Course Outline Lessons 1-8

Lesson 1 (textbook Chapter 1)

What is educational technology (Pages 4-5)? Also see pages 6 (Figure 1.1), 54 (Table 2.7) and 283 (Table 9.1)
Why study educational technology (Pages 5-7)?
What is learning? (Page 7)
How do we learn? (Page 7)

(1) The communications cycle (page 11)

(2) Learning styles inventory (page 20)

What hinders learning or what interferes with the communication of ideas? (Pages 10-13)

(1) Environmental Factors—give examples

(2) Psychological Factors—give examples

(3) Personal Filters—give examples

A view of the learner (Page 17-20)

(1) Cognitive styles (How do we think?)

(2) Learning styles (Under which conditions do we learn best?)

(3) Intelligence (To what degree is the student able to understand and learn?)

How can a teacher “Know the Learners?” See pages 40-41, Table 2.2 on the top of page 42, and the Connecting Theory to Practice box on the top of page 43.
What is teaching (Page 22-23)? Also see Figure 1.9 on page 23
Teaching styles differ based on the teacher’s own learning style, cognitive style, and dominant intelligence (Page 22).
Teaching Strategies and Learning Strategies (Page 48)
What is pedagogy (Page 48)?
What is the pedagogical cycle (Page 49 and Figure 2.4 on page 49)?
What is the difference between methods and media (Pages 49-50)? Include specific examples of each--Pages 51 (Table 2.5) and 53 (Table 2.6).
What is a learning environment and how does one establish an effective learning environment? See Pages 35-36 and Pages 46-48. Also see Table 2.4 on Page 47; the blue box on the top of page 52; and On The Web 2.5 activity on page 46.
Why use technology (pages 23-24 and Planning for Technology in Teaching and Learning on pages 63-64)? “A general rule of thumb suggests that a technology included in a lesson should make it possible for something that was done before to be done better or make it possible for something that couldn’t have been done before to happen.” (Lever-Duffy, p. 63)

Lesson 2 (textbook Chapters 2 and 3) (See Questions Teachers Should Ask on Pages 130-131)

1) Why does a classroom teacher need to know the basics about computers, software, and hardware?

a) To do basic troubleshooting in one’s classroom

b) To ask sensible questions (of the technology coordinator or online technical support) when the need arises (Example: a piece of equipment is not operating properly)

c) To make sensible requests for assistance (including ink cartridges)

d) To make wise requests for new hardware (including input and output devices) and software

2) Basic computer literacy—How does a computer work? (Page 76) Also the computing cycle and the computer system ( Page 76 and Figure 3.1 on Page 77)

3) Software—definition and types of software (Pages 76-80 and Table 3.1 on Page 81)

a) Operating system software (What is it? What does it do?)

i) Terms to know: menu, icon, commands, GUI

b) Application software or program (What is it?)

i) Common application software/programs include word processing, electronic spreadsheets, presentation software; drawing software

c) Antivirus programs (Also: What is the definition of a computer virus?) See Page 92 and Figure 3.9

4) Hardware—input devices and output devices (Pages 82-87 and Figures 3.4, 3.5, and 3.6)

a) Hard copy vs soft copy (Page 84) Also: Give examples of each.

b) Monitor resolution measured in pixels (Page 84)

c) Printer resolution measure in dpi (dots per inch) (Page 86)

d) The system unit (Page 87)—includes the Central Processing Unit (CPU) (speed measured in Mhz); Random Access Memory (RAM) (volatile—data will be lost when power is lost)

5) Storage devices (Pages 87-96)—floppy disk, hard disk (C drive), removable hard disk, CD-ROMs, CD-Rs and CD-RWs, DVDs, USB Flash Drive, and etc. Also: See Table 3.2 on Page 89

a) Copying files onto a floppy disk/burning files to a CD allow one to transport them from one computer to another. See Page 91.

b) Basic care of storage devices—Avoid water, extreme heat, magnets, static electricity, and sources of computer viruses

6) Basic questions teachers should ask when buying hardware OR A Teacher’s Guide to Minimum Specifications of a Computer System—See the Hardware Evaluation Rubric (Table 3.4) on Page 98 and the Classroom Equipment Evaluation Rubric (Table 4.2) on Pages 125-126.

