Craig A. Cunningham, Ph.D.


 

Seminar in Technology in Education (TIE 593)

National-Louis University

Winter 2007 Tuesday and Saturday (Chicago Campus)

Syllabus

Click here for schedule of assignments

Instructor

Craig A. Cunningham, Ph.D.
Associate Professor and Program Director, TIE
craig.cunningham@nl.edu
http://craigcunningham.com
cell: 773-505-1133
Office hours: by appointment

Course Materials

What We Know About: Supporting New Models of Teaching and Learning Through Technology, Johnston, M, & Cooley, N., Educational Research Service, ISBN: 0970554028; order from the publisher at http://www.ers.org/CATALOG/description.phtml?II=WS-0400

Meaningful Learning Using Technology: What Educators Need to Know and Do, Elizabeth A. Ashburn and Robert E. Floden (Eds.), Teachers College Press, New York, ISBN: 0807746843; order from the publisher at http://store.tcpress.com/0807746843.shtml

Course home page: http://craigcunningham.com/nlu/tie593

Course listserv: TIECLUSTERCH001GTECH-L@listserv.nl.edu

Program Mission

The mission of the Technology in Education program is to prepare technology specialists who can effectively integrate technology across the curriculum as well as facilitate the effective use of technology by other educators.

Course Description

This course provides a culminating experience for students in Technology in Education program. Emphasis is on current trends and issues, seminal readings, and research findings related to the use of technology in education. Issues related to curriculum planning, program development and evaluation, and staff development at the school and district level will be addressed.

Students are required to complete a minimum of 15 hours of field experiences as part of this course. 3 semester hours.

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work.  Students may be asked to submit their papers electronically to a third party plagiarism detection service.  Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography.  When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure.  See Policy on Academic Honesty in the University Catalog and Student Guidebook (hard copy and online).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

Course Goals

Upon completion of this course, the student will be able to:

1. Discuss recent developments in the field of technology in education and their impact on education. (TS-11A, TS-1F, TF-IB, TF-IVC1, TF-VIII.A, TF-VIII.B )

2. Contrast different positions on major issues concerning the use of technology in education and articulate and support one's position (TS-11.E , TF-II,B, TF-III.A.2, TF-III.E.1)

3. Review research and literature involving the use of technology in education. (TS 3C, TS-11C, TF-III.E.2, TF-V.A, TF-VIII.A.1, )

4. Contrast the technology curricula of different schools and districts. (TS-7F, 8A, 8B, TF-III.E, TF-VIII.D.1,2,5,6)

5. Assess role of technology-related staff development activities for teachers. These activities should include elements of best practice in the area of adult learning. Consider the area of adult learning and provide an example of how these criteria are used in designing district/school exemplary professional development experiences. (TS-9B, TS-9C, TS-9E, TS-11D, TF-V.A.1,2)

6. Evaluate an existing technology school district program. . (This includes observing and assessing the ways in which teachers currently use available technology in their classrooms and a description of ways in which computers and other technologies are currently being integrated into the curriculum in K-12 schools) (TS-. 3D, 3G,4H,8B,10G,11B, TF-IV.C.1,2, TF – VIIID 5,6)

7. Discuss issues of assessing student learning with technology (e.g., including those who differ in cultural, language, and learning styles. (TS-12E, TF-IV.C)

8. Consider the role of technology in school restructuring and in bringing about instructional and curricular change in schools. (TS-3C, 3D,10C, TF-IV.C.2, TF-VIII.A.1)

9. Identify leaders in the field and those resources that guide and support the technology facilitators and specialists in their work.. (TS-1M )

10. Identify resources for a professional library that will support technology facilitators and specialists in their own professional growth as well as in the work to support others. (This is part of an ongoing portfolio requirement across courses) (TF –VIIC)

Key:
TS: ISBE Technology Specialist Content Standards
TF: ISTE Technology Facilitator Standards

Major Topics

1. Recent developments in the field of computing and their effect on education. Examples include: (Within our field these issues are fluid and must be reconsidered as each section is taught.)

  • Networking
  • Hypermedia and Multimedia
  • Virtual Reality
  • Internet
  • Miniaturization

2. Current issues in the use of technology in educational settings. Examples include: (Within our field these issues are fluid and must be reconsidered as each section is taught.)

