This document provides information about an online educational technology integration course offered at Boise State University in spring 2010. The 3-credit course examines strategies for integrating technology into K-12 classrooms using various software, the internet, and other tools. Over the course of the semester students will work on assignments to develop skills in areas like locating educational research, developing technology-supported lessons, and identifying assistive technologies. The course is taught by Dr. Jackie Gerstein and includes weekly blog reflections, development of technology resources and lessons, and a final thematic unit project. Grading policies and assignment due dates are also outlined.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This document is a syllabus for an EDTECH 513 course during summer 2010. It provides information about the instructor, course description and objectives, required textbook, software, hardware requirements, schedule and assignments. The course will apply multimedia learning principles to software projects and teach skills in designing effective multimedia presentations and instruction using technology tools. Students will complete discussion posts and projects applying principles of multimedia learning and instructional design.
This syllabus provides an overview of an online course titled "Online Teaching for Adult Learners". The course explores theories and practices of online teaching and learning for adult students. Students will learn about online tools, engaging online learners, collaborative learning, and gain experience teaching online. Assignments include weekly discussions, designing tutorials, creating lessons for partners, and collaborating on a final wiki project. The course is graded based on participation, assignments, and the final project. Expectations include completing weekly assignments by deadlines and communicating through online tools.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document provides information about an online course on online course design offered at Boise State University in fall 2009. The 3-credit graduate course will be taught online using the Moodle learning management system. It will guide students through the process of designing an online course, including conducting needs assessments, defining goals and objectives, designing instructional lessons and materials, and assessments. Students will create a fully developed online course as part of the requirements. The course goals are listed as identifying best practices in online course design, applying an instructional design model to create an online course, and applying principles of visual design. Required textbooks and software are also outlined.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
This document is a syllabus for an EDTECH 513 course during summer 2010. It provides information about the instructor, course description and objectives, required textbook, software, hardware requirements, schedule and assignments. The course will apply multimedia learning principles to software projects and teach skills in designing effective multimedia presentations and instruction using technology tools. Students will complete discussion posts and projects applying principles of multimedia learning and instructional design.
This syllabus provides an overview of an online course titled "Online Teaching for Adult Learners". The course explores theories and practices of online teaching and learning for adult students. Students will learn about online tools, engaging online learners, collaborative learning, and gain experience teaching online. Assignments include weekly discussions, designing tutorials, creating lessons for partners, and collaborating on a final wiki project. The course is graded based on participation, assignments, and the final project. Expectations include completing weekly assignments by deadlines and communicating through online tools.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
The document proposes integrating elearning into middle and high school curriculums in the Boulder Valley School District. It would start with augmenting biology/science classes with an online learning track to provide a more visual and interactive learning experience. The online portion would include tutorials, expanded course materials and resources. It outlines the advantages, disadvantages, goals and provides details on content development, implementation, evaluation, technical specifications, budget, timeline and marketing. The overall goal is to help students develop 21st century skills and become comfortable with online learning.
This document provides an overview of East Stroudsburg University's Disability Services department and their plan to update assistive technology. It details the university's history and demographics. The disability services department assists about 400 students and has its own assistive technology department. The plan involves stakeholders from administration, communications, curriculum and instruction, and technology. The mission is to assist students with their assistive technology needs and the vision is to have an organized, compatible service in five years through software and hardware updates. The plan also discusses establishing partnerships to provide alternative textbook formats.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
Vermette Uf 300 syllabus hybrid fall 2013lindavermette
This document provides information about a course called UF 300 Transitional Foundations at Boise State University. The course is designed for students who have an associate's degree or have completed some foundational courses. It focuses on developing 21st century skills like critical thinking, communication, collaboration and creativity.
Some key learning activities include a technology presentation about students' intended careers, a presentation on a global issue like women's rights, an ethics reflection paper, goal setting, and developing an electronic portfolio. Students are expected to participate in weekly discussions, complete assignments, and pass a syllabus quiz for the course. Required readings include the book Half the Sky about women's issues in developing countries, and a book on professional skills.
Information Literacy Instruction in Zero Gravity: Online Learning in Academic...Mary McMillan
Presentation California Library Association annual conference on 11/4/12 in San Jose, CA. Panel speakers: Mary McMillan, Katherine Bevcar, Beth Wren-Estes, Lesley Farmer
This document proposes content development for an Object Oriented Programming course. It discusses conducting a needs assessment which analyzes course data, IT infrastructure, and syllabi from three universities. The proposal outlines plans for an instructional design phase to develop subject matter, a learning management system, and evaluations. It proposes a six-month implementation plan with three phases for design, development and deployment, and includes schedules, budgets and team roles. The goal is to create a student-centered online learning approach for teaching OOP concepts using Java.