7) Terms to know: byte, KB, MB, GB, (Table 3.3 on Page 90) CD-R/CD-RV, Pixels, dpi (dots per inch), RAM

Lesson 3 (textbook Chapter 4)

1) Digital technologies in the classroom—how can we use them to help us teach and/or our students learn?

i) Input Devices: (Pages 105-116 and Pages 130-131))

(a) Scanners (Pages 105-106)

(b) Digital cameras

(d) Pen input devices (use a stylus to input handwritten info, select commands, and make predetermined symbols that represent commands; typically used with a PDA)

(e) Touch screens

(f) Digital tablets

(g) Electronic whiteboards or SmartBoards (Pages 115-116)

ii) Output Devices: (Pages 116-123 and Pages 130-131)

(a) Data Projection Units (LCD Panels and data projectors)

(b) Scan Converters (a computer monitor connected to a classroom television monitor)

iii) Assistive devices for special needs learners (See In the Classroom on Page 119)

(a) BrailleLite, VoicePal, portable writing devices, alternative keyboards, voice activated devices, etc.

2) Emerging technologies (VERY brief introduction to these devices) Pages 120-123

i) Wireless devices and wireless connectivity (Also see Wireless Connectivity on Page 395 and In the Classroom on Page 396)

ii) Handheld computers

iii) E-books

iv) Voice-activated devices

v) Portable storage

vi) Storage and memory with capacity increases and size decreases (Page 123)

vii) Microprocessors capable of producing high-quality, true-to-life multimedia displays (Page 123)

viii) Display devices (Pages 397-398)

ix) Virtual environments (Pages 392-393)

x) Artificial intelligence (Page 123 and Pages 393-394)

xi) Convergence (Pages 398-399)

3) Terms to know: E-book; wireless devices; virtual environment; artificial intelligence

Lesson 4 (textbook Chapters 5 and 6)

1) What do educators need to know about software?—Educators must be sufficiently software-literate to be able to recommend software that can help their students learn and then be able to serve as guides through the software acquisition and implementation process. (Page 135)

2) Administrative software—definition (Pages 136-137)—includes:

i) Productivity software (word processing, spreadsheets, database management, and presentation software) See Table 5.1 on Page 137 and Table 5.2 on Page 138; Pages 137-147; and the section titled Presentation Software on Pages 152-156.

ii) Classroom management support software (See Pages 157-160 and the section titled Evaluating and Selecting Support Software on Pages 163-165)--customized software written to help manage school and classroom tasks, including creation of seating charts, class rosters, student records, progress reports, and electronic gradebooks (For example: GradeQuick); includes Freeware and Shareware (Page 163)

3) Academic software—definition (Page 173)—includes: (See Table 6.1 on Page 174)

i) Desktop publishing software (Pages 180-182 and Figure 6.5 on Page 182)

ii) Graphics software (includes clip art libraries and paint and draw software) (Pages 182-185)

iii) Reference software (encyclopedia, atlas, grammar tools, and dictionaries) (Pages 187-189 and Table 6.3 on Page 188)

iv) Tutorial software and drill-and-practice software (Pages 189-192)

v) Educational games (See Figure 6.8 on Page 192 and Table 6.5 on Page 194 and Pages 192-194)

vi) Simulations (Page 195)

vii) Software for special needs students (See In the Classroom on Page 193 and Pages 195-196)

4) Terms to know: Word Wrap; WYSIWYG display; Clipart; Wizards; Templates; Formulas; What-if analysis; Resource Libraries; Hyperlinks; Animation; Multimedia; Tutorials; Drill-and-Practice; Simulations

5) Issues Related to Software Purchases in a Public School (See Issues in Teaching and Technology: Who Decides? on Page 199)

Lesson 5 (textbook Chapter 7)

1) What do teachers need to know about computer networks? (Pages 215-217)

i) What is a network? What is a server? What is a workstation?