  • Location of computers (in labs, in classrooms, in media center)
  • Copyright law; site licenses and ethical use
  • Equity in access to technology in schools
  • Distance learning
  • Pedagogy and Technology
  • Filters
  • e-rate
  • Current National Initiatives (e.g., No Child Left Behind, Section 508 of Technology Use section of Disabilities Act.)
  • Keyboarding
  • Assessing teacher and student technology competencies
  • Other issues

3. Review of research related to the use of technology in instruction, e.g.,

  • Use of internet resources in learning environments
  • What we know about learning and technology
  • Keyboarding
  • Role of technology in assessment process
  • Social and affective factors related to children's use of technology
  • Gender differences
  • Current status of technology use in schools
  • Factors that facilitate and inhibit the infusion of technology in the curriculum
  • Relationship between technology use and particular pedagogical approaches
  • Added value of technology in the learning process
  • Use of filters during internet use in educational settings
  • Assistive technology
  • Using technology to assist in meeting the needs of all learners (e.g., including those with differences in cultural, languages and learning styles)

4. Contributions of pioneers, leaders, and critics in the field of technology in education including:

  • Robert Taylor
  • Alfred Bork
  • Seymour Papert
  • Joseph Weizenbaum
  • Arthur Luehrmann
  • Sherry Turkle
  • David Moursand
  • Larry Cuban
  • David Thornburg
  • Roger Schank
  • Philip Emeagwali
  • Karen Scheingold
  • Christopher Dede
  • John Bransford
  • Henry Becker
  • Barbara Meeks
  • Margaret Honey
  • Kathy Schrock
  • David Warlick
  • Jamie McKenzie
  • Neil Postman
  • others to be identified

5. Developing professional development programs to enhance teachers' effectiveness in using technology in instruction.

  • Characteristics of effective staff development programs in technology use in educational settings.
  • Conducting a needs assessment.
  • Determining appropriate context, content and assessment
  • Identifying a variety of formats to meet professional development needs.
  • Evaluating success of professional development experiences.
  • Planning follow-up and support.
  • Review principles of adult learning theory and needs of adult learners

6. Implications of introducing new technology into schools (the process of change).

  • Introducing models of change
  • Impact on curricular goals and objectives
  • Impact on the role of the teacher and teachers' concerns
  • Impact on in grouping patterns and scheduling
  • Impact on methods of assessing student learning.
  • Impact on instructional strategies.

7. Evaluating a technology-integrated curriculum for a school or district.

  • Model programs
  • Different approaches to curriculum design and development
  • Strategies for implementation

8. Formative evaluation of a school's technology program/plan.

  • Collecting evidence through artifacts, surveys, observations and interviews.
  • Analyzing the evidence to determine what is currently taking place.
  • Using skills developed throughout the program, provide recommendations for future development of the school/district program.

9. Resources for maintaining up-to-date knowledge of the field.

  • Periodicals
  • Conferences
  • Professional organizations, SIGs, and user groups
  • Electronic communications
  • Developing a professional library
  • Availability of funding

Course Requirements

  1. Participation in class and completion of miscellaneous in-class and listserv assignments: 10 points.
  2. Summaries of 2 recent articles on technology in education. Send to the course listserv (TIECLUSTERCH001GTECH-L@listserv.nl.edu ) two 250 word summaries of recent (after January 2005) articles about technology in education that have been published in peer-reviewed educational journals (not newspapers or general interest magazines or solely on the web). The first is due by February 3 and the second by February 24. 5 points.
  3. Leaders in the Field Presentation: Choose from the list of "Leaders" above (or choose someone else, subject to the instructor's approval) and conduct research into the person's contributions to educational technology. (To be determined: how these are presented and responded to.) Be sure to refer to at least 5 sources (print or online). Send an outline of your preentation and your list of sources (in APA or UChicago style) to the instructor by the start of class on February 13/17. 10 points.
  4. Lead discussion of chapter(s) from Johnston./Cooley or Ashburn/Floden: Sign up via email for a chapter or chapters from the required texts. Prepare a 5 minute summary of the chapter(s) and deliver to the class on the day the reading is due; also prepare 4 or 5 discussion questions that will help the class to delve into the deeper implications of the chapter(s) including how it applies to familiar contexts; you must also distribute one- or two-page handout with brief outline of chapter(s) and including discussion questions; email the proposed discussion questions to the instructor at least 3 days before the discussion of your chapter(s) and incorporate instructor feedback; lead 15 minute discussion of your chapter(s). 15 points

    NOTE: The following 5 requirements are part of the Technology Use Project (Benchmark Assignment) described in a separate document that includes a rubric. Please read that document CAREFULLY and make sure that you ask any questions early in the quarter. The project includes an analysis of the current situation in your school or district, the development of key question or set of questions, a review of relevant literature, the collection of data, analysis of the data, and development of a set of recommendations, all wrapped into a final report (due November 14), which includes all five "Parts," as well as a title page, table of contents, table of figures (if applicable), and running page head with page numbers. The report must follow APA or University of Chicago style throughout (your choice; be consistent; here's help).
  5. Historical Summary of Technology Use in a School or School District (Part I): 10 points
  6. Identification of Specific Issue for Further Investigation (Part II): 10 points.
  7. Review of Literature and Research Reports (Part III), including annotated bibliography with at least TEN relevant articles: 10 points
  8. Investigation of the Key Question(s) (Part IV): 10 points.
  9. Recommendations to Address the Key Question(s) (Part V): 10 points.
  10. Final report containing all five parts plus 5-minute presentation of recommendations (on March 10); points may be deducted for missing formating elements, spelling, grammar, or failure to use consistent citation syles: 10 points.

