City University

Hybrid Syllabus

TCI 505, 510, 515, 520, 525, 530, 535, & 540

Master of Education

Technology, Curriculum, and Instruction Emphasis

Emphasis Courses developed by: Dan T. Hanson

24 Credit Hours

178 hours in classroom, 72 hours online

Effective: July, 2005

Required Resources

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

All students will be expected to research and locate appropriate resources online to fulfill course requirements.

Access to a personal computer and the Internet is required. All written assignments must be word-processed.

Master of Education

Technology, Curriculum, and Instruction Emphasis

This document provides an overview of the course foundation elements, assignments, schedules, and activities. For information about general City University policies, please see the City University catalog. If you have additional questions about the course, please contact your instructor.

Notification to Students with Disabilities

If you are a student with a disability and you require an accommodation, please contact the Disability Resource Office at 1.800.426.5596 ext. 7620 as soon as possible.

Scholastic Honesty

Students are responsible for understanding City University’s policy on Scholastic Honesty and are required to adhere to its standards in meeting all course requirements. Violations of the policy include, among other practices:

Cheating;
Plagiarizing;
Submitting substantially the same work for two different courses without prior permission from the instructors;
Collaborating on assignments without prior permission of the instructor;
Submitting papers written wholly or partly by someone else;
Helping someone else commit an act of scholastic dishonesty.

Common violations are copying from someone else’s test paper, using unauthorized books or notes during a test, and using previously published material without clear citations to identify the source. Cases of suspected scholastic dishonesty are referred to the University Scholastic Honesty Board, which can apply a variety of penalties ranging in severity, including assigning a zero grade for the course, suspension, and dismissal from the University. In cases of suspected violations, a paper may be submitted to an online service that checks the content of the paper against a database of source material. The submitted paper may be added to a permanent archive.

For more complete information, students should read the section on Scholastic Honesty (under the heading of Student Rights and Responsibilities) in the University catalog, available in print or online at http://www.cityu.edu. When in doubt about applications to a particular course or situation, students should ask the instructor for guidance.

Emphasis Description

The Master of Education Technology, Curriculum, and Instruction Emphasis is taken after the completion of the Integrated Core. The design of this emphasis is to enhance the understanding of experienced educators and to assist them in becoming designated as a “highly qualified” educator. This emphasis builds competence in learning and then in the application of computer skills in using hardware, graphics, video, authoring programs, telecommunications, and troubleshooting within a classroom environment to promote effective instruction and assessment of student learning. Assignments and activities completed in this emphasis will be closely aligned with the Professional Certification requirements for the state of Washington and with the National Board Certification program for teachers. Projects and products may be tailored to meet the specific needs of each individual for inclusion in their professional portfolio. Following are the descriptions and learning goals for the individual course in the emphasis.

TCI 505: Foundations of Technology in Education

Course Description

This course is an overview of technology in education, including expanding skills in common classroom applications and developing skills and understanding in the use of learning management systems. Educators will apply technology skills to improve their teaching performance.

Learning Goals

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

1. Use a multimedia computer system with related peripheral devices;

2. Apply the use of technology productivity tools, information access and delivery tools, and technology-based resources to an instructional setting;

3. Analyze copyright laws and regulations as they pertain to an educational setting;

4. Explain national, state, and local district learning standards and how they align with each other;

5. Analyze major concepts taught in your subject area and how technology may support the delivery of those concepts;

6. Apply the use of technology to the teaching and student learning of major concepts and learning objectives reflected in national and state guidelines;

7. Describe the historical development and important trends affecting the evolution of technology and its future role in society.

TCI 510: Using Technology for Instruction and Assessment

Course Description

In this course, educators will learn to apply technology skills and to evaluate software to further student learning outcomes. Educators will learn to find and use on-line assessment tools and to evaluate and adapt on-line lesson plans.

Learning Goals

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

1. Evaluate lesson plans from online resources for alignment between objectives and activities;

2. Evaluate assessment instruments from online resources for appropriateness of format and methodology;

3. Analyze how instructional goals and learning activities supported by technology can meet all student needs;

4. Evaluate web sites for appropriateness in supporting curriculum goals;

5. Locate, install, and evaluate computer software that is appropriate and useful for the classroom.

TCI 515: Web Publishing for the Classroom

Course Description

In this course, educators will develop skills to construct educational web pages and apply those skills and strategies to incorporate web page construction for Project Based Learning in their classrooms. WebQuests, WebBytes, and other web-based resources will be explored and guided investigations are used to find and to model best practices in using these web resources to improve student learning.

Learning Goals

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

1. Evaluate WebQuests and WebBytes for content and design;

2. Research, design, and produce a web-based learning activity or classroom resource;

3. Develop a rubric for students to use as a guide in creating a web-based project;

4. Evaluate web site production tools for potential use with students.

TCI 520: Digital Images in the Classroom

Course Description

In this course, educators will learn to acquire, manipulate, and publish digital images for use in the classroom from many sources. Educators will research various methods of acquiring images and learn to incorporate those images into effective lesson and information handouts for students. Copyright issues and other ethical issues will be discussed as educators develop personal philosophy for using images, and other electronic media, in the classroom.

Learning Goals

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

1. Locate, download, and manipulate digital images from internet sites;

2. Research various image capturing technologies and evaluate their uses in the classroom;

3. Research copyright laws that pertain to digital images and develop and share your personal philosophy for their use in the classroom;

4. Evaluate various digital image web-sites for potential use with students;

5. Research and design a lesson plan to meet an instructional goal in your curriculum that incorporates online digital images.

TCI 525: Educational Research Implementation

Course Description

In this course, educators will build upon foundations of research methodology introduced in the Integrated Core. Evaluation and application of various methods of educational research will be examined in preparation for designing and implementing a research project or a thesis. Educators will learn to use technology in data collection and other research efforts.

Learning Goals

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

1. Analyze the difference between a focus on school-wide or district collaborative action research, and collaborative action research in one or more classrooms;

2. Evaluate how the teaching and learning cycle fits within the action research process;

3. Design a clear problem statement, goal for improvement, and research objectives following the action research process;

4. Analyze the difference between quantitative and qualitative research and can give examples of each;

5. Apply technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice;

6. Design an effective survey and interview based on a clear problem statement, goal for improvement, and research objectives.

TCI 530: Video Technology in the Classroom

Course Description

In this course, educators will develop skills to plan, capture, edit, and publish video projects for use in the classroom. Digital video, cross-platform video formats, and video publishing will be explored. Guided investigations and utilization of current applications are used to model best practices in using video to improve student learning and to assess student skills and knowledge. Student use of video as a communication tool to meet standards will be examined.

Learning Goals

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

1. Analyze the current use and best practices for video use in the classroom;

2. Research various video capturing and editing technologies and then plan and produce an educational video for use in the classroom;

3. Research copyright laws that pertain to video production, especially as it pertains to the use of music;

4. Research and design a lesson plan to meet an instructional goal in your curriculum that requires your students to complete a video project;

5. Research and design a lesson plan to meet an instructional goal in your curriculum using a video you produce.

TCI 535: Using Multimedia in the Classroom

Course Description

In this course, educators will develop skills to plan and produce multimedia projects for use in the classroom. Other skills topics that will be developed include advanced slideshow features, publishing to CD ROM, and alternative multimedia products for the classroom. Educators will also develop lesson plans for student multimedia projects and develop rubrics to guide and evaluate these projects. Student skills and techniques in the use of multimedia for presentations will be examined.

Learning Goals

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

1. Research various multimedia production programs and then plan and produce an educational multimedia presentation for use in the classroom;

2. Design and produce a multimedia presentation for use in the classroom that incorporates advanced features of a multimedia program and produce a portable version of the presentation;

3. Research and design a lesson plan to meet an instructional goal in your curriculum that requires your students to complete a multimedia project;

4. Develop a rubric for students to use as a guide in creating a multimedia project.

TCI 540: Technology and Issues in Education

Course Description

In this course, educators will research, analyze, and synthesize current issues in education and how these issues may be addressed with technology. Local, state, and national standards; diversity and gender concerns; grant writing and technology funding; and high stakes testing will be examined. Educators will consider integrated learning systems, adaptive technologies, and computer aided instruction as means to facilitate student learning.

Learning Goals

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

1. Analyze national, state, and local programs and mandates to incorporate technology in education and articulate the effects these programs have on education;

2. Research, plan, and submit a technology grant proposal to an organization;

3. Analyze the impact of technology on students with different learning styles, from different cultures, and with learning disabilities.

Core Concepts of the Technology, Curriculum, and Instruction Emphasis

To achieve the goals of these courses, you will need to master the following core concepts:

1. Integrated productivity software;

2. Internet use;

3. Development of educational technology;

4. Application of technology to educational setting;

5. Local, state, and national educational standards for technology;

6. Multimedia;

7. Digital audio and video;

8. Telecommunications;

9. Effective lesson planning;

10. Cultural diversity and awareness;

11. Appropriate lesson planning.

Program Overview

To graduate, students enrolled in the Master of Education degree program are required to demonstrate the following knowledge and skills:

1. The design, implementation, and assessment of effective teaching and learning experiences to promote success for all students;

2. Successful leadership;

3. Effective communication in speaking, listening, writing, and using technology; and

4. Reflective practice using the tools of research, creativity, and collaboration.

Relationship of Course to Program Curriculum

The courses in the Technology, Curriculum, and Instruction Emphasis represent coursework based on the foundation courses of the Integrated Core to extend and refine learning.

Entry Competencies

Students enrolled in the Technology, Curriculum, and Instruction Emphasis are expected to:

1. Have successfully completed the Master of Education Integrated Core of 16 credits;

2. Apply basic self-directed learning skills;

3. Apply group-processing and small group interactive skills; and

4. Have access to a professional situation where enhanced learning occurs.

Recommended Supplementary Resources

As a City University student, you have access to library resources regardless of where you are taking this class. For more information, visit the library menu in the portal at http://my.cityu.edu.

· Help from a librarian is available by e-mailing library@cityu.edu or calling 800.526.4269 (U.S. or Canada), or 425.709.3444.

· Databases on many topics are available online via the portal and many include full-text articles. See the electronic resources section of this syllabus for a list of relevant databases.

· Articles not available online may be faxed or mailed.

· Books-by-mail are available within the U.S. and Canada. Search the online catalog for titles.

· Books and articles from other libraries are available through interlibrary loan.

· Cooperative libraries throughout the Pacific Northwest, Hawaii, and western Canada provide in-person service to City University students. Contact the City University Library for information on the cooperating library near you.

Electronic Resources

The City University Library provides access to a variety of online databases that contain both abstracts (brief summaries) and full text (the complete text) of journal, magazine, and newspaper articles. The following is a partial list of databases that may be of use to you in this course. A complete list can be found by visiting the library menu in the portal at http://my.cityu.edu. Contact a librarian by e-mailing library@cityu.edu, calling 800.526.4269 (U.S. or Canada), or 425.709.3444 if you need help searching or logging in.

Education Databases:

ERIC

Comprehensive education database containing journal articles and ERIC documents from 1966 to the present.

Lexis/Nexis Academic

Full text from newspapers and wire services. Contains case law and opinions, law review articles, and legal periodicals covering issues in education.

Professional Development Collection

Citations and full text articles from education journals. Content is geared toward professional educators in elementary through higher education.

ProQuest Education Complete

Citations and full text articles from scholarly and popular education journals. Contains significant full text from more than 500 education journals.

General Databases:

Expanded Academic ASAP

Abstracts and full text articles from scholarly journals, news magazines, and newspapers on topics in science and technology, the arts, humanities, and social sciences.

Facts.com

Articles on key events, issues, people, and nations of the world; historic documents; maps; photos; and selected content from the World Almanac and Book of Facts.

Lexis/Nexis Academic

Full text documents from over 5,600 publications including newspapers, magazines, and wire services.

ProQuest Newspapers - National Newspapers

Abstracts and selected full text articles from The Christian Science Monitor, The Los Angeles Times, The New York Times, The Wall Street Journal, and The Washington Post.

ProQuest Research Library Complete

Abstracts and full text articles from scholarly and popular journals on general topics such as health, the humanities, social sciences, education, and business.

The following Internet resources may be of use to you in this emphasis. Please be aware that Web addresses may change from time to time. Consult your instructor if you have questions about electronic resources.

AskERIC

Askeric@askeric.org

Ask Jeeves for Kids

http://www.ajkids.com/

City University

http://my.cityu.edu

Developing Educational Standards

http://putwest.boces.org/Standards.html

Directory of Social Studies, Social Sciences, Art, & Music Education

http://www.indiana.edu/~ssdc/orgs.htm

Educational Technology (Edutech)

http://tecfa.uniqe.ch/info-edu-comp.html

Educational Resource List

http://www.dpi.state.wi.us/dpi/dlcl/lbstat/ed_res.html

International Society for Technology In Education

http://www.iste.org

Journal of Technology Education

http://borg.lib.vt.edu/ejournals/JTE/jte.html

K-12 Acceptable Use Policies

http://www.erehwon.com/k12aup/

Learning about technology

http://www.techlearning.com

Learning Research and Development Center (RDC)

http://alan.Idrc.pitt.edu/Irdc/

Mentor Center

http://mentorcenter.bbn.com/

National Geographic World

http://www.nationalgeographic.com/world/index.html

NWREL's Library

http://www.nwrel.org

Online Writing Lab (OWL)

http://owl.english.purdue.edu/

Quest: NASA K-12 Internet Initiative

http://quest.arc.nasa.gov

The Digital Classroom

http://www.nara.gov/education/teaching/teaching.html

The Internet Public Library

http://ipl.sils.umich.edu

The World Wide Web Virtual Library: Education

http://www.csu.edu.au/education/library.html

Walk a Mile in My Shoes: Multicultural Curriculum Resources

http://ernie.wmht.org/trail/explor02.htm

WebQuests

http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html

About Hybrid Courses

Your instructor will provide you with login instructions and a demonstration on Blackboard.

Hybrid Definition

At City University a hybrid course is defined as a blend of classroom and online learning activities that integrates the best aspects of both formats. Courses meet face-to-face on a regular basis but for shorter periods of time than fully face-to-face courses. These classes are integrated with online learning activities that students participate in using the Blackboard Learning Management System.

Hybrid Course Delivery Format

The courses in this emphasis have been approved as hybrid courses - meaning that 178 hours of the 240-hour emphasis will be in class with face-to-face instruction and the remainder will consist of online activities. A typical weekend will be 16 hours of in class instruction with the equivalent of 4 hours of online activity to be completed between class sessions. For maximum success in completing the online activities it is highly recommended that you schedule regular weekly participation. Online activities will include discussion questions, online delivered projects, and project team coordination. Since you will be meeting together in the classroom, you will have the opportunity to become acquainted with each other and will use the Discussion Board for discussions.

Overview of Course Activities and Grading

The grade you receive for each course will be derived using City University’s decimal grading system. Due to the instructional delivery mode for this emphasis, you will receive grades at the end of each quarter for the courses taken during that quarter. See the relevant grading outline listed with each course below. Additional assignments and activities may be assigned by your instructor based on the needs and experiences of the students in the class and the hardware and software available in the classroom.

Please see the current City University catalog or consult your instructor for guidance in determining your decimal grade.

TCI 505: Foundations of Technology in Education

Explanation of Assignments and Grading

Assignments

Attendance/Participation	10%
In class Assignment #1 OS Checklist	10%
In class Assignment #2 WP Checklist	10%
In class Assignment #3 Personal Capacity	25%
In class Assignment #4 Slideshow	15%
Online Assignment #1 NETS	10%
Online Assignment #2 Email	5%
Online Assignment #3 Discussion	5%
Online Assignment #4 AUP	10%

TOTAL	100%

Attendance/Participation

Class participation is an integral part of the Integrated Technology and Learning Emphasis because the information, knowledge, skills, and expertise you exchange with peers and instructors contribute toward a strong learning community. Thus, it is highly important that you attend and actively participate in class.

Grading Criteria for Attendance/Participation

Attend all class sessions	50%
Participate in all in class activities	25%
Participate in all online activities	25%

TOTAL	100%

OS Checklist

For this assignment, you will complete the OS Checklist with a partner. The checklist asks you to evaluate your skills and knowledge of a computer operating system.

Grading Criteria for OS Checklist

Checklist completed	100%

TOTAL	100%

WP Checklist

For this assignment, you will complete the WP Checklist with a partner. The checklist asks you to evaluate your skills and knowledge of a word processing program.

Grading Criteria for WP Checklist

Checklist completed	100%

TOTAL	100%

Personal Capacity

For this assignment you will prepare a reflective paper on your past experiences and current abilities in using technology. Describe what technology is available in your professional setting and any tech support systems you have in your work. You will be given specific formatting requirements for this paper that demonstrate word processing skills.

Grading Criteria for Personal Capacity

Appropriate writing conventions	25%
Required formatting	25%
Quality paper submitted	50%

TOTAL	100%

Slideshow

For this assignment you will create a slideshow to introduce yourself to the class. The content of the slideshow should include information about your job, your family, your hobbies, and interests. You will be given specific requirements for organizing the content of this slideshow and for incorporating specific technical features. Technical requirements depend on the software available in the classroom and will be given to you by your instructor

Grading Criteria for Slideshow

Content requirements met	50%
Technical requirements met	50%

TOTAL	100%

NETS

For this assignment you will research the technology standards developed by the International Society for Technology in Education. You will prepare a paper that compares and contrast these standards with local and state standards. You will submit your paper to your peers for review via the Blackboard system. Additionally you will read and respond to 3 papers submitted by your peers.

Grading Criteria for Personal Capacity

Appropriate writing conventions	25%
Appropriate synthesis of ideas	50%
Responses to peers	25%

TOTAL	100%

Email

For this assignment you will create a mailing list of your peers and send a short message to the list. You will attach and send an attachment and establish protocols for opening attachments created on other systems and with other programs. An additional requirement of this assignment is to send and receive an attachment via the web through your City U portal email.

Grading Criteria for Email

Mailing list	25%
Email to mailing list	25%
Attachment sent and received and opened	25%
City U email	25%

TOTAL	100%

Discussion

For this assignment you will access the discussion topic located in Forum 1 in Blackboard and respond with one original posting and two responses to others’ postings. The topic for this discussion will be determined by your instructor based on the instruction and discussions that take place in class. The original posting should contain sufficient depth to warrant a response from others. The two responses to others should provide addition content and clarity to the topic or request clarification from the author about their posting. Postings and responses should be relevant to the Forum topic.

Grading Criteria for Discussion

Original posting	10%
Two responses	10%
Sufficient depth of content	60%
Relevance to topic	20%

TOTAL	100%

AUP

For this assignment you will locate your district’s Acceptable Use Policy regarding technology and the Internet. You will prepare a paper that summarizes the main points, or in the event there isn’t an established policy, describes any unofficial standards or guidelines that are used. Include a description of the process is, or what it should be, to review or modify the policy or guidelines. You will submit the paper to your instructor via Blackboard.

Grading Criteria for AUP

Appropriate writing conventions	10%
Appropriate synthesis of ideas	30%
Sufficient depth of content	40%
Paper clarity and completeness	20%

TOTAL	100%

TCI 510: Using Technology for Instruction and Assessment

Explanation of Assignments and Grading

Assignments

Attendance/Participation	10%
In class Assignment #1 Shareware Adventure	40%
In class Assignment #2 Online Assessment Adventure	30%
Online Assignment #1 Discussion	5%
Online Assignment #2 Review of Online Lesson Plans	15%

TOTAL	100%

Attendance/Participation

Grading Criteria for Attendance/Participation

Attend all class sessions	50%
Participate in all in class activities	25%
Participate in all online activities	25%

TOTAL	100%

Shareware Adventure

For this assignment you will work in collaborative groups to locate an educationally appropriate shareware or freeware program that addresses a learning goal. Your group will download, install and learn the program. Your group will prepare a presentation for your class that evaluates the pros and cons of the program. The presentation will also describe ideas for the program’s use in multiple curriculum areas and possible extensions that may add value to the program. Your instructor will give you specific technical and content requirements for the presentation based on the software available in your classroom.

Grading Criteria for Shareware Adventure

Install and learn program	50%
Technical requirements of presentation met	20%
Content requirements of presentation met	30%

TOTAL	100%

Online Assessment Adventure

For this assignment you will locate an online site that provides assessment tools for educators. You will design and use an assessment instrument from the site. After using the assessment instrument with a sample group of learners, you will prepare a reflective presentation about the experience. The reflection should include information about the ease of use, appropriateness of the assessment instrument, the limitations, and varied uses of the selected online assessment site. The technical requirements of the presentation will be provide by your instructor based on the software available in the classroom.

Grading Criteria for Online Assessment Adventure

Instrument designed and implemented	50%
Content requirements of presentation met	30%
Technical requirements of presentation met	20%

TOTAL	100%

Discussion

For this assignment you will access the discussion topic located in Forum 2 in Blackboard and respond with one original posting and two responses to others’ postings. The topic for this discussion will be determined by your instructor based on the instruction and discussions that take place in class. The original posting should contain sufficient depth to warrant a response from others. The two responses to others should provide addition content and clarity to the topic or request clarification from the author about their posting. Postings and responses should be relevant to the Forum topic.

Grading Criteria for Discussion

Original posting	10%
Two responses	10%
Sufficient depth of content	60%
Relevance to topic	20%

TOTAL	100%

Review of Online Lesson Plans

For this assignment you will visit several online lesson plan sites and review sample lessons appropriate to your instructional setting. You will develop a list of five characteristics you identify as necessary for incorporating an online lesson plan into your curriculum. Prepare a paper describing the five characteristics and why they are important. Provide a URL of a sample lesson demonstrating each characteristic. You will submit the paper to your instructor via Blackboard.

Grading Criteria for Review of Online Lesson Plans

Appropriate writing conventions	10%
Characteristics listed and described in depth	40%
Sources identified	30%
Paper completed and submitted	20%

TOTAL	100%

TCI 515: Web Publishing for the Classroom

Explanation of Assignments and Grading

Assignments

Attendance/Participation	10%
In class Assignment #1 Internet Scavenger Hunt	5%
In class Assignment #2 WebQuest Exploration	10%
In class Assignment #3 Web Project	60%
Online Assignment #1 Good WebQuests	10%
Online Assignment #2 Discussion	5%

TOTAL	100%

Attendance/Participation

Grading Criteria for Attendance/Participation

Attend all class sessions	50%
Participate in all in class activities	25%
Participate in all online activities	25%

TOTAL	100%

Internet Scavenger Hunt

For this assignment, you will complete an Internet search for various facts. At the completion of the search, you will discuss the quality and clarity of the search questions. You will prepare a paper summarizing the qualities of an “interesting” question that leads students to do further research and extend the scope of a topic researched.

Grading Criteria for Internet Scavenger Hunt

Scavenger Hunt and in depth discussion	20%
Appropriate writing conventions	10%
Quality summary and synthesis of ideas	70%

TOTAL	100%

WebQuest Exploration

For this assignment, you will work in collaborative groups to evaluate WebQuests for use in the classroom. Each group will review five WebQuests identified by your instructor and prepare a presentation ranking the five WebQuests for completeness of resources and instructions, ease of use for students, and appropriateness of assessment strategies. The technical requirements of the presentation will be provide by your instructor based on the software available in the classroom.

Grading Criteria for WebQuest Exploration

Review of WebQuests completed	40%
Content requirements of presentation met	40%
Technical requirements of presentation met	20%

TOTAL	100%

Web Project

For this assignment you will use a web editor program to build a web-based educational project. The project may be either a WebQuest or an informational or instructional website. Depending on the purpose of the web project you will prepare either a paper describing the purpose of the project or a lesson plan to use with the site. A rubric will be developed in class to guide the construction of the web project. The specific technical requirements will be given to you by your instructor based on the software available in the classroom.

Grading Criteria for Web Project

Technical requirements of project met	30%
Appropriate Web Project content	30%
Appropriate Web Project design	20%
In depth purpose paper or lesson plan	20%

TOTAL	100%

Good WebQuests

For this assignment you will work in a collaborative group online to develop a list of the top ten characteristics to look for in a good WebQuest. Your group will use the Groups Pages in Blackboard to share ideas and reach consensus. You group will submit a final report to the class via Blackboard prior to the next class session. Your instructor will assign you to your groups and establish the Groups Pages for your collaboration

Grading Criteria for Good WebQuests

Contributing ideas to small group	70%
Complete and in depth final report of characteristics	30%

TOTAL	100%

Discussion

For this assignment you will access the discussion topic located in Forum 3 in Blackboard and respond with one original posting and two responses to others’ postings. The original posting should contain sufficient depth to warrant a response from others. The two responses to others should provide addition content and clarity to the topic or request clarification from the author about their posting. Postings and responses should be relevant to the Forum topic.

Grading Criteria for Discussion

Original posting	10%
Two responses	10%
Sufficient depth of content	60%
Relevance to topic	20%

TOTAL	100%

TCI 520: Digital Images in the Classroom

Explanation of Assignments and Grading

Assignments

Attendance/Participation	10%
In class Assignment #1 Digital Images Part 1	40%
Online Assignment #1 Digital Images Part 2	40%
Online Assignment #2 Copyright	10%

TOTAL	100%

Attendance/Participation

Grading Criteria for Attendance/Participation

Attend all class sessions	50%
Participate in all in class activities	25%
Participate in all online activities	25%

TOTAL	100%

Digital Images Part 1

For this assignment you will work in one of three collaborative groups to research and prepare a presentation related to one category of devices used for digital image acquisition and manipulation. One group will research printers, one will research scanners, and one will research digital still cameras. Your research will address three components: purchase, operation, and application to education. For this part of the assignment your small group will present information about the purchase and operation of the selected device. Your instructor will assign you to a small group for this assignment and provide you with the appropriate guidelines for each component of the project. You will also be provided a rubric as a guide to evaluating your presentation skills including eye contact, voice projection, body language, and other characteristics of a good audio-video presentation.

Grading Criteria for Digital Images Part 1

Appropriate presentation skills	30%
Content requirements of presentation met	20%
Technical requirements of presentation met	50%

TOTAL	100%

Digital Images Part 2

The second part of the digital image assignment is to work in your collaborative group’s page in Blackboard to organize and prepare a brochure about the possible uses of your group’s devices in the education. The brochure will include a lesson plan and additional classroom use ideas. Specific guidelines for the content of the brochure will be provided by your instructor. A rubric to guide the organization and layout of the brochure will be discussed and developed in class.

Grading Criteria for Digital Images Part 2

Participation in group collaboration	25%
Appropriate design and layout of brochure	25%
Content requirements of brochure met	25%
Completeness of lesson plan	25%

TOTAL	100%

Copyright

For this assignment you will access and read the copyright documents located in Blackboard. You will locate the copyright policy statement(s) of your district and compare and contrast the two. Your small group will then reach consensus to rank the top ten differences between the rules for public copyright and the rules for fair use in education. You will post the list developed by your group to the class discussion board.

Grading Criteria for Copyright

Participation	10%
Relevance of postings to topic	10%
Sufficient depth of content	60%
List posted to discussion board	20%

TOTAL	100%

TCI 525: Educational Research Implementation

Explanation of Assignments and Grading

Assignments

Attendance/Participation	10%
In class Assignment #1 Action Research	45%
Online Assignment #1 Review of Literature	45%

TOTAL	100%

Attendance/Participation

Grading Criteria for Attendance/Participation

Attend all class sessions	50%
Participate in all in class activities	25%
Participate in all online activities	25%

TOTAL	100%

Action Research

For this assignment you will develop and write a problem statement, a rationale, a goal with objectives, and an action plan to address a learning problem for a group of learners. Specific guidelines and examples will be provided by your instructor.

Grading Criteria for Action Research

Appropriate writing conventions	20%
All components present	20%
Clear alignment of components	40%
Appropriate use of APA guidelines	20%

TOTAL	100%

Online Review of Literature

For this assignment you will conduct an online search for information and prepare a scholarly review of current research related to an educational intervention of your choice. This paper may be supporting research for your culminating project of your degree program. This paper will be a minimum of ten pages plus a reference page or more as needed. Please consult the ASOE Style Guide for relevant APA guidelines. This paper will be submitted to your instructor via Blackboard.

Grading Criteria for Online Assessment Adventure

Appropriate writing conventions	20%
Sufficient and relevant resources	20%
Synthesis of ideas	20%
In depth summary or conclusions	20%
Appropriate use of APA guidelines	20%

TOTAL	100%

TCI 530: Video Technology in the Classroom

Explanation of Assignments and Grading

Assignments

Attendance/Participation	10%
In class Assignment #1 Video Camera Checklist	5%
In class Assignment #2 Video Editing Checklist	5%
In class Assignment #3 Video Project 1	25%
In class Assignment #4 Video Project 2	30%
Online Assignment #1 Self-evaluation	15%
Online Assignment #2 Discussion	10%

TOTAL	100%

Attendance/Participation

Grading Criteria for Attendance/Participation

Attend all class sessions	50%
Participate in all in class activities	25%
Participate in all online activities	25%

TOTAL	100%

Video Camera Checklist

For this assignment, you will complete the Video Camera Checklist with a partner. The checklist asks you to evaluate your skills and knowledge of a digital video camera and its use.

Grading Criteria for Video Camera Checklist

Checklist completed	100%

TOTAL	100%

Video Editing Checklist

For this assignment, you will complete the Video Editing Checklist with a partner. The checklist asks you to evaluate your skills and knowledge about the use of digital video editing systems.

Grading Criteria for Video Editing Checklist

Checklist completed	100%

TOTAL	100%

Video Project 1

For this assignment you will work in a collaborative group to develop the skills and knowledge to use a video camera to produce a video for instructional purposes. Your instructor will provide you with the guidelines and requirements for the technical skills for the project based on the cameras and equipment available in the classroom. You will also be provided with the participation requirements for the group members. The class will discuss and develop a rubric to guide the content and composition of the project.

Grading Criteria for Video Project 1

Participation requirements met	30%
Technical requirements met	30%
Content requirements met	20%
Appropriate composition using rubric	20%

TOTAL	100%

Video Project 2

For this assignment you will work in a collaborative group to produce an instructional video. You will develop a storyboard for the project, capture video clips to import into a video editing system, and use digital editing software to produce a 2-minute video. Your instructor will provide you with specific requirements and guidelines for the project based on the equipment and software available in the classroom. A rubric will be developed in class to guide the composition and content of the finished product.

Grading Criteria for Video Project 2

Completed and complete storyboard	25%
Appropriate participation	25%
Technical requirements met	25%
Appropriate content and plot	25%

TOTAL	100%

Self Evaluation

For this assignment you will video tape yourself teaching a lesson in your instructional setting and write a reflective paper. You will need to recruit a capable student or a peer to capture a 20-minute continuous tape of you teaching and interacting with learners in your setting. After capturing the video, you will review the tape and analyze yourself and write a reflective paper. Your reflective paper should discuss your body language and how it changes from learner to learner, your awareness of different parts of the room, your physical presence and your movement around the room, and other significant observations. Your instructor will provide you with the reflective-paper evaluation guidelines used by National Board Certification candidates.

Grading Criteria for Review of Self Evaluation

Appropriate writing conventions	20%
Video tape completed	20%
In depth reflective paper using guidelines	60%

TOTAL	100%

Discussion

For this assignment you will access the discussion topic located in Forum 6 in Blackboard and respond with one original posting and two responses to others’ postings. The original posting should contain sufficient depth to warrant a response from others. The two responses to others should provide addition content and clarity to the topic or request clarification from the author about their posting. Postings and responses should be relevant to the Forum topic.

Grading Criteria for Discussion

Original posting	10%
Two responses	10%
Sufficient depth of content	60%
Relevance to topic	20%

TOTAL	100%

TCI 535: Using Multimedia in the Classroom

Explanation of Assignments and Grading

Assignments

Attendance/Participation	10%
In class Assignment #1 Advance Slideshow	40%
In class Assignment #2 PDF	40%
Online Assignment #1 Discussion	10%

TOTAL	100%

Attendance/Participation

Grading Criteria for Attendance/Participation

Attend all class sessions	50%
Participate in all in class activities	25%
Participate in all online activities	25%

TOTAL	100%

Advanced Slideshow

For this assignment you will produce an educational slide show that incorporates some advanced features of the software. One example is the use of Visual Basic to create an interactive PowerPoint slideshow. Another example is the inclusion of a video clip in Keynotes. You will export that slideshow for a specific delivery mode such as a kiosk or a CD. Specific requirements and available features will be provided by your instructor based on the specific software available in the classroom. A rubric will be developed by the class to guide the content and format of the slideshow.

Grading Criteria for Advanced Slideshow

Technical requirements of slideshow met	40%
Content requirements of slideshow met	30%
Design matches delivery mode	30%

TOTAL	100%

PDF

For this assignment you will create an instructional document and export the document to a portable document format. The document will include interactive fields and appropriate graphics. The content will be applicable to your instructional setting. Specific requirements and available features will be given to you by your instructor based on the software available in the classroom.

Grading Criteria for PDF

Completed document	20%
Technical requirements of project met	50%
Appropriate content and conventions	30%

TOTAL	100%

Discussion

For this assignment you will access the discussion topic located in Forum 7 in Blackboard and respond with one original posting and two responses to others’ postings. The original posting should contain sufficient depth to warrant a response from others. The two responses to others should provide addition content and clarity to the topic or request clarification from the author about their posting. Postings and responses should be relevant to the Forum topic.

Grading Criteria for Discussion

Original posting	10%
Two responses	10%
Sufficient depth of content	60%
Relevance to topic	20%

TOTAL	100%

TCI 540: Technology and Issues in Education

Explanation of Assignments and Grading

Assignments

Attendance/Participation	10%
In class Assignment #1 Grant opportunities	20%
In class Assignment #2 Grant writing	30%
In class Assignment $3 Portfolio	30%
Online Assignment #1 Technology lesson plan	10%

TOTAL	100%

Attendance/Participation

Grading Criteria for Attendance/Participation

Attend all class sessions	50%
Participate in all in class activities	25%
Participate in all online activities	25%

TOTAL	100%

Grant Opportunities

For this assignment you will research and prepare a list of ten grants that would be appropriate for your instructional setting. Identify the grantors, the application timelines, and summarize the relevance of the grant to your situation. Also include information about the motivation of the grantor for offering this grant. You will submit this list to your instructor to share with the class.

Grading Criteria for Shareware Adventure

Completed list	50%
Content requirements adequately covered	40%
Appropriate writing conventions	10%

TOTAL	100%

Grant Writing

For this assignment you will select one of the grants from your list and complete the application process. You will submit the grant application to your instructor and with your supervisor’s approval (if necessary) submit the grant to the granting organization.

Grading Criteria for Grant Writing

Needs clearly identified	30%
All required information adequately presented	30%
Appropriate writing conventions	30%
Grant submitted	10%

TOTAL	100%

Portfolio

For this assignment you will prepare and submit a portfolio with reflection cover sheets for each item included in the portfolio. The portfolio will be organized according to the International Society for Technology in Education standards for teachers. Specific requirements for entries in the portfolio will be provided to you by your instructor.

Grading Criteria for Portfolio

Required items appropriately categorized using ISTE standards	30%
In depth reflections	40%
Appropriate writing conventions	30%

TOTAL	100%

Technology Lesson Plan

For this assignment you will prepare a complete lesson plan based on one or more of the skills and knowledge you gained in the emphasis. The lesson plan will follow the S.T.A.R. format provided by your instructor and will address each section in detail. The assignment does not have to be about technology. As you have seen it should address a learning goal and use technology to facilitate the lesson, to enhance the lesson, or to assess the learners’ skills or knowledge. You will submit the lesson plan as an attachment to your peers for review and comment. You will also respond and comment on five lesson plans submitted by your peers. Responses should help clarify, extend, or modify a lesson plan.

Grading Criteria for Technology Lesson Plan

S.T.A.R. format followed	50%
Lesson posted	10%
Responses submitted	10%
Responses relevant to topic	30%

TOTAL	100%