This document summarizes a Title IID grant program called Voices in History that aims to improve student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through project-based learning using technology; 2) Increase teacher ability to integrate technology in meaningful ways; 3) Foster teacher collaboration; and 4) Develop student technology literacy. The program provides professional development for teachers in project-based learning and uses of tools like blogs and online archives. Students will create graphic novels and documentaries demonstrating social studies understanding.
This instructional plan summarizes a four-session digital scrapbooking course for expatriate spouses in Dresden, Germany. The course aims to teach participants how to organize and present photos digitally using software like Photoshop since traditional scrapbooking supplies are scarce. Each three-hour session will include instruction, demonstrations, workshops, and projects to help participants feel comfortable organizing and publishing digital scrapbooks by the end. Formative and summative assessments will evaluate whether the social and instructional goals of the course were achieved.
This document provides information about an Introduction to K-12 Technology course, including:
- The course meets every other Thursday evening and is taught in a blended format by instructor Melony Ritter.
- The purpose is to help future teachers understand the role of technology in teaching and learning and how to integrate various technologies into the classroom.
- Students will become proficient using hardware, software, and web tools and will create instructional materials and a portfolio demonstrating their technology skills.
- The final grade is based on weekly discussions, projects demonstrating technology skills, two exams, and a portfolio created using Google Sites.
This document outlines an instructional plan for a course to help young adults become debt-free. The course consists of three 4-hour sessions held on Saturday mornings. The course goals are to teach students how to create a budget, evaluate credit card options, and navigate student loans. The plan details the phases, delivery methods, instructional strategies, technologies, and assessments used. Formative assessments include discussions and activities. A summative evaluation survey collects feedback to improve future sessions.
Don't Create a Lousy Online or Blended Coursebbridges51
This document provides guidance on developing high quality online and blended courses. It emphasizes the importance of aligning course content with standards, engaging students through active learning, and using assessments to inform instruction. The document also stresses ensuring accessibility, providing teacher professional development, and using a variety of media formats and tools. Developing online courses requires significant planning, collecting data on student and teacher needs, piloting content, and selecting an appropriate learning management system.
This document provides an overview and syllabus for an introductory educational technology course. The course will cover the field of educational technology, technology planning, issues and concerns, and research related to educational technology. Assignments include a technology use plan, needs assessment, and research synthesis paper. Students will develop leadership skills and gain understanding of research, standards, and policies regarding educational technology integration. The course goals are to provide a comprehensive overview and promote effective use of technology for teaching and learning.
This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.
The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.
This document provides an overview and goals of the 2009-2012 NCLB Title II Part D Competitive Grants program between Districts 27 and 29. The program aims to improve student achievement in English Language Arts through enhancing teachers' abilities to effectively integrate technology into instruction. Teachers will receive professional development to develop project-based lessons incorporating technology. Students will improve writing and complete multimedia projects. The program will be evaluated through surveys, observations, interviews and requested data.
This document is a course syllabus for an Introduction to Technology for Educators class at Palm Beach State College. The 3-credit, 6-week summer course will provide hands-on experience using educational technology and teach students how to select appropriate hardware, software, and resources to enhance classroom instruction. Assignments include quizzes, projects using tools like PowerPoint and Glogster, and responses to educational issues. The syllabus outlines expectations, policies, grading, and contact information for the professor.
This document provides information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
The document summarizes an electronic graduation project created by Mawahb Ba-Hajjaj to provide IT teachers with lesson plans and activity solutions for the IT curriculum for 8th grade. The project includes developing electronic lesson plans using the Dick and Carey model for each unit covered in 8th grade IT (Publisher, Squeak, Swish, FrontPage). It is delivered via a CD to provide teachers a portable resource without internet access. Needs analysis identified teachers lacked resources for the new electronic plans. The project aims to address this need by offering example plans and activity solutions.
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document is Yousuf Al-Khanbashi's graduation project report from 2009 at Sultan Qaboos University. The project aimed to integrate Web 2.0 technologies into instructional processes to help teachers and students find open resources and facilitate learning. Key aspects included using video and blog platforms, creating interactive learning environments, and providing freedom and effective self-directed study. Evaluation found positive attitudes towards Web 2.0 tools but that most students and teachers needed training to effectively use them. The project helped address a lack of educational resources and allowed knowledge sharing.
The document proposes integrating elearning into middle and high school curriculums in the Boulder Valley School District. It would start with augmenting biology/science classes with an online learning track to provide a more visual and interactive learning experience. The online portion would include tutorials, expanded course materials and resources. It outlines the advantages, disadvantages, goals and provides details on content development, implementation, evaluation, technical specifications, budget, timeline and marketing. The overall goal is to help students develop 21st century skills and become comfortable with online learning.