2) Important questions teachers should ask: Is my teacher computer networked to other computers? If yes, where is the server located and who is responsible for the server? If the school network goes down, does my teacher computer or classroom computers go down? Am I connected to the Internet? Are my student computers connected to the Internet? Where does the Internet cable enter my classroom? Do the computers in my classroom share a printer? If yes, where are the cables? What is the district’s Acceptable Use Policy—Page 268? What impact does all of this have on the learning environment?

3) Advantages of Sharing and Communicating via a Network (Pages 220-226; Table 7.2, Table 7.3, and In the Classroom on Page 224)

i) Networked Programs

(a) Resource sharing (software programs and hardware)

(b) Save software acquisition dollars and worker resources

ii) Sharing data and other files

iii) Sharing administrative tools (calendars, address books, and reservation lists)

iv) Sharing academic tools (monitoring the activity on individual workstations)

v) Sharing hardware (printers, scanners, etc)

vi) Email—How can email aid in teaching and learning? (See Figure 7.5 on Page 225 and Table 7.3 on Page 226)

4) Disadvantages of a network (Pages 221-222)

i) Problems that affect the server (software or hardware) will also affect the workstations

(a) Teachers need their own backup plan in case the network or a shared program is not accessible

ii) The diversity of computer equipment (type and age) can mean that some computers are not capable of being networked or not capable of running the server’s up-to-date software

5) The Internet: Connecting Networks to Networks across the Globe (Pages 229-236)

i) Internet defined (Page 229)

ii) Internet Service Provider defined (page 230)

(a) Services provided include Internet access, browser, email, technical support, chat rooms, instant messaging, etc. (See Table 7.4 on Page 231 and green box on Page 236)

iii) Internet-based communications (Pages 231-236)

(a) Email (Page 231 and In the Classroom on Page 234)

(b) BLOGS (Instructor will provide information)

(d) Mailing Lists (Page 234)

(e) Chat Rooms (Pages 234-235)

(f) Videoconferencing (Pages 235-236)

6) What techniques are used in networking to protect the privacy of an individual’s data and the security of the network? (Pages 219-220)

i) Usernames and passwords for individual computer users

ii) Access is restricted by the network administrator

iii) Network administrators implement firewalls to keep out hackers

7) Terms to know: site license; workstations; server; browser; World Wide Web (www); academic tool; chat; BLOG; peripherals, Acceptable Use Policy; real time; synchronous and asynchronous

Lesson 6 (textbook chapter 8)

1) What is the World Wide Web? What is a hyperlink? (Page 245; Note the ‘light bulb idea’ on the right)

2) What is a web page? (Ms. Smith’s Second Grade at Anywhere School District web page) Page 245

3) What is a web site? (Anywhere School District website) Page 245

4) Web browsers—special programs (a type of translation software) necessary to display web pages in familiar format. (Page 245)

i) Locate web pages using bookmarks, favorites, and hyperlinks (Figure 8.1 on Page 246)

5) Search engines (Page 250-251)

i) What are they and how do they work for me?

ii) Broaden or narrow a search by using terms such as AND, OR, or NOT to control the scope of the search

6) Educational Resources on the Web (Page 252-258)

i) Online publications (Pages 252-253 and Figure 8.4 on Page 253)

(a) Edweek.org

(b) Teachingmadeeasy.com

(d) educationworld.com

(e) eduhound.com

(f) teachermagazine.org

ii) Online professional organizations (Page 254)

iii) Weblogs/BLOGS (Pages 254-255 and In the Classroom on Page 260)

(a) edweek.org/teachers/blogboard

(b) teachermagazine.org

(d) weblogg-ed.com

iv) Governmental sites (Pages 255-256)

(a) Loc.gov/

(b) Ed.gov/

v) Education portals (page 256)

vi) Classroom management tools (page 257)

(a) Test generators and electronic gradebooks

vii) Academic tools (page 257-258)

