EDTECH 541: Integrating Technology into the Classroom Curriculum
Semester: Spring, 2015
Credits: 3 Credit Online Course
EDTECH Website: http://edtech.boisestate.edu
Name: Jackie Gerstein, Ed.D.
You will examine and explore technology integration strategies within K-12 networked computing
environments. Content will include an examination of technology integration techniques using
various application tools, instructional software, productivity software, and the Internet. You will
also identify relative advantages for choosing technology integration strategies and resources for
you to draw upon in developing your own technology integration activities.
At the end of the course, students will be able to:
- Demonstrate knowledge of hardware function, installation, selection and maintenance by
developing a networking/hardware lesson or conducting a field trip.
- Locate and evaluate current research on teaching and learning with technology and generate a
personal rationale for using technology in education based on findings from research and
- Define and identify instructional software types and uses.
- Identify and develop effective classroom activities using telecommunications tools and the
Internet and will demonstrate this knowledge through reflective activities and the development of
one or more web-based activities.
- Develop effective classroom activities using advanced features of database management
systems and/or advanced spreadsheet software tools and demonstrate knowledge of this through
the development of a database or spreadsheet supported lesson.
- Identify and classify adaptive assistive hardware and software for students and teachers and
demonstrate this knowledge through reflective discussion activities.
- Identify and describe teaching and learning tasks as well as productivity uses for Internet-based
- Identify and describe teaching and learning tasks with productivity software tools.
- Identify current issues in all content areas that will impact the selection and use of technology,
describe key strategies for integrating technology into those content areas, and identify example
software and Web resources required to carry out each integration strategy.
Textbook for this Class
Required: Roblyer, M.D. and Doerling, A.H. (2012). Integrating Educational Technology into Teaching (6th Ed.). Allyn & Bacon.
Detailed information about assignments and how to complete them will be posted in Moodle as
we progress through the term. After opening the course site, click on the links within the Module
to view course and assignment information. The course schedule has been set up so that new
assignments will be posted on Sundays. Due dates are the following Monday. Please check often
to read announcements within the course News Forum since these can be posted at any time.
Also, check your BSU BroncoMail (http://broncomail.u.boisestate.edu/ ) at least once per week for
course related correspondence. The default email address in Moodle is your BSU email address.
- All assignments are to be submitted on or prior to the due date. Late assignments will be
accepted during the following week or module with a 10% per day deduction. No late work will be
accepted one week after the due date.
- Please understand that I am continually updating and revising my course materials. Therefore, it
is not feasible for me to provide advanced copies of assignments. Full assignment details will only
become available at the beginning of each new assignment week. Assignments are posted at
least one week prior to the due date.
- All assignments are graded together as a group to maintain a higher level of consistency. Grading
begins on the first day after a due date and is completed before the next due date. You may track
your progress through Grades in Moodle. All of the assignments are listed in Grades and points
will be added as we progress through the semester. Depending on the assignment, this can take
up to a week.
- I will grade your work to the best of my abilities. If you feel you have received an inferior grade,
you have the right to challenge this score. Please explain to me IN WRITING why you believe
the grade is too low, and I will consider your reasoned argument.
Final letter grades will be based upon the following scale:
Highest Lowest Letter
100% 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-
69.00% 67.00% D+
66.99% 60.00% D
59.00% 0.00% F
Week Topics/Assignments to Be Addressed Readings Due
Week 1 Welcome & Orientation to the Course
- Set Up Blog and Website; I Am Poems/Image
- Course Syllabus
- Roblyer & Doering: Ch.1 & 2
Week 2 Foundations of Effective Technology Integration
- Relative Advantage Chart & Vision Statement
- Roblyer & Doering: Ch.1 & 2
Week 3 Operating Systems, Computer Hardware, Networks & File Management
- Networking Project
- Online Resources: Provided
Week 4 Productivity Tools & Instructional Software
- Instructional Software Presentation
- Roblyer & Doering: Ch. 3, 5, & 6
Week 5 Powerpoint and Google Presentations
- Presentation Application Presentation
- Online Resources: To be provided
Week 6 Spreadsheets & Databases
- Spreadsheet or Database TechnologySupported Lesson
- Roblyer & Doering: Ch. 4
Week 7 Using Video to Enhance the Curriculum
- Video Enhanced Lesson Plan & Video Library
- Roblyer & Doering: Ch. 6
Week 8 Developing and Using Web-°©‐Based LearningActivities
- Using the Internet for Instruction Presentation
- Roblyer & Doering: Ch. 7 & 8
Week 9 Internet Tools for Community Building & Social Networking
- Social Networking Presentation
- Internet Safety Presentation
- Roblyer & Doering: Ch. 8
Week 10 Technology in the Content Areas – Pt.1
- Content Area Activities
- Roblyer & Doering: Ch. 9-14
Week 11 Spring Break: No Assignments
Week 12 Technology in the Content Areas – Pt. 2
- Content Area Activities
- Roblyer & Doering: Ch. 9-14
Week 13Technology in the Content Areas – Pt. 3
- Content Area Activities
- Roblyer & Doering: Ch. 9-14
Week 14 Adaptive & Assistive Technology
- Adaptive/Assistive TechnologyPresentation
- Roblyer & Doering: Ch. 15
Week 15 Finalizing Projects and Assessing Technology Use
- Reflection, Resources, Evaluation,
- Final Project for grading
- Roblyer & Doering: Textbook Website
Technical Skills Recommended for Course Success
The following skills will increase your chances of having a successful and enjoyable experience in this course.