This document provides an overview of East Stroudsburg University's Disability Services department and their plan to update assistive technology. It details the university's history and demographics. The disability services department assists about 400 students and has its own assistive technology department. The plan involves stakeholders from administration, communications, curriculum and instruction, and technology. The mission is to assist students with their assistive technology needs and the vision is to have an organized, compatible service in five years through software and hardware updates. The plan also discusses establishing partnerships to provide alternative textbook formats.
This document provides guidance on designing and developing e-learning courses. It discusses the benefits of e-learning such as flexible scheduling and interactive content. It outlines the key components and activities required to develop an e-learning project, including needs analysis, content development, and learning platforms. The document is intended to help instructional designers and trainers create effective online learning experiences that meet learners' needs.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
Vermette Uf 300 syllabus hybrid fall 2013lindavermette
This document provides information about a course called UF 300 Transitional Foundations at Boise State University. The course is designed for students who have an associate's degree or have completed some foundational courses. It focuses on developing 21st century skills like critical thinking, communication, collaboration and creativity.
Some key learning activities include a technology presentation about students' intended careers, a presentation on a global issue like women's rights, an ethics reflection paper, goal setting, and developing an electronic portfolio. Students are expected to participate in weekly discussions, complete assignments, and pass a syllabus quiz for the course. Required readings include the book Half the Sky about women's issues in developing countries, and a book on professional skills.
Information Literacy Instruction in Zero Gravity: Online Learning in Academic...Mary McMillan
Presentation California Library Association annual conference on 11/4/12 in San Jose, CA. Panel speakers: Mary McMillan, Katherine Bevcar, Beth Wren-Estes, Lesley Farmer
This document proposes content development for an Object Oriented Programming course. It discusses conducting a needs assessment which analyzes course data, IT infrastructure, and syllabi from three universities. The proposal outlines plans for an instructional design phase to develop subject matter, a learning management system, and evaluations. It proposes a six-month implementation plan with three phases for design, development and deployment, and includes schedules, budgets and team roles. The goal is to create a student-centered online learning approach for teaching OOP concepts using Java.
This document summarizes a Title IID grant program called Voices in History that aims to improve student achievement in English Language Arts through technology-infused social studies instruction. The goals are to: 1) Improve ELA performance through project-based learning using technology; 2) Increase teacher ability to integrate technology in meaningful ways; 3) Foster teacher collaboration; and 4) Develop student technology literacy. The program provides professional development for teachers in project-based learning and uses of tools like blogs and online archives. Students will create graphic novels and documentaries demonstrating social studies understanding.
This instructional plan summarizes a four-session digital scrapbooking course for expatriate spouses in Dresden, Germany. The course aims to teach participants how to organize and present photos digitally using software like Photoshop since traditional scrapbooking supplies are scarce. Each three-hour session will include instruction, demonstrations, workshops, and projects to help participants feel comfortable organizing and publishing digital scrapbooks by the end. Formative and summative assessments will evaluate whether the social and instructional goals of the course were achieved.
This document provides information about an Introduction to K-12 Technology course, including:
- The course meets every other Thursday evening and is taught in a blended format by instructor Melony Ritter.
- The purpose is to help future teachers understand the role of technology in teaching and learning and how to integrate various technologies into the classroom.
- Students will become proficient using hardware, software, and web tools and will create instructional materials and a portfolio demonstrating their technology skills.
- The final grade is based on weekly discussions, projects demonstrating technology skills, two exams, and a portfolio created using Google Sites.
This document outlines an instructional plan for a course to help young adults become debt-free. The course consists of three 4-hour sessions held on Saturday mornings. The course goals are to teach students how to create a budget, evaluate credit card options, and navigate student loans. The plan details the phases, delivery methods, instructional strategies, technologies, and assessments used. Formative assessments include discussions and activities. A summative evaluation survey collects feedback to improve future sessions.
Don't Create a Lousy Online or Blended Coursebbridges51
This document provides guidance on developing high quality online and blended courses. It emphasizes the importance of aligning course content with standards, engaging students through active learning, and using assessments to inform instruction. The document also stresses ensuring accessibility, providing teacher professional development, and using a variety of media formats and tools. Developing online courses requires significant planning, collecting data on student and teacher needs, piloting content, and selecting an appropriate learning management system.
This document provides an overview and syllabus for an introductory educational technology course. The course will cover the field of educational technology, technology planning, issues and concerns, and research related to educational technology. Assignments include a technology use plan, needs assessment, and research synthesis paper. Students will develop leadership skills and gain understanding of research, standards, and policies regarding educational technology integration. The course goals are to provide a comprehensive overview and promote effective use of technology for teaching and learning.
