COURSE OVERVIEW

This course is designed to provide K to 12 pre- and in-service teachers, computer resource teachers, and instructional technology coordinators the knowledge and skills on how to apply computer and information technologies to educational environments and how to integrate these technologies into teaching and learning. It is important to note that the emphasis of this course is on how to design learning environments and learning experience using computer and information technologies rather than on how to operate computer hardware and software. 

In this class, students will locate, evaluate, and select educational resources; design technology-supported learning environments; use computer productivity tools to plan and develop technology-enhanced learning materials and activities; and create a technology resource kit and electronic portfolio. Students will also make informed decision when encountered social, ethical, legal, and human issues while applying technology to teaching and learning.

This course will use Blackboard Learning System, a web-based online learning management system, to provide students an interactive online learning environment and experiences and to manage their learning activities. Students who registered for this class should have prior experience in working with computers and the Internet. They also must have regular access to these technologies in order to participate in the class activities. Students who registered for the course will receive the instruction on how to get started with the course as well as get access to Blackboard from the instructor when the class begins.

This is a fully online course; we don't have regular face-to-face classroom meetings. However, the class does require frequent interactions among class members. Students should expect to spend extra time with this class since online communication takes more time than traditional face-to-face classroom instruction. This class moves rather quickly, so it's important that you keep up on the readings and assignments. You are expected to actively participate in class activities. You are also expected to interact with class members with a warm and professional manner. 

At the start of each unit, you should check the course Schedule or Blackboard calendar for each assignment details. At the end of each unit lecture, there is a link to a web page with assignment specifications, due date(s), and rubric posted. Most of these assignments involve online discussion and collaboration, which is integrated with the use of Blackboard so that students can share their thinking and work with each other. You can also go to the Assignments Summary page from the top menu. From there, you click on the unit number for its assignment. Pay attention to the specifications and grading rubrics for each assignment. All assignments are due by 11:59 p.m. (Eastern Standard Time) on the due date.

COURSE OBJECTIVES

At the completion of the course, students will be able to:
1. define basic terminologies associated with instructional technology.

2. locate and evaluate educational resources (software and websites) appropriate to intended grade levels and subject areas.
3. create an electronic portfolio assessing their own learning in this course.
4. write a unit plan which incorporates computer and the Internet technologies in teaching and learning.
5. use a web page editor to create a technology-enhanced instructional module as part of the teaching and learning activities of the unit.

6. design an e-learning 2.0 social learning environment.

7. design an ADA compliant technology learning environment.
8. make informed decision when encountered social, ethical, legal, and human issues while applying technology to teaching and learning.

REQUIRED TEXT

There is no required text for the course. Reading materials are all web-based and assigned for each unit. The links for the unit readings are provided at the start of each unit and in the course resources page. Students are encouraged to study additional related materials for class discussions and to broaden your professional knowledge and perspectives in educational technology application and integration.

RECOMMENDED TEXT

* Grabe, M. & Grabe, C. (2007). Integrating technology for meaningful learning (5th ed.). Boston, MA: Houghton Mifflin.

* Jonassen, D. H., Howland, J., Moore, J., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective (2nd ed.) Columbus, OH: Prentice Hall.

* Jonassen, D. H., Howland, J., Marra, R. M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.) Columbus, OH: Prentice Hall.

* Roblyer, M. D. (2005). Integrating educational technology into teaching (4th ed.) Columbus, OH: Prentice Hall.

* Wiske, M.S., Franz, K. R., & Breit, L. (2005). Teaching for understanding wit technology. San Francisco, CA: Jossey-Bass.

COURSE REQUIREMENTS

Refer to the Assignments page.

GRADING

Points will be assigned for each assignment. Refer to the Assignments page to see the composite grade for the course.

ABOUT THE GROUP

Some of the class projects are independent and some are group-based. When a group project is assigned, group members are expected to comply with the following group policy: 

1. A group will consist of 3-4 members.
2. I will assign the group members for the first part of the semester since class members are not acquainted with each other. For the second part of the semester, you pick your own teammates. 
3. Unless conflict issues arise, the same group composition will be expected throughout the assigned duration.
4. Although every member in the group may be delegated to play different role(s) and to perform different duties, the group should always work together like a team to share and help each other during the learning process in order to achieve the team goals. Every group member is responsible for the quality and authenticity of the group work.
5. Although every member in the same team will receive the same grade for team projects, the grade for team contribution and collaboration may vary depending on the judgment made by other team members and my observation. Team contribution and collaboration will be counted toward the class performance grade.

COURSE POLICIES

1. Attendance and participation in class discussions are important and required. Positive attitude in terms of honesty, responsibility, enthusiasm and commitment to the course and to the team are encouraged and will be rewarded at the final course grade.
2. Absences - If you have any travel plans or circumstances which will keep you from participating in the class, you are required to notify the instructor and your teammates. This class has some collaborative projects, and it is recommended you check the calendar and plan ahead. It seems easy to be "invisible" in cyber space; but it is actually more apparent than a traditional classroom that someone is "absent" from online discussions.

3. In case of unexpected personal event occurred to you during the semester, contact me by phone, e-mail, or in person as soon as possible in order to justify your excused absence. For a medical excuse, a doctor’s note is required.

4. After the 2^nd excused absence , 2% will be deducted from your final course grade for each absence.

5. After one unexcused absences, 2% will be deducted from your final course grade for each absence.

6. Be prepared to spend time outside of classes to work on your projects.
7. All assignments are due by 11:59 p.m. Eastern Time on the due date.

8. Late turning in the assignment will result in a 10% deduction each day from that assignment grade.

9. A copy of all work submitted during the semester may be kept by the instructor and may be reviewed for departmental accreditation purposes.

10. I may also use your work as good examples, if you do a good job, for later MIT512 classes. Please e-mail me if you DO NOT want me to showcase your work. 
11. Incompletes - Incompletes are NOT given except in cases of extreme and extenuating circumstances. The instructor has the right to determine whether a student can or cannot receive an incomplete, and the student is responsible for meeting the requirements to remove the incomplete in a timely manner.
12. Special needs: If you have a need for special accommodation to fulfill course requirements and succeed in this class, contact me before the second unit by phone, e-mail, or in person. Your special need may be related to physical or learning disabilities, lacking prerequisite knowledge and skills for the course.
13. Plagiarism is a serious academic dishonesty offense and can result in a serious consequence. All full or part-time students enrolled at the University of North Carolina Wilmington are subject to the Academic Honor Code. Please be sure to read the details at http://www.uncw.edu/fac_handbook/responsibilities/teaching/honor_code_print.htm