Brewer, Sally

English

University of Montana

University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Fall 9-2004 C&I 570.01: Instructional Technology Foundations Sally Brewer University of Montana - Missoula, sally.brewer@umontana.edu Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits you. Recommended Citation Brewer, Sally, "C&I 570.01: Instructional Technology Foundations" (2004). Syllabi. 4299. https://scholarworks.umt.edu/syllabi/4299 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact scholarworks@mso.umt.edu. C & I 570:  Instructional Technology Foundations Fall, 2004  Dr. Sally Brewer    Office Hours:    Office:  EDUC 101     Mon., 11:00 a.m. – 12:00 p.m.    Phone:  243-2563      Tues., 3:00 – 5:00 p.m.   E-Mail:  sally.brewer@mso.umt.edu   Wed., 1:00 – 2:00 p.m.      Course Location:  http:// umonline.umt.edu  Course meeting time:  Tuesday, 7:00 – 8:00 p.m. (in Virtual Classroom)  Course Description:  This course is designed to provide students with an overview of the learning theories and instructional design models that form the foundation of instructional technology.  Having knowledge about the foundations, history, and the literature in the field enables students to think more critically about their projects. Topics included in this course are: foundations, history, ISD models, issues, and current trends. A foundation will be laid which you will use when you design, develop, implement and evaluate instructional media during the spring semester.  Objectives: By the end of the semester, the students will be able to: • Understand the foundations and history of educational technology • Identify major resources, organizations, and people in the field of educational technology • Become familiar with a wide variety of literature related to educational technology • Become familiar with a variety of Instructional Systems Design (ISD) models • Understand how national, political initiatives impact  Course Content: Topics       Behaviorists: B. F. Skinner,  Thorndike, and Computer assisted instruction   Cognitivists: Jerome Bruner, David P. Ausubel, Robert M. Gagne   Learning and Development: Jean Piaget, Lev Vygotsky, Seymour Papert, Howard Gardner  John Dewey: Experiential learning  David Jonassen & Constructivism CTGV and Anchored instruction  Technology  initiatives Key Building Blocks for Student Achievement in the 21st Century http://www.ceoforum.org National Educational Technology Plan http://www.nationaledtechplan.org/  No Child Left Behind http://www.ed.gov/nclb/landing.jhtml 21st Century Skills:  Literacy in the Digital Age http://www.ncrel.org/engauge/skills/skills.htm  National Educational Technology Standards  For students, teachers, and administrators (http://cnets.iste.org)  Evaluation:  Evaluation will occur on a continuing basis throughout the semester. Students are expected to attend all classes and participate in classroom activities.  Assignments must be turned in on time and in a professional format. They are weighed as follows:     Class participation    10%   90 -100% A  Reports      60%   80 - 89% B  Exams       30%   70 - 79% C          100%   60 – 69% D             Below 60  F  My Expectations of you : 1. Students are expected to send in their assignments by the due date.   2.  Students are expected to participate in ALL threaded discussions. 4. All work should be presented in a professional manner. They should be proofread before sending. Assignments containing errors in spelling, punctuation, APA style, and so will receive a 10% score reduction.  How to Send and Name Assignments 1. In the subject line, type First Initial+last name +Assignment number (e.g., SbrewerA1) 2. If you send an assignment as an attachment, be sure to put your name and the assignment number on the attached document.  You should expect from me: 1. A response to an email within 24 hours. (If you need immediate help, put HELP in the subject line.) 2. A response to a threaded discussion posting within 48 hours. 3. Graded papers returned within 3 days of the due date.            Recommended text:  American Psychological Association.  (2001).  Publication manual of the American Psychological Association.  (5th ed.)  Washington, DC:  American Psychological Association.   Bibliography of selected resources:  Anglin, G. J. (1995). Instructional technology: Past, present, and future (2nd ed.). Englewood, CO: Libraries Unlimited. Cognition and Technology Group at Vanderbilt.  (1999). Technology for teaching and learning with understanding:  A primer.  Boston:  Houghton Miflin. Dick, W.  and Carey, L.  (2001).  The systemic design of instruction. (5th Ed.) New York:  Harper Collins. Gagne, R. M., Briggs, L. J., & Wager, Walter W. (1992).  Principles of instructional design.  (4th ed.).  Fort Worth:  Harcourt Brace Jovanovich. Heinich, R., Molenda, M., Russell, J. D. & Smaldino, S. E. (2002). Instructional media and technologies for learning (7th ed.). Upper Saddle River, NJ: Prentice Hall. Jonassen, D., Peck, K. & Wilson, B. (1999).  Learning with technology:  A constructivist approach. Upper Saddle Brook, NJ:  Prentice Hall. Saettler, P. (1990).  The evolution of American educational technology.  Englewood, CO:  Libraries Unlimited. Seels, B.B. & Richey, R. C. (1994).  Instructional technology:  The definition and domains of the field.  Washington, D.C.:  Association for Educational Communications and Technology.   Seels, B. B. & Glasgow, Z.  (1998).  Making instructional design decisions.  Upper Saddle Brook, NJ:  Prentice Hall. Smith, P. L. & Ragan, T. J. (1999). Instructional design.  (2nd ed..) Upper Saddle Brook, NJ:  Prentice Hall. Simonson, M. & Thompson, A. (1997).  Educational computing foundations. Upper Saddle Brook, NJ:  Prentice Hall.  Note: I will be adding to the recommended reading list as the semester progresses.      C & I 570:  Dynamic Syllabus  Fall, 2004    Date   Topic Assignment    8/31 Introductions to Course and Participants Syllabus Assignments and groups projects What is educational technology?  9/7 Definition of the field Initial definition is due 9/14 History of Instructional Technology 5 page paper on “your” decade 50s, 60s, 70s, 80s, 90s 9/21 Behaviorists: Thorndike, Skinner, Bloom, Glaser Tyler, Mager, and Bloom   9/28 Cognitivists: Bruner, Ausubel, Gagne      10/5 Learning and Development: Piaget,  Vygotsky,  and Papert   10/12 Experiential Learning:  John Dewey        Constructivism and Anchored Instruction:  Jonassen and CTGV     10/19 Midterm  10/26 Learning Styles    11/2 Holiday   11/9 Addie and ID models Find 2 ISD models on web or print– compare and contrast. Create your own. 11/16 Educational Technology Standards   11/23 Library time  11/30 Politics and IT   12/7 Becoming a professional Organizations Conferences   12/14 Final     

C&I 570.01: Instructional Technology Foundations

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C&I 570.01: Instructional Technology Foundations

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