- Ability to use basic Learning Management System (i.e., Moodle) features and tools – uploading and attaching documents and images, use of an editing toolbar, use of adiscussion forum.
- Knowledge and use of Word documents, Powerpoints, PDFs, and video and audio media.
- Ability to begin, format, and maintain both a Blog and a professional/personal website.
- Knowledge and use of spreadsheets and databases (either Microsoft or Google docs).
- Ability to register and learn simple Web 2.0 tools.
- Ability to embed widgets via html code.
Advanced Copies of Assignments
Please understand that I am continually updating and revising my course materials. Therefore, it is not feasible for me to provide advanced copies of assignments. Full assignment details will only become available at the beginning of each new assignment week (Sundays). Assignments are posted at least one week prior to the due date.
All assignments are graded together as a group to maintain a higher level of consistency. Grading begins on the first day after a due date and is completed before the next due date. You may track your progress through Grades in Moodle. All of the assignments are listed in Grades and points will be added as we progress through the semester. Depending on the assignment, this can take up to a week.
Due Dates: Please note that all assignment due dates fall on Mondays. Assignments must be submitted by midnight Mountain time on scheduled due dates. For time zone information please visit the World Clock Web site: http://www.timeanddate.com/worldclock/
Point Deduction for Late Work: 10% of the assignment point value are deducted for each day an assignment is late. For example, an assignment that is two days late will lose 20% of the assignment point value as a late penalty.
Emergency Pass: If you have a major event such as a death in the family, illness, hospitalization, or you are out of town without Internet, you may turn in one assignment under the emergency pass. This assignment may be up to one week late and still qualify for full credit. After the one week extension has passed ten points per day will be deducted until the assignment is no longer worth any credit.
Your Responsibility with Late Work: If you will be late for any reason please e-mail me at email@example.com on or before the scheduled due date. When the assignment is completed you must send a follow-up email to let the instructor know it is ready to grade. This is how to calculate the number of days for the late work penalty. Failure to notify the instructor could lead to a grade of zero.
Plan Your Time: It is a good idea to schedule specific times to work on your assignments each week and keep the appointment with yourself. A three credit graduate course requires about 9 to 12 hours per week of work. It is in your best interest to start early on each assignment to give yourself time to fix technical problems or get help before the due date passes.
On occasion, you may experience problems accessing Moodle or class files located within Moodle, Internet service connection problems, and/or other computer related problems. Do make the instructor aware if a technical problem prevents you from completing coursework. If a problem occurs on our end, such as Moodle or EDTECH2 server failure, then an automatic due date extension is granted.
Any student who feels s/he may need accommodations based on the impact of a disability shouldcontact me privately to discuss your specific needs. You will also need to contact the Disability Resource Center at 208-426-1583 located in the Administration Building, room 114 to meet with a specialist and coordinate reasonable accommodations for any documented disability.
Boise State’s FERPA policy
The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records.
All students are required to abide by Boise State University’s Student Code of Conduct on academic dishonesty BSU Student Code of Conduct . Assignments completed must be your original work and cannot be used in other courses in the EdTech program. We will follow the and also observe U.S. copyright laws in this course. Several great links to
copyright information are available on the BSU Academic Technologies site at:
Please adhere to the following guidelines:
- Please do your own original work for each project. Projects that were created for other classes may not be submitted for credit in this course. Each project may only be submitted for credit one time by the person who created it. The BSU Student Code of Conduct states: “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).”
- All projects and other assignments should be composed in original text that is written by the student who is submitting it. The exception to this is the use of small amounts of quoted material that is properly cited. Copying and pasting from other Web sites or projects (including the instructor’s examples) is not permitted.
- The practice of copying code from the instructor examples is strongly discouraged. It is best to write your own HTML/XHTML/CSS. The work you submit should be clearly unique and different from the instructor example code.
- Please cite the source for materials that are obtained for your projects unless they are created by you. If permission is granted for use of copyrighted materials please post a statement explaining that near those materials.
- In the event of academic dishonesty a complaint is filed with the BSU Student Conduct Office with supporting documentation. This complaint remains on file and actions may be taken against the student (e.g., loss or credit, grade reduction, expulsion, etc.).
College of Education – The Professional Educator
Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.
Department of Educational Technology Mission
The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, managing, and evaluating appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state, or local educational agencies, and educational organizations in the private sector.
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 .
- Creating – Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
- Using – Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
- Assessing/Evaluating – Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.
AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
- Creating – Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes
- Using – Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
- Assessing/Evaluating -Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes grounded in reflective practice
AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.
- Creating – Candidates create instructional design products based on learning principles and research – based best practices.
- Using – Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
- Diversity of Learners – Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.