(a) Freeware and Shareware

(b) Worksheet generators

(d) Word searches

(e) Cryptograms

(f) Math exercises

(g) Flash cards

(h) Lesson plans and rubrics (discipline, grade, and/or topic specific)

(i) Encyclopedia, Dictionary, Thesaurus, Grammar/Spelling Tools, Atlas

7) The do’s and don’ts of web pages in general (Pages 246-247 and Table 8.1 on page 248)

i) Well organized and logical

ii) Easy to navigate to find the information sought

iii) Current, correct, and meaningful information in the area on which the site is focused

iv) Relevant working links included

v) Free of any type of bias in their presentation of information

vi) Should not be trying to sell a product or their creators’ views

vii) NOTE: Before you use a web site in your classroom, be sure to examine/evaluate it carefully.

8) To the above list of general do’s and don’ts, add the following guidelines for school or class web sites (Page 262; Pages 274-277; See Problem Based Learning on page 208; See In the Classroom on Page 261):

i) Should include the school’s name and contact information

ii) Should introduce the teacher(s) who created the site

iii) Should have some academic purpose

iv) Should not include individual student pictures or names without written parental permission

v) Should include information to encourage participation of the community

vi) Should provide useful information to students and their parents/guardians

vii) Could include Frequently Asked Questions

viii) Could include links to useful websites or resources

ix) Should include proper citations when applicable

9) Using the Web to Enhance Instruction (Page 258-261)

i) A classroom website (Page 259)

ii) Global learning community—keypals, e-pals, or cyberpals (page 259)

iii) Build bridges to parents and community (Pages 260-261; See In the Classroom on Page 261)

10) Internet Issues and Concerns (BRIEF introduction—will be discussed in depth in Chapter 12) Page 268

i) Acceptable Use

ii) Privacy

iii) Filtering

11) Know these terms: bookmarks, electronic gradebook, FAQ, favorites, home page, portal, test generator, web page, web site, World Wide Web

Lesson 7 (textbook Chapters 9 and 10)

1) Why use audio, visual, and/or digital technologies in teaching? (See Page 281--What do I Need to Know About Audio and Visual Technologies?) Appropriate audio and visual components can engage more of the learner’s senses and help to build multiple cognitive connections to the content presented. The addition of audio and visual images can also make learning easier for many students by addressing their auditory or visual strength.

2) Audio, Visual, and Digital Technologies in Instruction (See Table 9.1 on Page 283)

i) Audio (address the needs of the auditory learner and add dimension to instruction for all learners)

ii) Visual (content is articulated, clarified, and enhanced visually)

iii) Digital (Digital versions of audio/visual technologies will no doubt continue to replace more traditional audio/visual media, but as long as these older technologies are still available, they remain useful to creative educators.) Page 282

3) What is listening? What is hearing? What is focused listening? (Recorded verbal information lets students control the pace at which they listen.) (Pages 284-287)

4) Traditional Audio Media (Pages 287-290)

i) Cassette tapes—talking books, oral histories, or oral journal assignments

(a) Reinforce instruction/practice

(b) Provide auditory enhancement, teach listening skills, and reinforce content

ii) Broadcast audio—audio received via radio

(a) National Public Radio

(b) National Oceanic and Atmospheric Administration (weather service broadcasts)

5) Digital Audio Media (Pages 290-291 and In the Classroom on Page 292)

i) Optical Media--(CDs and DVDs)

(a) Advantages of optical media (See Figure 9.3 on Page 291)

ii) Internet Audio—download and store specific audio clips for use in your classroom (only what you need) rather than buying a full CD (Page 290)

iii) Internet Radio—live and recorded programs from around the world (Page 293)

(a) Can enhance language, social studies, science, and current events curricula

(b) Can be projected for the whole class or with a single computer for individual or small-group projects

6) Visual Technologies—The question for educators is how to determine and select the most effective and appropriate visual technologies for the content under study. (Pages 293-294)

i) Guidelines for Effective Visual Design (Pages 295-297; Also see Table 9.3 on Page 295 and Table 9.4 on Page 296)

ii) Factors Affecting Visual Communication (See Figure 9.6 on Page 295)

iii) Non-projected visuals in teaching and learning (Pages 296-301) *page 298*

(a) Real objects, models, exhibits, printed materials (teacher or student created), graphics and photographs

