NEW YORK INSTITUTE OF TECHNOLOGY
SCHOOL OF EDUCATION and PROFFESSIONAL SERVICES
Master of Science in Instructional Technology
In Collaboration with the (UFT)NYC/TCC
EDIN 611 - Survey of Instructional Technology
Course Syllabus
Robert S. Slotnick, PhD
Spring, 2002Calendar DescriptionText RequirementsInternet.ResourcesTopicsCourse Assignments
Professor's office hours, telephone, address:
Before and after class and/or by appointment.
(o) 212-261-1554; e-mail: rslotnick@earthlink.net
Course web site: http://iris.nyit.edu/~rslotnic/index.html or http://iris.nyit.edu/rsuftcourses/index.html
NYIT, Information Hall, Education, 17 West 61 St., Room 227, New York, NY 10023NYIT HelpDesk: Office of Information Technology
Tel: 516-686-7570
E-mail: helpdesk@nyit.edu
Web Site: http://hlpdesk.nyit.edu
The class will meet at MLK, HS 1st fl. TCC room, Bill Maitland, Coordinator, (212-595-7106), at Amsterdam Ave. and West 65th St., NY, NY.
Course Calendar: EDIN 611.U11; Wednesdays, 4:15p to 7:25p; 2/27, 3/6, 3/13, 3/20, ___, ___, 4/10, 4/17, 4/24, 5/1, 5/8, 5/15.
Course Description: EDIN 611 Survey of Instructional Technology
This course presents a broad overview of technology. Beginning with investigation of learning theories, the course progresses to a survey of popular instructional technologies and practices, including computer applications; videodisc, tape, interactive and non interactive formats; other visual media such as slide/tape, film and overhead transparencies; audio; simulation, role-playing and games; print based and programmed instruction. Scanning and imaging, hypertext, and multimedia will be reviewed and demonstrated. The focus will be on computers and computer presentation systems in support of classroom learning and students will have the opportunity to develop an electronic presentation. Emerging technologies and current issues in training and development are also investigated.
Required Reading:
Circuits, New York Times, Thursdays.Internet and ERIC -- Search articles on Instructional Technology
Recommended Books:
Beekman, G. (1999) Computer Confluence. Merrill/Prentice Hall, NJ.Geisert, Paul G. & Futrell, Mynga K. (1995). Teachers, computers, and curriculum.
Boston: Allyn & BaconHenderson, Dan (1998) Microsoft Office for Macintosh 98. Peachpit Press. See especially,
Part 4 Microsoft Powerpoint.Heinich, R., Molenda, M., Russell, J., & Smaldino, S. 1999. Instructional Media and Technologies for Learning.
6ed. Merrill/Prentice Hall, Upper Saddle River, NJ. Companion website: http://www.prenhall.com/heinich.Jonassen, David 2000. Computers as Mindtools for Schools: Engaging Critical Thinking. 2ed. Merrill/Prentice Hall, Upper Saddle River, NJ.
See: http://www.prenhall.com/jonassenJonassen, D., Peck, K., & Wilson, B. 1999. Learning with Technology: A Constructivist Perspective. Merrill/Prentice Hall, Upper Saddle River, NJ.
Newby, Timothy et al (2000) Instructional technology for teaching and learning: Designing instruction, integrating computers, and using media. 2nd ed. Merrill/Prentice Hall, Upper Saddle River, New Jersey http://www.prenhall.com/newby
Roblyer, M. & Edwards, J. 2000. Integrating Educational Technology into Teaching. 2ed. Merrill/Prentice Hall,
Upper Saddle River, NJ.Simonson, M & Thompson, A (1997) Educational computing foundations. Merrill/Prentice
Hall, Upper Saddle River, NJ (Good for Educators.)Special Issue, (1995). The Computer in the 21st Century. Scientific American.
Turkle, Sherry 1995 Life on the Screen. Simon & Schuster, NY
Additional Class Readings:
Kurzweil, Ray 1999. The Age of Spiritual Machines: When Computers Exceed Human Intelligence. Penguin Books.
