Penn State University, Berks Campus, College of Education
INSYS 400 Course Syllabus
| Instructor: | Mr. Curt Minich | |||
| Office Phone Number: | (610) 374-4031 ext. 202 | |||
| Email: | mrminich@minich.com | |||
| Office Hours: | By appointment | |||
| Course Number & Title: | INSYS 400.51 Introduction to Instructional Technology for Educators |
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| Textbook: | Learning with Technology: A Constructivist Perspective by David H. Jonnassen, Kyle L. Peck, & Brent G. Wilson (copyright 1999 by Prentice-Hall, Inc.) | |||
| Course Description: | Topics will include: what is educational technology; history of educational technology; integrating the Internet into the classroom; effective learning environments; computers as cognitive tools; designing effective instruction/screen layout and presentation; designing learning environments on the World Wide Web and designing Web-based lessons. | |||
| Course Objectives: | 1/ Students will begin to develop
the knowledge and skills to engage in meaningful, critical discourse
and/or practice of past, current, and possible future trends in the
use of educational technology, the basics of instructional design as
it relates to their teaching experience, their role as teacher and educator
and how technology impacts this role, the relationship between technology
and change, and implications of a technological society.
2/ Students will produce a unit of instruction supported by technology, incorporating both instructional design principles and best practices in technology. |
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| Class Location: | Wyomissing Hills Elementary Center | |||
| Meeting Time: | 3:30 - 6:30 p.m. on Tuesdays 9/25, 10/9, 10/23, 11/13, 11/27, 12/11, 1/8, 1/22, 2/5, & 2/19 during the 2000-2001 school year | |||
| Grading: | A, A- | 90-100% | ||
| B-, B, B+ | 80-90% | |||
| C-, C, C+ | 70-80% | |||
| D-, D, D+ | 60-70% | |||
| F | below 60% | |||
| Class Attendance Policy: | Class attendance is expected. Please notify the instructor at the earliest time possible, if you know that you will be unable to attend a class. You must also actively participate in the class newsgroup and mailing list. | |||
| Rationale: | K-12 teacher technology proficiencies for the 21st Century. | |||
| Week - Date | Tentative Topic(s) | Homework |
| 1 - Sept 25 |
Introduction & Class Expectations |
Read Ch. 1 & 2 Email Ch. 1 Reading Reaction Write newsletter articles Decide on Instructional Unit Work on Research Assignment |
| 2 - Oct 9 | Demonstration: Using search
engines (if time) Examine classroom site’s available technologies |
Read Ch. 3 Email Ch. 2 & 3 Reading Reaction Continue Web Search Site Reviews Writing newsletter articles Work on Research Assignment Continue to plan Instructional Unit Online participation |
| 3 - Oct 23 |
Lecture/Class research: History of Instructional
Technology |
Continue newsletter
(layout/design) Read Ch. 4 Email Ch. 4 Reading Reaction to instructor Participate in an online course Work on Research Assignment Continue Web Search Site Reviews Online participation |
| 4 - Nov 13 | Lecture:
Multimedia & hypermedia (if time permits) Examine the Link to Learn Web site (www.l2l.org). Demonstration: Using Netscape Composer to create a Web page. Demonstration: Converting existing resources to HTML (if time permits) Classwork: Work on Web site |
Read Ch. 5 Post Ch. 5 Reading ReactionFinish your Web Search Site Reviews Finish your newsletter Participate in online course Work on Research Assignment Online participation |
| 5 - Nov 27 | Lecture: Learning environments Discussion: Compare student & teacher behaviors between traditional classroom and asynchronous environments Lecture: Using the Internet as a resource in the classroom Demonstration: Newsgroups & using our class Discus. Board. Demonstration: Adding hypermedia to your Web site by including graphics, internal hyperlinks, and external hyperlinks. Demonstration: Converting existing resources to HTML. Classwork: Work on Web site, Research Assignment, and/or Web Search Site Reviews. |
Read Ch. 6 Post Ch. 6 Reading Reaction Participate in online course Work on Web site Finish Research Assignment (journal article reviews) Online participation ( Ch 1-6 Discus. Board) |
| 6 - Dec 11 | Classwork: Continue
work on Web
site Configure your preferences on the class discussion board |
Participate in online course Work on Web site Online participation on Discus. Board |
| 7 - Jan 8 | Lecture: Some elements
of instructional design Demonstration: Creating multimedia with PowerPoint Demonstration: Using scanner and/or digital camera if available Presentation by M Farrara on QTVR panoramas Classwork: Begin Multimedia Presentation Classwork: Continue work on Web site |
Read Ch. 7 Post Ch. 7 Reading Reaction Participate in online course Work on Web site Work on Multimedia Presentation Online participation posting Web site assignment rubric |
| 8 - Jan 22 | Discussion: Using real-time
(chat, audio, video, etc.) vs. asynchronous (newsgroups &
mailing lists) communication methods (see Santoro's
site and Santoro's
examples) . Attempt to hold an "Asynchronous lesson"
via chat & Discus. Board Demonstration: Setting up your own AIM account Demonstration: Other interesting plug-ins (RealPlayer & Shockwave) Classwork: Continue work on Multimedia Presentation &/or Web site |
Read Ch. 8 Participate in online course Work on Web site Work on Multimedia Presentation |
| 9 - Feb 5 | Lecture: MindTools (spreadsheet
with MS Excel, AppleWorks, or ClarisWorks) Classwork: Work on any outstanding assignment including Multimedia Presentation & Web site Demonstration: Setting up your own mailing list Demonstration: Uploading Web files |
Finish online course
review Finish Web site Finish Multimedia Presentation Finish Instructional Unit Online participation ( Ch 8 Discus. Board) Submit your self-evaluation online via email |
| 10 - Feb 19 | Classwork:: Upload your
Web site Classwork: Finish Web site, Multimedia Presentation, and Instructional Unit Demonstration: Setting up your own free mailing list Discussion: Discuss the various technologies used this semester Demonstration: Present Instructional Unit and Web site |
Out-of-class participation threads (discussion board & mailing list):
Your online course experiences, good Web sites, differences between traditional and asynchronous, online learning environments, each teacher’s role & use of technology in his/her classroom, constructivism vs. behaviorism, questions & answers on using our technologies, submitting and responding to Ch. Reading Reactions, MindTools, sharing examples of good screen layout & design, different types and models of online learning environments, implications of a technological society, how technology impacts your role as a teacher, etc.
Academic Integrity:
Penn State University's Definition and Expections - Academic integrity is the
pursuit of scholarly activity in an open, honest and responsible manner. Academic
integrity is a basic guiding principle for all academic activity at Penn State,
and all members of the University community are expected to act in accordance
with this principle. Consistent with this expectation, the University's Code
of Conduct states that all students should act with personal integrity, respect
other students' dignity, rights and property, and help create and maintain an
environment in which all can succeed through the fruits of their efforts. Academic
integrity includes a commitment not to engage in or tolerate acts of falsification,
misrepresentation or deception. Such acts of dishonesty violate the fundamental
ethical principles of the University community and compromise the worth of work
completed by others.