This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.
The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.
This document provides an overview and goals of the 2009-2012 NCLB Title II Part D Competitive Grants program between Districts 27 and 29. The program aims to improve student achievement in English Language Arts through enhancing teachers' abilities to effectively integrate technology into instruction. Teachers will receive professional development to develop project-based lessons incorporating technology. Students will improve writing and complete multimedia projects. The program will be evaluated through surveys, observations, interviews and requested data.
This document is a course syllabus for an Introduction to Technology for Educators class at Palm Beach State College. The 3-credit, 6-week summer course will provide hands-on experience using educational technology and teach students how to select appropriate hardware, software, and resources to enhance classroom instruction. Assignments include quizzes, projects using tools like PowerPoint and Glogster, and responses to educational issues. The syllabus outlines expectations, policies, grading, and contact information for the professor.
This document provides information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
This document provides a syllabus for a graduate course on educational technology. The course will be held at Touro University in American Canyon, California from 4:30-9:30pm on Fall 2011. It will be taught by Steve Gibbs and introduce teachers to integrating technology into the classroom through both pedagogy and hands-on experience with various software and internet resources. Over the course of the semester students will complete assignments like blogging case studies, developing a technology-focused lesson plan, creating an online teacher presence using a wiki, and learning to use and teach Web 2.0 tools. Assessment will be based on participation, presentations, and assignment completion.
This document provides information about an Information Systems in Management course at the University of Michigan-Dearborn College of Business. Specifically:
- The course is ITM 310, which is 3 credits and taught by Peter Filias on Thursdays from 6-8:45PM in room 182 FCS.
- The course provides an overview of information systems in business, covering topics like hardware, software, databases, security and ethics. The goal is to understand how IS are used in organizations.
- Students will be graded based on 3 exams (75% of grade), group quizzes (11%), assignments (9%), and participation (5%). The required textbook is listed.
- A tentative course
This document provides information about the CSC 448/548 - Machine Learning course offered at South Dakota School of Mines and Technology in Fall 2007. It outlines the instructor details, class schedule, catalog description, textbook, topics to be covered, course goals and outcomes, grading criteria, attendance policy, and other policies. The course will introduce students to machine learning algorithms and have them implement assignments using the Weka machine learning tool to apply what they learn to datasets. Evaluation will be based on homework, exams, class activities, and a final project involving implementing and comparing machine learning algorithms on a dataset.
This course provides an overview of professional development for business students. It will be a combination of online and in-person sessions held once per week. The course objectives are for students to discuss competencies in a business ecosystem, research current business issues, create a professional brand and portfolio, collaborate to provide feedback, and develop a professional development plan. Assignments include discussions, informational interviews, resumes and cover letters, LinkedIn profiles, and presentations. The final project is a brag book and portfolio of professional materials for students' career development.
This document is the course syllabus for MGB 619: Social Capital for Managers at the University at Buffalo for the Spring 2014 semester. The key points are:
1) The course will be taught on Tuesdays and Thursdays from 2:00-3:20 PM in room 214 Jacobs hall. It will focus on helping MBA students understand social networks and how to develop social capital skills critical for managerial success.
2) Students will be evaluated based on three exams, a group project, four case studies, attendance including random quizzes, and submitting questions about assigned readings via email. The grading scale and policies are clearly outlined.
3) The syllabus provides a detailed
This course provides an introduction to educational technology for educators. Over the 6-week summer term, students will learn about hardware, software, and how to integrate technology into the classroom. They will complete weekly readings, activities, and quizzes focused on topics like classroom management with technology, selecting appropriate software and tools, and legal/ethical use of technology. The instructor's expectations are for active participation through in-class activities and online discussions.
This document provides the syllabus for a course on Web 2.0 tools for learning. The course will introduce students to various Web 2.0 tools such as blogs, wikis, podcasting, and social bookmarking. Students will learn how to integrate these tools into their own classroom learning environments and curriculum. Over the course of the semester, students will explore different tools, discuss appropriate uses, and develop a final project incorporating one or more tools into their teaching. The syllabus outlines course objectives, policies, assignments, and a schedule of topics to be covered each week.
This document provides an overview of an instructional module for a Computer 101 course at a community college. The hybrid course meets twice a week in a computer lab and once a week in a regular classroom, and also has some online components. The goal of the course is for students to learn skills for creating an interactive blog that can be used for educational purposes. Throughout the course, students will watch videos, take quizzes, and complete individual and group projects focused on designing their own educational blogs using various technological resources and features. Formative assessments include interactive tests and quizzes, as well as a final individual project where students create and present their own educational blogs.
