The University of Akron
College of Education
Instructional Resources 5500:311
I.
Course Description
Prerequisites: 5500:210,
5500:211
Co-requisite:
5500:310 – Instructional Design
This
course examines existing and developing media, technological, human and
environmental resources, as they relate to teaching and learning. This includes
identifying, locating, evaluating, using, designing, and preparing educational
resources.
II.
RATIONALE
The
increasing rate of development in technology and its application to education
makes it vital that today's educator be prepared to take advantage of all
available instructional resources. In preparing future educators, it is
important that they have knowledge of instructional resources; the ability to
use instructional resources appropriately; and the capability to make decisions
about the selection of instructional resources as it relates to the principles
of learning.
The
foundation of classroom instruction is communication. In order to promote
effective communication, the development and integration of instructional
resources into the curriculum is of vital importance. The major areas of
instructional resources with which students will be involved are educational
computing, media, and community resources.
Students
will have multiple opportunities to practice the development and integration of
instructional resources through a variety of activities including
lecture/discussion, modeling, demonstration, laboratory experiences, and
student collaborative projects. The skills learned in this course will be
applied in other courses in the Teacher Education program as students are
required to produce materials related to their area of study.
III. COURSE GOALS/OBJECTIVES
Unit I: Mastery of Productivity
Applications (Ohio/INTASC: A,B,C,D)
The ability to manipulate
the capabilities of software applications and basic telecommunications
applications (e-mail) is the intended outcome of this unit. This set of skills
and knowledge is the foundation for the development of instructional materials.
Upon completion of this unit students will be able to:
- Describe computer application programs, utility
programs, and instructional software found in educational computing.
- Demonstrate the ability to produce simple
instructional materials using selected computer applications and utility
programs.
- Demonstrate rudimentary ability to create
developmentally appropriate teaching materials in a chosen content domain.
- Describe the technologies used in educational
telecommunications.
- Demonstrate the basic communication skills of
reading, writing and speaking.
- Demonstrate the ability to use electronic
communication networks to share resources.
Unit II: Design and Development Using
Static Media (Ohio/INTASC: B,D,E,G)
The
ability to align curricular goals, instructional objectives, and the
capabilities of a static instructional medium is the intended outcome of this
unit. The focus is on the principles of
visual design, specification of clear instructional objectives, and the
production of instructional materials in different formats. Upon completion of
this unit students will be able to:
- Identify the elements and principles of visual
design.
- Demonstrate the ability to apply visual design
principles to the production of a “poster” used for instructional purposes.
- Provide a rationale for the visual design used
in the poster.
- Demonstrate the ability to produce selected
types of overhead transparencies to achieve instructional goals.
- Demonstrate presentation practices as related to
media.
- Demonstrate the ability to produce effective
instruction using static media.
- Demonstrate competence in operating
instructional technology equipment.
Unit III: Utilizing
Existing Instructional Resources and Community Resources to Achieve Learning
Outcomes. (Ohio/INTASC: D,E)
Classroom teachers often use
existing instructional/educational materials to achieve curricular goals. This
unit focuses on the criteria for evaluating educational software and media for
instructional purposes, locating and using community resources to compliment
instruction, and issues of copyright. Upon completion of this unit students
will be able to:
- Identify criteria used in evaluating
instructional software and media materials.
- Demonstrate competence in evaluating educational
software and media for instructional purposes.
- Identify the conditions to be met for teachers
to copy materials and to use copies of materials for teaching purposes in
compliance with copyright laws.
- Recognize the importance of the copyright law
and the necessity of compliance when carrying out activities involving the
use and duplication of materials.
- Identify the strengths and limitations of
integrating existing instructional resources.
- Describe the use of human and community
resources.
Unit IV: Design and
Development of Multimedia Resources (Ohio/INTASC: D,E,F,G)
The objective for this unit
is to extent the skills developed in previous units into the design and
production of multimedia and hypermedia instructional materials. Students will
enhance their designs with attention to issues of learner motivation and
interaction in stand-alone instructional materials. Upon completion of this
unit students will be able to:
- Describe the technologies used in multimedia.
- Identify the applications of audio in the
instructional process.
- Demonstrate the ability to produce interactive
instruction using multimedia software.
- Demonstrate competence in gathering information
from the World Wide Web.
- Demonstrate the ability to produce interactive
hypermedia resources (web site).
IV. COURSE OUTLINE
Unit I: Mastery of Productivity
Applications (Ohio/INTASC: A,B,C,D)
Students
will participate in computer lab activities to rehearse skills with
productivity applications. Production of initial e-mail messages with
attachments, Word documents with images and selected fonts, use of Word
templates and basic Power Point tasks.
Unit II: Design and Development Using
Static Media (Ohio/INTASC: B,D,E,G)
Students
will participate in on-line instruction on visual design with and in-class
activities to refine skills. Students will identify a curricular goal and
specify instructional objectives related to the “poster” design task. Using
Power Point, students will produce a sequence of instructional slides that can
be converted to overhead transparencies and provide a brief presentation
in-class to develop skills with technology equipment.
Unit III: Utilizing
Existing Instructional Resources and Community Resources to Achieve Learning
Outcomes. (Ohio/INTASC: D,E)
Students
will participate in on-line instruction on (1) Copyright Issues, and (2)
Community Resources. Students will select an example of educational software or
media (video, DVD etc.) and complete a criterion-based review with a rationale
for classroom integration and relationship with curricular goals.
Unit IV: Design and
Development of Multimedia Resources (Ohio/INTASC: D,E,F,G)
Students
will create a ‘personal’ web site that contains a portfolio of items produced
through course assignments. Students will also create a stand-alone
instructional product with clear objectives and evidence of appropriate
instructional strategies that promotes purposeful student interactivity with
curriculum related content.
V. REQUIRED TEXT
Title:
Teaching and Learning with Technology,
1/e
Author: Judy Lever-Duffy, Jean B. McDonald, Al
P. Mizell
Publisher: Allyn &
Bacon
ISBN: 0-321-05405-9
Additional
resources and reading for the course will be provided:
1. On-line at the shared course website: http://www2.uakron.edu/irteach/
2. On-line at the WebCT site for this course section http://webct.uakron.edu
VI. INSTRUCTIONAL STRATEGIES/ACTIVITIES/TECHNOLOGY
Instructional
Resources is taught almost exclusively in a computer lab so that students will
have multiple opportunities each class to become comfortable with the computer
technology and work on assignments. However, not all assignments can be
completed during class time so students should expect to spend some of their
class preparation time in the lab.
All
students in IR will complete the assignments listed below:
·
Create a
personal home page and post it to the server
·
Develop an
electronic portfolio that will include other course assignments
·
Using the
internet, conduct a search on a selected topic using search engines and
databases
·
Create and
publish a display using required production techniques
·
Create and
publish a computer generated handout containing text and graphics
·
Create a set of
overhead transparencies using required production techniques
·
Create an
electronic slide presentation
·
Prepare and
publish a computer software and media materials resource bibliography for a
selected subject area.
·
Evaluate a
computer software package or video using specified criteria
·
Operate
currently used instructional technology equipment
·
Create a
multimedia project using selected software
·
Complete other
project assignments as required
·
Final exam
VII. EVALUATION/STUDENT ASSESSMENT
All
assignments are graded according to criteria clearly stated in the scoring rubric
provided with each assignment. Scores on course projects and the final exam
determine the final grade. Based on total points earned, final grades will be
assigned as follows:
|
A |
93 - 100 % |
|
C |
73 - 76 % |
|
A- |
90 - 92 % |
|
C- |
70 - 72 % |
|
B+ |
87 - 89 % |
|
D+ |
67 - 69 % |
|
B |
83 - 86 % |
|
D |
63 - 66 % |
|
B- |
80 - 82 % |
|
D- |
60 - 62 % |
|
C+ |
77 - 79 % |
|
F |
Below 60% |
Assigned projects are to be
submitted to the instructor by the due date assigned to that
project. Projects may be turned in one
session late without penalty. Any further delay will result in a 10% reduction
in points per session. If a student is unable to meet the assigned deadline due
to unforeseen circumstances, they are encouraged to talk with his or her
instructor. Note: Before being permitted to advance to the next Education Core
phase, the student must receive a grade of C or better in the core courses.
VIII.
STUDENT
ETHICS AND OTHER POLICY INFORMATION
For
further information about The University of Akron's policies regarding student
ethics and conduct, please consult the following sources: http://www3.uakron.edu/gradsch/gradbull.html,
then select "General Information" (academic honesty); or www.uakron.edu/studdev/conduct.html
(Student Code of Conduct). Any student
who feels she/he may need an accommodation based on the impact of a disability
please consult www.uakron.edu/access
and the Office of Accessibility at (330) 972-7928.
All assignments
must be the original work of the student. Submission of work copied or plagiarized from
sources such as the Internet, articles, other student work, or any other source
will result in a 0 (zero) awarded for the assignment and possible further
disciplinary action.
There will be
scheduled and unscheduled quizzes.
Unscheduled quizzes may not be made up.
Make up for scheduled quizzes will have a different format and content.
Additional Requirements
·
Email Access:
Email is an essential part of this class. Students are required to have
a working email address that they check at least once per day or more. If you
are not using your
·
WebCT: Course content,
grades, discussion groups, and group emails will be posted on WebCT. You are expected to use WebCT resources in
this class. You should check the WebCT
site at least once a day, especially the discussion groups.
·
Harassment: Harassment of any type
is not allowed in class. This includes
but is not limited to populations of disability, gender, race, religion,
ethnicity, age, and sexual orientation.
·
University Closing Policy:
Cancellation of classes and
closure announcements will be made as early as possible in the day and will
clearly state the affected campuses. Call 330-972-SNOW or 330-972-6238
(TDD/Voice for updated information)
·
Class Cancellation:
Class cancellation notices will be distributed via email and a notice
posted on the door. If a class is
cancelled, students are expected to work on class assignments and projects and
use the available time to continue class work.
Students are encouraged to submit questions
and inquiries to the instructor using email.
·
Expected classroom behavior:
a.
Focus on the instruction and activities: computer
work not directly related to the current classroom activities is not permitted. This includes Internet browsing, checking
email, printing, talking, or other inappropriate activities. It is distracting to you and the class.
b.
Problem solving and troubleshooting: An essential part of learning how to use the
computer in the classroom is problem solving.
Try several solutions, use the help command, or ask your classmate before
asking the instructor.
c.
When to ask for help: when you’ve attempted to solve the
problem and haven’t made progress, when you’re feeling frustrated and lost, or
you can’t make any progress due to a software or hardware problem. It may take a few minutes to get to you, but
you will be helped.
d.
Take notes, follow directions, and ask questions. Post questions on the WebCT discussion
groups.
IX. BIBLIOGRAPHY
Abrams, P., Lockard, P.,
& Many, W. (1994). Microcomputers for
Twenty-First Century Educators.
Agnew, P., Kellerman,
A., & Meyer, J. (1996). Multimedia in the
Classroom.
Bitter, G., Camuse,
R., & Durbin, V. (1993). Using a Microcomputer in the Classroom. 3rd
edition.
Boyer, B. & Semrau,
P. (1994). Using Interactive Video in
Education.
Cafolla, R., Kauffman, D., & Knee, R.
(1997). World Wide Web For
Teachers: An
Interactive Guide.
Christensen, L., Hammons, K., Merrill, P., Reynolds, P., Tolman, M., & Vincent, B. (1996). Computers
in Education.
Futrell, M. & Geisert,
P. (1995). Teachers, Computers and Curriculum:
Microcomputers in the Classroom.
Glenn, A. & Knapp, L. (1996). Restructuring Schools with
Technology.
Hanclosky, W. (1995). Principles of Media Development.
Heinich, R., Molenda, M., Russell,
J., & Smaldino, S. (2001). Instructional Media and
Technologies for Learning.
Kemp, J. & Smellie,
D. (1994). Planning, Producing,
and Using Instructional Technologies.
Maddox, C., Johnson, D. L., &
Willis, J. (1997). Educational
Computing: Learning with Tomorrow's
Reidl, J. (1995) The Integrated Technology Classroom: Building
Self-Reliant Learners.
Rivard, J. (1995). Select Topics on Technology, Teaching,
and Learning.
Roblyer, M.D., Edwards, J., and Havriluk, M. (1997). Integrating Educational Technology into Teaching.
NJ: Prentice Hall.
Rogers, D., Teague, F., & Tipling, R. (1994). Technology and Media: Instructional
Applications.
Simonson, M & Volker, R.
(1995). Technology
for Teachers.
Sharp, V. (1996). Computer Education for Teachers. 2nd
edition.