Also see Scientific American Archives for article on the same topic by Ray Kurzweil. http://www.sciam.com/2000/0999bionic/0999kurzweil.htmlMartin, James 2000. After the Internet: Alien Intelligence. Capital Press. Washington, DC
http://www.regnery.com/capital/010309_afterinternet.htmlJohn Seely Brown and Paul Duguid 2000. The Social Life of Information. Boston: Harvard Business School Press Call No: HM851 .B76 2000
http://www.slofi.com/Description: Brown, the chief scientist of Xerox Corporation, and Daguid, a research specialist in cultural studies at UC-Berkeley, have written a book that casts a critical eye on all the hype surrounding the boom of the information age. Arguing that information acquires meaning only through social context, the authors contemplate the future of digital agents, the home office, the paperless society, the virtual firm and the online university.
Michael Dertouzos, The Unfinished Revolution: Human-Centered Computers & What They Can Do For Us (Harper Collins Publishers; January 1, 2001; $26.00).
Computers should serve people, not the other way around. That's the radical
new thesis put forth by , Michael Dertouzos, Director of the MIT Laboratory for
Computer Science (LCS), in his forthcoming book.1. Attendance and class participation are required and contribute to your grade.
2. Slide-Show Presentation. Present a slide show on Educational Technology using PowerPoint from Microsoft. (You must select a topic on educational technology, e.g, hardware, software, uses in school, society, etc.) Write a narrative and storyboard. Develop instructional material -- hand-outs for audience or as guide for you when you are making a presentation. Include graphics. PowerPoint is the preferred software for this presentation. (ClarisWorks may also be used.)
3. Multiple Class Activities: Create a Flyer on an educational technology subject using TypeTwister or WordArt ; Discuss the most important features when purchasing a new computer -- search the Internet and catalogs and ezines. Create Images with a Digital Camera and place in Powerpoint. Create a Powerpoint autobiography. Report on WebQuests -- Electronic resources for curriculum development? How have museums gone digital? What do they offer the educator? Review Blackboard as a framework for managing and delivering course content. What is MarcoPolo? What is its contribution toward integrating electronic resources, standards, and course content?
4. Access Internet and WWW Use Search Engines such as Google, Yahoo, Alta Vista, etc. and use them to identify 10 interesting web sites related to WebQuests, MarcoPolo, and Educational Applications of the Internet. Discuss why you picked them -- content, design, graphics, etc. Look for comprehensive web sites, not individual pages. For example, an individual may have one page versus an institution that has hundreds of pages. Look for web sites that are organized well, provide easy navigation, have rich content areas, attractive graphics, and suggest interesting and thoughtful activities. Identify the main website and then choose the few pages and links that you have selected. Discuss the activities or exercises. For your assignment identify, organize, edit and annotate each site.
5. Search the Internet and ERIC for articles on Technology and Education and impact on society. Write a paper that describes and analyzes the articles. Use the Kurzweil Scientific American article as one of the three.
Grading Criteria:
The grade earned in this course will be measured by observation of performance in the categories below:
1. Attendance and class participation 20%
2. Slide-Show Presentation (Graphics and Content -- educational technology) 20%
3. Multiple Classroom Activities 20%
4. Introduction to Internet & WWW -- 5 best websites and 5 best educational websites 20%
5. Search the Internet and ERIC for 3 articles on Technology and Education 20%
Ground Rules:
In order to receive an "A" grade, a project must be above average in form and content. An "A" project must show mastery of the technology and content and some insight into learning, design and technology components. Length or effort alone is not sufficient to merit an "Aî. Projects that are entirely satisfactory will be graded as "B". NYIT Graduate School is including B+ and C+ as part of the grade options. Grades will be assigned on the following numerical basis: A = 90+, B+ = 87, B = 80, C+ = 77, C = 70.Using any other persons' work without acknowledgement or proper citation is plagiarism and is not permitted. (Plagiarize: 1. To use and pass off as one's own (the ideas or writings of another). 2. To appropriate for use as one's own passages or ideas from another).
Please submit all written work, double-spaced, using a word processed format to make revisions easier.
Written work will be revised until a clearly written, acceptable document is submitted.Bring at least 2 disks to class. Keep electronic records of all your work.
Hand-in assignments one at a time as they become due. Do not hand-in assignments all at one time at the end of the semester.
Papers handed in late or all at once will receive a lower grade.If you miss class or do not understand some information ask a classmate to share notes.
Keep your computer station clean and in good working order. Do not keep your work on
the hard drive; remove it after each class. Do not look into other peopleís work. Keep desk top tidy and
uncluttered with your programs. When you come to class, start your work at your computer station.Excessive absence (more than 1) and lateness (more than 2) without a special reason documented in writing will result in a lowered grade or in compulsory withdrawal from the class. An excused absence still requires the make-up of work/assignments, etc. If you will miss classes for any reason, contact me as soon as possible. Two latenesses will be considered as one absence.
Incompletes will be given only in extreme circumstances and, when the coursework is completed, the final grade
will not be higher than B, except in unusual cases.Please be considerate of your fellow classmates; do not leave trash, do not talk during class, do not disturb others.
No eating or drinking in the class, especially around the computers.
To receive your grade promptly after the instructor submits it, please provide a stamped, self-addressed envelope or postcard. You may also request a grade via e-mail.
Papers and other assignments cannot be stored at the college; students are responsible for supplying stamped self-addressed envelopes to return all work. Papers not picked up by the student will be discarded.
These suggestions are intended to clarify and to expedite class activities. I hope that you find this a positive experience. I want to make this the best course possible for all students; please tell me what you liked and make comments that you think will improve this course.
Course Objectives
Upon completion of this course, the student will be able to:State the value of acquiring computer-using skills.
Identify a variety of uses for microcomputers in the school setting.Provide examples for using Word Processing, Database, and Spreadsheets in the classroom.
Describe how telecommunications, multimedia can be applied by the teacher.
Describe how curricular goals can be enhanced with computer technology.
Distinguish between interactive and non interactive forms of learning and how can the computer enhance
interactive learning.Develop a classroom presentation on a technology-related subject matter and implement it on PowerPoint.
Develop overheads, handouts, and other print materials to support the on-screen presentation.Explain the application of the major learning theories to education/training, especially the influence of
cognitive learning theory.
Understand the importance of the Internet and Networking and its likely impact on education and society.Understand the impact of diversity and technology on the learning process.
Diversity
Students investigate individual differences in performance and identify possible contributing factors including physical, emotional, sociological, cultural, ethnic, and linguistic differences. In developing intervention models for the learner, candidates reflect on the implications of these variables and design instructional approaches which will maximize learner strengths. In selecting a research topic, students may incorporate the impact of race, ethnicity, emotional and physical challenges, and cultural and linguistic differences into their research. Diversity issues can enrich and make your topic more salient.Journals
Computers in the Schools
Education, Training, Research, and Development
Educational Technology
Electronic Learning
International Journal of Instructional Media
Internet World
Journal of Computing in Childhood Education
Journal of Computing in Teacher Education
Journal of Educational Computing Research -- many relevant articles on computers and surveys.
Journal of Educational Psychology
Journal of Educational Research
Journal of Instruction Delivery Systems
Journal of Technology and Teacher Education
Learning and Leading with Technology
Optical Information Systems
Phi Delta Kappan
Technology and Learning
Technology and Teacher Education Annual
The Computing TeacherSee Hot Links for Internet Resources
Preface: From Laetoli footprints to footprints on the moon
The history of technology: from bipedalism and stone tools to computers and rockets to the moon
Discovered fossilized footprints of human ancestors in Laetoli, Aftrica
Formed 3.5 million years ago -- two individuals walked side by side
In 1969 Neil Armstrong stepped onto the moon's surface
"One small step for man, one giant leap for mankind"
Culmination of almost 4 million years of technology creation
Role of technology in human society and in education and learningFossilized Footprints
http://www.pbs.org/wgbh/aso/tryit/evolution/footprints.htmlhttp://www.mnh.si.edu/anthro/humanorigins/ha/laetoli.htm
30th anniversary of Apollo 11: 1969-1999
http://nssdc.gsfc.nasa.gov/planetary/lunar/apollo_11_30th.html
Topic 1. Review Syllabus -- Scope of termís work: Opportunities, Responsibilities, and Obligations
Overview of Instructional Technology -- ways of organizing information
Learning with technology
Blending content and technology
Interactivity and multiple representations
Impact of technology on society
Impact of Internet on Psychology/Personality
Passing of the core personality or character
Multiple personal representations -- different roles in Chat rooms
Gender, age, diversity, profession, status
People see more options for social expression and role playingHand-out #1 Based on Newby text, Ch 1 Learning, Instruction and Technology
Introduction to learning, instruction, and technology terms such as instructional technology, instructional computing, and instructional design.Assignment 1: Check the Internet and hand-out #1for some of the following terms: Instructional Design, Instructional Technology, Instructional Media, Instructional Computing, or Educational Technology, and extract the key information and organize a short coherent statement on its impact on teaching and learning. Exercise. See Hand-out #1
Topic 2. Learning in the Age of Technology
Based on Newby, Ch 1, Learning, Instruction and Technology
How the design of instruction and the use of media, especially computers, are integrated to have maximum impact on student learning. Leaning is based on the concept of Plan, Implement and Evaluate.
Learning -- Shift toward learner centered instruction -- planning, implementing, evaluatingInstructional Technology is the application of scientific knowledge of learning to the practical task of teaching and learning
Role of Instruction
Instructional Design -- create a plan for materials and activities that increase an individual s learning
Instructional Media -- what media is available? what is impact of different media on learning?Hand-out #2 Based on Newby text, Ch 2 Theory into Application: Three Perspectives on Learning
Learning Theory
Behavioral Perspective
Information Processing
Constructivist Perspective
Demo: Overhead Projector: Creating computer slides for presentations
NYTimes Search Engine and Internet Resources -- below are Topics for which there are many Internet sites
http://www.nytimes.com/library/tech/reference/cynavi.html or http://www.nytimes.com/navigator
Searching the Net? Here Are Places to Start
Collections for Journalists
The Reference Desk
Telephone & E-mail Directories
Publications on the Net
Magazines & Features
Guides to Many Publications
Politics
The New York Region
Commerce
Entertainment/Culture/Pastimes
Sports & Recreation
Demonstrations and MiscellanyExcellent Search Engine: http://www.google.com
Use for topic searches. One of the better search engines. Discuss experience.Assignment 2: Identify Important Computer Components: Search for information on current computer systems. Identify all major parts and cost of each. Use newspapers, magazines, internet sites, on-line technology journals, etc. as sources of information. Then present computer system, description of features, graphics and cost. Include all references. See Hand-out #3 Check CNet and complete in class. Exercise.
Topic 3. Role of Technology and Graphics in Learning
Linear text as in journalism reporting no longer the dominant mode
Mediacentric society -- role of radio, movies, TV, Computers, emergence of the new media!!
Pervasive growth of computing
Word processing, DeskTopPublishing, Graphics
Digital cameras as an Educational Tool
Discussion of features -- ease of use, good for early grades as an aid to written language
Good for later grades as an aid to multimedia presentation
Hand-out #3 On-line Computer Magazines and Digital CamerasThe Amazing Picture Machine
http://www.ncrtec.org/picture.htmUsing Pictures in Lessons
http://www.ncrtec.org/tl/camp/lessons.htmSee Hand-out #25 Images on the Internet: Ideas for Lessons
Assignment 3: Create a technical flyer using Typetwister or Word Art. Use the enhanced type to create an attractive flyer. The flyer must illustrate some aspect of educational technology.
Topic 4. Visual Design and PowerPoint Slide Presentation
Elements of Visual Design
New technologies of reproduction flood us with graphic images
Visuals are iconic
Words are abstract/arbitrary
Visuals contain motivational qualities
Visuals simplify complex information
Students do reports with visual imagery - use photos, drawings, clip art
Traditional: Read and Write
New technologies impact culture
Graphic explosion - from print to moving image
Computer mediates all forms of imageryDigital Cameras
Store full color images in digital format
No film, no chemicals to develop
Images can be viewed immediately on a monitor
Can transmit image over telephone line or download to a computer
and manipulate as graphic
Useful for DTP & presentationsPowerPoint -- Visual Presentation Tool
Visual design elements apply to PowerPoint
PowerPoint is a software presentation tool
Can present images, text, and sound and animation
Contains slick transitions and sound effectsHand-out #5 StoryBoard and PowerPoint Slide Presentation
Elements of Visual DesignAssignment 4: PowerPoint Autobiography. Take digital photo (head shot) and insert into Powerpoint. Using the photo and Powerpoint, create a simple autobiographical slide show presentation. Exercise.
Topic 5. PowerPoint in the Classroom
Select a topic in educational technology
Create a storyboard
Follow principles of visual design
Visual icons
Use presentation graphics to present educational technology themeHand-out #10 PowerPoint Invades the Classroom -- Pro and Con
Industry standard vs conformityAssignment 5: Create a slideshow on an educational technology topic. Prepare a concept, outline, and storyboard for a Powerpoint (preferred) or ClarisWorks presentation. Create a set of notes and hand-outs. Concept should be relevant, informative and technology-based. Provide in-depth information, based on research on the topic. Major Assignment. See Hand-out #5
Topic 6. Innovations in the Electronic Classroom I: WebQuests: Combining Curriculum with Powerful Electronic Search Engines
A New Effective Approach to Teaching with the WWW; its called WebQuest
Six Main Features
Introduction to the Problem
Central Task to be Completed
Information Sources Needed to Complete the Task
Description of the Entire Process for Students to Accomplish Task
Guidance on How to Organize the Information
Bring Closure to the WebQuest
See Hand-out #6 and #7 for information on WebQuests.Hand-out #6 WebQuest: Searching for China
Hand-out #7 Bernie Dodge on WebQuests
Topic 7. Innovations in the Electronic Classroom II: Marcopolo: Integrating technology, content, curriculum and standards -- http://www.wcom.com/marcopolo
A Training Guide for Integrating Internet Sites, Content, Lesson Plans into the Curriculum
Guided Tour -- Check discipline/content of interest:Economics, Geography, Humanities, Math, Science, Art
Work in groups
Select Topic
Identify key sites
Review standards, content, activitiesAssignment 6: Internet Project. Identify, organize, and annotate 10 interesting web sites on WebQuests, MarcoPolo, Museums and other interesting education sites. Select large complex sites that have many pages, cover several content areas and have many activities. Show the main pages of the web site and links to the relevant page. What is the content/information of this site? Describe the activity that engages the learner and makes this a memorable site. Major Assignment.
Topic 8. Museum - School Connections in the Digital Age
Schools and museums collaborate
Museums are vast repositories of knowledge
Extensive exhibits on art, science, natural history
Digitize their collections
Access through the computer and the InternetSee Hand-out #24
Assignment 7: Identify different Museum Websites and show how they can be integrated into learning experiences for students in specific subject areas. Review content, interactive components, and correlate to curriculum standards. Exercise.
Topic 9. Educational Applications of the Internet
Web Browsers, i.e., Netscape and Internet Explorer
Review Search Engines such as Google, Web66, Profusion, Yahoo, Alta Vista, Excite, Infoseek and discuss how they work.
Identify major education resources.
Discuss the way information is organized and how to search and retrieve.Use MapQuest as an example of visual, graphic, and spatial learning
See Hand-out #18 MapQuest. The Computer Shows the Way.
Raw Material
Building a Map
MapQuest's servers then use algorithms to construct a route.
MapQuest's software draws the map and the
route, with starting and ending points marked.
Written directions are also provided.Assignment 8: MapQuest. Go to Mapquest website. http://www.mapquest.com/ Find a location. Then get driving directions from one address to a second address. Check accuracy for written directions and compare to map illustration. Exercise.
Topic 10. Building Meaning into the Web
Weaving Semantics, Phillip D. Long; Syllabus Magazine, 2/2002
Dumb searching on the Internet
Make searches smarter
Can computers understand the nuances of the different links?