1. Can be displayed on bulletin boards, flip charts, magnetic boards, chalkboards, or whiteboards

iv) Projected visuals (Pages 301-305)

(a) Overhead projectors and transparencies (Pages 301-303)

1. Tips for Good Transparencies (See Figure 9.9 on Page 303)

(b) Digital projectors (Page 304)

1. Can project onto a projection screen, large monitor, or whiteboard

1. A video camera mounted on a stand capable of capturing and projecting an image of whatever is placed on the stand’s document table

7) Multimedia in Teaching and Learning (Page 306)

i) Multimedia—a combination of multiple media combined into a single integrated whole (text, graphics, audio, and/or video)

(a) Capture images of animals and record the children’s versions of the sounds the animals make or comment on other sensory impressions (for example: what the animals feel like or how they smell)

(b) Learners can work in teams to investigate and act out alternative scenarios to resolve a conflict. A digital camera can capture the setting of the conflict and the players involved, and navigation buttons can jump to alternative resolution options.

8) Traditional Video Technologies (Pages 316-319)

i) Broadcast video—television (including Public Broadcast System and Instructional Television) (Page 316 and In the Classroom on Page 317)

ii) Cablecast video—Schools hooked to their local cable TV company are able to use their classroom television monitors to tune in to cable channels that offer instructional programming than can enhance instruction. (Page 318)

iii) Recorded video technologies—VCRs and camcorders (Pages 318-319)

(a) Can be used to capture video images of your students, field trips, or your own instruction for later playback

(b) Can be used to record special events, reports, debates, documentaries or dramatizations

9) Digital Video Technologies (captures and displays high quality sounds and images) (Pages 320-325)

i) DVDs (digital video disc) (Page 321)

(a) In a classroom, a digital video image can be instantly accessed, replayed, and discussed as part of a lesson.

ii) Digital Video Camera (Pages 322-323 and In the Classroom on Page 323)

(a) Using digital video editing software, digital video files can be manipulated, edited, and enhanced.

iii) Compressed Video Systems (Page 325 and Figure 10.6 on Page 326)

(a) Can bring live, fully interactive instruction from one location to the next

(b) Distant guest speakers can visit the classroom without having to travel

(d) Both locations must have appropriate equipment

(e) Particularly useful for distance learning

10) Internet Video (Pages 325-327)

i) Internet broadcasts—live events and performances; examples include musical events, interviews, scientific events, historic events (page 325)

ii) Live cams (page 327)

iii) Internet meetings—“face to face” meetings with people around the world (Page 327)

(a) Classes around the globe meet together in a single virtual classroom to share ideas, experience instruction and communicate with each other.

11) Implementing Video in Instruction (page 331-334)

i) Preplan—preview and evaluate a video to be sure it is appropriate for the lesson

ii) Prepare the environment and the students

iii) Make it “important” that the student watch the video in a focused manner—pre-test/post-test; study guides; questions/discussion after video; “Write down x number of questions or x number of important facts you learned from the video;” or “You will be tested over information included in this video.”

iv) Beware of copyright laws and fair use guidelines when using videos in instruction. (See Pages 338-340)

12) Know these terms: focused listening, exhibits, CD, models, multimedia, real objects, talking book, transparencies

Lesson 8 (textbook Chapters 11 and 12)

1) Distant Education (Pages 346-348; 350-351; and In the Classroom on Page 350)

i) Definition and purpose (Page 346) Distance education uses technology to connect teacher and learner across time and space.

ii) Impact on classroom teachers (Page 347-348 and Figure 11.1 on Page 347)

(a) You may pursue an advanced degree, update your current skills, or renew your professional credentials online

(b) In some districts, low-enrollment courses that would not be offered in a single school may be offered via a distance delivery system that combines students from multiple schools into a virtual classroom.

