Course Description
This course is an introductory/intermediate graduate level computer course for educators. It is designed for those new to computers, as well as those who want to learn more about how computers can be integrated effectively into the classroom. The curriculum for this course is based on the International Society for Technology in Education (ISTE) recommended foundations in technology for all teachers. TDC meets the National Educational Technology Standards for Teachers (NETS-T) and the national Technology Standards for School Administrators (TSSA) as recommended by ISTE.

Participants will finish the course with a strong understanding of educational technology, including how to use computers, thereby increasing their computer literacy skills. Participants will learn how to access the vast array of educational resources available on the World Wide Web, increasing their information literacy skills. Most importantly, participants will learn how to integrate computers and educational technology into classroom curriculum, increasing their integration literacy skills. Participants will gather ideas for integrating technology across the curriculum. In addition, participants will learn about assessment in the technology-enriched classroom. Students will review and analyze relevant and current research dealing with the use and impact of educational technology in the school setting. Students will develop critical thinking, analysis, and synthesis skills concerning the integration of technology into their specific curricular area. Finally, they will learn how to integrate technology in any curriculum area effectively so it has a positive impact on student learning.

Objectives
• Increase computer literacy, information literacy and integration literacy skills
• Develop the ability to integrate technology across the curriculum
• Increase understanding of computers, networking, the Internet and the World Wide Web as they relate to K-12 education
• Understand the important components of evaluating Web sites and software applications
• Understand security issues, copyright and ethics of using the Internet in the classroom and will be able to develop means to increase the security of their students while using the Internet
• Become proficient in techniques involved in developing instructional materials in various formats
• Be able to plan appropriate applications of technology to specific instructional situations, to select or design and develop materials and strategies and to objectively evaluate educational technologies
• Acquire a basic knowledge of the existing body of research dealing with educational technology and the application of technology in the teaching and learning process
• Acquire a basic knowledge of instructional theories and models concerning educational technology and their influence on technology integration
• Learn about both PC and Macintosh computer platforms

Time Requirements
This course is offered over a period of 13 weeks and is a 45 hour 3 credit graduate course. Modules are completed one per week.

Hardware & Computer Skills Requirements
Students may use either a Macintosh computer or a PC with Windows 95 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. Internet Explorer is the recommended brower for this course. To download a browser at no cost, visit one of the following Web sites – Netscape.com; Microsoft.com and AOL.com.

Course Materials
Teachers Discovering Computers: Integrating Technology in the Classroom Second Edition by Shelly, G., Cashman, T., Gunter, R., & Gunter. G. (2002) is the required textbook for this course. The textbook, course materials, and an extensive Recommended Reading List will be provided for all students. In addition, online readings and Web site 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 Web sites within the course content.

Session Outline
Module 1: Introduction To Using Computers In Education
Objective: Students will be able to explain the difference between computer, information, and integration literacy and demonstrate knowledge of the various uses of computers in education. Students will interact with the class via e-mail as outlined in their assignment.
Contents:
  1. Introduction
       • E-mail Assignment - Getting to Know You!
  2. Curriculum-Specific Learning
  3. Computer Technology
       • PCs and Macintosh Computers
       • Components of a Computer
       • Computer Software
       • Networks and the Internet
  4. The Role of Computers in Education
       • Identify Ways Schools Use Computers Today
  5. Milestones in Computer History - Timeline 2002
Culminating Assignment: E-mail an introduction paragraph to the class. Write a 200-300 word reflection of the required reading focusing on what you learned and a 25 word reflection on each assigned Web site, research article, best practice, lab, or tutorial. Do not summarize the chapter, instead discuss new ideas and significant insights and how the information can be used to support classroom integration of technology.

Module 2: Communications, Networks, the Internet and the World Wide Web
Objective: Students will define communication, networks, the Internet and the World Wide Web.
Contents:
  1. Introduction to Communications
  2. Networks
       • Understanding Networks
       • Networking the Classroom, School and District
       • The Benefits of Computer Networks in Education
  3. The Internet
       • History of the Internet
       • How the Internet Works
       • Internet Services
       • Educational Uses of the Internet
  4. The World Wide Web
       • Locating Web Resources
       • Multimedia on the Web
Culminating Assignments: Write a 200-300 word reflection of the required reading focusing on what you learned and a 25 word reflection on each assigned Web site, research article or best practice, lab, and tutorial. Do not summarize the chapter, instead discuss new ideas and significant insights and how the information can be used to support classroom integration of technology.

Module 3: Productivity Software Applications for Educators
Objective: Students will describe the difference between application software, productivity software, graphics, and multimedia software. Students will identify key components for evaluating software for classroom use. Students will identify methods of integrating different types of software into the classroom.
Contents:
  1. Application Software
       • Operating Systems
       • Common Features of Software Applications
  2. Productivity Software
       • Classroom Uses
  3. Graphics and Multimedia Software
       • Examples of Graphics and Multimedia Software
       • Using Graphics and Multimedia Software in the Classroom
       • Using Web Authoring Software
  4. Software for School and Professional Use
       • School and Student Management Software
       • Grade Book Software
       • Educational/Reference Software
       • Special Needs Software
Culminating Assignments: Write a 200-300 word reflection of the required reading focusing on what you learned and a 25 word reflection on each assigned Web site, research article or best practice, lab, and tutorial. Do not summarize the chapter, instead discuss new ideas and significant insights and how the information can be used to support classroom integration of technology.