    POINTS for requirements 5 to 9 will be determined by application of the rubric.

    TOTAL NUMBER OF POSSIBLE POINTS IN COURSE: 100

    Grading: 90-100 points, A
    80 to 89 points, B
    70 to 79 points, C
    Less than 70 points, F

    NOTE: If you cannot finish the requirements of the course before the end of the day on last day of class, you must request an in-progress ("I") grade using the In-Progess Contract, which you must fill out and turn into the instructor by the end of class on the last day of class. Any in-progress grade must be converted to a letter grade with 120 days, or it will automatically convert to an "N" (no credit).

Field Component

This class includes a field component of a minimum of 15 hours of contact in schools and 30 hours of written assignments (data preparation, analysis, and display) related to the contact hours. See the Benchmark Assignment description for more information about what you will be doing during your out-of-class time.

Schedule of Readings and Assignments

NOTE: Assignments and readings are listed on the date they are DUE. All assignments must be EMAILED to the instructor or to the listserv as specified below. (This schedule may be revised during the quarter. Please check the web site weekly for the most up-to-date-version.)

On weeks when we are not meeting in person, the Tuesday group will meet online (at Second Life, in my house, or at http://my.nl.edu) from 7:30 to 9:00 pm, Tuesdays, unless otherwise arranged, and the Saturday group will meet (to be determined)

Jan 9/13 (F2F): Introduction to the class.

Send a one or two paragraph description of your proposed Technology Use Project to the listserv by the start of class on January 16/20.

In class: What is a Technology Use Project?

Jan 16/20 (F2F): Reading: Chapter 1 of Johnston/Cooley.

Email a copy of your school's technology plan to the listserv by the start of class (or bring a copy with you to class).

Bring to class a list of 10 to 25 "keywords" that you could use to search for literature related to your proposed Technology Use Project.

In class: LIVETEXT REVIEW; Technology Planning; Engaged Learning; Library Searching.

Discussion leader: Cunningham

Jan 23/27 (ONLINE): Reading: Chapters 2 & 3 of Johnston/Cooley

Email your choice of "leader in the field" to instructor by start of class.

Draft Historical Summary of Technology Use in a School District due to instructor by start of class.

In class: Technology and Engaged Learning; Technology Planning (continued)

Discussion leader:

Jan30/Feb 3 (ONLINE): Reading: Chapters 4 & 5 of Johnston/Cooley

First summary of recent article on educational technology due to listserv by start of class.

Draft Identification of Specific Issue for Further Investigation due to instructor by start of class.

In class: Barriers; Technology Evaluation

Discussion leader:

Feb 6/10 (ONLINE): Reading: Chapters 1 and 2 of Ashburn/Floden

Draft annotated bibliography with at least SIX relevant studies due to listserv by start of class.

In class: Meaningful Learning and Technology

Discussion leaders: Cunningham (Intro and Ch 1) and Knight (Ch 2)

Feb 13/17 (F2F): Reading: Chapters 3 and 4 of Ashburn/Floden

Send outline and list of sources for Leaders in the Field presentations to instructor by the start of class.

Draft Review of Literature and Research Reports due to instructor by start of class.

In class: Science and Technology; Urban Schools; Leaders in the Field presentations:

Venetia Vaselopulos Kathy Schrock
   
   
   
   
   
   
   
   
   

 

Discussion leaders:

Feb 20/24 (ONLINE): Reading: Chapters 5 and 6 of Ashburn/Floden

In class: History and Social Studies and Technology;

Discussion leaders:

Feb 27/March 3 (ONLINE): Reading: Chapter 7 of Ashburn/Floden

Draft Investigation of the Key Question(s) due to instructor by 4 pm.

Second summary of recent article on educational technology due to listserv by 10 pm.

500 word summary of Chapter 7 of Ashburn/Floden due to instructor by 10 pm.

March 10: (F2F combined groups) Reading: Chapters 8 and 9 of Ashburn/Floden

Draft Recommendations to Address Key Question(s) due to instructor by start of class.