This document provides information for students taking the Computer Applications - MIS 213 course at Alabama A&M University in Fall 2013. It outlines the course prerequisites, schedule, instructor contact information, technical support contacts, required and recommended course materials, teaching methods, expectations, policies, grading breakdown, and course outline/schedule. The course covers Microsoft Office 2010 applications including Word, PowerPoint, Excel, Access, and Outlook as well as the open-source LibreOffice suite. Students will complete weekly assignments, quizzes, a midterm exam, and a final exam.
MS Excel for Business and Management Elective Course Syllabus ay 2020 2021MarkFreudBolima
This course syllabus provides details about a Microsoft Excel for Business and Management elective course, including:
- The course aims to teach students basic to advanced Excel skills that can be applied to business and management operations.
- Over 12 weeks, topics will range from the basic Excel interface to functions, formulas, charts, macros and best practices.
- Assessments include weekly quizzes, progress reports on integrative outputs, and discourse activities during synchronous online classes.
- Students must complete gateway assessments to unlock subsequent lessons and are evaluated based on a grading system that includes assessments, outputs, and class participation.
LIS 1001: Introduction to Research Methods & Materials SyllabusRebecca Kate Miller
This document provides information about an online library research methods course offered in the spring of 2010. The course is 1 credit hour and introduces students to library resources, organization of information, and how to effectively access and evaluate information. It will be taught fully online through the university's learning management system. Assignments, discussions, and a final exam will assess students' understanding of course concepts. The instructor's contact information and policies on late work, academic integrity, dropping the course are also outlined.
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
The film The Godfather explores the theme of revenge. When Michael Corleone's father Vito is attacked, Michael seeks revenge by killing the ones responsible. This act of vengeance draws Michael deeper into the family crime business. Throughout the film, Michael takes revenge on anyone who wrongs or betrays his family, solidifying his role as the new head of the crime family. Cinematography in The Godfather features unique shots and scenes that helped introduce new techniques to films.
This document provides information about a robotics course taught by Mr. Joslin at New Hampton School. The course covers three competencies: design, programming, and process. Students will learn to design and build robots using mechanical components like gears and motors. They will program robots using a visual programming language. The course involves individual and group projects where students design, build, program and test robots. It is a self-paced course where students progress through instructional videos, exercises and projects at their own speed within unit deadlines. Assessment is competency-based. The final project involves students working in teams to independently design, build and program a robot to complete a challenge of their choosing.
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
This course provides an introduction to learning analytics through four units focused on common techniques in the field. Students will gain hands-on experience using various analytics tools like Tableau, NodeXL, Topic Modeling Tool, and RapidMiner. The course aims to help students better understand how to leverage educational data to improve online and blended learning environments. Students will complete small data analysis projects corresponding to each unit to develop skills in collecting, analyzing, and reporting education data.
The document provides a review of the top 10 educational apps for use in K-12 classrooms. It summarizes the features and uses of apps such as Kahoot, Google Classroom, YouTube, Quizlet, Khan Academy, ABCYa, BrainPOP Jr., and Epic Books. For each app, the summary addresses how it connects to curriculum standards, provides feedback, encourages higher-order thinking skills, is intuitive for students to use, and offers privacy protections. Most of the reviewed apps were found to directly align with curriculum, immediately score student work, and be easy for students to independently navigate.
This document provides information about a web design course offered in the fall of 2012 at Columbia College Chicago. The 3-credit course covers topics like hypertext, graphic styles, file formats, and user interfaces. Students will design and build HTML documents and graphics and write a thesis. The course requires prerequisites in introduction to graphic design and visual communications. Objectives include learning HTML, CSS, designing for the web. The course will include exercises, projects, and quizzes. Students will maintain a blog and complete an online ad campaign and personal portfolio project.
This document provides information about the ITC508 - Object Modelling subject for Charles Sturt University students. It introduces the subject coordinator and lecturer, outlines the key learning outcomes which focus on object-oriented analysis and design techniques. It also details the assessment items, textbook, and weekly topics to be covered over the semester. The subject will use online resources and weekly classes to teach students how to model systems using Unified Modelling Language (UML) notation.
This is an informational slideshow provided for members of the Graduate Student Association of the Department of Educational Technology at Boise State University.
This syllabus outlines an online course on technical and grant writing. The course will guide students in analyzing and improving their writing styles for both online and print documents. It will also cover the key elements of successful grant writing. Students will develop a technology project proposal and design a website and grant proposal to request funding. The course objectives are to produce effective written communication for different audiences and apply the skills of technical writing. Students will complete writing assignments, discussions, and a final project developing a full technology project proposal and grant application.
