Azusa Pacific University

School of Education and Behavioral Studies

Advanced Studies Master of Arts in Educational Technology

Education 515, 3 Units

Emerging Trends in Education

Term Fall I  2003 (11/12/03 - 1/24/04)

Tuesdays  4:45 pm - 9:30 pm (face-to-face & online)

Ray Gen, Ed.D.

Adjunct Faculty – Master of Arts in Educational Technology

Office: Instant Messaging – screen name: docraygen, online most evenings

Phone: 310.615.2650 x231 Fax: 310.640.8079

raygen@earthlink.net (for quickest response in evenings)

rgen@esusd.k12.ca.us (for quickest response weekdays)

I encourage you to contact me beyond the class meetings if you have any questions about the assignments. I have provided my contact information in the hope that you will use it if you so desire or need.

 

APU Mission and Purpose
"Azusa Pacific University is an evangelical Christian community of disciples and scholars who seek to advance the work of God in the world through academic excellence in liberal arts and professional programs of higher education that encourage students to develop a Christian perspective of truth and life."

Course Description:
This class looks at the historical development of educational technology and the social issues influencing its growth and implementation. Attention is given to a synthesis of research related to the field, professional organizations serving the discipline and emerging innovative uses of educational technology.

Student Outcomes and Expected Competencies:

Students will have the opportunity to

· learn and explain the development and use of historic technologies

· learn and explain the development of historic trends in education

· analyze and evaluate current trends in technology and education

· research current resources available in the field of educational technology

· synthesize current research in educational technology

· apply the innovation curve in the implementation of new technologies

· write matrixes which correlate content, professional and technology standards

· develop and share a “tool box” of educational technology resources

· discover and join professional organizations that cater to educational technologies

· anticipate future trends in education

· write their literature review for their research project

Course Syllabus

Catalogue Description:

This class looks at the historical development of educational technology and the social issues influencing its growth and implementation. Attention is given to a synthesis of research related to the field, professional organizations serving the discipline and emerging innovative uses of educational technology.

Required Reading:

Jossey-Bass (2000). The Jossey-Bass reader on technology and learning. Jossey-Bass Inc. San Francisco.  (ISBN: 0787952826) Amazon

Strongly Recommended Storage Device:
USB memory device like Pen Drive

Recommended Reading and Other Course Resources:

California Technology Assistance Project - http://ctap.k12.ca.us/ 
Proficiency Profiles - http://www.fcoe.k12.ca.us/techprof/proficiency_profiles.htm
Technology Proficiency for Teachers - http://www.fcoe.k12.ca.us/techprof/
In Time – Integrating New Technologies into the World of Teaching - http://www.intime.uni.edu/
Technology Source - http://horizon.unc.edu/TS/
Electronic Text Center - http://etext.lib.virginia.edu/
Project Based Learning with Multimedia - http://pblmm.k12.ca.us/
Building Blocks of a Webquest - http://edweb.sdsu.edu/people/bdodge/webquest/buildingblocks.html
E-Learning – U.S. Dept. of Education - http://www.ed.gov/Technology/elearning/index.html
Global Connections - http://www.globalc.org/
The Gateway – U. S. Department of Education – http://www.thegateway.org
I-Matrix.org - http://www.imatrix.org/
Ethics in Computing - http://www.eos.ncsu.edu/eos/info/computer_ethics/
The George Lucas Educational Foundation: Innovative Classrooms, Skillful Educators, Involved Communities - http://glef.org/index.html

Schedule – see also http://www.genconnection.com/Ray/ray.html  & http://online.apu.edu

This schedule is not “set in stone” but will serve as a guideline for our work together. We may need to make adjustments from time to time. Assignments may be added, changed or deleted based class needs. Please visit my web site often for updates and resources.
 

 
Webliography Assignment

Course schedule, topics, evaluation and assignments may be changed at the instructor’s discretion.

Evaluation/Assessment Rationale for Grade Determination:

Each student will self-assess his or her assignments and the final grade. Students will provide a letter grade and a rubric score for each assignment. In addition, each self-assessment must be accompanied by a rationale and justification for the self-assessment. Honesty is expected. Students will find that if honesty is applied, then the self-assessed score will stand.

I reserve the right to make the final determination of the grade.
 

Scale:

100%-90%         A

89-80                     B

79-70                     C

69-below                F

Rubric Scoring

Each week, you will self score your performance of the week's lesson. Please email Ray you self-scored rubric assessment and letter grade along with a brief explanation of your assessment when you email your homework.

Rubric Scoring – General Guide

 6 (Truly Exceptional; Superior; Transcendental) The student demonstrates truly exceptional outcomes.  The student transcends most other users. The student demonstrates superlative abilities, superior skills and exceptional attitude. Student products offer unique perspectives. The student demonstrates exceptional intuition when using the application. The student has mastered the application and could teach others how to use it.

 5 (Good; Exceptional; Above-Average) The student demonstrates exceptional outcomes.  The student has better skills than most users. The student demonstrates good abilities, exceptional skills and above average usage. Student products offer exceptional perspectives. The student demonstrates good intuition when using the application.  The student knows what the application is capable of doing and in time can use it with alacrity.

 4 (Accurate; Appropriate; Apt; Suitable; Competent; Common) The student demonstrates accurate and suitable outcomes.  The student is average in comparison. The student demonstrates suitable abilities, competent skills and appropriate attitude. Student products offer common perspectives. The student demonstrates occasional intuitive abilities when using the application.  The student understands the application and has basic skills in that application but still has many questions as to its advanced functions.

 3 (Minimal; Rudimentary; Simple; Elementary; Limited) The student demonstrates rudimentary outcomes.  The student is an average or just below average user. The student demonstrates elementary abilities, rudimentary skills and indifferent attitudes. Student products are limited in perspective. The student demonstrates limited intuitive abilities when using the application.  The student outcomes demonstrate simple usage. 

2 (Sub-standard; Minimal; Inappropriate; Inaccurate) The student demonstrates sub-standard outcomes.  The student is a below average user. The student demonstrates minimal abilities, sub-standard skills and poor attitudes. Student products do not work well and are inappropriate. The student demonstrates a lack of intuitive abilities when using the application.  The student outcomes demonstrate minimal ability and usage..

1 (Negligible; Off-task; Inappropriate; Faulty) The student demonstrates sub-standard outcomes.  The student is well below the average user.  The student demonstrates negligible abilities, sub-standard skills and inappropriate attitudes. Student products do not work or are off-task. The student demonstrates a lack of intuitive abilities.  The student outcomes demonstrate a faulty understanding of the application.

Course Policies:

• Attendance, Preparation, and Participation: 
  • Arriving promptly to class, coming fully prepared, participating actively in the discussions and activities are important components of this part of your grade for the course.  Tardiness and absences must be discussed with the professor.  Make-up work may be negotiated for absences due to medical or emergency reasons.
• Assignment completion. 

   §        Deadlines:       All assignments for the course are to be completed and submitted on time in order to receive full credit.  Late assignments will be penalized 10% or one-half grade of the total points available per assignment for each week late or portion thereof.  Permission for late work is granted only by special request to your faculty.  Incompletes are rare and are available only in “special or unusual circumstances” as negotiated with the instructor prior to the end of the term. See Student Handbook for policies regarding Withdrawals and grade record permanence. 

• Advance Assistance:  Students wishing feedback (comments, no grade) from the instructor regarding initial drafts of papers/presentations are invited to schedule such with the instructor sufficiently in advance of due dates to enable review, discussion, and subsequent refinement (as necessary).

• Assignment Options: Students interested in proposing other means (different from those outlined above) of demonstrating their comprehension, inquiry, and skill relative to the purpose(s) of this course may do so upon the instructor’s discretionary consent.  Such students are to submit thorough and well-reasoned proposals (appropriate to graduate-caliber study) in sufficient time for both the instructor to review and accept or modify the proposal and the student to complete it prior to the end of the term. 

• Extra-credit work may be negotiated.