Saturday, March 10, 10 am to noon: PORTFOLIO PRESENTATIONS (TIE 592); Professional Development.

Discussion Leaders:

Final Technology Use Project (including all parts of the Benchmark Assignment) due to instructor by start of class.

In Class: Presentations of Recommendations for Technology Use.

March 17: Final paper and CD portfolios due to instructor

Additional Resources

Illinois State Board of Education. (2002). Digital-age learning: State of Illinois five-year technology plan, 2002-2007. Springfield, IL: Author. Retrieved April 2, 2005, from Illinois State Board of Education Web site: http://www.isbe.net/board/meetings/aug02meeting/digitalfiveyr.pdf

U. S. Department of Education. (2004). Toward a new golden age in American education--how the Internet, the law and today's students are revolutionizing expectations : National education technology plan 2004 . Washington, D.C.: Author. Retrieved April 2, 2005, from U.S. Department of Education Web site: http://www.ed.gov/about/offices/list/os/technology/plan/2004/index.html

Illinois State Board of Education. (2005). Comprehensive strategic plan for elementary and secondary education . Springfield , IL : Author. Retrieved January 6, 2005 from Illinois State Board of Education Web site: http://www.isbe.state.il.us/pdf/strategic_plan_2005.pdf

Acceptable use policies. (1997). Avoiding ethical pitfalls. Retrieved January 1, 2002, from http://www.ucalgary.ca/~mueller/aup.html

Adult learning based on John Goodlad. (n.d.). Retrieved January 1, 2002, from Illinois Staff Development Council Web site: http://www.isdc.org/AdultLrng.html

APA Online (n.d.). Electronic references: Electronic media and URLs. Retrieved January 1, 2002, from APAStyle.org Web site: http://www.apastyle.org/elecgeneral.html

Assessing your student learning (your project). Retrieved January 2, 2002, from LinC Online’s Web site: http://www-ed.fnal.gov/lincon/el_assessment.shtml

Bennett, C. (Summer, 1995). A staff development partnership for technology integration. Journal of Staff Development, 16, 3, 19-22.

Bennett, C.K. (1996, February). Schools, technology and educational leadership: A framework for change. NASP Bulletin, 57-65.

Bowser, G. and Reed, P. (2002). What every administrator needs to know about assistive technology. 2002 CSUN Conference Proceedings. Retrieved January 8, 2003 from http://www.csun.edu/cod/conf/2002/proceedings/261.htm.

Carroll, T. G. (2000). If we didn’t have the schools we have today, would we create the schools we have today? Contemporary Issues in Technology and Teacher Education, 1(1), 117-140.

Chapman, G. (2000). Federal support for technology in K-12 schools. In Brooking papers on education policy 2000 (pp. 307-343). Washington, DC: The Bookings Institution. Retrieved January 1, 2002, from Project MUSE ‘s Web site: [Online] http://muse.jhu.edu/demo/pep/2000.1chapman.html

Committee on Information Technology. (1998). Policy on ethical use of computer resources. Retrieved January 1, 2002, from Wake Forest University’s Web site: http://www.wfu.edu/organizations/CIT/ethical_use.html

Computing Ethics and Security Awareness Committee (1999). Ten commandments of computer use. Retrieved January 1, 2002, from Loyola University Chicago’s Web site: [Online] http://www.luc.edu/infotech/cease/ten-commandments.html

Crafton, T. (2000, July 18). Adult learning theory: A resource guide. Indiana State University. Retrieved January 1, 2002, from Indiana State University Library Web site: [Online] http://odin.indstate.edu/level1.dir/adultlrn.html

Creighton, T. (2004). The principal as technology leader. Thousand Oaks, CA: Corwin.

Delaney, R. (n.d.). APA citation style: Publication manual of the American Psychological Association, 5th edition. Retrieved January 1, 2002, from B. David Schwartz Memorial Library Web site: [Online] http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm

EASI: Equal Assess to Software and Information. (n.d.). Retrieved January 1, 2002, from http://www.rit.edu/~easi/
An educator's guide to evaluating the use of technology in schools and classrooms (1998). [Online] Retrieved 12/30/2002. http://www.ed.gov/pubs/EdTechGuidehttp://www.ed.gov/pubs/EdTechGuide

Ellsworth, J.B. (2000). Surviving change: A survey of educational change models (pp. 145-162). Syracuse, NY: ERIC Clearinghouse on Information and Technology.

