CHAPMAN UNIVERSITY

College of Educational Studies

One University Drive
Orange, CA 92866
(714) 997-6781
OFFICIAL COURSE SYLLABUS

EDUC 451/551 (Online)

Educational Applications of Technology

Interterm 2016

Prerequisites or Corequisites
None.
Catalog Description
An overview of the range of educational applications of computer technology including computer literacy,
computer-assisted instruction, telecommunications, electronic grade books, problem solving, teacher utilities,
networked learning environments, simulations, word processing, computer-managed instruction, test
construction, computer maintenance, the electronic scholar, lesson authoring, and schools of the future. Meets
the Professional Clear requirements for classroom application of computers. (Offered every semester.) 3
credits.
Essential Equipment and Facilities
Blackboard course site (Online).
Course Objectives
1. Develop an awareness of the impact of computers on the individual, society and education.
2. Demonstrate knowledge of the legal, ethical, and acceptable use of technology including understanding
of copyright, privacy, and safety issues.
3. Demonstrate competence in the use of on-line research resources and develop awareness of issues
concerning authenticity, reliability, and bias of the data gathered.
4. Select criteria to evaluate technologies for relevance and effectiveness in teaching and learning in the
culturally diverse classroom (multimedia, internet resources, telecommunications, computer assisted
instruction, productivity and presentation tools).
5. Demonstrate appropriate use of various computer learning environments in classroom instruction
aligned with California content standards and curriculum frameworks (tutorials, exploration, guided

discovery, demonstration, simulation, presentation, communication, and tools for accomplishing

specific tasks).
6. Design, adapt, and use lessons that address the students' needs to develop information literacy and
problem solving skills as tools for lifelong learning.
7. Interact online using e-mail, discussion groups, chat, bulletin boards, list servers, audio/video
conferencing.
8. Demonstrate competency in the operation and maintenance of computer systems and peripheral
hardware and software.
9. Demonstrate knowledge and skills in the use of technology for teacher productivity and management of
records (e.g. word processing, database, spreadsheet, charts, tables, forms, grade books, and
performance assessments).
10. Communicate through printed media and desktop publishing (incorporating charts, graphic design, layout, newsletters, signs, student reports, drawing, scanning, painting).
11. Author interactive multimedia and hypertext presentations for use in classroom instruction using text,
graphics, sound, animation, video (web authoring, presentation programs, and hypertext authoring).
12. Create an electronic assessment portfolio providing evidence of meeting course objectives.
Content
1. Integrating Educational Technology into the Curriculum
2. Communications, Networks, the Internet, and the World Wide Web
3. Application Productivity Tools
4. Hardware for Educators
5. Integrating Digital Media and Educational Software Applications
6. Evaluating Educational Technology and Integration Strategies
7. Security Issues, Ethics, and Emerging Technologies in Education
Professional Standards Covered
1. TPE 1b Specific Pedagogical Skills for Subject Matter Instruction
2. TPE 2 Monitoring Student Learning During Instruction
3. TPE 4 Making Content Accessible
4. TPE 5 Student Engagement
5. TPE 6 Developmentally Appropriate Teaching Practices

6. TPE 7 Teaching English Learners

7. TPE 9 Instructional Planning
8. TPE 12 Professional, Legal, and Ethical Obligations
9. TPE 13 Professional Growth
Current Required Text

Shelly, G.B., Gunter, G.A., & Gunter, R.E. (2015). Teachers Discovering Computers: Integrating
Technology in a Connected World (8th edition). Boston: Cengage Learning.

Instructional Strategies
Students will attend this course online, communicating, submitting assignments, taking course assessments,
and receiving feedback through an asynchronous web-based eLearning platform. Assignments and
assessments will be administered and completed using the Blackboard Course Management system. Online
assessments will cover the assigned readings, and online file exchange through Blackboard will facilitate the
submission of required application projects that students complete at their respective desired locations.
Assignment explanations will be conveyed to students through a variety of means, including step-by-step
screenshot instructions, web-based instructional videos, unit portfolios, and downloadable flash videos.
Methods of Evaluation
Final grades will be based on weighted cumulative scores on chapter quizzes, application projects, discussion
board participation, and the final E-portfolio project. A semester grade of C- (C minus) or lower in ANY
teaching credential course at Chapman University will result in the student having to retake the course, at
additional cost, in a later semester in order to apply for a teaching credential issued by the California
Commission on Teacher Credentialing.
Chapman Universitys Academic Integrity Policy
Chapman University is a community of scholars which emphasizes the mutual responsibility of all members to
seek knowledge honestly and in good faith. Students are responsible for doing their own work, and academic
dishonesty of any kind will not be tolerated anywhere in the university. At their discretion the faculty may
submit student work to plagiarism detection software, such as TurnItIn for review. If you have any questions
regarding academic integrity, please refer to the Universitys guidelines for students
(http://www.chapman.edu/academics/academic-integrity/information-for-students.aspx).
Chapman Universitys Students with Disabilities Policy
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that
might affect their ability to perform in this class are encouraged to contact the Office of Disability Services. If

you will need to utilize your approved accommodations in this class, please follow the proper notification
procedure for informing your professor(s). This notification process must occur more than a week before any
accommodation can be utilized. Please contact Disability Services at (714) 516-4520 or
(www.chapman.edu/students/student-health-services/disability-services) if you have questions regarding this
procedure, or for information and to make an appointment to discuss and/or request potential accommodations
based on documentation of your disability. Once formal approval of your need for an accommodation has
been granted, you are encouraged to talk with your professor(s) about your accommodation options. The
granting of any accommodation will not be retroactive and cannot jeopardize the academic standards or
integrity of the course.
Equity and Diversity:
Chapman University is committed to ensuring equality and valuing diversity. Students and professors are
reminded to show respect at all times as outlined in Chapmans Harassment and Discrimination Policy:
http://tinyurl.com/CUHarassment-Discrimination
Any violations of this policy should be discussed with the professor, the Dean of Students and/or otherwise
reported in accordance with this policy.

Prepared By: Keith Howard

Last Revised By: Nicol Howard, Interterm 2016

INSTRUCTORS COURSE INFORMATION

Course Location/Dates:

Online: January 4, 2016 January 30, 2016

Instructor:
Office Hours:
Office Location:
Contact Information:

Nicol Howard, Ph.D.

By Appointment Only
Reeves Hall
nhoward@chapman.edu

Course Description:
This course provides an overview of current computer-based technologies used in a variety of educational
settings within and across all curriculum content areas. The course emphasis is on making significant changes
in teaching and learning through technology by providing a match between instructional strategies and
relevant technologies. The focus is on information and communication technologies as a means of gathering,
processing, and communicating information. Critical issues include access, equity, privacy, safety, and ethical
situations surrounding technology. Hardware and software applications will be evaluated as effective tools of
instruction for a constructivist-learning environment.
Textbook and Other Required Materials:
Required Text:

Shelly, G.B., Gunter, G.A., & Gunter, R.E. (2015). Teachers Discovering Computers: Integrating
th

Technology in a Connected World (8 Edition). Boston: Cengage Learning.

Required Technology:

Projects for this course may require Microsoft Office 2010 or 2013 (standard edition is sufficient) and
an internet browser (i.e. Internet Explorer, Firefox, Chrome, or Safari). All required software programs
are installed on Chapman University campus computers. If you need to purchase computer equipment
or software for home, Chapman has arranged purchasing agreements with vendors that will allow you
to purchase personal computer hardware and software at discounted prices; for more information, see
the following link: http://www.chapman.edu/campus-services/information-systems/purchaseagreements/index.aspx.

Required Accessories:

Some projects will require the submission of video commentary, which can be accomplished using a
webcam or embedded camera in a desktop, laptop, tablet, or smartphone. Webcams and other
computer accessories can be purchased through the Chapman purchasing agreement link posted above.

Course Requirements

Students working toward a teaching credential or master's degree are expected to maintain a 3.0 (B)
average. The final grade will be based on satisfactory completion of assignments, quizzes, and the final
exam.

Chapman E-mail Account - available free with registration in the course. Even if you have a nonChapman e-mail account, you must obtain a Chapman account. All communication from the instructor
regarding your academic record must be sent to your Chapman e-mail account. Call the Technology
Help Desk for help in setting up email at (714) 997-6600.

Course Structure:
This course is a blend of practical applications of computer technology in education and research-based
implications for integrating technology in education. As such, the activities and requirements of the course
involve both project-based integration activities and research-based literature that support and inform
technology implementation in educational settings. In addition, each chapter of the text will include an
assistive technologies component to provide information on current technologies that will assist in delivering
instruction to students with physical, cognitive, or sensory challenges.
The course units will include: 1) Textbook chapter readings, for which quizzes will be taken online; 2)
Software/Internet-based projects centered on the use of computers in the classroom; and 3) discussions of
current issues in educational technology. The course outline at the end of this syllabus provides a due date for
each unit. All materials required to complete assignments will be posted no later than one week prior to the
respective due dates. A quiz for each chapter of the Shelly text, Teachers Discovering Computers, is posted in
the Chapter Quizzes section of Blackboard. All of the quizzes are posted at the beginning of the course and
you are welcome to work ahead on the quizzes if you choose. As you plan your quizzes ahead of each due
date, it is strongly suggested that you leave enough time for accessing the internet on campus or at an
alternative site should you run into any internet connectivity issues. Also note that a Blackboard Mobile app is
available for use on smartphones and tablets. You will have at least one week to complete all of the
assignments associated with each unit, after which the links will no longer be accessible via Blackboard.
There will be no make-up quizzes.
On the unit post date (no later than 1 week prior to each due date), an assignment description for your
application project(s) will be posted under the unit number in the Application Projects section of
Blackboard. Once you have completed a project, you will submit it via Blackboard under the submit link
located in the respective unit folders. All assignments for this course must be submitted to Blackboard with the
exception of the One Day Lesson Plan and the Multi-Week Lesson Plan. These two assignments will be

submitted to both Blackboard and TaskStream (for graduate and/or credential students). Assignments should
not be submitted via email unless you are given specific instructions to do so from the instructor.
Please note: if you have problems submitting documents with the Mozilla FireFox browser, try submitting
them using Internet Explorer, Google Chrome, or Safari.
Asynchronous Components:
All of the assignments for the course can be completed asynchronously. As such, you can complete them on
your own schedule (within the week they are assigned) without needing to be online at a specific time for
scheduled meetings.

Assignment descriptions will be available in the unit folders in the Application Projects section of
Blackboard. The assignments are to be completed independently according to weekly deadlines.

Chapter quizzes are taken online via Blackboard.

Any questions you may have regarding the quizzes or application project assignments can be handled
via email between yourself and the instructor. Every effort will be made to respond to email inquiries
within 48 hours.

A Voxer prompt will be posted for each of the four discussion topics. You are required to post an
initial audio response and 1 reply to a classmate by the due date listed in the course calendar below
(this does not apply to your introduction posts). Furthermore, you are encouraged to post your initial
response by Tuesday of the week in which an issue discussion occurs. This allows peers an
opportunity to engage in a more complete and meaningful dialogue on topics we cover. To learn more
about Voxer, visit: http://voxer.com/

Synchronous Options:

Virtual office meetings with the instructor can be arranged by appointment, which can be conducted
via Skype, Google Hangout, or Adobe Connect. This will allow for one-on-one online discussions
around content and assignments as needed. Note: Inability to schedule an online meeting will not
change assignment due dates; thus you are encouraged to schedule a desired appointment with the
instructor as early in the week as possible to allow timely submission of your work.

Late Assignments:
Late Voxer posts and late application project assignments for any reason, if accepted, will only receive halfcredit. Late application project assignments and Voxer posts will not be accepted beyond the due date of the
final for the semester.

Grade Weighting:

Grade Percentage Equivalents:

1. Chapter Quizzes

30%

96-100%

C+ 78-79

2. Application Projects

40%

A- 90-95

C 73-77

3. Online Discussions

10%

B+ 88-89

C- 70-72

3. Final Exam

20%

B 83-87

D 60-69

B- 80-82

F 59 or less

Final Exam - Due by Saturday, January 30, 2016: The Final Exam will be a comprehensive online exam
taken on Blackboard. You will have approximately 2 hours, elapsed time, for the exam. It will cover all of the
textbook readings assigned during the course, and will be in multiple choice format.

COURSE OUTLINE
Due

Units
Intro
Overview of
Course
Unit 1

1/9/16

Topics/Assignments

Voxer account set-up

Voxer Post #1: Intro

http://www.voxer.com
http://bit.ly/VoxerInfo

Chapter 1 Quiz (quizzes are

accessed online under the
Chapter Quizzes panel of
Blackboard)

Teachers Discovering Computers:

Chapter 1 Integrating Ed Tech into
the Curriculum

PortfolioGen account set-up

Write a brief personal
teaching philosophy and post
to your PortfolioGen website

https://www.edsurge.com/news/201
5-12-23-how-to-build-your-teacherbrand

Chapter 2 Quiz (Blackboard)

Teachers Discovering Computers:

Chapter 2 Communications,
Networks, the Internet, and the
World Wide Web

Create an emaze presentation

Voxer Post #2: Virtual High
Schools (Education Issues at
the end of Chapter 2, #3)

https://www.emaze.com

Digital Presentations

Unit 5

Chapter 3 Quiz (BB)

Teachers Discovering Computers:

Chapter 3 Software for Educators

Microsoft Word
o 1 Day Lesson Plan
o Unit Lesson Plan

Slides posted to Blackboard

Chapter 4 Quiz (BB)

Voxer Post #3: Digital Age
Learners Education Issues at
the end of Chapter 3, #3)

Teachers Discovering Computers:

Chapter 4 Hardware for Educators

Integrating
Educational
Technology

Build Your Brand

Teaching Portfolio
Unit 3
Communications
and Networks
Unit 4

Software for
Educators
Unit 6
Using Productivity
Software
Unit 7
Hardware for
Educators

Unit 8
1/23/16

This Course Syllabus

Unit 2

1/16/16

Readings/Websites

Digital Media
Integration

Chapter 5 Quiz (BB)

http://www.portfoliogen.com

Teachers Discovering Computers:

Chapter 5 Technology, Digital
media, and Curriculum Integration

Due

Units
Unit 9

Topics/Assignments

Create A Symbaloo
Webmix

http://www.symbalooedu.com

Chapter 6 Quiz (BB)

Create a Quizlet set

Teachers Discovering Computers:

Chapter 6 The Changing Face of
Education

Tracking and
Sharing Resources
1/23/16

Unit 10
Teaching Online

Readings/Websites

www.quizlet.com
Unit 11

Create a Weebly
Classroom Website

Slides posted to Blackboard

Chapter 7 Quiz (BB)

Teachers Discovering Computers:

Chapter 7 Evaluating Educational
Technology and Integration
Strategies

Chapter 8 Quiz (BB)

Teacher Portfolio Update
(Portfolio Gen)

Teachers Discovering Computers:

Chapter 8 Security Issues and
Ethics in Education

Class Website
Creation
Unit 12
Technology
Integration
Strategies

www.weebly.com

1/30/16
Unit 13
Technology Ethics
and Security

Final Exam
1/30/16

Multiple Choice Exam Covering

All Text Readings To Date

Review Chapter Readings