This document provides an overview and syllabus for the course "EDTECH 506: Instructional Message Design". The course introduces principles of visual literacy and graphic design techniques for instructional media development. Students will learn how to select and combine visual and text representations to effectively communicate instructional information. Over the 16-week online course, students will explore principles of visual learning and apply them to instructional design. The course aims to help students design effective graphics for learning based on evidence from behavioral and cognitive psychology. By the end of the course, students should be able to integrate multiple instructional messages and media to achieve learning goals.
This 3-credit course on using the internet for education will be held from January to May 2009. The instructor is Amanda Chase, located in Pittsburgh, PA, who can be contacted via email, instant messenger, or discussion board. Students will learn to create websites using HTML, CSS, and Dreamweaver, develop online learning activities, and apply principles of accessibility and copyright. Assignments include discussions, curriculum projects, and a final virtual field trip or webquest. The course aims to help students locate and evaluate online resources, design digital curriculum, and apply instructional strategies on the internet.
This document provides a course syllabus for an instructional design graduate course. It outlines the instructor's contact information, course description and goals, assignments and grading breakdown. The major assignment is an instructional design project where students will apply the systematic instructional design process to create an instructional product. Other assignments include reading notes, quizzes, discussion posts and administrative tasks. The syllabus outlines expectations for both students and the instructor to ensure a productive learning experience.
The document is the May 2009 issue of The Voice, the student newspaper of Copper Mountain College. It includes articles on 17th century metaphysical poets, Noah Purifoy's art park in Joshua Tree, important upcoming dates at the college including graduation ceremonies for various health sciences programs. It also includes sections on sudoku puzzles, clubs and committees, a word search, and interesting facts.
Albert Rizzo conducts research on using virtual reality systems for assessment, training, and rehabilitation of spatial abilities, attention, memory, executive function, and motor skills. He investigates VR applications for exposure therapy for social phobia and role-playing for anger management. His latest project translates graphics from a video game into an exposure therapy application for combat-related PTSD. His research focuses on applying VR simulation technology to better serve users, clients, and patients beyond traditional tools and methods.
Mixbook offers a free education program that provides digital storytelling tools for teachers and students. The program offers collaborative classroom tools for creating and sharing photo books, a secure environment for sharing work, and discounts on printed books. Teachers say Mixbook engages students in writing and creates interactive ebooks, allows students to demonstrate learning, and is a comfortable tool for telling stories through book creation. Example student projects highlighted include chronicling famous Americans, exploring children's rights in Kenya by creating a fundraising book, and documenting a class trip to Egypt.
This document outlines the terms of use for Mixbook.com, an online photo book and scrapbook creation service. It states that by using the service, users agree to abide by these terms. Key points include that users must be 13 or older, Mixbook can change fees and policies at any time, and users are responsible for payment and agree not to post illegal or harmful content. Mixbook owns all content and can terminate accounts at its discretion.
This document outlines the terms of use for Mixbook, an online photo book and publishing service. Key points:
- Mixbook is not responsible for any third party content on the site.
- By using the site, users agree to not post illegal, offensive, or harmful content.
- Mixbook reserves the right to change fees and policies at any time.
- Mixbook limits its liability and disclaims warranties for the service and any content.
Linda suggests updating the Terms of Service for Mixbook to allow teachers to create accounts for students under 13 with parental permission. She also provides suggestions if a separate education version of Mixbook is created, such as limiting links to outside books and making icons larger for easier use. Linda is interested in an intern position if the duties can be done online since she has social media experience with her Chihuahua Sparky's Facebook page.
The document provides step-by-step instructions for completing tasks in Microsoft Publisher to produce a 4-page template of "The Voice" newspaper for the Associated Students of Copper Mountain College. The instructions are divided into 5 sections covering editing text, inserting and aligning graphics, choosing colors from the college's palette, and using the spell check tool. Following the steps will allow students to produce the template with 100% accuracy within 59 minutes.
The document summarizes a comparison of the home pages and online features of 5 community colleges, including Copper Mountain Community College. It finds that CMC has several negative unique features, including a home page with 25 times more words than the lowest school and no online registration or access to grades. The other schools all allow online application, registration, access to grades and schedules. The document recommends CMC restructure its home page and add online registration and grades to be more attractive to online students.
The Dinner Garden is a 501(c)3 nonprofit that provides seeds and gardening education to hungry families. Since 2009, they have partnered with other organizations to help 65,000 people. Their director has received awards for her efforts to reduce hunger. They have infrastructure in place to help 50,000 more people, but lack the seeds. They are requesting assistance from the National Gardening Association to provide seeds so they can immediately help those on their waiting list.
