K-12 Application Software Online

Technology, Teaching, and Learning
An Online Graduate Course

Course Description

This course highlights application software used in the K-12 curriculum. An emphasis is placed on student use and teacher productivity. Teachers will work with integrated application programs and their components, graphics programs, and desktop publishing software to integrate the applications into various curriculum areas.

Objectives
Educators will develop the ability to integrate application software into the curriculum.

• Compare and contrast the ADDIE and ASSURE Models
• Create a lesson plan integrating instructional hardware and software
• Design instructional activities for teachers and K-12 students
• Produce a professional development session based on adult learning theory
• Evaluate various communication tools and instructional design models, evaluate them, and relate them to classroom learning situations
• Incorporate the appropriate skills to conduct a successful mentor activity
• Assess the relevance of various professional journals and organizations, then join the most appropriate
• Revise and implement software, hardware, and website evaluation forms
• Locate and evaluate software appropriate to curriculum area
• Review and critique emerging technologies
• Incorporate emerging technologies into K-12 activities
• Compare and contrast various types of multimedia software
• Generate a digital media piece to promote a specific subject area topic
• Produce and revise multimedia presentations for education settings
• Evaluate the importance of implementing assistive technology to meet the needs of all learners
• Incorporate technology into the curriculum to promote inclusion
• Design activities that incorporate adaptive hardware and software for students and teachers with special needs
• Design online tutorials for students and teachers to use as a lesson or review at least 3 software skills
• Generate activities that will develop K-12 students' abilities to use application software as a tool
• Design activities to assist students in developing the skill to select appropriate application(s) for a given task or problem
• Identify and critique productivity software resources
• Compose educational resources using application programs for professional productivity, word processing, spreadsheets, database, HTML, desktop publishing, Web editors, and others

Curriculum Design & Time Requirements
This course will emphasize integrating application software into the K-12 curriculum and teacher productivity. Students will work with integrated application programs and their components, graphics programs, and desktop publishing software. Modules will be completed one per week. This is an online sixty-hour, three credit graduate level course that is completed over a thirteen-week period.

Hardware & Computer Skills Requirements
Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have internet access with an active e-mail account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Netscape Navigator, Microsoft Internet Explorer or America Online's (AOL) browser. To download a browser at no cost, visit one of the following Web sites – Netscape.com; Microsoft.com and AOL.com.

Course Materials
The required text for this course is Teacher Centered Professional Development by Gabriel Diaz-Maggioli (2004). The textbook and an extensive Recommended Reading List will be provided for all students. In addition, online readings and website reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated websites within the course content.

Session Outline
Module 1: Instructional Design
Objective: Students will incorporate instructional design models when designing professional development activities.
Contents:

1. Compare and contrast the ADDIE and ASSURE Models.
2. Design and facilitate a professional development session based on either the ADDIE or ASSURE model.

1. Plan a professional development session based on adult learning theory.Compare and contrast delivery modes.
2. Design professional developments to develop a community of learning.

1. Outline characteristics of essential mentoring skills, stages, and models.
2. Facilitate a mentoring partnership

1. Review the relevance of various professional journals.
2. Compare and contrast professional organizations and join the most appropriate.

1. Revise and implement software, hardware, and website evaluation forms.
2. Locate and evaluate software appropriate to curriculum area.

Module 6: Emerging Technologies
Objective: Students will formulate methods to integrate emerging technologies into the K-12 curriculum.
Contents:

1. Review and critique emerging technologies.
2. Incorporate emerging technologies into K-2 activities.

1. Compare and contrast various types of multimedia software including presentation software, Web design, and graphics programs.
2. Generate a digital media piece to promote a specific subject area topic.

1. Recognize importance of implementing assistive technology to meet the needs of all learners.
2. Generate ideas for incorporating technology into the curriculum to promote inclusion.

1. Critique online tutorials.
2. Design online tutorials for students and teachers to use as a lesson or review at least 3 software skills.

1. Identify and critique productivity software resources.
2. Decide on quality appropriate resources to create a productivity resource for teachers.

Grading

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.