Tim Berners-Lee developing the Semantic Web
Enable computers to share and process data as people do!!
Computers need structured descriptions of information and inference rules to perform automated reasoningSee Hand-out #4
Topic 11. Blackboard: The new school curriculum designer? "Blackboard's technology powers online education and related commerce in the academic marketplace of schools, colleges and universities, as well as the organizations that serve them, such as publishers, test prep companies and other education service providers. Blackboard software products and Web services reach more than 6,500 institutions in each of the 50 states and in more than 70 countries. More than 3.5 million people worldwide teach and learn in online education environments powered by Blackboard". The total solution for online courses. http://www.blackboard.com/
Assignment 9: Describe Blackboard. How could you use this Internet tool? Is this the way college courses will be developed and taught? See http://www.blackboard.com/
Exercise.
Topic 12. PowerPoint Presentation on an education technology topic. Internet and MarcoPolo presentations.
Assignment 10: Review articles on the technology revolution
Write a reaction to Kurzweil, Martin, Brown, Kay, (articles found in hand-outs) and to other cutting-edge articles on impact of technology on society and education. Search Internet and ERIC for articles. Find, read and review at least 3 current and relevant articles. See Hand-out #19 and Hand-out #21 Alien Intelligence for good ideas. Digest the articles and analyze the emerging trends. Review articles on education and technology in ERIC. Major Assignment.
Source of information and articles on educational technology: http://www.edtechnot.com/Assignments/Activities During the Term
Assignment 1: Check the Internet and hand-out #1for some of the following terms: Instructional Design, Instructional Technology, Instructional Media, Instructional Computing, or Educational Technology, and extract the key information and organize a short coherent statement on its impact on teaching and learning. Exercise. See Hand-out #1
Assignment 2: Identify Important Computer Components: Search for information on current computer systems. Identify all major parts and cost of each. Use newspapers, magazines, internet sites, on-line technology journals, etc. as sources of information. Then present computer system, description of features, graphics and cost. Include all references. See Hand-out #3 Check CNet and complete in class. Exercise.
Assignment 3: Create a technical flyer using Typetwister or Word Art. Use the enhanced type to create an attractive flyer. The flyer must illustrate some aspect of educational technology.
Assignment 4: PowerPoint Autobiography. Take digital photo (head shot) and insert into Powerpoint. Using the photo and Powerpoint, create a simple autobiographical slide show presentation. Exercise.
Assignment 5: Create a slideshow on an educational technology topic. Prepare a concept, outline, and storyboard for a Powerpoint (preferred) or ClarisWorks presentation. Create a set of notes and hand-outs. Concept should be relevant, informative and technology-based. Provide in-depth information, based on research on the topic. Major Assignment. See Hand-out #5
Assignment 6: Internet Project. Identify, organize, and annotate 10 interesting web sites on WebQuests, MarcoPolo, Museums and other interesting education sites. Select large complex sites that have many pages, cover several content areas and have many activities. Show the main pages of the web site and links to the relevant page. What is the content/information of this site? Describe the activity that engages the learner and makes this a memorable site. Major Assignment.
Assignment 7: Identify different Museum Websites and show how they can be integrated into learning experiences for students in specific subject areas. Review content, interactive components, and correlate to curriculum standards. Exercise.
Assignment 8: MapQuest. Go to Mapquest website. http://www.mapquest.com/ Find a location. Then get driving directions from one address to a second address. Check accuracy for written directions and compare to map illustration. Exercise.
Assignment 9: Describe Blackboard. How could you use this Internet tool? Is this the way college courses will be developed and taught? See http://www.blackboard.com/
Exercise.Assignment 10: Review articles on the technology revolution
Write a reaction to Kurzweil, Martin, Brown, Kay, (articles found in hand-outs) and to other cutting-edge articles on impact of technology on society and education. Search Internet and ERIC for articles. Find, read and review at least 3 current and relevant articles. See Hand-out #19 and Hand-out #21 Alien Intelligence for good ideas. Digest the articles and analyze the emerging trends. Review articles on education and technology in ERIC. Major Assignment.