The Dinner Garden Grant application seeks $1000 to expand their efforts in fighting hunger. They will use the funds to provide seed packets and gardening education to 100 families on their waiting list and purchase a weather station for a 4th grade lesson on weather and drought-resistant gardening techniques. The Dinner Garden has successfully distributed seeds to 65,000 families since 2009. However, demand is growing as hunger and drought increase, leaving 50,000 more families waiting. The grant would allow the nonprofit to better serve the community during this difficult time.
This document discusses using virtual environments and educational humanism to help people with challenges like autism and brain injuries. It reviews research showing that combining technology and humanistic principles can effectively facilitate learning by meeting physiological, social, and cognitive needs. Virtual reality systems using headsets, software and computers can elicit real-life reactions and modify behaviors. However, some learners experience negative side effects from virtual reality that create barriers, but these can be addressed through alternative software approaches without headsets. Research barriers are reduced by the ability to duplicate virtual program scenarios and through using avatars to display emotions.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
541: Syllabus
1. Boise State University
Department of Educational Technology
EdTech 541: Integration Technology into the Classroom Curriculum
Semester: Spring 2010: January 19 - May 9
Credits: 3 Credit Online Course
EDTECH Website: http://edtech.boisestate.edu
Course Description
You will examine and explore technology integration strategies within K-12 networked computing
environments. Content will include an examination of technology integration techniques using
various application tools, instructional software, productivity software, and the Internet. You will
also identify relative advantages for choosing technology integration strategies and resources for
you to draw upon in developing your own technology integration activities.
Course Objectives
At the end of the course, students will be able to:
1. Examine historical foundations, learning theories, and current trends in the field of educational
technology to assist in developing a broad understanding of the contexts for effective technology
integration.
2. Locate and evaluate current research on teaching and learning with technology and generate a
personal rationale for using technology in education based on findings from research and
practice.
3. Define and identify instructional software types and uses.
4. Identify and develop effective classroom activities using telecommunications tools and the
Internet and will demonstrate this knowledge through reflective activities and the development of
one or more web-based activities.
5. Develop effective classroom activities using advanced features of database management systems
and/or advanced spreadsheet software tools and demonstrate knowledge of this through the
development of a database or spreadsheet supported
6. lesson.
7. Identify and classify adaptive assistive hardware and software for students and teachers and
demonstrate this knowledge through reflective discussion activities.
8. Identify and describe teaching and learning tasks as well as productivity uses for Internet-based
tools.
9. Identify and describe teaching and learning tasks with productivity software tools.
10. Identify current issues in all content areas that will impact the selection and use of technology,
describe key strategies for integrating technology into those content areas, and identify example
software and Web resources required to carry out each integration strategy.
About the Instructor
Name: Jackie Gerstein, Ed.D.
Portfolio: http://jackiegerstein.weebly.com/
Email: jaclyngerstein@boisestate.edu
If you have any questions, I am easy to get in touch with as I spend a lot of time online. You can
message me through the Moodle participant list or email me at jaclyngerstein@boisestate.edu. If I do not
get back to you within 24 hours, then there might be a problem. You can try again.
If you need a more extensive tutorial or communication, we can set up Dimdim.
2.
Textbooks for this Class
Integrating Educational Technology into Teaching by M.D. Roblyer
Associated Web Site: http://wps.prenhall.com/chet_roblyer_integrate_4
Techtactics by Carolyn Thorsen
Associated Web Site: http://edtech.boisestate.edu/techtactics/index.htm
Assignment Details and Grading Policies
Posting of Assignments
Detailed information about assignments and how to complete them will be posted in Moodle as
we progress through the semester. After opening the course site click the Assignments link in the
left hand navigation panel to access this information. The course schedule has been set up so
that new assignments will be posted on Sundays. Due dates are the following Sunday. Please
check at least twice per week to read announcements since these can be posted at any time.
Also, check your BSU BroncoMail (http://broncomail.u.boisestate.edu/) at least once per week for
course related correspondence. The default email address in Moodle is your BSU email address.