Module 4: Hardware Applications for Educators
Objective: Students will identify the basic components of a computer. Students will describe how data is represented. Students will identify the four types of input devices. Students will differentiate between the four types of output and identify output devices. Students will differentiate between storage and memory and identify different types of storage devices. Students will understand how to purchase, install, and maintain personal and classroom computers.
Contents:
  1. The System Unit
       • Components of the System Unit
       • Data Representation
  2. Input
       • Input Devices
       • Input Devices for Challenged Students
  3. Output
       • Output Devices
       • Output Devices for Challenged Students
  4. Storage
       • Storage Devices
  5. How to Purchase, Install, and Maintain a Personal Computer
Culminating Assignments: Write a 200-300 word reflection of the required reading focusing on what you learned and a 25 word reflection on each assigned Web site, research article or best practice, lab, and tutorial. Do not summarize the chapter, instead discuss new ideas and significant insights and how the information can be used to support classroom integration of technology.

Module 5: Integrating Multimedia and Educational Software Applications
Objective: Students will define multimedia. Students will identify a variety of multimedia software applications. Students will describe why multimedia applications are important for education.
Contents:
  1. Multimedia
       • The Components of Multimedia
       • Multimedia vs. Other Types of Software Applications
  2. Multimedia Applications
       • Presentation
       • Authoring
       • Virtual Reality
       • The World Wide Web
  3. K-12 Educational Software Applications
       • Integration of Multimedia Software
       • The Value of Multimedia Applications in Education
  4. Creating Multimedia Applications
Culminating Assignments: Write a 200-300 word reflection of the required reading focusing on what you learned and a 25 word reflection on each assigned Web site, research article or best practice, lab, and tutorial. Do not summarize the chapter, instead discuss new ideas and significant insights and how the information can be used to support classroom integration of technology.

Module 6: Education and Technology Integration
Objective: Students will define curriculum standards and benchmarks. Students will identify specific instructional strategies. Students will be able to discuss the learning process and how technology affects the learning process. Students will be able to discuss planning issues for technology integration. Students will review different learning theories and identify which theorist they most closely emulate.
Contents:
  1. Curriculum Standards and Benchmarks
       • Requirements for Students
       • Requirements for Teachers
       • Planning Lessons that Incorporate the Standards and Benchmarks
  2. Technology Integration and the Learning Process
       • Learning Styles
       • The Impact, or Role, of Technology
       • Strategies for Teaching with Technology
  3. Planning for Technology Integration in the Classroom
       • Planning Lessons with Technology
       • The ASSURE Model
       • KWL Charts
       • Putting It All Together - Creating an Integrated Learning Environment
  4. Learning Theories and Educational Research
Culminating Assignments: Write a 200-300 word reflection of the required reading focusing on what you learned and a 25 word reflection on each assigned Web site, research article or best practice, lab, and tutorial. Do not summarize the chapter, instead discuss new ideas and significant insights and how the information can be used to support classroom integration of technology.

Module 7: Integrating Educational Technology into the Curriculum
Objective: Students will demonstrate techniques for evaluating educational technology. They will compare and contrast the components of Web site evaluation vs. print evaluation. Students will develop a Web site evaluation form to be used in the classroom. Students will compare and contrast lesson plans that incorporate technology.
Contents:
  1. Evaluating Educational Technology
       • Sources of Information
       • Evaluating Software Applications and Web Resources
  2. Evaluating the Effectiveness of Technology Integration
       • Tools for Evaluating the Effectiveness of Technology Integration
       • Evaluating Technology-Based Student Projects
  3. Integration Strategies
       • One-Computer Classroom
       • Multi-Computer Classroom
       • Classroom Management Plan
  4. Curriculum Integration Activities
       • Curriculum pages
       • Creating Technology Enriched Lesson Plans
  5. Finding Funds to Support Classroom Technology
       • Grant Writing
       • Other Funding Sources
Culminating Assignments: Write a 200-300 word reflection of the required reading focusing on what you learned and a 25 word reflection on each assigned Web site, research article or best practice, lab, and tutorial. Do not summarize the chapter, instead discuss new ideas and significant insights and how the information can be used to support classroom integration of technology. In addition, post one-paragraph in the forum describing how you can integrate your favorite assigned Web site, lab, or tutorial in your classroom curriculum.

Module 8: Security Issues, Ethics, and Emerging Technologies in Education
Objective: Students will identify security issues for computers, and Internet usage. Students will define ethics and copyright and how these apply when using the Internet. Students will describe Fair Use as it applies to the Internet and published Web pages. Students will discuss two types of filtering software and the pros and cons of each. Students will explore emerging technologies and how to incorporate new technologies into instruction so it impacts student learning.
Contents:
  1. Computer Security
       • Viruses
       • Software Piracy
  2. Ethics and the Information Age
       • Copyright
       • Fair Use
       • Publishing Web Pages
  3. Safety on the Internet
       • Filtering Software
       • Acceptable Use Policies (AUP)
  4. Emerging Technologies
Culminating Assignments: Write a 200-300 word reflection of the required reading focusing on what you learned and a 25 word reflection on each assigned Web site, research article or best practice, lab, and tutorial. Do not summarize the chapter, instead discuss new ideas and significant insights and how the information can be used to support classroom integration of technology.

Modules 9, Part A: Creating a Web Page
Objective: Students will learn how to create a teacher's Web page using Microsoft Word 2002/2000 or Netscape Composer using the tutorial in the textbook or at the textbook Web site. Students will identify and describe qualities of effective Web page design. Students will explain the difference between creating a Web page using a Web editor and html. Students will begin planning for their final integration project.
Contents:
  1. Web Editors
       • Microsoft Word 2002/2000
       • Netscape Composer
  2. Introduction to the Final Integration Project
Culminating Assignments: Using the step-by-step instructions in the textbook, create a teacher's or administrator's Web page. Storyboard a Web site to support a lesson that integrates technology using what you have learned in this course and the hundreds of educational resources you have evaluated to be used to create your final integration project in Module 10, Part B.
Administrators: Administrators will explore how other administrators use Web pages and create a Web page.

Modules 9, Part B: Creating a Curriculum Page
Objective: Students will define and describe the value of curriculum pages. Students will learn how to create a curriculum page using Microsoft Word 2002/2000 or Netscape Composer. Students will create a Web site. Students will utilize Internet resources in a lesson plan.
Contents:
  1. Curriculum Pages
       • What is a Curriculum Page?
       • Examples
       • Uses
  2. Creating Curriculum Pages
       • Microsoft Word 2002/2000
       • Netscape Composer
       • Other Web Editors
Culminating Assignments: Using the step-by-step instructions in the textbook, create a curriculum page. Begin planning/designing a curriculum page for your final integration project.

Modules 9, Part C: Effective Search Techniques and State, University/College, and School District Resources
Objective: Students will identify state standards and benchmarks. Students will locate and identify state technology requirements for K-12 students and educators. Students will locate and explore the State Department of Education for their particular state and identify helpful resources for educators. Students will locate other helpful resources, research articles, and best practices supported by state universities/colleges and school districts.
Contents:
  1. Searching the Web
       • Subject Directories
       • Search Engines
  2. State Resources
       • Standards and Benchmarks
       • Technology Standards for Educators
       • State Department of Education
       • Other State, University/College and School District Resources
Culminating Assignments: Summarize state standards and benchmarks for your curriculum areas. Identify and summarize state and local technology requirements for K-12 students and educators. Extensively explore and summarize your state and school district's Web sites. Using the two tutorials in the textbook on effective search techniques, locate additional Web resources that will support your final project. In addition, identify and summarize additional educational resources, research articles, and best practices created and supported by state and local universities and colleges.
Administrators: Administrators will explore how other administrators are both implementing and evaluating all aspects of the use and integration of technology. This information will be used in formulating their final project in Module 10.

Module 10, Part A: Creating Rubrics and Final Integration Project Guidelines
Objective: Students will define and describe rubrics. Students will explain alternative assessment methods and when alternative assessment is appropriate. Students will continue to work on the final integration project.
Contents:
  1. Authentic Assessment
       • Evaluating Student Learning
       • Using Rubrics as an Assessment Tool
       • Samples of Rubrics
       • Designing Rubrics
  2. Final Integration Project Guidelines
Culminating Assignments: Create a rubric to use with a technology infused lesson that will evaluate student learning. Incorporate the rubric into the final integration project.
Administrators: Administrators will create an assessment rubric to effectively evaluate the use and integration of technology in their school and more importantly the use and integration of technology by their teachers.

Module 10, Part B: Final Integration Project
Objective: Students will complete the final integration project.
Culminating Assignments: Based upon sound educational research principles and best practices that you have learned in this course, create a lesson that demonstrates your knowledge on how to integrate educational technology into a subject specific curriculum area. Then, create a Web site consisting of a home page, curriculum page, and rubric that supports your lesson. The lesson must be tied to state standards and reference research articles and best practices in the field of educational technology.
Administrators Final Project: Administrators will create an administrative unit consisting of an administrative action plan and an assessment rubric to effectively evaluate the use and integration of technology in their school and more importantly the use and integration of technology by their teachers. Reflect on your experiences in this course by completing the Course Evaluation Form.

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.

Register
To register to take TEI's Teachers Discovering Computers online graduate course, go to the Course Registration page.