... part of George North's and Teacher Explorer Center's Web site at UNO
MultiMedia Documents
in the Curricula 		EDCI 4993-601, Fall 2000
4:30 to 7:15, Tuesdays
Syllabus, Part II Why do you want to print this document? It is linked to many other important documents -- your printed copy is linked to the death of trees.
Links to Explore -- Search the Web -- Live Video -- our Web Site -- iceX'ing

Texts & Resources | Top | Important Dates | Course Description | Objectives |
| Evaluation | Grading | Who is George North | Class Web Pages |

Required reading for this class will be selected World Wide Web sites as indicated each week in the syllabus. These will be found using the link at the top of this pages titled "Links to Explore." From time to time we will mention and discuss some of the available texts covering this topic. You are encouraged to bring to class any books you find interesting and share these with the rest of us. Bringing books and other recourses to class is one way to satisfy the class participation requirement.

In addition, two (2) book reviews will be required as part of your readings for this class. Please refer to the evaluation section of the syllabus for details on completing your book reviews.




Course Description | Top | Important Dates | Texts & Resources | Objectives |
| Evaluation | Grading | Who is George North | Class Web Pages |

Prerequisites:
  • Knowledgeable in the use of computers.
  • An eMail address.
  • Good work ethic.
  • Willingness to help others.
    • The Louisiana Department of Education, the Technology Consortium for Technology in Education (TCTE) is currently developing curricula standards for Colleges of Eduction throughout Louisiana. This course is designed to conform with the current certification requirements as submitted to the Deans Advisory Council.

    The Louisiana's Center for Education Technology (LCET) is developing content standards for PreK-12 teachers and assessment standards for students. Standards are available for Arts, English Language Arts, Foreign Language, Math, Science, Social Studies, and Foundation Skills. For detailed information visit content standards web pages.

    Specifically, this course is taken from the "Proposed Certification Requirements for Educational Technology Coordinators" proposed to the Deans Advisory Council by he Technology Consortium for Technology in Education (TCTE) dated April 14, 2000. Candidates will exhibit extensive familiarity with the World Wide Web. Students will develop skills in the use of planning, development, implementation, and management of networking, and Internet use for teaching and learning. They will be engaged in hands on activities that demonstrate the required skills. Successful students demonstrate working knowledge of the social, ethical, and human issues involved in providing telecommunications and information access in schools, and can train others to select/install/maintain hardware and software required for infusing multimedia in the curricula. Students will:
  • apply computers and related technologies to support instruction in their grade level and subject areas. They must plan and deliver instructional units that integrate a variety of software, applications, and learning tools. Lessons developed must reflect effective grouping and assessment strategies for diverse populations.
  • use computers and other technologies in research, problem solving, and product development. Candidates use a variety of media, presentation, and authoring packages; plan and participate in team and collaborative projects that require critical analysis and evaluation; and present products developed.
  • demonstrate knowledge of selection, installation, management, and maintenance of the infrastructure in a classroom setting.




    • Objectives | Top | Important Dates | Texts & Resources | Course Description |
    | Evaluation | Grading | Who is George North | Class Web Pages |

    We will research, plan, design, implement, and evaluate multisensory instructional units. Hands-on class activities will result in an integrated instructional approach to teaching and learning. Successful students demonstrate proficiency in the application of technology in instruction, and in addition can research, problem solving, develop multimedia teaching methodologies, and select/install/maintain hardware and software required for implementation.

