EDTECH 501 Syllabus

Course Syllabus

Your Instructor

Dr. Mary Ann Parlin


I would like to welcome you to EDTECH 501, the introductory course in our EDTECH degree program. In this course, you will learn how to become actively involved in our EDTECH program, network with colleagues and professionals, and immerse yourself in the exciting world of educational technology.

This is an online, asynchronous course, which means you can “attend” class during your free hours, allowing you flexibility in your learning.

This syllabus is a very important document, serving as a contract between you and your instructor. It provides detailed information on what you will achieve in this course and how you will get there.

I look forward to meeting and learning with you.

Course format

This course has been designed to facilitate a strong social and learner-centered environment, meaning that learning is active and requires participation from all students. You will be actively engaged in sharing, reading, reviewing, and commenting on your classmates’ work they post to their learning logs and our EDTECH 501 Google Plus Community.

Research on learner-centered teaching indicates that it helps students learn more and understand better (Felder & Brent, 1996). We believe that teaching is not something that can only be done by a professor. Students also need to be involved and participate in the process.

Additionally, in a learner-centered course, you will develop skills you can use in your current or future careers. Prospective employers prefer people who know how to take responsibility for their learning and can navigate social tools.

Your cooperation and support in this style of teaching and learning is essential to its success. If you adopt an active learning mode, taking responsibility for your own learning and providing helpful feedback to your classmates, you will help build a positive and sustainable environment for learning.

Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43–47.

Course Information

  • Title of course: EDTECH 501: Introduction to Educational Technology
  • Semester: Fall 2014
  • Dates: August 25 – December 12, 2014
  • Credits: 3 graduate

Catalog description

Overview of the field of educational technology emphasizing current issues, leadership in technology use planning, and evaluation/synthesis of research.

Learning outcomes

In this course, you will:

  1. identify and apply effective technology tools and strategies to improve teaching and learning;
  2. curate and share an online learning log of artifacts;
  3. self-assess original learning projects (artifacts) through comparing and critiquing classmates’ work;
  4. demonstrate knowledge of professional ethics;
  5. analyze ethical issues in the field of educational technology;
  6. identify and assess current and future trends in educational technology;
  7. apply technology skills for research and analysis;
  8. apply APA style in creating an annotated bibliography;
  9. analyze your school or business technology environment and compose a summary; and
  10. identify opportunities for assuming leadership in the field of educational technology.

Tips on succeeding in this course

  1. Read the syllabus and understand how you will be assessed in this course. Ask for clarifications as needed.
  2. Create a Google+ profile and learn how to communicate using this social tool.
  3. Add your instructor to your Gmail contact list so you can chat with him/her.
  4. Create a small group circle in G+ by the end of Week 1.
  5. Use discussion forums and/or G+ to post questions instead of using email.
  6. Use Gmail chat for quick and immediate answers to questions.
  7. Track your G+ notifications and stay on top of reviewing and commenting on your small group members’ work.
  8. Give yourself enough time to work on assignments—don’t wait until the weekend to begin working on a weekly assignment.
  9. Contact your instructor IMMEDIATELY if you need help or find yourself getting behind.
  10. Expect to struggle and spend time in learning.

Course Completion, Schedule, & Due Dates

Your instructor has designed this course to accommodate varying student technology skills and abilities, respecting your schedule and personal preferences.

Modules will be visible a week in advance, so if you want to work ahead one week, please feel free to do so.

Due dates are clearly stated in each week’s assignments. Please turn in your assignments on time, as this will allow your instructor to provide timely feedback.

Course Materials

Required Books/Reading


You will need a computer with speakers and constant Internet access. High speed Internet access yields the best results in this class.

Google+ and Google Hangouts also work very well with mobile devices. Download the G+ and Hangouts apps on your phone and/or tablet computer and always be connected to your instructor and classmates.

A microphone will be required for this course for narrating presentations and attending optional web meetings. For web conferencing, a headset is recommended. To record presentations, you can often use an internal microphone with good results.

Course Policies

Stay Connected!

This is an asynchronous, online course. Should you plan on traveling during the semester, make sure you will have access to the Internet to complete assignments.

Faculty initiated drop

Please be advised that if you do not login to this course at least once during the first week, you will be dropped from class.

Assignment Submissions

In this course, you will be completing assignments (or what we call “artifacts”) which align with an AECT Standard or Standards. You will be sharing these artifacts, along with thoughtful reflections to your Learning Log and G+.

Weekly activities and assignments are clearly posted and include complete instructions on how to start and complete an assignment.

You are provided with a checklist of required elements for each artifact. You will be submitting a self-assessment for some elements of each artifact. Your instructor will also provide feedback and evaluate other elements of your artifacts.

Student Code of Conduct

For this course, we will be adhering to the Boise State Student Code of Conduct: http://osrr.boisestate.edu/scp-codeofconduct/

Please review this code so that you understand your rights and responsibilities.

Academic integrity

According to the BSU Student Code of Conduct: “Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students.

Therefore, all work submitted by a student must represent her/his own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s).”

For this course, plagiarism will apply to three categories: Cheating, Non-attribution, and Patch-writing:

  1. Cheating: Borrowing, purchasing, or obtaining work composed by someone else and submitting it under one’s own name. The minimum penalty is an “F” in the course; the maximum penalty, suspension from the university.
  2. Non-attributions: Failing to cite passages or ideas from the work of another. First-time offense is review of source attribution and revision of the paper. Continued non-attribution in work will result in an “F” in the course and possible suspension from the university.
  3. Patch-writing: Writing passages that are not copied exactly, but have been borrowed from another source. First offense: review and revision of assignment. Continued patch-writing will result in an “F in the course and possible suspension from the university.

Important Note: Both citation and quotation marks are required whenever you copy exact words and phrases from a source. When you paraphrase or summarize but do not copy exactly, citation is still required. When in doubt, cite. Over-citation is an error, but under-citation is plagiarism. Your citations should follow APA style, 6th edition.

Confidentiality and privacy statement

The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. To read about these rights, please go to http://registrar.boisestate.ed…lity.shtml

Assignments & Evaluation

Participation & Feedback

In this course, you are expected to be an active participant. You are required to view and provide feedback to classmates’ work and provide meaningful and helpful feedback, both positive and constructive.

Participation Rubric: For information on how you will self-assess your participation in this course, please view the Participation Rubric: https://www.evernote.com/shard/s4/sh/aa311230-d7a5-4400-942a-3fd46922ed6b/c38a3b397dbffe2fbe2bc60365f2f7fe

Need to revise an artifact?

If your artifact needs revision, you can make revisions and resubmit to the assignment link in Moodle before the due date.

Course Assignments

You will create 7 artifacts in this course which align with the following AECT Standards in parentheses:

  1. EDTECH Definition Graphic (AECT Standard 1 Content Knowledge,  Indicators 1.1 – Creating, 1.2 – Using)
  2. EDTECH Professional Ethics (AECT Standard 1 Content Knowledge,  Indicator 1.5 – Ethics)
  3. Digital Divide Presentation (AECT Standard 3 Learning Environments, Indicators 3.1 – Creating, 3.5 – Ethics, 3.6 – Diversity of Learners)
  4. RSS in Education (AECT Standard 2 Content Pedagogy, Indicators 1.1 – Creating, 1.2 – Using, 1.3 – Assessing/Evaluating)
  5. EDTECH Research (AECT Standard 4 Professional Knowledge and Skills, Indicator 4.3  – Reflection on Practice)
  6. TechTrends (AECT Standard 4 Professional Knowledge and Skills, Indicator 4.3  – Reflection on Practice)
  7. School Evaluation Summary (AECT Standard 5 Research, Indicator 5.3 – Assessing/Evaluating)

Viewing Grades and Instructor Feedback

To view assignments and points, click the Grades link in Moodle. To view feedback on rubrics in Moodle, click the Joule grader link and then View Rubric. The folowing list provides detailed information about each assignment and the possible point values:

Instructor Evaluations

Peer/Instructor Evaluations


Total Possible Course Points 740

Letter Scores

Boise State identifies letter scores by qualitative descriptions. Your instructor has included the following elements that might help you identify the letter score you feel you have achieved in the course:

  • A = Distinguished Work
    • All artifacts completed, demonstrating a very high level of work ethic, creativity, and attention to detail.
    • Active participation throughout the course, with thoughtful responses to your small group members’ artifacts.
    • Completed portfolio, including creative design and effective navigation.
    • Thoughtful reflections on challenges and learning in each learning log post.
  • B = Superior Work
    • All artifacts completed to the best of your ability.
    • Active participation throughout the course, with thoughtful responses to your small group members’ artifacts.
    • Completed portfolio, including creative design and effective navigation.
    • Thoughtful reflections on challenges and learning in each learning log post.
  • C = Average Work
    • All artifacts completed.
    • Some participation in course.
    • Completed portfolio website.
    • Some reflections included in posts on challenges and learning.
  • D = Below-average Work
    • Not all artifacts completed.
    • Very little course participation.
    • Portfolio website incomplete.
    • No reflections included in posts.
  • F = Failure

Letter Scores

Highest Lowest Letter
100.00 % 100.00 % A+
99.99 % 93.00 % A
92.99 % 90.00 % A-
89.99 % 87.00 % B+
86.99 % 83.00 % B
82.99 % 80.00 % B-
79.99 % 77.00 % C+
76.99 % 73.00 % C
72.99 % 70.00 % C-
69.99 % 67.00 % D+
66.99 % 60.00 % D
59.99 % 0.00 % F

Portfolio Assessment Process

In this course, you will be creating an online portfolio of your work (artifacts), which will provide both you and your instructor a way to document your progress. Detailed feedback will be provided by your instructor and classmates. Suggested checklists are provided for each assignment, but you may determine additional criteria as also being important. You may also want to modify the assignment to best meet your needs and this is okay, too. In other words, you are encouraged to take risks and move outside of your comfort level.

Your instructor will write about your artifacts and provide suggestions for improvement to your learning log posts.

You will submit a final self-evaluation during the last week of the course, identifying and discussing challenges you experienced and how you plan on using what you learned in this course in your classroom, school, or business.

Writing styles

All writing should be formatted according to APA, 6th edition.


You are always encouraged to revise an assignment. The purpose of this class is to help you learn.  You are encouraged to revise a submission until the due date. After the due date, you may revise, but the revision will not be accepted to gain more points. Feedback can always be applied to future assignments.

Policy on late assignments

In order to fully participate in this course, it is critical you submit assignments on time. It is imperative you stay in touch with your instructor and not fall behind in this course.

1. If you do not contact your instructor regarding late assignments, you will automatically lose 4 points per day that the assignment is late.

2. You are allowed 1 “free-pass” on an assignment during the course. No questions and no explanations. You must give me 24 hours notice. Then, I will give you an additional 2 weeks to submit the assignment. This DOES NOT mean that the assignment is not due at the end of the 2 week negotiated period. If it isn’t submitted at that point, you will receive a “0” for the assignment.

No late assignments are accepted during the final three weeks of the course.

Boise State Incomplete Policy

Instructors can enter a grade of I — for incomplete — if both of the following conditions are present:

  • Your work has been satisfactory up to the last three weeks of the semester.
  • Extenuating circumstances make it impossible for you to complete the course before the end of the semester.

In order to receive an incomplete, you and your instructor must agree to a contract stipulating the work you must do and the time in which it must be completed for you to receive a grade in the class.

The terms of this contract are viewable on BroncoWeb under Your Student Center To Do List.

The contract time may not exceed one year.

If no grade other than incomplete has been assigned one year after the original incomplete, the grade of F will automatically be assigned.

The grade of F may not be changed without approval of the University Appeals Committee.

You may not remove the incomplete from your transcript by re-enrolling in the class during another semester. A grade of incomplete is excluded from GPA calculations until you receive a final grade in the course.

Student Support Services

Disability services/Accommodation policies

To request academic accommodations for a disability, contact the Office of Disability Services, Admin 114, (208) 426-1583. Students are required to provide documentation of their disability and meet with a Disability Specialist prior to receiving accommodations. Information about a disability or health condition will be regarded as confidential.

Writing support

Boise State maintains a Writing Center, which is an excellent resource to help you in proofreading and improving your writing. You may submit writing through email and receive support. For more information, go to the Writing Center website: http://writingcenter.boisestate.edu/email/

Research support

Boise State’s Albertsons Library is another excellent resource. We have a designated librarian who helps our EDTECH students. For more information, go to our EDTECH Library Guides: http://guides.boisestate.edu/edtech

APA style resources

There are many helpful online resources, should you have trouble learning how to use and apply APA formatting. An excellent online resource is the Purdue OWL guide: http://owl.english.purdue.edu/owl/resource/560/01/


Please feel free to contact any of our excellent EDTECH support staff for counseling and other support services:

Other Useful Information

Study time expected

Plan to spend anywhere from 8 – 15 hours during the regular semester or 16 – 30 hours during summer session on this class, depending upon your skill level. It is in your best interest to start early on each assignment, to give yourself time to fix technical issues or get help before a due date passes.

Withdrawal dates

Please be aware of all deadlines and dates contained in the BSU Academic Calendar, which can be accessed through MyBoiseState (http://broncoweb.boisestate.edu).

AECT Standards (2012 Version)

Throughout this course, you will be creating artifacts that align with various AECT Standards 2012 version: https://c.ymcdn.com/sites/aect.site-ym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf

Your instructor has identified standards that best align with the AECT Standards. However, you may also identify other standards you feel also align with the artifact, especially if you decide to modify the artifact requirements.

Keep in mind you will need to justify why the artifact aligns with the standard and connect practice to theory in your final portfolio.

If you ever use any of your artifacts in the classroom or develop additional materials that result from your initial artifact, then this would be an excellent artifact to use in your final portfolio.

As you progress in this program, it is essential you keep track of your artifacts, your course syllabi, and any other information you might want to add and include in your final showcase portfolio. You can easily do this by updating and maintaining your learning log.

Please refer to the AECT Standards 2012 Version document for more detailed information. This will help you identify how and why your artifacts created in the program align with the Standards. The following table lists the AECT Standards you will demonstrate through artifacts created in this course:

AECT Standard


AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Standard 1.1 Creating – Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. EDTECH Definition GraphicRSS in Education
Standard 1.2 Using – Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. EDTECH Definition GraphicRSS in Education
Standard 1.3 Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. RSS in Education
Standard 1.5 Ethics – Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology. EDTECH Professional Ethics
Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
Standard 3.1 Creating – Candidates create instructional design products based on learning principles and research-based best practices. Digital Divide Presentation
Standard 3.5 Ethics – Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources. Digital Divide Presentation
Standard 3.6 Diversity of Learners – Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. Digital Divide Presentation
Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.
Standard 4.3 Reflection on Practice – Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth. TechTrends
Standard 4.5 Ethics – Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting. EDTECH Professional Ethics
Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Standard 5.3 Assessing/Evaluating – Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. School Evaluation Summary

Subject to Change Notice

The instructor reserves the right to change this syllabus. You will be notified of any changes immediately through announcements to our EDTECH 501 Course News Forum.

EDTECH 501 Fall 2014