Course Syllabus

UCLA Extension: Advanced Microcomputers in the Classroom "Level II" (X 333.6)

Winter Quarter, 2004

Dates:  Four Saturdays: February 28th, March 6th, March 13th and March 20th.

Time:  8:30-4:30:  1-hour lunch and breaks scheduled in class.

Instructor:         Stephen A. Schullo, PhD

3r Grade Teacher and Technology Coordinator

                        Leo Politi Elementary School

                        2481 W. 11th St, L.A. 90006

                        Los Angeles Unified School District         

                        Phone: 213 480-1244

                        Email: sschullo@adelphia.net

 

Course website:                             http://uclaextension.blackboard.com

Instructional websites:                 https://members.tripod.com/sschullo for this class

                                                            http://users.adelphia.net/~sschullo for my 3rd grade class  

            Required Text Book: Read Chapter 2 (p. 37- 47) Chapter 3 and Chapter 7 in Integrating Educational Technology into Teaching, by M.D. Roblyer, 2003, for all students. These chapters focus on the implementation, management of technology in the classroom, learning theories to assist you in understanding the overall picture of why and how technology can be an advantage over pencil, paper, books and chalkboard. This book also focuses on specific subject areas such as music, math, etc. When you choose the subject area, to assist you with your project, you will be required to read one of the chapters 10, 11, 12, 13 14 or 15 that directly correspond to your subject matter.

Description of Course

Level II is designed for preservice and inservice teachers prior to the issuance of the Professional Clear Credential. This course will provide advanced knowledge and hands-on skills of personal computers and their use as an instructional tool in the classroom. Students will receive instruction in researching, designing, collaborating, and producing of a projects-based multimedia presentation of their interest, which is standards-based, and to apply it with classroom teaching.

The theoretical implications from the researching findings of cognitive science, learning and instruction and the use of technology will be used as a learning tool to better understand the relationship of technology and student learning. Project Based Learning is the current method for integrating technology tools with everyday teaching and the primary focus of instruction in this course.

            This course will assume that students have sufficient skills to navigate around the PC desktop, use Internet browsers to search for information, open, save, and close applications, documents and files. Students will be trained to use several presentation software programs commonly available at PreK-12 schools: Hyperstudio, Microsoft Office (Word, PowerPoint and Excel), and the browser, Internet Explorer. Students will be strongly encouraged and given an opportunity to build a web-based instructional project by receiving training on FrontPage. At the end of the course students will be competent and build on their previous expertise with either Hyperstudio or PowerPoint for a computer-based presentation or competent on FrontPage for a web-based presentation.

     Students will be required to attend and participate in all 28 hours and submit a file of their final multimedia project.   

Expected Outcomes:

  1. Participants use computer applications to manipulate, analyze, and present information in a variety of forms.
  2. Participants communicate and collaborate with others through a variety of electronic media including multimedia presentations, web sites, e-mail, newsgroups, listservs, online discussions and online chat, etc.
  3. Participants will demonstrate competence evaluating the authenticity, reliability, and bias of data gathered from these sources.
  4. Participants optimize lessons based on the technological resources available at the school site, district, and county levels. 
  5. Participants design and implement lessons, aligned with the curriculum and state content standards that address their students’ need to develop information literacy and problem solving skills as tools for lifelong learning.
  6. Participants use computer-based technology for assessing student learning and for communicating feedback to students and parents.
  7. Participants demonstrate the knowledge and ability to contribute to site based planning or local decision-making regarding the acquisition of technological resources and their effective use within the K-12 curriculum.
  8. Participants demonstrate knowledge of Acceptable Use Policy (AUP), copyright, privacy, security, and safety issues with minors under our responsibility using the Internet.

Materials:    Windows 100M zip or a Blank RW CD

Mandatory attendance and participation:

28 hours of mandatory attendance and participation are required for this class to be counted towards the requirement for the credential. No assignments will be accepted in advance.

NOTE: All students need to have an email account. Log on to Yahoo.com and create one. This can be a temporary account until you finish the class. There will be no hard copy handouts. All assignments will be completed online.