(c) Instruction that is not available due to a shortage of qualified teachers in a given content area may be offered by a district master teacher to all district schools via distance delivery.

iii) Examples of distant education

(a) UCA uses WebCT for online classes and for traditional classes with an online component (See Table 11.5 on Page 368) (for email [See In the Classroom on Page 364], chat [Pages 361-362], bulletin boards, posting assignments, and giving exams)

iv) Synchronous/Asynchronous distance education (Pages 356-357 and Table 11.4 on Page 358)

(a) Synchronous instruction

1. Telephone, broadcast video, radio broadcast, Internet chat, videoconferencing, and net meetings

(b) Asynchronous instruction

1. Voice mail/fax, videocassette, audiocassette, Internet conferencing, email, printed materials

v) Advantages include (Page 366—the section titled, “Providing Interactivity via Distance Support Technologies”)

(a) Providing opportunities for student-to-teacher and peer-to-peer interaction

(b) A variety of communication methods to meet learners’ needs and preferences

(c) Master teachers presenting content to students across multiple schools or to those who are homebound via video, voice, or data

(d) Students engaging in group activities that are not restricted by their particular location

(e) Offering a solution to scheduling problems

vi) Challenges in teaching at a distance (Page 356 and Table 11.3 on Page 355)

(a) Providing feedback

(b) Evaluating progress

2) Issues in Implementing Distance and Alternative Delivery Systems (Pages 369-371)

i) Teacher and student readiness

ii) Preparation and classroom management time

iii) Technical support

iv) Instructional support

v) Copyright issues

3) Issues in Implementing Technology in Schools (Pages 380-387)

i) Planning for technology (Page 380)

(1) The district’s technology plan is a long-range plan that follows a series of defined steps

(2) As an educator, you are a key stakeholder in the plan and its outcomes

(3) It is important for you to participate in the planning for technology in your school or district.

ii) Legal issues in the digital age (Pages 380-387)

(1) Copyright and fair use (See Table 12.1 on Page 381 and Pages 338-340)

(2) Privacy (Pages 382-383; Also see Issues in Teaching and Technology on Page 384)

(3) Acceptable use (Pages 384-385; Also see Figure 12.3 on Page 385)

(a) Code of Ethics—a set of written expectations and definitions of what is considered appropriate or acceptable use

(b) Filtering software—software that filters out unacceptable Internet sites (See Figure 12.4 on Page 386.

(4) Software piracy (Pages 385-387)

iii) Social issues in the digital age (Pages 387-389)

(1) The digital divide (Pages 387-389; Also see Figure 12.5 on Page 388)

(a) The separation between those who have access to technology and those who do not

(b) Occurs along socioeconomic, gender, ethnic, and education lines

iv) Ethical issues in the digital age (Pages 389-392 and In the Classroom on Page 390)

(1) Freedom of speech (Pages 389-390)

(a) The content on the Internet is not regulated and does contain materials that are objectionable and inappropriate for children.

(b) The Internet is essentially a forum for sharing information and opinions.

(c) Through monitoring and filtering software and through teacher observation, schools make an effort to curb access to objectionable materials.

(2) Privacy (Pages 390-391)

(a) Because the school’s primary responsibility is the safety of the children, monitoring online activities is both appropriate and expected.

(3) Academic dishonesty (Pages 391-392)

(a) Plagiarism

(b) Cheating

v) Where do you go if you aren’t sure? When faced with questions regarding technology use in the classroom, contact the school’s media specialist, technology coordinator, or a school administrator for guidance. (Page 392—see section titled, “Resources for Teachers”)

vi) The changing role of the teacher (Page 401)

(1) Teachers will facilitate learning by creating optimal instructional experiences and assisting their students through them.

(2) Teachers will become part of a network of teachers that is focused on high-quality educational practices.

(3) Teachers will build technology-rich learning environments that will help students succeed.

vii) Know these terms: academic dishonesty, acceptable use, copyright, digital divide, fair use, filtering software, piracy, privacy, stakeholder, plagiarism

NOTES: