Introduction to Educational Technology
Hangouts & email: firstname.lastname@example.org
Welcome From Your Instructor
I would like to welcome you to EDTECH 501, the introductory course in our EDTECH degree program. In this course, you will learn how to become actively involved in our EDTECH program, explore and use new technologies, network with colleagues and professionals, and immerse yourself in the exciting world of educational technology.
This is an online, asynchronous course, which means you can “attend” class during your free hours, allowing you flexibility in your learning.
This syllabus is a very important document, serving as a contract between us. It provides detailed information on what you will achieve in this course and how you will get there.
I look forward to meeting and learning with you.
How To Contact Me
The best way to contact me is by Google Hangouts or email at email@example.com. I respond to email within 24 hours (though usually much sooner). I respond to Google Hangout messages more quickly, usually within one or two hours during “waking hours.”
- Title of course: EDTECH 501: Introduction to Educational Technology
- Semester: Spring 2016
- Dates: January 11 – April 29, 2016
- Credits: 3 graduate
This course has been designed to facilitate a strong social and learner-centered environment, meaning that learning is active and requires participation from all students. You will be actively engaged in sharing, reading, reviewing, and commenting on your classmates’ work they post to their learning logs and through our Moodle discussion forums.
Research on learner-centered teaching indicates that it helps students learn more and understand better (Felder & Brent, 1996). I believe that teaching is not something that can only be done by a professor. You will also need to be involved and participate in the process.
Additionally, in a learner-centered course, you will develop skills you can use in your current or future careers. Prospective employers prefer people who know how to take responsibility for their learning and can navigate social tools.
Your cooperation and support in this style of teaching and learning is essential to its success. If you adopt an active learning mode, taking responsibility for your own learning and providing helpful feedback to your classmates, you will help build a positive and sustainable environment for learning.
Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43–47.
EDTECH Learning Log & Google Plus
You will be required to create a learning log using WordPress.com in this course to share your reflections and course artifacts. More information will be provided to help you set it up during the semester. Additionally, you will be using a Google Plus community to communicate with your classmates and instructor throughout the course.
Overview of the field of educational technology emphasizing current issues, leadership in technology use planning, and evaluation/synthesis of research.
In this course, you will:
- identify and apply effective technology tools and strategies to improve teaching and learning;
- curate and share an online learning log of artifacts;
- self-assess original learning projects (artifacts) through comparing and critiquing classmates’ work;
- demonstrate knowledge of professional ethics;
- analyze ethical issues in the field of educational technology;
- identify and assess current and future trends in educational technology;
- apply technology skills for research and analysis;
- apply APA style in creating an annotated bibliography;
- analyze your school or business technology environment and compose a summary; and
- analyze the current definition of educational technology.
Course Location and Login Information
This is an online course delivered in Moodle (http://edtech.mrooms.org/). The Moodle login page explains how to login to Moodle. Contact Moodle Support at firstname.lastname@example.org if you have problems accessing Moodle. If you have forgotten your password, click the link below the login box, “lost password?” and you will be able to reset it.
- Educational Technology: A Definition with Commentary http://www.amazon.com/Educational-Technology-A-Definition-Commentary/dp/080585861X
- Publication Manual of the American Psychological Association, Sixth Edition http://www.amazon.com/Publication-Manual-American-Psychological-Association/dp/1433805626/ref=sr_1_1_title_2_spi?s=books&ie=UTF8&qid=1392731006&sr=1-1&keywords=publication+manual+of+the+APA+spiral+bound (We recommend the spiral-bound edition.)
|Resource||Assignment||Due Date (Times are in Mountain Time)|
|Beginning the Journey (January 11 – 24, 2016)||Learning Log Assignment||Sunday, January 24, 2016, 11:55 PM|
|Professional Knowledge and Skills (January 25 – February 21, 2016)||RSS in Education||Sunday, February 7, 2016, 11:55 PM|
|EDTECH Research||Sunday, January 31, 2016, 11:55 PM|
|Ethical Practice (February 22 – March 13, 2016)||EDTECH Professional Ethics||Saturday, January 30, 2016, 11:55 PM|
|Digital Divide Presentation||Sunday, March 13, 2016, 11:55 PM|
|Technology Trends (March 14 – April 10, 2016)||TechTrends||Sunday, April 3, 2016, 11:55 PM|
|Technology Use Planning (April 10 – 24, 2016)||School Evaluation Summary or Alternate Assignment for School Evaluation Summary||Sunday, April 24, 2016, 11:55 PM|
|Making Meaning (April 25 – 29, 2016)||EDTECH Definition Graphic||Friday, April 29, 2016, 11:55 PM|
In this course, you will create seven artifacts that align with specific AECT Standards, as well as a Learning Log Assignment, where you will create your online website to organize and showcase your learning. It’s important that assignments effectively meet the learning objectives stated in a course. In the table below is a list of all graded course assignments. Below each assignment name, you are provided with a summary of the assignment along with its purpose in this course. Feel free to contact your instructor with any questions or concerns about any of the assignments.
- RSS in Education (100 points)
- It’s essential you are aware of and know how to use various digital aggregators to collect and curate resources and artifacts. This assignment will help you use technology tools in an efficient and knowledgeable way, creating effective and meaningful learning resources for your students.
- EDTECH Research (100 points)
- How to conduct effective research online is a large part of this assignment. You will use Albertsons Library, and other digital tools to expand your expertise with conducting online research and creating an annotated bibliography on an area of educational technology that interests you. You will also apply correct APA style in this annotated bibliography.
- EDTECH Professional Ethics (100 points)
- You will explore how the AECT Code of Professional Ethics can be applied to various scenarios in the field of educational technology. In this assignment, you will research a real-world scenario, identify the specific code(s), and analyze how they might be applied in the situation you selected. This assignment will help you realize the complexities of professional ethics in the field and also how to be aware of and attempt to avoid and/or remediate any violations of professional ethics in your own profession.
- Digital Divide Presentation (100 points)
- Issues of Digital Divide are constantly in the news. You will read about, analyze, and identify specific issues of Digital Divide and Digital Inequality in your own school or business and how they might be addressed and resolved. Through creating a multimedia presentation using Google Slides and VoiceThread, you will also identify and apply research-based multimedia principles.
- TechTrends (100 points)
- The field of educational technology is moving at warp-speed. You will be introduced to The Horizon Report, a fascinating annual publication of new technologies and challenges facing K-12 and higher education. After researching and exploring the various new tools and trends, you will create an artifact of your choice, using the tool or trend that interests you.
- School Evaluation Summary (100 points)
- In this artifact, you will evaluate your school or business using a survey provided for you. After completing the survey, you will compose a summary of your findings, identifying the current status of your school or business using the Technology Maturity Model. Your instructor will include options for other areas of interest, should you not have a school or business to analyze. Most students really enjoy this assignment and label it as an “eye opener.”
- EDTECH Definition Graphic (50 points)
- You will finish the course by bringing everything together–by examining and analyzing the current definition of educational definition, creating an original graphical representation of your interpretation of that definition. This is a great time to revisit any of your existing artifacts to make corrections or revisions.
Course assignments are aligned to the Association for Educational Communications and Technology (AECT) Standards, 2012 version.
Assignments are listed by number (based on the assignments list above) in the following table under the standard they are aligned to.
Professional Knowledge & Skills
|Creating||RSS in Education||Digital Divide Presentation|
|Using||EDTECH Definition Graphic|
|Assessing/Evaluating||School Evaluation Summary|
|Ethics||EDTECH Professional Ethics|
|Diversity of Learners|
|Reflection on Practice||TechTrends|
|Theoretical Foundations||EDTECH Research|
|Learning Log Assignment||50|
|RSS in Education||100|
|EDTECH Professional Ethics||100|
|Digital Divide Presentation||100|
|School Evaluation Summary or Alternate Assignment||100|
|EDTECH Definition Graphic||50|
|Instructor Evaluations total||700|
|Introduction Video Feedback||10|
|RSS in Education Feedback||10|
|EDTECH Research Feedback||20|
|Ethics Scenarios Discussion Forum Posts & Feedback||20|
|Digital Divide Presentation Feedback||20|
|Tech Trends Feedback||20|
|School Evaluation Feedback||20|
|EDTECH Definition Graphic Feedback||10|
|100.00 %||98.01 %||A+|
|98.00 %||93.00 %||A|
|92.99 %||90.00 %||A-|
|89.99 %||87.00 %||B+|
|86.99 %||83.00 %||B|
|82.99 %||80.00 %||B-|
|79.99 %||77.00 %||C+|
|76.99 %||73.00 %||C|
|72.99 %||70.00 %||C-|
|69.99 %||67.00 %||D+|
|66.99 %||60.00 %||D|
|59.99 %||0.00 %||F|
Rubrics & Exemplars
Rubrics are associated with each assignment. To view an individual rubric, simply navigate to the assignment submission page. Exemplars of outstanding student work are also provided for each assignment to help you visualize and understand the expectations of a high quality assignment.
Feedback and grades on assignments are usually posted within one to two weeks of the due date. To view assignments and points, click the Grades link in Moodle. A Google Document will also be shared with you for each assignment with detailed feedback from your instructor.
Late Work Policy
All assignments have a due date. In order to facilitate collaboration you are expected to submit assignments and post peer-feedback according to due dates. You have one FREE PASS for a late assignment with no explanation necessary. Please contact me within 24 hours of an assignments due date to let me know that you will be using your one time FREE PASS. Assignments are due within two weeks of utilizing your one FREE PASS privilege with no late penalty. Five percentage points will be deducted for assignments that are late with one percentage point deducted per day thereafter. The FREE PASS cannot be used on the final assignment. In some cases of extenuating circumstances beyond your control, further exceptions will be considered on a case-by-case basis. Please contact me in such an event.
On occasion, you may experience problems accessing Moodle or class files located within Moodle, Internet service connection problems, and/or other computer related problems. Make the instructor aware if a technical problem prevents you from completing coursework. If a problem occurs on our end, such as Moodle or EDTECH2 server failure, then an automatic due date extension is granted.
Any student who feels s/he may need accommodations based on the impact of a disability should contact the instructor privately to discuss specific needs. You will also need to contact the Disability Resource Center to schedule a meeting with a specialist and coordinate reasonable accommodations for any documented disability.
The Disability Resource Center is located on the first floor of the Lincoln Parking Garage, on the corner of Lincoln Ave. and University Dr. at Boise State University. They are available Monday through Friday 8:00 a.m. to 5:00 p.m. Mountain Time.
EDTECH courses involves online delivery and for some courses public display of assignments on websites or social media spaces. In the online course, your name, email address, and Moodle profile may be visible to others who have logged into Moodle. You are advised to familiarize yourself with privacy settings on Moodle or social media sites associated with the course. Privacy settings can sometimes be adjusted to restrict certain types of information. Please contact your instructor if you have questions or concerns.
In the event of academic dishonesty, a complaint is filed with the Boise State Student Conduct Office with supporting documentation. This complaint remains on file and actions may be taken against the student (e.g., loss or credit, grade reduction, expulsion, etc.).
According to the BSU Student Code of Conduct: “Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students.
Therefore, all work submitted by a student must represent her/his own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s).”
For this course, plagiarism will apply to three categories: Cheating, Non-attribution, and Patch-writing:
- Cheating: Borrowing, purchasing, or obtaining work composed by someone else and submitting it under one’s own name. The minimum penalty is an “F” in the course; the maximum penalty, suspension from the university.
- Non-attributions: Failing to cite passages or ideas from the work of another. First-time offense is review of source attribution and revision of the paper. Continued non-attribution in work will result in an “F” in the course and possible suspension from the university.
- Patch-writing: Writing passages that are not copied exactly, but have been borrowed from another source. First offense: review and revision of assignment. Continued patch-writing will result in an “F in the course and possible suspension from the university.
Important Note: Both citation and quotation marks are required whenever you copy exact words and phrases from a source. When you paraphrase or summarize but do not copy exactly, citation is still required. When in doubt, cite. Over-citation is an error, but under-citation is plagiarism. Your citations should follow APA style, 6th edition.
Policy for Incompletes
Incompletes are not guaranteed. However, when they are given incompletes adhere to Boise State University guidelines as follows:
Instructors can enter a grade of I—for incomplete—if both of the following conditions are present:
- Your work has been satisfactory up to the last three weeks of the semester.
- Extenuating circumstances make it impossible for you to complete the course before the end of the semester.
In order to receive an incomplete, you and your instructor must agree to a contract stipulating the work you must do and the time in which it must be completed for you to receive a grade in the class. The terms of this contract are viewable on my.BoiseState under Your Student Center To Do List. The contract time varies as set by the instructor but may not exceed one year. If no grade other than incomplete has been assigned one year after the original incomplete, the grade of F will automatically be assigned. The grade of F may not be changed without approval of the University Appeals Committee. You may not remove the incomplete from your transcript by re-enrolling in the class during another semester. A grade of incomplete is excluded from GPA calculations until you receive a final grade in the course.
Please note that you are expected to spend 9-12 hours each week on each EDTECH course during a regular academic session. The workload is approximately doubled during the compressed summer sessions.
Boise State maintains a Writing Center, which is an excellent resource to help you in proofreading and improving your writing. You may submit writing through email and receive support. For more information, go to the Writing Center website: http://writingcenter.boisestate.edu/email/
Graduate Level Writing
The following principles of writing can be considered “graduate level.” By adhering to these principles and ensuring that these guidelines are met, your writing is much more likely to be considered graduate-level:
- Separate and identify your beliefs from that of your research – One major difference between graduate and undergraduate writing is that, at the graduate level, writing assignments are rarely expected to be just a rehashing of previous research. Instead, graduate-level writing is meant to be an exercise in critical thinking and personal analysis on the part of the student. Be sure to state very clearly your own ideas and beliefs on the writing topic, and separate them from those found in your research. Even if they happen to be identical, you must still differentiate them within the writing.
- State the reasons for writing – It is important that the reader understand what the writer is trying to accomplish early on. Do not spend too much space building up to a thesis statement. Rather, state your purpose early on and use as much space as possible solidifying that statement.
- Define all ambiguous or potentially confusing terms – Whether this applies to a difficult word or technical jargon that can only be understood by experts in a specific field, make sure to define all terms that your reader may have difficulty with. Assume that the reader has zero knowledge on the subject, and that it is your job to make sure he or she walks away from reading your paper with a full understanding of the topic.
- Use quotes strategically – Too many academic writers depend far too heavily upon quotations to flesh out their writing and make their points. This is a sure sign of undergraduate-level writing. Graduate-level writing uses quotes in such a way that they enhance the writing, not carry it. When using quotes, be sure to state your own ideas in relation to the quote, introduce the person who is being quoted and what qualifications make his or her quote worth considering, and document the quote in whatever academic style of writing you are using.
- Include powerful transitions – A graduate-level piece of writing should flow smoothly from start to finish. To achieve this, the writer must use transitions to connect ideas together and also to connect each paragraph to the one that follows it.
- Finish with a strong conclusion – This should really go without saying, but the writer must form a strong conclusion for the writing to be considered anywhere near graduate-level.
Boise State’s Albertsons Library is another excellent resource. We have a designated librarian who helps our EDTECH students. For more information, go to our EDTECH Library Guides: http://guides.boisestate.edu/edtech
APA style resources
There are many helpful online resources, should you have trouble learning how to use and apply APA formatting. An excellent online resource is the Purdue OWL guide: http://owl.english.purdue.edu/owl/resource/560/01/
Please feel free to contact any of our excellent EDTECH support staff for counseling and other support services:
- Student Outreach Coordinator: Kellie Branson (email@example.com)
- Admissions Advisor: Dixie Conner (firstname.lastname@example.org)
- Academic Advising: Paul Castelin (email@example.com)
- Moodle Support: firstname.lastname@example.org
- EDTECH Library Support: Margie Ruppel (email@example.com)
- EDTECH Website: http://edtech.boisestate.edu
Boise State University Academic Calendar
Please refer to the Boise State University Academic Calendar for University dates and deadlines: http://registrar.boisestate.edu/academic-calendar.shtml
Graduate Catalogs for present and prior academic years can be found online at: http://graduatecatalog.boisestate.edu/
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.
Department of Educational Technology Mission
The Department of Educational Technology is a diverse and international network of scholars, professional educators and candidates who:
- Lead research and innovations in online teaching and learning
- Model, promote, manage, and evaluate digital-age work and learning resources in educational environments
- Inspire creativity and expertise in digital media literacies
- Design and develop imaginative learning environments
- Empower learners to be evolving digital citizens who advocate cultural understanding and global responsibility
- Promote and pattern participatory culture, professional practice, and lifelong learning
- Forge connections between research, policy, and practice in educational technology
Subject to Change Notice
The instructor reserves the right to change this syllabus. You will be notified of any changes immediately through the EDTECH 501 Course News Forum.
Copyright 2016, Dr. Barbara Schroeder