For help using your BroncoMail account please see:
http://boisestate.edu/helpdesk/email/broncomail/howto.shtml
Assignment Point Value Due Date
Blog Reflections 150 pts. Weekly
Module 1: This is Me Slideshow 25 pts. 1/25/10
Module 2: EdTech Timeline 50 pts. 2/1/10
Module 3: Rationale Presentation 50 pts. 2/8/10
Module 3: Relative Advantage Chart 50 pts. 2/8/10
Module 4: Software Proposal and Budget 50 pts. 2/15/10
Module 5: Spreadsheet of Resources 25 pts. 2/22/10
Module 6: Video Library 25 pts. 3/1/10
Module 7: Educational Networking 50 pts. 3/8/10
Module 8: Internet Strategies 50 pts. 3/15/10
Module 9: Language Arts Strategies eBook 50 pts. 3/22/10
Module 10: Simulations Tests 25 pts. 3/27/10
Module 10: Startpage of Resources 25 pts. 3/27/10
3. Module 11: Use of Primary Resources 25 pts. 4/5/10
Module 11: A History Story 50 pts. 4/5/10
Module 12: Artistic Glogster of Resources 50 pts. 4/12/10
Module 13: Games in Education 50 pts. 4/19/10
Module 14: Assistive Technologies 50 pts. 4/26/10
Module 15/16: Thematic Unit 150 pts. 5/10/10
Final letter grades will be based upon the following scale:
Highest Lowest Letter
100.00 % 100.00 % A+
99.99 % 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
Course Policies
Advanced Copies of Assignments
Please understand that I am continually updating and revising my course materials. Therefore, it is
not feasible for me to provide advanced copies of assignments. Full assignment details will only
become available at the beginning of each new assignment week (Sundays). Assignments are
posted at least one week prior to the due date.
Grading Cycle
4. All assignments are graded together as a group to maintain a higher level of consistency. Grading
begins on the first day after a due date and is completed before the next due date. You may track
your progress through Grades in Moodle. All of the assignments are listed in Grades and points will
be added as we progress through the semester. Depending on the assignment, this can take up to
a week.
Late Work
Due Dates: Please note that all assignment due dates fall on Tuesdays. Assignments must be
submitted by midnight Mountain time on scheduled due dates. For time zone information please
visit the World Clock Web site: http://www.timeanddate.com/worldclock/
Point Deduction for Late Work: 5 points are deducted for each day an assignment is late. For
example, an assignment that is two days late will lose 10 points as a late penalty.
Emergency Pass: If you have a major event such as a death in the family, illness, hospitalization, or
you are out of town without Internet, you may turn in one assignment under the emergency pass.
This assignment may be up to one week late and still qualify for full credit. After the one week
extension has passed ten points per day will be deducted until the assignment is no longer worth
any credit.
Your Responsibility with Late Work: If you will be late for any reason please e-mail the instructor at
csnelson@boisestate.edu on or before the scheduled due date.. When the assignment is completed
you must send a follow-up email to let the instructor know it is ready to grade. This is how we
calculate the number of days for the late work penalty. Failure to notify the instructor could lead to
a grade of zero.
Plan Your Time: It is a good idea to schedule specific times to work on your assignments each
week and keep the appointment with yourself. A three credit graduate course requires about 9 to
12 hours per week of work. 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.
Technical Difficulties
On occasion, you may experience problems accessing Moodle or class files located within Moodle,
Internet service connection problems, and/or other computer related problems. Do 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.
Reasonable Accommodations
Any student who feels s/he may need accommodations based on the impact of a disability should
contact me privately to discuss your specific needs. You will also need to contact the Disability
Resource Center at 208-426-1583 located in the Administration Building, room 114 to meet with a
specialist and coordinate reasonable accommodations for any documented disability.
Academic Honesty
It is expected that students in this class will create original works for each assignment. We will
follow the BSU Student Code of Conduct and also observe U.S. copyright laws in this course.
Several great links to copyright information are available on the BSU Academic Technologies site
at: http://itc.boisestate.edu/resource.htm
Please adhere to the following guidelines:
• Please do your own original work for each project. Projects that were created for other classes
may not be submitted for credit in this course. Each project may only be submitted for credit one
time by the person who created it. The BSU Student Code of Conduct states: "Academic
5. 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)."
• All projects and other assignments should be composed in original text that is written by the
student who is submitting it. The exception to this is the use of small amounts of quoted material
that is properly cited. Copying and pasting from other Web sites or projects (including the
instructor's examples) is not permitted.
• The practice of copying code from the instructor examples is strongly discouraged. It is best to
write your own HTML/XHTML/CSS. The work you submit should be clearly unique and different
from the instructor example code.
• Images or other media used in projects should be original, used with permission of the owner, or
come from the public domain. Please check terms of use on sites containing these items. If in
doubt, don't use it.
• Please cite the source for materials that are obtained for your projects unless they are created by
you. If permission is granted for use of copyrighted materials please post a statement explaining
that near those materials.
In the event of academic dishonesty a complaint is filed with the BSU 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.).
Conceptual Framework
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 supports the study and practice of facilitating and
improving learning of a diverse population by creating, using, managing, and evaluating
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, and educational organizations in the private
sector.