    This is accomplish this by in and out of class activities that:
    1. explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation.
    2. describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources in the curriculum.
    3. design, deliver, and assess student learning activities that integrate computers/technology for a variety of student grouping strategies and for diverse student populations.
    4. design and practice student learning activities that foster equitable, ethical, and legal use of technology by students.
    5. identify basic principles of instructional design associated with the development of multimedia and hypermedia learning materials.
    6. develop simple hypermedia and multimedia products that apply basic instructional design principles.
    7. select appropriate tools for communicating concepts, conducting research, and solving problems for an intended audience and purpose.
    8. participate in collaborative projects and team activities.
    9. identify examples of emerging programming, authoring, or problem solving environments.
    10. collaborate in on-line workgroups to build bodies of knowledge around specific topics.
    11. use a computer projection device to support and deliver oral presentations.
    12. design and publish simple online documents that present information and include links to critical resources.
    13. develop instructional units that involve compiling, organizing, analyzing, and synthesizing of information and use technology to support these processes.
    14. conduct research and evaluate online sources of information that support and enhance the curriculum.
    15. design and practice methods and strategies for teaching concepts and skills related to computers and related technologies including keyboarding.
    16. design and practice methods and strategies for teaching concepts and skills for applying productivity tools.
    17. design and practice methods/strategies for teaching concepts and skills for applying information access and delivery tools.
    18. practice methods and strategies for teaching problem-solving principles and skills using technology resources.
    19. observe in a KŠ12 setting where KŠ12 computer technology concepts and skills are being taught.
    20. practice methods and strategies for teaching technology concepts and skills in a lab and classroom setting.
    21. identify and support implementation and revision of computer or other technology literacy curriculum to reflect on-going changes in technology.
    22. design and implement integrated technology classroom activities that involve teaming or small group collaboration.
    23. identify activities and resources to support regular professional growth related to technology.
    24. describe student guidance resources, career awareness resources, and student support activities related to computing and technology.
    25. compare national KŠ12 computer or other technology standards with benchmarks set by local school districts and critique each.
    26. identify professional organizations and groups that support the field of educational computing and technology.
    27. design a set of evaluation strategies and methods that will assess the effectiveness of instructional units that integrate computers/technology.
    28. develop plans to configure computer or other technology systems and related peripherals in laboratory, classroom cluster, and other appropriate instructional arrangements.
    29. identify and describe strategies to support development of school and laboratory policies, procedures, and practices related to use of computers or other technology.
    30. research, evaluate, and develop recommendations for purchasing instructional software to support and enhance the school curriculum.
    31. research, evaluate, and develop recommendations for purchasing technology systems.
    32. design and recommend procedures for the organization, management, and security of hardware and software.
    33. identify strategies for troubleshooting and maintaining various hardware and software configurations.
    34. identify and describe network software packages used to operate a computer network system.
    35. configure a computer system and one or more software packages.
    The goal is learning -- taking place in a social context where knowledge is created from information with action guided by pedagogy.




    Evaluation & Assessment | Top | Important Dates | Texts & Resources | Course Description |
    | Objectives | Grading | Who is George North | Class Web Pages |

    Please note that it is possible to earn more than 100 points. Read carefully each of the five evaluation areas below. Hint ... follow the links to details of each area.

    Information below is tentative and will change in the next two weeks based on what we as a class decide is important to do in our time together this semester.

  • 20 points - Two Book Reviews, 10 points each. This is the ONLY assessment (grade) given to you by the instructor.
  • 20 points - Mid-semester exam -- Unit Lesson Plan, topic of your choice.
  • 20 points - Final Exam -- Unit Lesson Plan -- group project.
  • 30 points - Participation -- attendance and contributions to in-class activities. This includes iceCap -- written assignments posted to our list server, discussion board, field trips, and virtual class meetings.
  • 10 points - Timely completion of assignments. You cannot receive an "A" in this class unless assignments are completed on or before due dates and times. Everyone's learning depends on your completing assignments. This includes our (almost weekly) written assignments that will be eMailed to iceCap or posted on our Discussion Board.

    • Final grade will be based in large part on student's self-evaluation. Remember, evaluations are due at the beginning of our last class -- see important dates above for exact date.




    Grading | Top | Important Dates | Texts & Resources | Course Description |
    | Objectives | Evaluation | Who is George North | Class Web Pages |

  • A = 90 - 100 points
  • B = 80 - 89
  • C = 70 - 79
  • D = Three (3) unexcused absences
  • F = More than (3) unexcused absences





    • Who is
    George North         		| Top | Important Dates | Texts & Resources | Course Description |
    | Objectives | Evaluation | Grading | Class Web Pages |

    Today, I am Ph.D. candidate in the College of Education, Curriculum & Instruction. In my past life, for 30 years, I was a systems analyst, programmer, Information Systems manager, and computer consultant. I earned a B.S. in Liberal Arts from the University of the State of New York, and a M.S. in Computer Science from the University of New Orleans.

    George North
    Office: ED 342w
    Phone: 280-5557
    Home: 834-1891
    Cell: 957-5186
    eMail: gnorth@mac.com
    Web Site: http://georgenorth.net/~george/georgeHome.php
    Office Hours:
    Tuesday & Wednesday: 3:30 - 4:30
    Tuesday & Wednesday: 7:15 - 8:15 PM
    Also by appointment

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