Empowering rural students with disabilities through assistive technology. Retrieved January 1, 2002, from Southwest Educational Developmental Laboratory’s Web site: [Online] http://www.sedl.org/rural/seeds/assistivetech/atld.html

Engle, M., Blumenthal, A., & Cosgrave, T. (1998, March 3). How to prepare an annotated bibliography. Retrieved January 1, 2002, from Cornell University Library’s Reference Services Division Web site: http://www.library.cornell.edu/okuref/research/skill28.htm

Frazier, M., & Bailey, G.D. (2004). The technology coordinator’s handbook. Eugene, OR: International Society for Technology in Education.

Hudson, R., & Gol, O. (2000). Technology leaders - What do you need to know? [Online] http://www.cegv.vic.edu.au/acec2000/paper_nonref/r-hudson/npaper078/npaper078.PDF

Illinois Staff Development Council (n.d.). The “stages of concern” from the Concerns-Based Adoption Model (CBAM). Retrieved January 1, 2002, from: http://www.isdc.org/CBAM.html

Imal, S. (1989). Teaching adults: Is it different? (ERIC Document
Reproduction Service No. ED 204394). Retrieved January 1, 2002, from Eric Digests Web site: [Online] http://www.ed.gov/databases/ERIC_Digests/ed305495.htmlhttp://www.ed.gov/databases/ERIC_Digests/ed305495.html

Learning experiences considered valuable for adults. (n.d.). Retrieved January 1, 2002, from NCREL Website: [Online] http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2lrnex.htm

McGinn, F. (2001). Modern assessment: A natural, organic process. Retrieved January 1, 2002, from Milken Family Foundation’s Web site: [Online] http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=281

McNabb, M. L. (1999). Technology connections for school improvement: planners handlbook. Retrieved on November 17, 2002 from NCREL[Online] http:// www.ncrel.org/tplan/tplanB.htm

McNabb, M. L. (1999). Technology connections for school improvement: teacher’s guide. Retrieved on November 17, 2002 from NCREL http://www.ncrel.org/tplan/guide.pdf

Messerer, J. (Feb., 1997). Adaptive technology. Leading and Learning with Technology. pp50-53.

Moffitt, Mary (2000). Technology for special-needs learners. The School Administrator. Accessed on the Web on January 8, 2003. http://www.aasa.org/publications/sa/2000_04/moffitt_side_techSNL.htmMoore, J. (Summer, 1988). Guidelines concerning adult learners. Journal of Staff Development, 9(3), 2-5

No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002). Retrieved December 4, 2002, from http://www.ed.gov/legislation/ESEA02/.

Ohio State University Libraries. (2006). Chicago Manual of Style Citation Guide. Retrieved on September 12, 2006 from http://library.osu.edu/sites/guides/chicagogd.php.

Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: BasicBooks.

Reed, P. (1999, 2000) Improving assistive technology services in your district: what to do, where to begin? Closing the Gap. Retrieved January 8, 2003 from http://www.closingthegap.com/lib/pdf/2000/Dec-Jan99-00/reed.pdf.

Scherer, Marcia, Galvin, Jan (1996). Evaluating Selecting and Using Appropriate Assistive Technology. Aspen, CO: Aspen Publication.

Sparks, D. (2002). Designing powerful professional development for teachers and principals. Retrieved November 17, 2002 from NSDC [Online] http://www.nsdc.org/sparksbook.html.

Sun, J. (2000). Planning into practice. Durham, NC: SEIR•TEC. Retrieved December 30, 2002 from Seir*Tec Web Site: [Online] http://www.seirtec.org/publications.html

Technology and Ethics Home Page Retrieved XXX [Online] http://www-personal.umd.umich.edu/~jobrown/ethics.html

Technology Plans Resource Online. (1998). Acceptable use policies. Retrieved January 1, 2002, from NWREL’s Web site[Online]: http://www.netc.org/tech_plans/aup.html

Ten Commandments of Computer Ethics. [Online] Retrieved January 18, 2003 from http://www.luc.edu/infotech/cease/ten-commandments.html

Tenbush, J. (March, 1998). Teaching the teachers. Electronic School. Retrieved XXX http://www.electronic-school.com/0398f1.html

Tour of outstanding web sites for staff and professional development. (n.d.). Retrieved January 2, 2002, from: http://www.gse.uci.edu/cli/ProfDev/

Using American Psychological Association (APA) format (updated to 5th edition) (2001, November). Retrieved January 1, 2002, from Purdue University Online Writing Lab Web site[Online]: http://owl.english.purdue.edu/handouts/research/r_apa.html

Whitehead, B.M., Jensen D. F. N., Boschee, F. (2003). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.

Wiske, M. S. (Ed.) (1998). Teaching for understanding: Linking research with practice. San Francisco: Jossey-Bass.

Please Note:  National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor