I. Catalog Description, Hours, and Form
EDCI 6180: Microcomputers in Primary & Elementary Schools, 3 credit hours.

Microcomputers in Primary and Elementary Schools is designed for teachers and program administrators with little or no experience with microcomputers. The course will cover major educational issues in uses of microcomputers, along with guidelines for software and hardware evaluation and selection. This is a "hands-on" course in operating microcomputers and directing inservice for teachers. This course is specifically designed to address microcomputer education needs of teachers/administrators in PreK - Sixth grade schools. No previous computer experience is required.

II. Rationale

Students gain an understanding of the TN Curriculum and ISTE standards as the foundation of good teaching pedagogy; i.e. developing their professional competencies and using technology to enhance the learning experiences.

III. Course Objectives, Outcomes, and Standards

This course (as a whole) supports three areas of Knowledge, Skills, and Disposition (KSD) performance outcomes. They are:

KNOWLEGE AND SKILLS
Maximize Learning
2A5. Assures that students have ample opportunity to explore, respond, and extend their thinking through technology, as appropriate to the content area.
2B2. Promotes positive intellectual interactions among students and teacher through instructional experiences that result in student investigation of theories, facts, and opinions related to the content area.
2B3. Provides opportunities for students to learn and challenge each other through planned, cooperative peer interaction.
Communicate
6A3. Uses technology appropriately and effectively in planning, investigating, and teaching, and in communication with students, parents, and others.

DISPOSITIONS
Specialize
7A2. Demonstrates competence in development of and application of content-specific pedagogical skills based on Tennessee and specialized professional association (SPA) criteria.

IV. Required Text & Resources:

i. Microphone
ii. Web Camera (optional)
iii. Access to personal or school computer

Note: USB Drive should be used to backup assignments during the semester.

Click here for University Bookstore.

V. Course Topics

The course follows four roles a student or teacher assumes:
• Technology Policy Advisor
o Identify and respond to critical issues regarding Internet use in your educational setting.
Issues include: • access, digital divide, and special populations • copyright • accuracy and validity of information • privacy and security
o Examine the current standards that guide technology integration within the curriculum.

• Integrator
o Identify current technology goals/objectives of local school district.
• Identify current levels of readiness with integrating technology into the curriculum. • Use the appropriate software, tools, and other technical resources to integrate technology within the curriculum. • Evaluate different technology software, tools, and resources

• Effective Technology Miner
o Classify, and create an organizational system for the types of resources that will be useful to you.
• Browse, search, and differentiate between surface and deep information on the Internet. • Create a database of technology resources.

• Producer
o Create three types of web-based learning objects useful for your educational setting.
• Define the difference between information, instruction, and learning • Define the difference between Web-enhanced and Web-based instruction and learning, and • Define learning object, • Create learning objects that are visually appealing and organized.

o Publish learning objects on the Web using two of the three publishing strategies:
• Enter learning objects into a web-based template, and • Use HTML or a Web editor to create learning objects.

VI. Instructional Methods & Activities

Methods and activities for instruction include:
a. Traditional Experiences (e.g. 1. Lecture/Discussion; 2. PowerPoint Presentation; 3. Demonstration; 4. Drill; 5. Video; 6. Electronic Communication)
b. Interactive Experiences (e.g. Cooperative Groups; Student Demonstrations or Presentations; Guided Discovery; Lab Exercises; Value Clarifications)
c. Field Based & Clinical Experiences (e.g. Exhibits/Displays)

VII. Assessment & Grade Assignments

The candidate will demonstrate their technology competencies through the following tasks:

Course Activities:
1. Traditional Assessment (e.g. a. Knowledge quizzes; b. Written reports; c. multimedia presentation)

a) Chapter Activities 450 points
b) Blogger Reflections (20 points each) 200 points
c) Final Project 100 points

2. Performance Assessment (* identifies key assessments)
A) Webquest*
Create a WebQuest that places a “spin” on your unit topic. This project should promote creativity and critical thinking while achieve your traditional learning outcomes. Make sure your game is age-appropriate, supports your unit rationale, and engages the learning in the instructional process.

B. Grading Scale:

Points
750-675 -- A
674-600 -- B
599-525 -- C
524-450 -- D
449-below -- F

Just like the Olympics, I do not round up! An 89.9 is a B, whereas a 90.0 is an A. Thus, earn the grade that you want!

An incomplete (or I) grade is only given to a student who must stop/extend the course due to an emergency. The student must be passing the course at the time of an "I" request. Under no circumstances is an "I" grade given to avoid an F.

Course Schedule & Policies:
A. Tentative Course Schedule (see attached assignment deadlines)
1. (Contact Information) Dr. Nicole Kendall – 204A Clay Hall, phone: 963-5482 Office Hours: M (10AM-12noon), T (11AM – 4PM), W (10AM – 12noon)
2. (Class Meetings) Tuesdays; 4:40-7:40PM
3. (Course URL): “Teaching without excuses” [http://www.kendallcubs.org/courses.html] *Direct access to syllabus, assignment deadlines, and program standards, and resources.