Final Project Requirements: Presentation of a lesson or tutorial that you will teach your students. You will use either PowerPoint, Hyperstudio or your project can be Web Based using FrontPage. Minimum of ten slides, Hyperstudio cards or pages are required. If you are working with a partner, the minimum will be 15 (Limit of two students). Your project must include state standards of what you are teaching, text, graphics, video and sound and have an assessment (Look for assessment ideas on p. 335 in your textbook. 

Saturday, February 28th, Day ONE

8:30-9:00  Introductions, overview of course and final project Hyperstudio and PowerPoint examples and web based instructional example using FrontPage: www.members.tripod.com/sschullo and Dream Weaver: http://users.adelphia.net/~sschullo. Differences between beginning and advanced class will be discussed. Introduction to and opportunity to create and manage a web based instructional project. More discussion will ensue about the readings involving how to manage the integration technology with curriculum and student learning.

9:00-10:00  Logging on to the course website:  http://uclaextension.blackboard.com   In-class practice: Introduction to the online Discussion Board for all reading assignments. (On Blackboard homepage, click on Communications, then Discussion Board and introduce yourself).

First in-class assignment:           Select 2 or 3 California State Standards to begin your project.

 

Second in-class assignment:      What are listservs? Join a listserv of your interest and either answer another members question or ask one yourself. Check back to see if you got an answer.

 

Third in-class assignment:          Look up Internet terminology:  WWW, HTML, tags, and source code, four parts of an URL, FTP, server, navigating, links, search engine, web, websites, viruses, attachments, security software, firewall, browsers, Adobe Acrobat and PDF files, streaming video and audio, mud/moos, real player, e-pals, discussion thread, keypals, electronic (virtual) field trip, index page, storyboard, homepage, upload, HTML editor, ISP, web site, worm, and browser hand.

10:00-10:15     Break

10:15-11:00     Finish in class assignments.

 

11:00-12:00     Excel Spread Sheet Workshop:  The basics for creating fantastic graphs.

 

12:00-1:00    Lunch

 

1:00-1:45         Presentation and discussion of Directed Instruction and the Constructivist instructional methods with Chapter 3 in the Roblyer book.

 

1:45-4:00         Discussion on how the Internet works. Practice creating a webpage. Introduction to one HTML editor Microsoft FrontPage.   

4:00-4:30         Time for questions, answer open-ended questions and reflections of today’s activities written on the Blackboard.com website discussion area.

Homework:  Read Chapter 2, pages 37- 47 only, A Technology Integration Planning Model for Teachers and Chapter 3, Learning Theories and Integration Models. Write a response to the reading on the Directed versus the Constructiveness Instructional methods in the Discussion area of Blackboard. Must be done prior to next class meeting. 

Saturday, March 6th, Day TWO

8:30-10:00       PowerPoint Workshop: Hands-on learning, creating slide shows inserting photos, video, sounds, and using the templates.

10:00-10:15     Break

10:15-11:00     Discussion of the readings. Logon Blackboard and debrief in class the thread of discussions that occurred between class sessions of Chapter 2 (pages 37- 47 only) and Chapter 3 of the course textbook. 

(OPTIONAL) Hyperstudio Workshop: Introducing how to:  import clip art, make buttons, create animations, video, audio, and voice record, and write text. Online tutorials for between classes for additional practice will be shown.

11:00-12:00     Excel Workshop continued: Using the data available from the CAT6 results from the State Department of Education, create a graph of your grade level of your school (The results for 2003 testing is scheduled to be released next Tuesday, August 15th.

Lunch: 12:00-1:00       

1:00-3:00         Guest Speaker Jeff Share: Jeff works as a consultant at the Center for Media Literacy and was a former LA Times Photo Journalist and elementary teacher.  Hands-on use of the digital camera and the impact on your teaching and student learning connected the content standards.

2:00-3:00          Digital Video Camera hands on application.

(OPTIONAL) Hyperstudio Workshop: import clip art, make buttons, create animations, video, audio, and voice record, and write text. Online tutorials for between classes for additional practice will be shown OR

  

3:00-4:00       Extra Time to finish FrontPage. Bonus credit for uploading your project on a website such as geocities, tripod or yahoo.com.

4:00-4:30     Homework explanation and written reflections.

