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.

1. Introduction to K-12 Technology
EDUC 2263/Spring 2010
TIMEROOM: Every other Thursday, 6:00-8:50 p.m. - CR 214
FORMAT: Blended
INSTRUCTOR: Melony Ritter
CONTACT: 501-760-4209 office 501-545-9800 home
mritter@npcc.edu email
Twitter ID: @mellibel Class Hashtag: #k12tech
OFFICE HOURS: 8:00-4:30
COURSE DESCRIPTION: The purpose of this course is to assist prospective teachers with
understanding the role that various forms of electronic and digital technology play in the
teaching/learning process and how they can engage these processes in the classroom.
Students will become skilled in the use of common hardware, application software, and Web
2.0 tools being used in today's schools. In addition, they will be exposed to basic theories of
technical communication and collaboration, as well as web-based research, selection, and
evaluation. This course is designed as an active learning experience. Participation includes a
hands-on approach to learning. Class participants will not only learn about using technology,
but will be expected to demonstrate that knowledge in their presentations and projects.
Prerequisites include OFAD 1002 Keyboarding I with a grade of “C” or better or equivalent,
and CIS 1001 Introduction to Computing I or CIS 1263 Microcomputer.
INSTRUCTIONAL MATERIALS:
Text: Prentice Hall: Instructional Technology and Media for Learning, Smaldino, Lowther, and
Russell 9th Edition. ISBN: 978-0-13-239174-0
Other Course-Related Materials Needed: Internet access is required; Broadband is
recommended but dial-up can be used. Please review the list of recommended computer
requirements for using ANGEL.
Students may also find the following optional tools helpful: Digital camera, USB Flash Drive.
These devices are not required.
COURSE OBJECTIVES:
Students will
• Attain proficiency using a variety of instructional technologies including: computers,
digital cameras, multimedia software, presentation methods, and Web 2.0 tools.
• Plan for and use instructional technology.
• Evaluate instructional materials.
• Observe and practice using technology as an instructional tool.
• Study legal and ethical concerns related to use of technology.
• Create instructional materials and complete assignments aligned with state (Arkansas
Teacher Licensure and Pathwise), and technology (NETS for Teachers) standards.
• Develop a portfolio using Google Sites to include copies of completed assignments that
are aligned with state (Arkansas Teacher Licensure and Pathwise), and technology
(NETS for Teachers) standards.
Instructional Performances: Students will
• Use available technology resources to create and maintain instructional materials.
• Create interactive computer lessons that utilize Web 2.0 tools.
• Plan, create, and present electronic presentations.
• Create traditional instructional materials using technology-based tools.
• Communicate and collaborate with students and peers using Internet tools.
• Create and use web resources.

2. Introduction to K-12 Technology
EDUC 2263/Spring 2010
• Demonstrate the ability to use instructional technology.
Course Requirements and Evaluation Procedures:
• Students will be required to set up and maintain a gmail account (free).
• Students will utilize ANGEL to access all course materials and submit assignments
(unless otherwise instructed).
• Students will successfully complete ALL course discussions and assignments.
• Students will successfully complete two exams.
• Students will successfully create and present a portfolio using Google Sites.
Project ADE Teacher Licensure Standards NETS-T (ISTE Standards)
S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
Project 1: Developing a discipline(s) structure NETST 3: Model Digital-Age Work &
classroom website with S4: Human relations skills Learning
Google Sites. S5: Stakeholder collaboration NETST 4: Promote and Model Digital
Citizenship & Responsibility
Project 2: Integrating S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
digital photography (i.e. discipline(s) structure NETST 2: Design and Develop
Picasa, Picnik) S2: Appropriate curriculum planning Experiences and Assessments
S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
Learning
Project 3: Creating a S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
classroom presentation discipline(s) structure NETST 2: Design and Develop
and lesson plan designed S2: Appropriate curriculum planning Experiences and Assessments
for specific grade level S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
and content area. Learning
Project 4: Integrating S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
Web 2.0 tools (Twitter, discipline(s) structure NETST 2: Design and Develop
Blogger, YouTube, S2: Appropriate curriculum planning Experiences and Assessments
TeacherTube) S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
Learning
Project 5: Create a S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
classroom calendar using discipline(s) structure NETST 2: Design and Develop
Google Calendar. S2: Appropriate curriculum planning Experiences and Assessments
S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
Learning
Project 6: Create a S1: Concepts, tools of inquiry, NETST 3: Model Digital-Age Work &
professional digital discipline(s) structure Learning
portfolio using Google NETST 5: Engage in Professional Growth
Docs, and Google Sites, and Leadership
or Blogger.
Exam #1: Chapters 1-6 S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
Instructional strategies, discipline(s) structure NETST 2: Design and Develop
visual principles, S2: Appropriate curriculum planning Experiences and Assessments
ASSURE model, S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
multimedia, distance S4: Human relations skills Learning
education S5: Stakeholder collaboration
Exam #2: Chapters 7-12 S1: Concepts, tools of inquiry, NETST 1: Facilitate and Inspire Learning
Online learning, discipline(s) structure NETST 2: Design and Develop
instructional materials, S2: Appropriate curriculum planning Experiences and Assessments
visuals, audio, video, S3: Appropriate instructional planning NETST 3: Model Digital-Age Work &
trends in technology S4: Human relations skills Learning
ASSIGNMENTS/GRADING: Your final grade will be computed from the following assignments:

3. Introduction to K-12 Technology
EDUC 2263/Spring 2010
Weekly Discussion Posts 30% (2% each)
Projects 30% (5% each)
2 Tests 20% (10% each)
Portfolio Project 20%
Discussion posts and project assignments are graded for content and demonstration of an
understanding of the subject matter. Proper grammar and punctuation is expected. Tests
consist of multiple choice, short answer, and essay questions. The portfolio project will be
created using Google Sites, and will be a culmination of the semester’s activities, resulting in a
useful tool for students to use once they complete the course.
Grading Scale:
90-100 A
80-90 B
70-79 C
60-69 D
< 59 F
AUDIT POLICY: Students auditing a course will be wait-listed until the first day of class and
then will be registered on a space-available basis. Students auditing a course pay all tuition
and fees associated with the course. Since no grade is assigned for this audit (visitor) status, it
will not transfer to another college or university, it will not qualify a student for Pell Grant or
Veteran's benefits, and it will not be listed on the college's transcript or count toward full-time
status.
A registered student may change from an audit status to a grade status only during the
specified period of late registration. Once instruction begins, no student may change from a
grade basis to an audit status.
ATTENDANCE POLICY: Regular attendance is a critical element in student success.
Therefore, students are expected to attend all regularly scheduled class sessions and to
complete all assigned class work. Except for extreme circumstances, students are not
permitted to be absent from scheduled tests without prior approval of the instructor. Make-up
arrangements with an instructor are the responsibility of the student. Students are required to
attend 85% of all class hours scheduled for a course. A student who does not meet the 85%
standard is considered to be excessively absent. The College reserves the right to withdraw a
student for excessive absenteeism. Excessive absenteeism may also result in failing grades,
academic probation or suspension and loss of financial aid. If a student is judged to be
excessively absent, the instructor will report this immediately to the Counseling Center for
follow-up action. The Counseling Center will assume the responsibility of getting the student to
a counseling session with the instructor as needed. Every effort will be made by faculty and
staff to help the student with any academic difficulty. Throughout this process, it is recognized
that the instructor is the judge of the final grade a student receives in any course.
ADA POLICY: National Park12/10/2004 10:06 AM3/22/20103/22/2010 Community College is
committed to providing educational opportunities to all qualified individuals, and in doing so,
complies with the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the
Rehabilitation Act of 1973 which states that no qualified person shall, because of their
disability, be denied access to, participation in, or the benefits of any program or activity
operated by the College. Students having questions about accessibility or requesting
reasonable accommodations as indicated in the ADA or Section 504 should contact Ms.
Audrey Turk in Student Services.

4. Introduction to K-12 Technology
EDUC 2263/Spring 2010
LATE WORK: It is understood that students have family and employment obligations outside
of this class; however, students are expected to meet the deadlines listed for submitting
coursework. Each student will be given one “freebie”, to be used if needed for an extenuating
circumstance. Excluding tests, all other late assignments will result in a lowered grade for that
assignment, one (1) point for each day the assignment is late. Students should contact me
prior to the test date if an absence is expected.
STUDENT RIGHTS AND RESPONSIBILITIES: Please review the NPCC student handbook for
information related to your rights and responsibilities as a student.
http://www.npcc.edu/Students/Documents/2008-2010_Handbook.pdf
Academic Dishonesty: Academic dishonesty is unacceptable. It includes plagiarism, lying,
helping others to be dishonest, and cheating. Consequences for such behavior could involve
reworking the assignment or retaking an exam, no credit for the assignment or exam, or
dismissal from the class.
TENTATIVE COURSE SCHEDULE*:
WEEK 1: Jan. 14 (Lab)
Lab activities: Introductions, Introductory Assessment Survey, Syllabus, ANGEL, Class
Twitter list - @mellibel/k12tech; hashtag: #k12tech
Assignments: Read Chapter 1, complete the Week 1 discussion post, and familiarize yourself
with ANGEL.
WEEK 2: Jan. 21 (Online)
Online activities: Begin Project 1, due Feb. 3.
Assignments: Read Chapter 2, complete the Week 2 discussion post.
WEEK 3: Jan. 28 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 1, due Feb. 3.
Assignments: Read Chapter 3, complete the Week 3 discussion post.
WEEK 4: Feb. 4 (Online)
Online activities: Chapter review, Begin Project 2, due Feb. 17.
Assignments: Read Chapter 4, complete the Week 4 discussion post.
WEEK 5: Feb. 11 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 2, due Feb. 17.
Assignments: Read Chapter 5, complete the Week 5 discussion post.
WEEK 6: Feb. 18 (Online)
Online activities: Chapter review, Begin Project 3, due March 3.
Assignments: Read Chapter 6, complete the Week 6 discussion post.
WEEK 7: Feb. 25 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 3, due March 3.
Assignments: Review Chapters 1-6 for Mid-Term test, complete the Week 7 discussion post.
WEEK 8: March 4 (Online) Mid-term test
Online activities: Chapter review, Begin Project 4, due March 17.
Assignments: Read Chapter 7, complete the Week 8 discussion post.

