E-mail: mark_grabe@und.edu
Phone: 701-777-3920 (office)m 218-779-4644 (cell)
IM: markgrabe@mac.com
This web page and related links will serve as the official syllabus for IDT 510. You may print what you want from this site anytime you want. However, the on-line version will continue to evolve and will serve as the source for all course policies and assignments. Review the on-line source frequently. We (you as student and me as instructor) are involved in the exploration of ways in which technology can be applied to teaching and learning. Part of this exploration will involve our personal attempts to use technology in teaching and learning.
Expectations for Participation
IDT 510 (Technology-Based Instructional Applications and Methods) is a graduate-level course examining the roles technology can play in learning and instruction. The course is intended to provide a general background in educational technology and to investigate important issues that should inform the decision-making of instructors, administrators, and curriculum developers. I try to imagine eventual roles for graduates as I put together the resources to be used in this course. My main focus is on those who facilitate the use of technology in K-16 settings. Some specific emphases include consideration of:
Course resources will include (a) a textbook, (b) "primary source" reading assignments (accessible via the web), and (c) links to other on-line resources appropriate to the topics of study.
I make some assumptions about your background and situation that should be made clear.
Textbooks: Grabe, M. & Grabe, C. (2004). Integrating technology for meaningful learning - 4th. Ed.. Boston: Houghton-Mifflin.
Web site: Integrating Technology for Meaningful Learning Web site
I am using the Grabe and Grabe text to establish the structure for this course. As you might expect, this book offers a convenient way for me to "externalize" my personal way of thinking about the classroom integration of technology. You may process this and the other information you encounter in this course and arrive at different perspectives.
The other assigned material is included to either familiarize you with specific issues in greater depth or to acquaint you with "primary sources" appropriate to the field. Some find this type of material tedious to read and less conclusive than they might desire. It is my opinion that as an advanced student you must become familiar with this writing style and related assumptions regarding how best to understand the causes of behavior (e.g., a scientific perspective). You may or may not end up conducting your own empirical investigations, but exposure to the work that serves as the basis for a "science of instruction" should influence how you evaluate recommendations you will encounter as a professional.
I have made the move to UND's online journal system because many students may not have immediate access to a "university" library. There is a down side to this commitment - the resources are limited to journal articles (no book chapters) and many journals delay the release of full-text versions of what is released in the "hard copy" format.
Course CMS: Blackboard
Instructions for accessing Blackboard are available online. There can be issues if you added the course "late" - the Blackboard system may not know that you are a system. Let me know if this is the case.
Topics of Study
I. A Teaching and Learning Framework For Integrating Technology in Classrooms
(The Grabe and Grabe chapters provide the general structure for the assigned reading. Other required and optional sources are nested within this structure.)
1. Key Themes and Issues for Using Technology
What should be happening, what is happening and what factors are involved.
Larry Cuban - Oversold and Underused (this is the online PDF version of the book) (optional)
Hernandez-Ramos, P. (2005). If not here, where? Understanding teachers' use of technology in Silicon Valley schools. Journal of Research on Technology in Education, 38(1), 39-55.
ECAR Higher Education Study 2005
Norris, C., Sullivan, T., Poirot, J. & Soloway, E. (2003). No access, no use, no impact: Snapshot surveys of educational technology use in K-12. Journal of Research on Technology in Education, 36, 15-27.
International Society for Technology in Education. National educational technology standards for teachers. (required)
Kanaya, T., Light, D. & Culp, K.M. (2005). Factors influencing outcomes from a technology-focused professional development program. Journal of Research on Technology in Education, 37, 313-329.
Optional - the most current source providing statistical information on technology in K-12 available to the public (not a commercial service used for educational marketing) is the "Technology Counts" issue of Education Week. The most recent issue (2005) is Volume 24 Issue 35 (Education Week). The tables in the version available through the library service are poorly formatted. You can also search for "Technology Counts" online.
EdWeek Technology in Education "Snapshot" (optional)
National Technology Plan (optional)
2. Meaningful Learning in an Information Age
Roblyer, M.D. & Knezek, G.A. (2003). New millennium research for educational technology: A call for a national research agenda. Journal of Research on Technology in Educaiton, 36, 60-71.
Strudler, N. (2003). Answering the call: A response to Roblyer and Knezek 2003. Journal of Research on Technology in Education, 36, 72-76.
II. Learning How to Integrate Technology with Your Teaching
3. Using Tools: Word processors, databases, spreadsheets, and Data Probes
4. Using Instructional Software and Multimedia for Content Area Learning
Clark, R. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. (optional - not available online)
Clark, R. (1985). Confounding in educational computing research. Journal of Educational Computing Research, 1(2), 137-148. (optional - not available online)
Fletcher-Flinn, C. & Gravatt, B. (1995). The efficacy of computer assisted instruction (CAI): A meta-analysis. Journal of Educational Computing Research, 12(3), 219-242. (optional - not available online)
Virtual frog simulations (optional)
Jong, T. & Joolingen, W. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.
Barron, B. (2000). Problem-solving in video-based microworlds: Collaboration and individual outcomes of high-achieving sixth-grade students. Journal of Educational Psychology, 92, 391-398
Saloman, G. & Perkins, D. (1987). Transfer of cognitive skills from programming: When and how? Journal of Educational Computing Research, 3(2), 149-169. (optional - not available online)
Dillon, A. & Gabbard, R. (1998). Hypermedia as educational technology: A review of the quantitative literature. Review of Educational Research, 68, 322-349.
Mayer, R. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
Mayer, R. et. al (1999). Maximizing constructivist learning from multimedia communications by minimzing cognitive load. Journal of Educational Psychology, 91(4), 638-643. (optional)
Rieber, L. P. (2005). Multimedia learning in games, simulations, and microworlds. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 549-567). New York: Cambridge University Press.
Venneman, S.S. & Knowles, L.R. (2005). Sniffing out efficacy: Sniffy Lite, a Virtual animal lab. Teaching of Psychology, 32(1), 66-69. (not presently available online)
5. The Internet as a Tool for Communication
Jonassen, D.H., Kwan, H. (2001). Communication patterns in computer-mediated versus face-to-face group problem solving. Educational Technology, Research and Development, 49, 35-52.
Moore, J.L. & Marra, R.M. (2005). A comparative analysis of online discussion participation protocols. Journal of Research on Technology in Education, 38, 191-212.
Fauske, J. & Wade, (2003). Research to practice online: Conditions that foster democrary, community, and critical thinking in computer-mediated discussions. Journal of Research on Technology in Education, 36, 137-153.
Added late and optional: Here is an article that may provide some insight into how researchers investigate online discussion behavior. Instructional Technology and Distance Learning.
6. The Internet as a Tool for Inquiry
Digital Diploma Mills (The controversy sparked by David Noble's comments on on-line courses) (optional)
CSILE On-Line (optional)
Bernard, R.M., Abrami, P.C., Borokhovski, E., Wade, A., Wozney, L., Wallet, P.A., Fiset, M., & Haung, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the emprical literature. Review of Educational Research, 74(3), 379-439.
Kuiper, E., Volman, M. & Terwel, J. (2005). The web as an information resource in K-12 education: Strategies for supporting students in search and processing information, Review of Educational Research, 75(3), 285-328.
10. Responisble Use of Technology
Conference on Fair Use Guidelines - Educational Multimedia, Distance Learning - (Optional) (Note: This may change if follow-up to the Digital Millennium Copyright Act provides something concrete).
Christensen, R., Knezek, G. & Overall, T. (2005). Transition points for the gender gap in computer enjoyment. Journal of Research on Technology in Education, 38, 23-37.
Final exam for Thursday at 4 class - Thursday 7:45 - May 11
Required Activities and Evaluation
Two essay examinations - 50 pts. each
Product review - 15 pts.
Design project - 35 pts.
Grading Standards/Rationale:
Given adequate effort, all grades should fall into the A/B range. The proportion of As and Bs will be determined after examining both the general level of performance and the range of scores awarded. The relative weights assigned to various tasks is indicted above. Once you have completed the midterm examination (and several individual and presentation team tasks), I will attempt to provide some initial comments on grades. One of difficulties with any graduate course is that much of the graded work is completed near the end of the semester.
Spring 2006 Team Projects - Guidelines For Online Discussion