Course Syllabus

TEDU 691 -- Strategies and Materials for Teaching
Technology Education

 
Department of Technology
Ball State University
Muncie, IN  47306
 

Instructor:

Dr. Edward J. Lazaros

Office:

AT 140H

Office Hours:

By Appointment

Phone:

Office (765) 285-5647    

E-Mail:

 ejlazaros@bsu.edu

Syllabus Links:
Course Description Course Objectives
Course Content Outline Course Calendar
Evaluating Student Achievement Grading Scale
Course Evaluation Course Resources / URL's
References/Bibliography Assignment/Test Policy
Academic Dishonesty/Plagiarism Special Needs
Programs in which this Course is Required Text(s)
         

I.

Course Title: ITEDU 691 -- Strategies and Materials for Teaching Technology Education
 

II.

Prerequisites: (NONE)
 

III.

Catalog Description
A study of individualized and group teaching and learning strategies and the selection, production, and use of instructional materials to support them.
 
 IV.  Text(s)
None -- see Course Resources for an annotated listing of potential resources to be used in this course.

However, everyone, must have a copy of the following style manual to insure that their work is properly documented:

American Psychological Association.  Publication manual of the American     
   Psychological Association
. Washington, DC: Author
         

IV.  

Course Rationale:
Technological knowledge is multiplying at an exponential rate.  The same is true of pedagogical knowledge.  People are finding better ways to structure learning experiences so that higher level learning is fostered and individual needs are met.  The focus of this course is on selected teaching/learning strategies and materials that can be used to enhance learning. 
 

V.  

Course Objectives:
At the end of this course you should be able to:
A. Present information in an effective manner.
B. Select, produce, and effectively use instructional media to support learning.
C. Plan and implement teaching/learning experiences using selected instructional strategies
D. Develop rubrics for assessing identified learning.
E. Produce an effective design brief.
F. Communicate what it means to be a professional and those behaviors commonly associated with being a professional in your field.
 

VI.  

Course Content
I. Presenting Information Effectively
A. Planning the topic/presentation
1.  Choose the topic in light of objectives and identified learner/audience needs
2.  Explore the topic and determine the point of view to be taken
3.  Research the topic
4.  Differentiate between fact and opinion
5.  Develop a perspective on the topic
6.  Select and organize content
7.  Organize content/presentation to match learner/audience needs and   
     learning styles
8.  Develop support materials (e.g., handouts, visuals, etc.)
B. Implementing the Plan/Lesson
1.  Introduction
a.  Anticipatory set
b.  Objective
c.  Purpose
2. Presentation
a.  Input
b.  Modeling
c.  Check for understanding
3. Retention
a.  Guided practice
b.  Closure
c.  Independent practice
II. Using Instructional Media Effectively
A. Acquiring instructional media
1. Kinds
a. visual 
b. audio
c. electronic
d. combination
e. community resources
2. Process
a. identifying
b. previewing
c. selecting
d. using
e. assessing
B. Producing Instructional Media
1. Kinds
a. visual 
b. audio
c. electronic
d. combination
2. Process
a. state purpose
b. describe audience
c. write objective(s)
d. outline content
e. select media format (kind)
f. produce media
g. assess results
III. Implementing Strategies to Enhance Learnings
A. Engaging in and using instructional strategies
1. Kinds
a. product
b. process
c. performance
d. group or individual
2. Goals
a. problem-solving abilities
b. critical-thinking abilities
c. creative-thinking abilities
d. experiential learning
e. accomplishing stated objectives
3. Strategy Rationale (reason for selection)
a. objective fulfillment (cognitive, psychomotor, affective, and/or social)
b. addressing real or perceived needs
c. learning (change of behavior) enhancement
B. Selected Strategies to Support Learning
1. case studies
2. contracting
3. discovery
4. demonstration
5. inquiry
6. interview
7. lecture
8. problem-solving
9. individualized learning
10. role-playing
11. simulation
12. cooperative learning
13. collaborative learning
14. value clarification
15. etc.
IV. Assessing Learning Through Rubrics
A. Assessment Standards
B. Rubric Construction
1. investigation
2. gather samples
3. acquire quality examples
4. discuss desired characteristics/criteria
5. acquire additional examples
6. develop rubric/criteria
7. test criteria/rubric
8. assess results
9. revise/test rubric's ability to measure quality
V. Developing and Assessing Design Briefs/Technology Activities
A. Potential Design Brief Elements
1. context
2. challenge
3. resources
4. materials and equipment lists
5. procedures
6. criterion based assessment
7. feedback
B. Learning Activities (purpose and potential elements)
VI. Instructional Strategies
Selected instructional strategies will be used to support completion of the course objectives.  Information related to course objectives, content and/or activities will be provided through selected readings, links, activities, and information developed by individual and/or groups of students.  The selection, development, and implementation of effective instructional practices and materials is the major goal of this course.  Course content will be dealt with through major instructional units.  Typically, each unit will include the following elements:
a. content (information helpful to the student's fulfillment of the identified assignment objective)
b. group interaction
c. activity (an assignment)
d. communicating student outcomes to the instructor
e. assessment (based upon an assessment sheet provided at the time the assignment is given)
f.  feedback
 
VII. Course Calendar
See Course Calendar
 
VIII. Plan for Evaluating Student Achievement
Potential Activities, Tasks, and Approximate Point Values:

See Course Calendar for specific assignments and point values.

The Grading Scale will be as follows:

100 - 92.5% of total possible points  = A
92.4 - 90% of total possible points  = A-
89.9 - 87.5% of total possible points  = B+
87.4 - 82.5 of total possible points  = B
82.4 - 80% of total possible points  = B-
79.9 - 77.5 of total possible points  = C+
77.4 - 72.5 of total possible points  = C
72.4 - 70% of total possible points  = C-
69.9 - 67.5 of total possible points  = D+
67.4 - 62.5 of total possible points  = D
62.4 - 60% of total possible points  = D-
below 59.9% of total possible points  = F
 
Exceptions to the above policy will occur under the following conditions:
1. Failure to comply with assignment/test policies and
2. Failure to perform activities as assigned.
   
IX. Methods of Course Evaluation:
The Departmental Course/Instructor Evaluation System will be used to assess this course.  Feedback from the assessment will be used to improve the teaching effectiveness of the instructor and course content.
 
X. Course Resources / URLs:
Selected readings and resources will be identified for each topic.  As you are aware selected web sites may go inactive at any time.  I will, however, try to insure that each site listed in the Course Resources is up and active.  When looking for information related to this course be sure to investigate the sites in the Course Resources
XI. References/Bibliography
American Psychological Association. (2001). Publication manual of the American     
   Psychological Association
(5th ed.). Washington, DC: Author
Brookfield, S. (1991). Developing critical thinkers: Challenging adults to explore 
   alternative ways of thinking and acting
. San Francisco: Josey-Bass.
Dallmann-Jones, A.S. & Black River Group (1994). The handbook of effective 
    teaching and assessment Strategies
. Rockport, MA: Twin Lights Publishers.
Erickson, S. (1985). The essence of good teaching, San Francisco: Josey-Bass.
Hunter, M. (1997). Improved instruction. El Segundo: TIP Publications.
Hunter, M. (1988). Mastery teaching. El Segundo: TIP Publications.
Hunter, M. (1995). Teaching for transfer. El Segundo: TIP Publications.
Jones, R. & Wright, J. (Eds.). (1986). Implementing technology education, 1986 
    Council on Technology Teacher Education Yearbook. Peoria: Glencoe Publishing.
Kemp, W.H. & Schwaller, A.E. (Eds.) (1988). Instructional strategies for technology 
    education
. 1988 Council on Technology Teacher Education Yearbook. Peoria: 
    Glencoe Publishing.
McKeachie, W. (1998). Teaching tips: A guidebook for the beginning college 
    teacher
. Lexington: D. C. Heath and Company.
Ritz, J.M. & Deal, W.F. (1990) Design briefs: Writing dynamic learning activities
    The Technology Teacher, February pp. 33-34.
Standards for technological literacy: Content for the study of technology. (2000). 
    Reston, VA. International Technology Education Association.
Technology for all Americans: A rationale and structure for the study of 
    technology
. (1996). Reston, VA. International Technology Education Association.
Many of the resources identified in the Course Resources link were also used as reference materials during the development of this course:
 
 
XII. Assignment/Test Policy
 

According to the new withdrawl policy, students are allowed to initiate a withdrawl from a course between the sixth to forty-fifth day of classes.  The grade will be recorded as a “W”.  After the forty-fifth day of classes, there must be verifiable extenuating circumstances to justify a withdrawl.  Only college deans or a designee may grant an exception to the new policy.  If you plan to withdrawl from the course, make sure that you do it before the forty-fifth day of classes.

All assignments and discussion thread posts are to be submitted as scheduled.  View the course calendar for due dates for assignments:

Late work will only be accepted at the discretion of the instructor and only with typed documentation justifying your absence.  The instructor will fully honor excused absence memorandums received from the Student Affairs and Enrollment Management/Office of Dean of Students.  You should work with this office or with your advisor to have such a memorandum drafted on your behalf. 30% will be deducted if work is even one minute late.  After 3 days, a zero will be assigned.

Once the instructor receives documentation from the Student Affairs and Enrollment Management / Office of Dean of Students, you may be allowed to make up a late assignment.  The instructor may ask you for an additional typed letter to justify your absence. This letter should be sent to: Edward J. Lazaros, Ph.D., Department of Technology, Ball State University, Muncie, IN 47306.  The instructor will make a decision, based on the content of the letter, whether or not to allow you to turn in a late assignment or take a missed quiz or exam.  Including documentation as an enclosure to the letter, such as a doctor’s note, may be helpful in pleading your case with the instructor. 

Late assignments may only be accepted if the aforementioned documentation has been provided to the instructor.  Do not e-mail or phone the instructor if you are going to be absent or if you wish to turn in late assignments.  Go through the proper channels to get a legitimate excuse for your absence.  Late assignments may only receive a maximum grade of 70% depending on the legitimacy of the absence.  No activity or assignment will be accepted for evaluation once that activity or assignment has been returned to the class unless deemed necessary by the Instructor.  If you plan to be absent, turn the assignment in early.

Misplacing a disk or flash drive with assignments on it, is not an excuse for turning in an assignment late.  Always back up your work to the free “I-Locker” account that BSU provides all students with.  Work on the correct assignments in advance to meet all deadlines.

All work submitted for this class must be original work.  Material that has been submitted for another class can not be used in this class.  Materials submitted will not be returned.  The instructor reserves the right to use any materials submitted to him and share the work with current or future students as examples. 

Before assessing any activity or assignment its professional appearance will be assessed.  Any work not passing the professional appearance assessment will be returned to the student un-graded.

Professional materials have the following characteristics:

They are accurate and follow all guidelines set forth in the assignment directions

When appropriate, they include computer generated materials with a backup disk

In some cases, information may need to be illustrated graphically

They are grammatically correct including sentence structure and spelling

Materials are neat, organized and consistent in format and style (e.g., APA)

They effectively use color and/or graphics, headings, margins, spacing and text to highlight information and enhance communication

The assignment represents acceptable quality work and demonstrates proper techniques/practices 

Assignment Expectations

All assignments must be typed; no credit for hand-written assignments.  All assignments must be submitted to the instructor via DIGITAL DROP BOX.  Do NOT e-mail assignments to the instructor.  Emailed assignments will be deleted and not graded.  

Prior to submitting any assignments via Digital Drop Box, name each of your files with your last name and then the name of the assignment.  For example:

LAZAROS_PROFESSIONALISM_ASSIGNMENT.doc

All assignments must be sent to me via the "Assignment / DropBox link.  You must "Browse for Local File" and then click "Submit".  Doing this incorrectly is not an excuse to turn something in late. 

E-Mail Message Format

Prior to e-mailing the instructor with a course related questions, make sure you have read all of the materials online. 

All email messages sent to me shall be in a formal letter format.

This shall include a date and subject in the salutation, a formal salutation (addressing me by Dr. Lazaros or Assistant Professor Lazaros). 

The message shall be grammatically correct

The message shall contain complete sentences

The message should contain proper capitalization, spacing and spelling

Messages with errors or incomplete thoughts may not be addressed!

 

Academic Dishonesty/Plagiarism
Academic dishonesty and plagiarism are unacceptable behaviors in an institution of learning or life.  I may examine any work submitted with http://turnitin.com/static/plagiarism.html  This plagiarism software compares your work with billions of other written works and provides me with a report, which will show if anything was plagiarized. 

In the Faculty and Professional handbook, Ball State University describes the University's student academic ethics policy.  All course activities are subject to this policy.

In addition to these guidelines, students are subject to the following course guidelines:
1. Information and/or material used from a source other than the student must be properly cited.  Information and/or material not properly referenced and footnoted will be grounds for the instructor to issue a grade of "F" for the particular assignment or course.
2. Any student who commits an act of academic dishonesty will be grounds for the instructor to issue a grade of "F" for that particular assignment or the course.
3. Any student who plagiarizes or violates procedures prescribed to protect the integrity of an assignment (e.g., uses material from another person or resource and claims that material as their work) will be grounds for the instructor to issue a grade of "F" for the course.
4. Any student who violates procedures which are designed to protect the integrity of a quiz, examination, or similar evaluation will be grounds for the instructor to issue a grade of "F" for the course.
5. Students have a responsibility to insure that other students do not copy or use their work.
6. Students who have any questions as to what constitutes an act of plagiarism or academic dishonesty should discuss it with the instructor before completing the assignment/activity in question and review the university's policy on "Student Academic Ethics".
XIII. Special Student Needs:
If you need course adaptations or accommodations because of a disability, if you have medical information or problems to share with me, please share that information with me as soon as possible.
 
XIV. Programs in Which this Course is Required
ITEDU 691 is one of the required courses in the Professional Education Core in the Master of Arts Degree (MA) - Major in Teaching Technology Education.
  
  

Developed by: 
Dr. Edward J. Lazaros
Department of Technology, 
Ball State University, Muncie, IN 

Please report corrections and suggested additions to ejlazaros@bsu.edu