Course Design Documents

I've had these on the wiki, but thought I'd get them posted here also.

Needs Assessment:

The Oklahoma State Regents for Higher Education issue a warranty on the teachers produced by OSU that guarantees that they are fully prepared to teach in the 21st century classroom. This warranty is based on the 15 Oklahoma General Competencies for Teacher Licensure and Certification, of which includes the following:


4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills and effective use of technology.


Also, the The International Society for Technology in Education (ISTE) National Educational Technology Standards for Teachers defines the following standards as being necessary for all teachers:


1 TECHNOLOGY OPERATIONS AND CONCEPTS. Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: ? demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students) ? demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.


2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES. Teachers plan and design effective learning environments and experiences supported by technology. Teachers: ? design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. ? apply current research on teaching and learning with technology when planning learning environments and experiences. ? identify and locate technology resources and evaluate them for accuracy and suitability. ? plan for the management of technology resources within the context of learning activities. ? plan strategies to manage student learning in a technology-enhanced environment.


3 TEACHING, LEARNING, AND THE CURRICULUM. Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: ? facilitate technology-enhanced experiences that address content standards and student technology standards. ? use technology to support learner-centered strategies that address the diverse needs of students. ? apply technology to develop students' higher order skills and creativity. ? manage student learning activities in a technology-enhanced environment.


4 ASSESSMENT AND EVALUATION. Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: ? apply technology in assessing student learning of subject matter using a variety of assessment techniques. ? use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. ? apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.


5 PRODUCTIVITY AND PROFESSIONAL PRACTICE. Teachers use technology to enhance their productivity and professional practice. Teachers: ? use technology resources to engage in ongoing professional development and lifelong learning. ? continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. ? apply technology to increase productivity. ? use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.


6 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES. Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: ? model and teach legal and ethical practice related to technology use. ? apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. ? identify and use technology resources that affirm diversity ? promote safe and healthy use of technology resources. ? facilitate equitable access to technology resources for all students.


Additionally, Oklahoma State University Professional Education Unit requires that all teacher candidates to meet the OSU L.E.A.D.S core values in order to be recommended for teacher certification. Included in LEADS is the following core value:


Technology - The Professional Education Unit prepares candidates who understand technology as a complex integrated process for analyzing problems and devising, implementing, evaluating and managing solutions to those problems in situations in which learning is purposive and controlled. The candidates are able to use technology to help all students/clients by providing a conceptual understanding of how knowledge, skills and dispositions related to education and information technology and instructional technology are integrated throughout the curriculum, instruction, field experiences, clinical practices, assessments and evaluations.


Considering the combination of the Oklahoma General Competencies, ISTE NETS-T, and the OSU core values, a clear need is determined for this instruction to prepare teachers to effectively integrate technology into the curriculum.


Another consideration of need for this instruction is the method of delivery. EDTC 3123 has always been offered in a traditional lab environment. However, to be able to offer at least one section of this course online would be of great benefit to students who have difficulty, for whatever reason, taking the traditional course.


Learner Analysis:

The learners in this instruction are nearly all pursuing a teacher certification. When they take EDTC 3123, some have already been admitted to the Professional Education Unit, but many have not. However, most have decided on a specific teacher certification program, and identify themselves by that criteria (i.e. elementary, secondary science, etc.) The learners are mostly Caucasian, and there are generally more females than males. Most are traditional students, ranging in age from 20 to 35 (estimated upper limit). Most of the learners live on or near campus, but a few commute for nearby locations. Most of these learners carry a full-time class schedule, and many also work part-time.


The learners enter this course with a wide range of technology and teaching experience. Many have had previous computer applications coursework, either in high school or college, or have experience through personal use. Many of the learners have used word processors and presentation software in the past, but fewer of them have a working knowledge of spreadsheets, databases, and other non-entertainment technologies. Most are avid consumers of multimedia, and a few have experience in authoring multimedia. Most do have experience with online communication, including email and chat, and some have experience with discussion boards or listservs. Most have little or no experience in designing and developing instruction, especially with the integration of technology. The learners also have very limited prior knowledge in copyright and other legal issues of educational technology.



Context Analysis:

EDTC 3123 is offered each fall and spring semester, during the regular 16 week blocks. The course is a regular education course, and requires that traditional letter grades be assigned (A, B, C, D, or F) according to performance on course assignments and assessments. Students must earn a C or better in order for the course to count towards completion of their program.


The instruction will be delivered online via Blackboard, a web-based course management system. The course content will be organized into modules, and each module will contain links to other online resources (such as Atomic Learning tutorials), as well as to assessments served within Blackboard. All students will be required to have Internet access to complete the instruction.



EDTC 3123 Course Objectives


Terminal Objective: The student will effectively integrate technology into his/her curriculum.


Enabling Objectives:

The student will demonstrate a basic level of computer competency.
The student will design a lesson that integrates word processing.
The student will design a lesson that integrates desktop publishing.
The student will compare and contrast classroom software.
The student will design a lesson that integrates spreadsheets/databases.
The student will design a lesson that integrates presentation software.
The student will teach with a multimedia presentation.
The student will author an original educational multimedia product.
The student will apply copyright laws to classroom situations.
The student will demonstrate efficient Internet search strategies.
The student will design a lesson that integrates Internet resources.
The student will design and develop a website-based lesson.


EDTC 3123 Course Outline

Unit 1: Computer basics
Unit 2: Designing Lesson Plans
Unit 3: Integrating Word Processing
Unit 4: Integrating Desktop Publishing
Unit 5: Evaluation Classroom Software
Unit 6: Integrating Spreadsheets and Databases
Unit 7: Integrating Presentation Software
Unit 8: Integrating Multimedia
Unit 9: Understanding Copyright and other Legal and Ethical Issues of Educational Technology
Unit 10: Integrating Internet Resources
Unit 11: Integrating Web Design