K-12 Application Software

ED 666

Syllabus

Course Description

This course highlights application software used in the K-12 curriculum. An emphasis is placed on student use and teacher productivity. Teachers will work with integrated application programs and their components, graphics programs, and desktop publishing software to integrate the applications into various curriculum areas.

Objectives

Educators will develop the ability to integrate application software into the curriculum by:

Composing materials using application programs for professional productivity, word processing, spreadsheets, database, HTML, desktop publishing, Web editors, and others.
Generating activities that will develop K-12 students' abilities to use application software as a tool.
Producing and revising multimedia presentations for education settings.
Demonstrating a basic knowledge of hardware and software.
Incorporating the appropriate skills to conduct a successful mentor and telementor activity.
Planing activities that incorporate adaptive hardware and software for students and teachers with special needs.
Identifing various communications and instructional design models, evaluate them, and relate them to classroom learning situations.
Critiquing current and emerging technologies for the K-12 classroom.
Designing technology professional development from design through implementation to evaluation stage.
Designing activities to assist students in developing the skill to select appropriate application(s) for a given task or problem.
Demonstrating the implementation of design principles into products and professional teaching.

Curriculum Design

This course will emphasize integrating application software into the K-12 curriculum and teacher productivity. Students will work with integrated application programs and their components, graphics programs, and desktop publishing software.

This course is a 45 hour 3 credit graduate course. Modules will be completed one per week.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

Teacher Centered Professional Development by Gabriel Diaz-Maggioli (2004)is the required textbook for this course. The textbook, course materials, and an extensive Recommended Reading List will be provided for all students. In addition, online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Course Outline

Module One: Instructional Design

Objective: Students will incorporate instructional design models when designing professional development activities. Contents:

Compare and contrast the ADDIE and ASSURE Models.
Design and facilitate a professional development session based on either the ADDIE or ASSURE model.

Module Two: Conducting Professional Development

Objective: Students will demonstrate ability to design and facilitate a professional development session based on best practices.
Contents:

Plan a professional development session based on adult learning theory.
Compare and contrast delivery modes.
Design professional developments to develop a community of learning.

Module Three: Mentoring

Objective: Students will plan, model, and critique a mentoring program.
Contents:

Outline characteristics of essential mentoring skills, stages, and models.
Facilitate a mentoring partnership. project

Module Four: Importance of Professional Growth

Objective: Students will critique various methods of professional development.
Contents:

Review the relevance of various professional journals.
Compare and contrast professional organizations and join the most appropriate.

Module Five: Evaluating Technology

Objective: Students will compare and contrast various types of educational technology components.
Contents:

Revise and implement software, hardware, and Web site evaluation forms.
Locate and evaluate software appropriate to curriculum area.

Module Six: Emerging Technologies

Objective: Students will formulate methods to integrate emerging technologies into the K-12 curriculum.
Contents:

Review and critique emerging technologies.
Incorporate emerging technologies into K-2 activities.

Module Seven: Using Digital Media to Make Curriculum Relevant

Objective: Students will design a digital media piece to promote a specific subject area topic.
Contents:

Compare and contrast various types of multimedia software including presentation software, Web design, and graphics programs.
Generate a digital media piece to promote a specific subject area topic.

Module Eight: Inclusion and Technology

Objective: Students will describe the role technology plays in classroom inclusion.
Contents:

Recognize importance of implementing assistive technology to meet the needs of all learners.
Generate ideas for incorporating technology into the curriculum to promote inclusion. project

Module Nine: Online Tutorials

Objective: Demonstrate ability to design and create online software tutorials for both students and teachers.
Contents:

Critique online tutorials.
Design online tutorials for students and teachers to use as a lesson or review of at least 3 software skills.

Module Ten: Productivity Resources

Objective:Integrate various online and student created materials to create a productivity software resource for teachers.
Contents:

Identify and critique productivity software resources.
Decide on quality appropriate resources to create a productivity resource for teachers.

Course Requirements:

Students write and submit weekly reflections. 30 points.
2. Students design, implement, and evaluate a professional development session. 100 points
3. Students form and evaluate a mentor / mentee partnership with a colleague. 50 points.
4. Students evaluate software and Web sites using a self created evaluation form. 50 points.
5. Students design a digital media piece to promote a specific subject area topic. 100 points.
6. Students create online tutorials and productivity resources. 100 points.

Grades
100-93 - A
85-92 - B
75-84 - C

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.