Instructor: Carolynne White
| Course Objectives EDUC545 | Assessments EDUC 545 |
|---|---|
| Learning styles: Recognize their own teaching and learning styles within the context of teaching with technology. | On-going self-evaluation and in-class discussions Use on-line. Note online learning styles assessment resources listed in syllabus. |
| Presentations (PowerPoint): Use presentations as a teaching tool within their subject area and analyze the teaching effectiveness of the presentation's design. | Prepare an initial PowerPoint presentation as intro and second presentation in subject area. Critique all class presentations for design, color contrast, presentation of topics, graphical representations of data and image use. Use one PowerPoint advanced technique and teach a "how-to" to class. Include suggestions on usage of this technique in a teaching environment. Submit critique of all subject area class presentations on effectiveness and design to instructor and class; include observations on teaching styles and appropriateness of design for a variety of learning styles. |
| Electronic Communication: Use and compare a variety of electronic tools used for electronic communication both between peers and between teachers and students. | Participate in Email and other forms of electronic communication. Compare the effectiveness of these communication modes, for both between peers and between teachers and students, in an in-class discussion. Lead at least one of the electronic discussions. |
| Word Processing and desktop publishing: Explore ways that commonly used software can be used to both facilitate teaching and learning, and deal efficiently with administrative tasks. | Brainstorm on Word Processing uses for both teachers (classroom, preparation, administrative) and students. Create set of sample docs including letters, a newsletter, and mail merge. |
| Spreadsheets: see above | Brainstorm on Spreadsheet uses for both teachers (classroom, preparation, administrative) and students. Create a grade sheet with weighted grades, an inventory and an additional spreadsheet in your subject area. |
| Databases: see above | Brainstorm on Database uses for both teachers (classroom, preparation, administrative) and students. Create a simple database for use in your subject area. |
| Images / Graphics: Use various software programs to modify or create images or other graphical representations of information including timeline, charts and tables. | Use PhotoShop to manipulate images and create new images for uses in PowerPoint and Web pages. Explore possibilities of representing information graphically and include these images in PowerPoint presentations. investigate the use of graphical representations of data in education. Write a paper (include references to a minimum of four scholarly on-line papers) presenting your recommendations for use of these tools. Include 3 different graphical representations of the same data and suggest how and why (for courses, students and learning styles) each might be most useful for a teacher presenting information |
| Web Resources: Use and be able to teach students how to use the web as a research tool. Develop criteria for evaluating websites. | Experiment with a variety of search techniques. Develop criteria for evaluating websites. Investigate existing web pages in subject area. Compare content (intended audience, organization of information, and bias), design (both graphic and navigational), the type of learner who would most likely benefit from the site and note the site's author and host. |
| Web Site Authoring: Create a course website using Dreamweaver or another webpage authoring software). | Create "accessible" website of at least 4 webpages for course including contact information, modification date, subject material links, images, and syllabus. The pages must be easy to navigate and accessible to page readers for the blind. PLUS test an assigned site for accessibility, content and design. Create report on suggestions for changes and submit modified site suggestions to class |
| Copyright issues: Model appropriate use of copyright and fair use standards | Investigate copyright policies at different institutions including Rice University. Demonstrate understanding of policies in work presented to class. |
| Hardware/ software: Become familiar with technology (hardware and software) and educational pricing practices. | Learn about hardware and software (investigate one aspect to contribute to the class) and determine your hardware/software set for a classroom based on a limited budget. |
| Subject area lessons: Create and teach lessons using technology that can be used in more than one environment. | Creation and presentations of two lessons using technology to the class. These lessons should be appropriate for middle or high school classes. These subject area lessons must use 2 different teaching scenarios: Computer lab, One computer (instructor usage), One computer (student group usage). These subject area lessons must use different software applications: spreadsheet, database, word processing, web page, presentation Students must discuss their lesson topics with the instructor prior to developing materials. Lesson Plans need to be turned in prior to presentation and a self-evaluation is due at the next class meeting. Submit critique (include information on audience, instructional design, use of graphics, and of learning styles) for other student's class subject area lessons on effectiveness and educational design. |
| Data Presentation Analyze different ways that technology can present the same materials for a variety of learning styles. | On-going self evaluation and in-class discussions |
| Portfolio Create a portfolio of technology related teaching materials. | Each assignment should be saved in a portfolio in both paper media and electronic media. |
(10 pts) Participation in Email Discussions
(30 pts) Assignments including spreadsheets, databases, presentations,
graphics, and web pages.
(20 pts each) Creation and presentations of two lessons using technology to
the class
These lessons should be appropriate for middle or high school classes.
Each of these subject area
lessons must use different scenarios: Computer lab, One computer (instructor
usage), One computer (student group usage).
Each of these subject area
lessons must use different software applications: spreadsheet, database, word
processing, web page, presentation
Students must discuss their
lesson topics with the instructor prior to developing materials.
Lesson Plans need to be turned
in prior to presentation and a self-evaluation is due at the next class
meeting.
(20 pts) Class participation and discussions including evaluation of
presentations
Page updated 1/13/06 by Carolynne White