LRC 430/530
Literacy and Technology
Fall, 2009
Dr. David Betts Thursday 7:00 - 9:30 PM Office: 529 Education Bl AME s314, Multimedia Classroom
NE Corner, Speedway and MountainPhone: 621-4035 Office Hrs.: Tues. 1:30-2:30 PM
and by appointment
Class Schedule
Class PagesSyllabus
Course Description
The purpose of this course is to assist teachers and teachers-in-training in learning how to use technology and new literacies to effectively to enrich the classroom learning environment. A wide variety of computer- mediated tools and resources and research will be covered. The emphasis of this course will be on integration of learning technologies into classroom teaching.
This course will focus on:
1) research findings pertaining to the use and evaluation of computer-mediated tools and resources.
2) analysis of effective uses of computer technology in learning environments.
3) development and integration of software applications: hypermedia presentation, a website and a game.
4) development of a computer-mediated multimedia instructional module or lesson planCourse Objectives
Students will be able to:
Create and maintain a web site for this course on the University server, and
1) create an annotated bibliography of research articles on a related theme.
2) participation in class listserv, blog, wikki, and course management system
3) locate, examine, and evaluate off-the-shelf educational software and tools.
4) plan and produce a computer-mediated teaching module or lesson plan.
5) create a podcast or vidcast.
6) create a multimedia presentation, web site, network, and game.
Course Format
This course will have a lecture, discussion, workshop format with an electronic library or field research component. After basic instruction as needed, students will, independently, produce a hypertext document. Other assignments may be done in teams of 2 or 3. Student projects and research will be shared with the class.
Textbooks:
Bitter, Gary & Legacy, Jane (2006) USING TECHNOLOGY IN CLASSROOM -BRIEF (w/CD) Boston: Allyn & Bacon.Richardson W. (2006) BLOGS, WIKIS, PODCASTS, AND OTHER POWERFUL WEB TOOLS FOR CLASSROOMS. Thousand Oaks, C A: Corwyn Press.
Additional Readings on D2L
Lemke, J. (2006) Toward Critical Multimedia Literacy: Technology, Research & Politics. In International handbook of literacy and technology. (Eds. Michael C McKenna, Linda D Labbo, Ronald D Kieffer, David Reinking) Vol 2. pp. 3-14.
Alvermann, D. E. (2006) Technology Use and Needed Research in Youth Literacies.In International handbook of literacy and technology. (Eds. Michael C McKenna, Linda D Labbo, Ronald D Kieffer, David Reinking) Vol 2. pp.327-333
Recommended Readings:Learning to Solve Problems with Technology: A Constructivist Perspective (2nd Edition) by David H. Jonassen (Editor), Jane Howland, Joi Moore ,Rose M. Marra. Upper Saddle River NJ:Pearson Merrill.
Jonassen, D. (2006) Modeling with Technology: Mindtools for Conceptual Change. 3rd Ed. Upper Saddle River, NJ: Pearson Merrill.
Major assignments
1. Annotated bibliography
Select five current journal articles related to educational media technology. Give the citation and summarize the topic, the research questions addressed, methodology used,findings, and implications. Then briefly evaluate the usefulness of the research. (2 pages plus A.P.A. citation per each)
2. Web Site.
Using Dreamweaver or Front Page/Expressions (or other), create a web site on your u.arizona account. Include a navigation index and each of the written assignments for this class. at least five links to WWW sites related to the classroom with descriptions.
3. HyperMedia Presentation
Using PowerPoint, Flash or HyperStudio prepare and present an hypertext/hypermedia presentation on a topic from the text.
4. Software Critique.
Review educational programs (3) and software applications (2). Create an explicit rubric in detaile and give your rationale for evaluation rubric.
5. Final Project - Usingt tools from this class, create and present a classroom module in which you integrate multimedia learning technologies to teach a topic of your choosing to an hypothetical or read audience that you specify.6. (for LRC 530) - Research Proposal ("Virtual")
Design a research study relating to computer-mediated language arts.
6-7 pages, starting with an Abstract and including:1. Introduction - framing the issues involved; ontext, importance, etc.
2. Research question(s) - [very important] explicate each construct you use (make no assumptions on the part of the reader). Clearly explain what you mean by each term you use.
3. Participants - Who would be the population most effected by your question(s)? Here we are talking hypothetically, what is most desirable and possible in terms of where you would conduct your study?
4. Data Collection - According to your research question(s), what would be the most approprate ways to gather related information. This might be an instrument like a survey questionnaire, in which case you might show a sample of questions, a pretest-posttest design, interviews (the same), participant observations (no one-way glass, but interacting while observing), etc. (Action Research is a possible design format for classroom teachers especially.)
5. Description of treatment implemented or program being considered.
6. Procedure. Research plan and (ideal) schedule.
7. Possible Findings.Grading Policy
All work completed satisfactorily = B grade.
Evidence of scholarly and unique work beyond the confines of the assignments = A grade.
In the final self reflection, justify the grade you believe you have earned.Your participation, real and virtual, in the classroom learning environment is important to your grade. The mid-term presentation and final projects you create will be evaluated by the instructor against the effective use of the media discussed in class and handouts. Your final course grade will be based on these evaluations, as well as the Annotated Bibliographies, Listerv participation, Software Critiques, and Home Page, which will be on a pass/fail basis only. These must be completed in order to receive full credit for your other work. Make it your business to meet with the instructor at least twice during the semester to discuss your program.
Evaluation and Projects - LRC 430 Participation (25) Demonstrations/ Presentations (25) Final Paper (25) =100)
Evaluation and Projects - LRC 530 Participation (20) Demonstrations/ Presentations (20) Final Paper (20) Research Proposal
(20)=100) Attendance Policy
Attendance is required, as is punctuality. If you must miss class, notify the instructor prior to class.
Final exam: Check official University schedule [tba]
Policies against plagiarism. There is specific instructor policy regarding plagiarism in this course, as per the Student Code of Academic Integrity http://dos.web.arizona.edu/uapolicies
N.B. Information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.
Please see attached LRC Statement of Principles
Students with Disabilities: If you anticipate issues related to the format or requirements of this course, please meet with me. I would like us to discuss ways to ensure your full participation in the course. If you determine that formal, disability-related accommodations are necessary, it is very important that you be registered with Disability Resources (621-3268; drc.arizona.edu) and notify me of your eligibility for reasonable accommodations. We can then plan how best to coordinate your accommodations.
