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There is a crisis in education. There is a whole generation of teachers that want to teach the way they were taught. But there is a new generation of students that learn a different way. This course is about learning to adapt and teach in new ways, so that you can continually adopt as the need for teaching and education changes. This is not a computer class. It is about applied learning and teaching. It is assume you are here because you want to be an effective teacher and will master these skills now so you are a good teacher later.

This course offers students an introduction to the theories and principles of instructional technology.  The five main area of focus are: research, theory and history of IT; visual literacy; evaluation of IT including information on design criteria; the relationship of IT to learning styles; and instructional computing experiences.  To assist in developing a link between theory and practices, students will also have some hands-on experience with various forms of instructional technology and with problem solving techniques appropriate to the media.

Course Description

This course offers an introduction to the theories and principles of instructional technology.  There are five main areas of focus in this course:

Research, theory and history of instructional technology;

Visual Literacy;
Evaluation of instructional technology (including information on design criteria);
The relationship of instructional technology to learning styles;
Instructional computing experiences.

Real time and on-line discussion will be the major mode of this class. Group work and presentations are regular class practices. To assist in developing a link between theory and practice, you will also have hands-on experience with various forms of instructional technology.

Course Objectives

After this course, you will be able demonstrate your knowledge, skills, and dispositions regarding the issues in instructional technolog

Knowledge:

 Basic terminology and concepts related to instructional technology and their use in education
Comprehensive scope of the realm of instructional technology
Basic theories underlying the design and use of instructional technology
The potential and the limitations of instructional technology as tools for teachers
Criteria for evaluating instructional technology
The relevant Ashland University software and information technology policies
 
 
 
 
 
 
 
 
Skills:
Demonstrates skills in using various types of instructional technology to create instructional materials
Identify appropriate instructional technology to meet the different learning styles of students
Evaluate various types of instructional technology
Plan and produce instructional technology designed for given objectives in teaching field content areas

 

 

 

Disposition:

 Value various forms of instructional technology as professional tools for use in education
Appreciate the instructional variety of instructional technology in meeting the various learning needs and learning styles of students
Feel comfortable in using relevant instructional technology
Appreciate the ever-changing possibilities of instructional technology
Value the theory which provides a basis for the practical applications of instructional technology
 

Required Text & Materials

No Text Required - Online Readings and Reference Materials

USB Mass Storage Drive (at least 128M)
Don't spend more than $20. Should be able to get for around $10 or less.

Headset (if you have a microphone & speakers for your computer - you don't need)
Don't spend more than $20.

CD-R for Electronic Portfolio

 

Course Policy & Requirements

This course demands that all students take responsibility for his or her own learning

In order to ensure the efficiency of your learning process, the following policies are used for this course:

  1. Assignments must be submitted on or before the posted due date. If there is a problem, it is imperative you contact the instructor prior to the due date. One day late = 10% off. Two days late = 20% off. Three days late = 30% off. Days are considered all days of the week (including Saturdays and Sundays). Work is not accepted if not submitted within one week of the posted due date.

  2. Attendance is required. You must contact the instructor if you will be absent from class. Three absences will require a private conference to determine eligibility to continue in course.

  3. Take responsibiltiy for your academic learning. Poor learning attitudes will not be accepted. If you miss information or anything related to your learning in the class because you:

    1. missed class without being excused by the instructor;
    2. did not come to office hours for assistance (if needed) from the instructor;
    3. did not pay attention in class and did not spend time working, then;
    4. 10% percent of your grades will be dropped from your final grades.

Do not come to office hours expecting assistance the day assignments are due, if you have not taken an active role in learning.

Note: asking for assistance is very much encouraged
If you meet all the goals and objectives for this course, you should receive a .
To receive an , you must go beyond the basics and show excellence in your work!!!

 

Students with Disabilities

Students with disabilities who have documentation on file with Classroom Support Services (105 Amstutz, extension 5953) are entitled to reasonable academic adjustments/accommodations under The American's with Disabilities Act and Section 504 of the Rehabilitation Act of 1973. Qualified students are encouraged to identify early in the semester. Ashland University makes great effort to provide equal access to all students who have documented disabilities.

 

Page maintained by Dr. Romano

Last updated 08/06