... part of George North's and Teacher Explorer Center's Web site at UNO
Evaluation and Assessment
of Technology 		EDCI 4993-Sec. 603, Fall 2001
4:30 to 7:15, Tuesdays
Syllabus, Part II -- visits. 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 -- WebX'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.




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
    • This course is intended to help educators exhibit skills in the following: Identification and application of educational and technology-related research, the psychology of learning, and instructional design principles guiding the use of computers and related technologies in education.



    Objectives | Top | Important Dates | Texts & Resources | Course Description |
    | Evaluation | Grading | Who is George North | Class Web Pages |
    Evaluation and Assessment of Technology -- Students will identify and apply educational and technology-related research, the psychology of learning, and instructional design principles in guiding use of computers and technology in education. Students will evaluate authoring and programming environments for use in the classroom. They will apply instructional design principles to develop, implement, and test interactive multimedia instructional products using authoring environments. Students will participate in field experiences that allow them to (1) observe the use of technology to support instruction, the management of technology resources in educational settings, and the evaluation of effectiveness of technology resources for teaching and learning; and (2) apply technology resources to support instruction in classroom settings.

    Students will be given the opportunity to:
    1. summarize and apply principles and practices of educational research in educational technology.
    2. summarize major research findings and trends related to the use of technology in education to support integration of technology in a KŠ12 environment.
    3. apply theories of learning, teaching, and instructional design and their relationship to the use of technology to support learning.
    4. describe social and historical foundations of education and how they relate to the use of technology in schools.
    5. identify research related to human and equity issues concerning the use of computers and related technologies in education.
    6. design a research project that includes evaluating the use of a specific technology in a KŠ12 environment.
    7. use and apply more than one computer authoring and/or programming environment.
    8. describe the characteristics and uses of current authoring environments and evaluate their appropriateness for classroom applications.
    9. describe the characteristics and uses of current programming and scripting environments and evaluate their appropriateness for classroom use.
    10. apply instructional design principles to the design of screens, text, graphics, audio, and video in instructional products under development.
    11. describe and practice strategies for testing and evaluating instructional products designed.
    12. apply instructional design principles to develop substantive interactive multimedia computer-based instructional products.
    13. observe and compare methods and strategies used in educational technology in a variety of authentic educational settings (e.g., elementary, middle, secondary, adaptive assistive classrooms, labs).
    14. develop and teach a series of lessons that apply technology resources to support instruction.
    15. document and assess a significant field-based activity involving experiences in instructional program development, staff development, facilities and resource management, or managing change related to technology use in schools.
    16. document and assess experiences in implementing a WAN or LAN with Internet connectivity.
    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 |

    Read carefully each of the six evaluation areas below. Hint ... follow the links to details of each area.
    Information below is tentative and will change based on what we as a class decide is important to do in our time together this semester.

  • 10 points - Two Book Reviews, 5 points each. Instructor graded.
  • 10 points - Exam 1 -- Demonstrate knowledge of historical context and equity issues of technology in an educational setting.
  • 10 points - Exam 2 -- Demonstrate knowledge of relevant research applying to the use of and evaluation/assessment of educational technologies.
  • 10 points - Exam 3 -- Design and implememtation of multimedia instructional product.
  • 25 points - Exam 4 -- Class discussion using WebX'ing.
  • 10 points - Participation -- attendance and contributions to in-class activities. This includes redCap -- 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 redCap or posted on our Discussion Board.
  • 15 points - Portfolio and Self-evaluation -- .



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

  • A = 91 - 100 points
  • B = 81 - 90
  • C = 71 - 80
  • 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. I am a member of the Faculty of UNO's College of Education, assigned to the College office (not to any department). Also, I am Director of Instruction Technology and responsible for the College's Multimedia Development Lab (Ed. 309). 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. I am dyslectic.

    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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