional productivity.

3. Use the Internet to conduct research on educational topics and/or create a basic Web homepage.

4. Plan for using the microcomputer in the classroom in accordance with the Kentucky Educational Technology System (KETS).

5. Identify ways in which technology can assist students to meet the Academic Expectations specified in Transformations: Kentucky's Curriculum Framework.

6. Distinguish among tutorial, drill and practice, simulation, problem-solving, instructional game, informational, and tool programs and identify uses for each in the classroom.

7. Evaluate instructional software programs in terms of their content, pedagogical value, technical qualities, and suitability for special needs students.

8. Select software programs suitable to the educational and developmental needs of your students.

9. Identify factors to be considered in selecting software and hardware for special needs students; identify software and hardware meeting these needs.

10. Select sources for software reviews and software descriptions.

11. Construct modules using Hyperstudio, Microworlds, and/or Power Point.

12. Identify ethical and legal issues related to software and hardware acquisition and use.

13. Identify and apply instructional theories and current research findings to the use of technology in education.

Bibliography:

Alessi, S.M. & Troppic, S.R. (1991). Computer based instruction: Methods and development. Englewood Cliffs,NJ. Prentice Hall.

Anderson, M. (1988). Partnerships: Developing teamwork at the computer. Arlington, VA: MAJO Press.

Barron, A.E. & Orwig, G. W. (1993). New technologies for education: A beginner's guide. Englewood, CO: Libraries Unlimited, Inc.

Bitter, G., Camuse, R., & Durbin, V. (1993). Using a microcomputer in the classroom. (3rd ed.). Boston: Allyn & Bacon.

Brownell, G. (1992). Computers and teaching ( 2nd ed.). St. Paul, MN: West Pub. Co.

Cannings, T.R. & Finkel, L. (1993). The technology age classroom. Wilsonville, Oregon: Franklin, Beedle & Associates.

Flake, J., Mc Clintock, C.E., & Turner, S. (1990). Fundamentals of computer education (2nd ed.). Belmont, CA: Wadsworth Pub. Co.

Geiser, P.G. & Futrell, M.K. (1995). Teachers, computers, and curriculum (2nd ed.). Boston: Allyn & Bacon.

Marshall, G. (1993). The challenge of change: Questions and resources for computer-using educators. Eugene, OR: International Society for Technology in Education.

Maddux, C.D., Johnson, D. L., & Willis, J.W. (1992). Educational computing. Needham Heights, MA: Allyn & Bacon.

Merrill, P.F., Hammons, K., T, Vincent, B.R., Reynolds, P.L., Christensen, L and Tolman, M.N. (1996). Computers in education (3rd ed.) Boston: Allyn & Bacon.

Newby, T.J., Stepich, D.A., Lehman, J.D., & Russell, J.D. (1995). Instructional technology for teaching and learning. Columbus, Ohio: Merrill (Prentice Hall).

Papert, S. (1980). Mindstorms. New York: Basic Books, Inc.

Papert, S. (1993). The children's machine: Rethinking school in the age of the computer. New York: Basic Books, Inc.

Poole, B.J. (1995). Education for an information age. Dubuque, Iowa: Wm. C. Brown Communications, Inc.

Roybler, M.D., Edwards, J., and Havriluk, M.A. (1997). Integrating educational technology into teaching. Columbus, Ohio: Merrill (Prentice Hall).

Sanders, J. & McGinnis, M. (1991). Computer equity in mathematics and science. Metuchen, NJ: Women's Action Alliance, Inc.

Sanders, J. & McGinnis, M. (1991). What Is computer equity?. Metuchen, NJ: Women's Action Alliance, Inc.

Solomon, P. (1986). Computer environments for children: A reflection on theories of learning and education. Cambridge, MA: The MIT Press, 183 pp.

Vockell, E. & Schwartz, E.(1992). The computer in the classroom (2nd ed.). St. Louis: McGraw-Hill, 367 pp.

Sources for Information about the Internet

Ackermann, E. (1996). Learning to use the World Wide Web. Wilsonville, Oregon: Franklin, Beedle &Associates.

Edgar, C. & Wood, S.N. (ed.'s) (1996). The nearness of You: Students and teachers writing on-line. New York: Teachers & Writers Collaborative.

Ellsworth, J.H. (1994). Education on the Internet. Indianapolis, IN. SAMS Publ.

Leshin, C.B. (1996). Internet adventures. Boston: Allyn and Bacon.

Leshin, C.B. (1997). Netscape adventures. Columbus, OH: Prentice-Hall.

Sharp, V.F., Levine M.G., and Sharp, R.M. (1996). The best web sites for teachers. Eugene, OR: ISTE

Sharp, V.F., Levine M.G., and Sharp, R.M. (1996). The best math and science Web Sites for Teachers. Eugene, OR: ISTE

Ryder, J.R. & Hughes, T. ( 1997). Internet for Educators. Columbus, Ohio: Merrill (Prentice Hall).

 

 

 

 

Sources for Software Listings and/or Evaluation

The following reference books are on reserve in the Learning Resource Center:

Association for Supervision and Curriculum Development (1996). Only the best: Annual guide to highest-rated educational software and multimedia. Alexandria, VA: The Association. (Also 1991-1993 and l985 - 89 editions.) Also in disk version, available to schools.

Buckleitner, W. (1993). High/Scope buyer's guide to children's software. (Annual survey of computer programs for children aged 3 to 7). Ypsilanti, MI: High/Scope Press. (Also earlier editions of High/Scope's Guide.)

EPIE Institute (1995). The latest and best of TESS (The Educational Software Selector). Hampton, Bays, NY: Author. (Also 1991-1993 edition and 1988 Supplement.)

Software

ClarisWorks 4.0 Santa Clara, CA: Claris Corporation

HyperStudio. El Cajon, CA: Roger Wagner Pub., Inc.

MicroWorlds. Highgate Springs, VT: Logo Computer Systems Inc.

PowerPoint. Redmond, WA: Microsoft Corporation

 

 

 

Date	Topic	Assignment Due
Jan. 13	Overview of course; Word Processing
Jan. 20	Educational Software; Types, Evaluations, Reviews	Ch. 1: Microcomputer Systems Ch. 2: Word Processing Ch. 8: CAI
Jan. 27	e-mail and Internet	Ch. 7: Internet & WWW Ch. 10: Courseware Eval.
Feb. 3	Spreadsheets	Ch. 4: Spreadsheets Written software evaluation
Feb. 10	Database Managers	Ch. 3: Databases
Feb. 17	Test 1; Database managers; encyclopedias
Feb. 24	Kentucky Educational Techology System (KETS); Internet explorations	Ch .17: Technology implementation Spreadsheet project
March 3	Hyper Studio	Ch 15: Authoring & Hypermedia Tools Database project
March 10	MicroWorlds	Ch. 14: Logo (Internet research or Web Page)
March 24	PowerPoint; Multimedia	Ch. 9: Interactive Multimedia Internet research or Web Page
March 31	Computers in Academic Disciplines; Internet Reports	Ch. 16: Beyond Computer Literacy
April 7	Computers in Academic Disciplines; Internet Reports	Ch. 18: Issues and Implementation
April 14	Test 2; Computers in Special Educ.	Articles (to be assigned)
April 21	KETS in Action (Field trip; tentative)	Multimedia project
April 28	Multimedia presentations; A Look to The Future	Ch. 12: Refined Roles for Computers in Education Ch. 19: Today & Tomorrow Service project report
May 12 (or 5)	TBA

Dates and Deadlines
1. Written Software Evaluation	Feb. 3
2. Software demonstration & evaluation	Variable
3. Test 1	Feb. 17
4. Spreadsheet project	Feb. 24
5. Database project	March 3
6. Internet project (research or Web page)	March 10/24
7. Test 2	April 14
8. Multimedia project	April 21
9. Service Project; Multimedia presentations	April 28

Academic Computing Lab Hours: ST 370	Learning Resource Center: BEP 268
Monday-Thursday: 8:00 A.M. - 12:00 A.M.	Monday - Thursday 8:00 A.M. - 8:00 P.M.
Friday: 8:00 A.M. - 4:30 P.M.	Friday: 8:00 - A.M. - 4:30 P.M.
Saturday : 10:00 A.M. - 4:00 P.M.	Saturday: 11:00 A.M. - 5:00 P.M.
Sunday: 12:00 - 4:00 P.M.	Sunday: Closed

The instructor reserves the right to make changes in the syllabus if circumstances so warrant.