Homework: 

  1. Read the E.D. Hirsch Jr. article, You can always look it up'...or can you. Logon to Blackboard.com.com, click on EXTERNAL LINKS. Do this in class. Write a one-paragraph response on Discussion Board.

a. Option article: Web Based Learning: The Prom Will Not Be Webcast by Alan Warhaftig, LAUSD teacher.

  1. Be prepared to discuss your proposal with your small group, if needed, partner or instructor at the next meeting to get feedback, clarification on final project requirements and suggestions.

3.   Read Chapter 7 and log on to uclaextension.blackboard.com, click on Communication and then Discussion Board. Look for instructor’s initial topic on Chapter 7 and reflect to one of the major points that impressed you or you thought important to student learning in Chapter 7. Must be done before next meeting. 

Saturday, March 13th, Day Three

8:30-9:30   In-class discussion of this week’s reading assignments: 

1.      E.D. Hirsch Jr. article, You can always look it up...or can you? Or optional article.

2.      Chapter 7 Integrating Multimedia into Teaching and Learning. Debrief discussion thread.

9:30-10:00       Final Project pre-planning: Work with your group or partner who are sharing the same multimedia application and similar grade levels, discuss and work on your final project.

10:00-10:15     Break

10:15-12:00     Review multimedia applications:  Hyperstudio, PowerPoint, FrontPage and Excel as needed. Continue discussing and creating your project with partner, small group or individually.

12:00-1:00       Lunch

1:00-3:00         Evaluation procedures of multimedia projects and instructional websites. Study the rubric for assessing the quality, content, and learning processes and potential. Brainstorm ideas for your project starting with your California State Standards with a partner or with instructor. Your supplemental book: Starting out on the Internet, pages 21-26.

NOTE: No more than two people to a group with minimum 15 cards on Hyperstudio, 15 pages using FrontPage or 15 slides on PowerPoint.

3:00-3:30         Presentation of Acceptable Use Policy (AUP) and discussion of scenarios. How do we protect students from the harmful content on the Internet? What you can and cannot do with your district’s Internet services. Copyright issues will also be discussed and clarified.

3:30-4:00         Time to work on final projects, demonstration and hands on practice of creating, importing, saving and using videos from a digital camcorder into your final project.

4:00-4:30         Reflection write-up.

Homework:     Read one of the following chapters that reflects the subject area you will be

teaching and write a one-paragraph response on Blackboard.com before next class meeting: 

 

                        Chap. 10. Technology in Language Arts and Foreign Language Instruction

                        Chap. 11. Technology in Mathematics and Science Instruction.

                        Chap. 12. Technology in Social Studies Instruction

                        Chap. 13. Technology in Art and Music Instruction.

                        Chap. 14. Technology in Physical Education and Health Education.

                        or

                        Chap. 15. Technology in Special Education.

Saturday, March 20th, Day Four

8:30-9:00         Debrief your chapter choice on Blackboard discussion thread.

9:30-10:00       Finalize project for presentation:  review the rubric and questions.

10:15-10:15     Break

10:15-12:00     Take the two quizzes: Chapter 3 and Internet terminology on Blackboard.

Class time for final touches on presentations and finish all assignments.

12:00-1:00       Lunch

1:00-4:00         Final project presentations.              

4:00-4:30         Evaluations by students of instructor. Turn in presentation on disk file.

Grading Points:

The quality of each assignment will contribute to the amount of points assigned.

A = 90-100

B = 80-89

C = 70-79

D = 60-69

Assignments required for this class and accompanying points for your final grade:

Three Book Chapters reading and your 1-paragraph reflections/responses on

each chapter (3, 7 and chapter of your choice) in the discussion area of Blackboard.      25

Three in-class reflections.                                                                                                          15

One Quiz: Basic terminology of Internet.                                                                                   10

Graph created by Excel that explains your grade level CAT6 test results.                            10

                                                              

 

Create a 5-page Website proposal with FrontPage or another HTML editor.                     10

(Note: This assignment is waived if you are using FrontPage as your final

project presentation.)

 

Final Multimedia Project Presentation—minimum of ten slides, cards, ten links               30

using FrontPage or HTML for a proposed website.                                                                                 

                                                                                                                        Total:                100 points

Bonus Credit to earn an A+ for this course: Publishing your website on the Internet. Along with other requirements, you will earn an A+.