TBE 518 Current Topics in Educational Technology
Course Syllabus Fall 2013
Instructor: Farah Fisher
Office: Education Bldg. Room 1483/1410
Office Hours: MTTh 3-5 W 2-4
Office Telephone: (310) 243-3926/(310) 243-3524
E-mail Address: [email protected]
Text No text will be required for this class.
School of Education Mission and Goals (posted in Blackboard)
Technology Use Policy
Use of email, web access (including library database searches), Blackboard access/posting, word
processing (Word), and PowerPoint will be expected of all TBE 518 students.
Email and Blackboard Policy
You must check your campus email regularly or have it forwarded to another email account that
you access frequently. Messages regarding this class will be sent to your campus email address
only.
University Statement Regarding the Americans with Disabilities Act
CSUDH adheres to all applicable federal, state, and local laws, regulations, and guidelines with
respect to providing reasonable accommodations for students with temporary and permanent
disabilities. For students with a disability that may adversely affect their work in class,
registration with Disabled Student Services (DSS) is recommended. All disclosures of
disabilities are kept strictly confidential. Note: No accommodation can be made until a student is
registered with the DSS in WH B250. For information call (310) 243-2028.
University Statement Regarding Academic Integrity and Plagiarism
The CSUDH booklet Student Rights and Responsibilities states that “...all academic work
submitted by a student as his or her own should be in his or her own unique style, words, and
form. When work is submitted that appears to be original, but actually is not, the student has
committed plagiarism.” For this course, you are expected to submit several original individual
and group projects. You will likely incorporate materials and resources developed by other
individuals, so be sure to cite the authors or developers of these materials and resources. Please
refer to the University Catalog for the full state of the university’s policies.
Course Objectives
The student will be able to:
 Locate and summarize research that relates to/demonstrates the effectiveness of the use of
technology in support of teaching and learning [assessment = Annotated Bibliography
rubric]
 Relate learning theory to the use of technology to enhance teaching and learning
[assessment = Learning Theory Connections rubric].
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

Describe at least four ways technology can be integrated into teaching and learning
activities and demonstrate the use of two in lesson plans [assessment = Lesson Plans
rubric].
Complete an action research project that evaluates the effectiveness of technology
integration [assessment = Action Research Project rubric, Human Subjects Protection
Certificate]
Assignments/Projects
 Annotated bibliography (group) 40 pts max – find eight research articles (with a
METHODS section) about the effectiveness of technology in support of teaching and
learning (ideally related to the subject/grade level chosen), cite them in APA format, and
write a one-paragraph summary for each article of the findings of the research - one
project submitted for the group
 Learning Theory Connections (group) 60 pts max – find technology-integrated lesson
plans (any topic/grade level, these do not have to be original) to illustrate two of the
following learning-related theories (two lesson plans per theory). Provide either the
lesson plans or a web address where they may be found. Explain the elements of the each
lesson plan that demonstrate the related theory. - one project submitted for the group
o Constructivism
o Behaviorism
o Cognitivism
o Humanism
o Multiple Intelligences
 Create a set of 2 lesson plans (individual) 2 @ 20 pts each max (same topic/grade level,
both include technology in some way) showing the integration of technology in at least
two different ways [note: you must create these yourself, you may not use lesson plans
you have found on the web]
 Human Subjects Protection Certificate (individual) 10 pts max – complete the training at
http://phrp.nihtraining.com/users/login.php, submit the certificate (no need to redo if
already completed for GED 500) NOTE: If you took GED 500 from Dr, Fisher you will
receive automatic credit.
 Action Research Project (individual) 200 pts max (TBE majors – this will become what
used to be Standard VIII in your portfolio) –
o Option 1 (preferable) – Evaluate the effectiveness of one or more lessons
involving technology - create objectives, assessment (before and after). Try it out
with real people. Report and analyze the results (Did students meet the
objectives?) and write a reflection on the process and outcomes. Note: You may
need permission from your school administration – you at least need to inform
them of what is going on.
o Option 2 – Complete a case study of one educator (e.g., a teacher) who integrates
technology into teaching or uses technology in a new way. Interview and/or
observe the individual at least two times during a one-month period. Write a
report describing the teacher’s technology use and a reflection related to how the
information will affect your own use of technology. Note: You may need a signed
informed consent form from the person you are working with – check with the
school administrator.
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o Option 3 – Create and present a technology integration workshop for educators
(show samples of the materials you used) and provide participants with an
evaluation form (note – TBE majors may consider using the TBE 550 workshop
design). Follow up with at least two of the participants 3 to 4 weeks after the
workshop – interview them about the changes in their technology use. Write a
reflection on the process and outcomes. You may need permission from your
school administration – you at least need to inform them of what is going on.
o ALL OPTIONS – You will be asked to make a brief presentation in class during
the last two weeks of the semester.
Grading
The point totals will determine the letter grade assignments as shown below:
Assignments
Possible Points
Annotated Bibliography (group)
40
Learning Theory Connections (group)
60
Lesson Plans (indv.)
40
Human Subjects Certif. (indv.)
10
Action Research Project (indv.)
200
Total
350
Grade
A
AB+
B
BC+
C
CD
F
Total Points
326-350
318-325
311-317
280-310
272-279
265-271
230-264
222-229
176-221
<175
Proposed Schedule (subject to change)
Week 1 (Aug 28, attendance mandatory) – Introduction to the class. What is technology
integration? Introduction to the planning of technology integration. Form groups (four in each
group, choose common subject/grade level)
Week 2 (Sep 4, attendance optional) – Is technology integration effective in support of teaching
and learning? Searching ERIC, annotated bibliography requirements (work in groups)
Week 3 (Sep 11, attendance optional) – Theories of learning and their relationship to the use of
technology in teaching and learning, presentation and materials distributed in class will also be
posted in Blackboard
Week 4 (Sep 18, attendance optional) – Work with your group to create the Learning Theory
Connections activity
Week 5 (Sep 25, attendance optional) – Designing Action Research, obtaining permissions,
Human Subjects Protection, presentation and materials distributed in class will also be posted in
Blackboard
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Week 6 (Oct 2, attendance optional) – Assessment in Action Research, presentation and
materials distributed in class will also be posted in Blackboard
Week 7 (Oct 9, attendance optional) – Methods of technology integration, presentation and
materials distributed in class will also be posted in Blackboard
** Description of Action Research Project due (post in Discussion Board)
Week 8 (Oct 16, attendance optional) – Lesson planning for technology integration, presentation
and materials distributed in class will also be posted in Blackboard
**Annotated Bibliography due (group)
Week 9 (Oct 23, attendance optional) – Preparations for technology use, presentation and
materials distributed in class will also be posted in Blackboard
**Learning Theory Connections due (group)
**Human Subjects Protection Certificate due (individual)
Week 10 (Oct 30, attendance optional) – Assistive technology/special needs, presentation and
materials distributed in class will also be posted in Blackboard
Week 11 (Nov 6, attendance optional) – work on projects
**Individual Lesson Plans due (individual)
Week 12 (Nov 13, attendance optional) – work on projects
Week 13 (Nov 20, attendance optional) – work on projects
Week 14 (Nov 27, attendance optional) – work on projects
Week 15 (Dec 4) – Present Action Research Projects
Week 16 (Dec 11) – Present Action Research Projects
**Due by Dec 13 – Any work not yet submitted
Project Formats/Requirements [in order of due date]
Annotated Bibliography (group) 40 pts max, due Oct 16
Content – Find eight research articles (with a METHODS section) about the effectiveness of
technology related to your group’s subject area and grade/age level
Format - citation in APA format and one paragraph description of the study for each article (no
need to submit actual articles)
Suggestion – Assign each group member to locate, properly cite and write a description for two
articles, combine into one document and submit for the group
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Learning Theory Connections (group) 60 pts max, due Oct 23
Content – Choose two of the five learning theories listed and find two lesson plans for each
chosen theory that integrate technology (four lesson plans total, no need to relate to your grade
level, topic). Write one or two paragraphs describing how each lesson plan illustrates the related
learning theory.
Format – For each of two learning theories, include the web address or include the actual plan
for each for two technology-integrated lessons and a one-two paragraph description of how the
plans illustrate the related theory [this will be done twice – two plans for each of two theories]
Suggestion – Assign two group members to find lesson plans for one of the theories and two for
the other. The group members for a particular theory should also write the description of how the
lesson plan demonstrates the theory. Combine into one document (possibly with copies of the
lesson plans) and submit for the group
Human Subjects Protection Certificate (individual) 10 pts max, due Oct 30
Content – Complete the online training offered at http://phrp.nihtraining.com/users/login.php
and submit a copy of the certificate generated at the end of the training.
Suggestion – If you have completed the certificate before (required for some GED 500 sections),
there is no need to retake the training. If you took GED 500 from Dr. Fisher, you will
automatically receive credit/
Individual Technology Integration Lesson Plans (individual) 2 @ 20 pts each max, due Nov 6
Content – Create two lesson plans (same subject/topic, same grade/age level) that demonstrate
the integration of technology in two different ways (one type of tech integration per plan is OK).
Note that this is an individual assignment and that these lesson plans may NOT be copied from
another source.
Format – Use the Technology Integration Lesson Plan form posted in Blackboard, ensure that
all sections are complete
Action Research Project (individual) 200 pts max, write-up due night of your presentation,
description posted in Blackboard Discussion by Oct 9
Content – A description of an actual research project that you completed during the semester.
You will have three options. Option 1 assumes you are a teacher and will try out some
technology integration in your classroom with some before and after assessment. Option 2
assumes you have access to someone who is a teacher who uses technology and can interview
(and perhaps observe) at least twice during a one-month period. Option 3 assumes that you will
design and present a technology integration workshop for teachers that includes an evaluation
and interviews with at least two workshop participants about three weeks after the workshop.
Format – Word document containing a description of your project, the assessment you used,
results, and a reflection on the process. A template will be posted in Blackboard for each of the
three options.
Suggestion – Look carefully at the three options and choose the one that you can really
complete.
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