5. Introduction to K-12 Technology
EDUC 2263/Spring 2010
WEEK 9: March 11 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 4, due March 17.
Assignments: Read Chapter 8, complete the Week 9 discussion post.
WEEK 10: March 18 (Online)
Online activities: Chapter review, Begin Project 5, due March 31.
Assignments: Read Chapter 9, complete the Week 10 discussion post.
SPRING BREAK: MARCH 22-27
WEEK 11: April 1(Lab)
Lab activities: Lecture/Chapter review, Continue Project 5, due March 31.
Assignments: Read Chapter 10, complete the Week 11 discussion post.
WEEK 12: April 8 (Online)
Online activities: Chapter review, Begin Project 6, due April 21.
Assignments: Read Chapter 11, complete the Week 12 discussion post.
WEEK 13: April 15 (Lab)
Lab activities: Lecture/Chapter review, Continue Project 6, due April 21.
Assignments: Read Chapter 12, complete the Week 13 discussion post.
WEEK 14: April 22 (Online)
Online activities: Chapter review, Continue Portfolio projects due April 29
Assignments: Review Chapters 7-12 for Final Exam, complete the Week 14 discussion post.
WEEK 15: April 29 (Lab)
Lab activities: Portfolio presentations
Assignments: Prepare for Final Exam, complete the Week 15 discussion post.
WEEK 16: May 6 Final Exam (Online)
*This syllabus is a working document. Course details and dates are subject to change
during the semester based upon scheduling, weather, and other outside factors.
Always refer to ANGEL for the most current information regarding this course.
PROJECT OUTLINE

6. Introduction to K-12 Technology
EDUC 2263/Spring 2010
Project 1: Due Feb. 3
Create your classroom web site.
Use Google Sites to create a classroom web site. You will expand this site by posting to
it with projects throughout the semester. Please submit this assignment in ANGEL by
copying and pasting a link in the Project 1 drop box.
For this submission, the web site must include the following:
• A home page
• A contact page
• An about me page
• A resources page
Project 2: Due Feb. 17
Create a web album and post images to your classroom web site.
Select at least three (3) images of your choice to upload to a Picasa web album. Edit
each image using Picasa’s editing features, or your favorite image editing software
(Picnik, PhotoShop). Display both the original images and the edited images in your
album. When you are finished, post at least two (2) images to your classroom web site.
Please submit this assignment in ANGEL by copying and pasting a link to your
classroom web site in the Project 2 drop box, and emailing an invitation to your Picasa
album to me at mellibel77@gmail.com. This is a short assignment; use the extra time to
begin preparing for Project 3: Create a classroom lesson plan and presentation, which
will take you more time to complete.
Project 3: Due March 3
Create a classroom lesson plan and presentation.
Use Google Docs to create a lesson plan using the ASSURE model for a specific grade
level and content area. Be sure to incorporate both State (ADE) and National (NETS)
standards for each objective. Use Google Docs to create a presentation for your
lesson. When you are finish, post the lesson plan and presentation to your classroom
web site.
The presentation should include a minimum of:
• 5 slides
• 1 video clip
• 3 images
• 3 hyperlinks
• A reference slide
Project 4: Due March 17
Create a class blog.

7. Introduction to K-12 Technology
EDUC 2263/Spring 2010
Use Twitter or Blogger to create a class blog. Use the blog to post discussion topics,
provide links resources to your class, etc. Use your imagination with this project to think
of new and exciting ways to engage your audience. Remember that there is no “right”
or “wrong” answer. Be creative. Incorporate multimedia – images, video, audio when
appropriate. Twitter blogs should include no less than 10 tweets; Blogger pages should
include at least 5 posts.
Project 5: Due March 31
Create a classroom calendar.
Use Google Calendar to create a classroom calendar. Your calendar should include a
minimum of 3 tasks and 3 events. When you are finished, post the calendar to your
classroom web site. This is a short assignment; use the extra time to begin preparing
for Project 6: Create a professional digital portfolio, which will take you more time to
complete.
Project 6: Due April 21
Create a professional digital portfolio.
Use Google Docs to create a professional portfolio that highlights your experience and
education. You may choose to organize your portfolio using Google Sites, Blogger, or
Google Docs (presentation). This should be a project you take pride in, and complete
with professionalism in mind. If created appropriately, it can be a valuable tool for you
to use outside of this class for professional purposes. Your professional portfolio should
include the following:
• Resume/Curriculum Vitae
• Contact information
• Brief autobiography section (About Me)
• Examples of your work (Lesson plans, presentations)
• Teaching philosophy (optional)