B. Class Policies
1. Attendance - Being prepared for and attending scheduled class meetings is the responsibility of each student. There are also legal ramifications regarding attendance for students who are receiving financial aid. Any student who does not have an excused absence will have a reduction in grade according to the following scale:

1st unexcused absence- minus 5 points
2nd unexcused absence- minus an additional 10 points
3rd unexcused absence- minus an additional 10 points (total possible points lost- 25 points)
*Students who arrive to class 10 minutes late (or later) will be deducted three (3) points. Total tardy deductions will occur at the end of the semester.

2. Late Assignments - Students will receive # of days x 5% for any late assignments. Example: An assignment that is three (3) days late would have have a 15% point deduction from the total score. Assignments will not be accepted after 5 days.

3. Makeup Tests – Makeup exams will be given only if a) the student is out of town on university sanctioned activities (e.g. in the case of student activities) or b) the student provides a valid university approved medical excuse (student should be prepared to show documentation). All makeup exams must take place within 72 hours (3 days) of the missed exam.

4. Professionalism - The students and the instructor will treat all individuals with respect. Disruptive, rude, or hostile behavior undermines the class experience for everyone in the class and will be grounds for failure. Each student has expectations for his or her own learning and success in the course. No one should be confronted with unacceptable classroom demeanor. Please consult the RRCC Handbook and Calendar for FERPA, Student Code of Conduct, and Student Rights and Responsibilities. In a college environment, students should expect to spend one to three hours out of class for every hour they are in class. Some students will need to spend many more hours than others searching, reading and evaluating books and other reading activities as well as all writing all the assignments. Reading and writing assignments and group interaction as well as individual contributions are required. If you are absent for a “group” project, you will negatively affect the learning process for the other students. Students will submit work via TK20 to the course binder before the next scheduled class meeting. They should never give me their only copies. Turning an assignment in on time does not mean coming to class with the unprinted version on a diskette. Students should save all graded/commented on work they receive back from me. I do make efforts to keep accurate records of assignments turned in and grades received, but mistakes can happen.

5. Visitors - *Visitors are welcomed to class with the approval of the instructor; however, no children are permitted in class.

6. Students With Disabilities - The Teaching and Learning Department, in conjunction with the Office of Disabled Student Services, make reasonable accommodation for qualified students medically documented disabilities. If you need an accommodation, please contact Dan Steely of TSU's Disabled Student Services Office at 963-7400 (phone) or 963-5051 (fax), preferably by the second week of the semester.

7. Plagiarism – All assignments you submit in this course must be your own original work. If you borrow ideas from books, journals, magazines, or newspapers, you must give credit to the original source. Please ask me how to document our two textbooks using the MLA format correctly. Plagiarism could result in an F in the Course.

8. Feedback - Student input is always welcome. New ideas that are relevant to the course should be presented to the professor. If you know of others who might be able to come and share some insights with the class please contact the professor. Questions are welcomed and encouraged. Don't wait to the end of class or semester to let the instructor know of a problem or issue you are having. Feedback given during the class will in no way affect a student's grade.

XI. Bibliography
The knowledge bases that support course content and procedures include:

A. Contemporary References
Egbert, J. (2008). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, New Jersey: Pearson Prentice Hall.
Jackson, L. (2002). A Beginner's Guide to Integrating Technology. Unpublished online document. Retrieved July 1, 2004, from Education World Web site: http://www.educationworld.com/a_tech/tech/tech130.shtml
Lever-Duffy, J. (2005). Teaching and learning with technology (2nd ed.) New York: Pearson Education, Inc.
Smaldino, S., Lowther, D., and Russell, J. (2008). Instructional technology and media for learning (9th ed.) New York: Pearson Education, Inc.

B. Classic References
Christensen, R. (1998). Effect of technology integration education on the attitudes of teachers and their students. Unpublished doctoral dissertation, University of North Texas, Denton.
DeMoulin, D. F., Kendall-Melton, R., & McBride, M. (2002). The Challenge of Effectively Integrating Technology into the Classroom. Unpublished manuscript, University of Tennessee at Martin.
Forcier, R.C. (1996). The Computer as a Productivity Tool in Education. Englewood Cliffs, New Jersey: Prentice Hall
Hoffman, D., Sherry, L., Lurie, J., & McDaniel, J. (2001). The Teachers' Internet Use Guide. In B. Khan (Ed.), Web-Based Training (pp. 485-490). Englewood Cliffs, NJ: Educational Technology Publications.
Perelman, L. (1987). Technology and Transformation of Schools. Alexandria, VA: ITTE Technology Leadership Network.
Sheingold, K., & Hadley, M. (1990). Accomplished teachers: Integrating computers into classroom practices. New York: Bank Street College of Education, Center for Technology in Education.
Wiley, D. (2000). "Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy". Unpublished manuscript, Utah State University, Logan, Utah. Retrieved February 21, 2005, from http://reusability.org/read/chapters/wiley.doc