Introduction to Educational Technology 

Dr. Constance Pollard

Rm. 311, College of Education

Boise State University

208-426-3043

cpollar@boisestate.edu

Office Hours: Tuesday, 11 – 12:00, Wed. 10 – 12, Thur., 10 – 12 & by appointment

Course Description

 This course provides students with an overview of the field of Educational Technology with an emphasis on K-12 education. Students will identify helpful resources and standards, discuss ethical, legal, and human issues involving computing, and find and summarize major research findings and trends related to the use of technology in education.

The internet will be our textbook to explore the target areas listed below:

       Leadership in Educational Technology

       Equity Issues/Concerns

       Standards

       Staff Development

       Technology Use Planning

       Research in the Use of Technology for Teaching/Learning

Course Goals/Objectives

      gain a comprehensive understanding of the field of educational technology

      develop attributes necessary to becoming a leader in promoting the use of technology for teaching and learning

      identify current technology resources including professional organizations, publications, grant sources, and on-line sources of information that support and enhance the curriculum. 

      analyze and discuss current issues affecting the evolution of technology.

      discuss ethical, legal and human issues involving the integration of technology. 

      examine, critique and develop a technology use plan.

      gain an understanding of the role of technology in teaching and learning.           

      summarize major research findings and trends related to the use of technology in education to support integration of technology in a K-12 environment.

      describe resources and strategies for staff development.              

      analyze and synthesize research in educational technology.

Standards (AECT)

Association for Educational Communications and Technology

Standard 1: Design

1.4 Learner Characteristics

Demonstrate in-depth synthesis and evaluation of research related to the use of technology for student learning. Research synthesis paper

Standard 3: Utilization

Use current educational technology research findings to evaluate the optimum use of technology for teaching and learning.  Research synthesis paper

3.4 Policies and Regulations

Identify and apply standards for the use of educational technology. Tech Use Plan

Identify and apply policies which incorporate professional ethics within practice.

Identify and apply copyright and fair use guidelines within practice.

Identify ethical, legal and human issues involving the integration of technology. Case Study

Standard 4: Management

Demonstrate leadership attributes with individuals and groups.

Establish mission, goals, and objectives for a school or organization technology use plan that align with and support those of the local school district and/or community.

Develop a plan involving collaboration with school administration and staff in promoting the use of technology for teaching and learning. Tech Use Plan

4.1 Project Management

Determine appropriate technology use plan techniques for developing an effective plan for ensuring the use of technology for teaching and learning. Tech Use Plan Critique

4.2 Resource Management

Identify effective professional development models to train administrators, faculty and staff to be efficient users of technology. Tech Use Plan

Standard 5: Evaluation

5.1 Problem Analysis

Apply knowledge of current trends and issues in the field of educational technology. Case Study

5.2 Criterion-Referenced Measurement

Identify appropriate data to support decision-making for technology use in a school or organization. Needs Assessment Instrument

5.3 Formative and Summative Evaluation

Identify appropriate evaluation strategies to determine effectiveness of technology use in a school and/or organization.  Tech Use Plan

Conceptual Framework

College of Education Conceptual Framework

The Professional Educator

Department of Educational Technology

Mission Statement

Course Policies

Procedures - each week follow the instructions contained in Blackboard for the week. Instructions will be located in the assignments area of Blackboard and will contain a link to one or more audio presentations discussing the week’s activities.

Communication – the instructor will respond to emails and/or phone calls in a timely manner – usually within 24 hours (weekdays, but may be longer on a weekend). If you do not receive a timely response, please contact her again to make sure that the communication was received. Your instructor will communicate with you through your BSU BroncoMail account so be sure to check your email often.

Posting of Assignments – assignments will always be posted at least one week in advance of the assignment due date giving you a minimum of one week to complete. Be aware that the university “recommends that you plan on 3-4 hours of course work per credit per week for Distance Ed classes. For example, a 3-credit class would require 9-12 hours of your time per week (BSU Distance Education).”

Assignment Submissions – all assignments must be submitted on Tuesday of each week by midnight Mountain Standard Time (MST). Due dates and assignment requirements will be clearly outlined in Blackboard. Completed assignments will generally be sent as an attachment to an email (titled as “Your last Name Week ___”), uploaded in the digital dropbox, or may require postings in the Discussion Area. I will try to send you an email to let you know that I have received the assignment within 24 hours. (Remember: Always save a copy of your assignment (hard drive and on another storage medium)

Feedback/grades – your assignments will be reviewed and evaluated by the instructor within one week after the assignment due date. Depending upon the assignment, you will receive a rubric with comments or receive points earned for assignment completion. Please check the gradebook area of Blackboard by the Tuesday following the assignment due date. If you do not have an assigned grade, please contact the instructor.

Late assignments - late assignments may be reduced in grade by 10% for every day they are late.

Special Circumstances – please let the instructor know of any events/circumstances that may affect your ability to submit an assignment on time prior to the due date.

Schedule

Grading Policy