COURSE SYLLABUS

CI 232 EDUCATIONAL TECHNOLOGY

COURSE INFORMATION INSTRUCTOR INFORMATION

Term: Fall 2015 Name: Mrs. Vicki Schmidt
Credit Hrs: 2 Office: Jamison Center, Miller Library
Meeting Time: T Th 11:00-11:50 pm. Office Hrs: Daily (except when in class,
committee metings, or
supervising students)
Classroom: ML 141 Email: schmidtv@mcpherson.edu
Prerequisites: Phone: 620-242-0542

COURSE DESCRIPTION
The Educational Technology course is designed to ensure that teacher education candidates
understand the function of technology in schools and society, exhibit skills using instructional
tools and technology to gather, analyze, and present information, improve instructional practices,
facilitate professional productivity and communication, and help all students use instructional
technology effectively.

STUDENT LEARNING OBJECTIVES

By the end of the course the student will:
 Use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in
both face to face and virtual environments.
 Design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools.
 Exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
 Understand local and global societal issues and responsibilities in an evolving
digital culture and exhibit legal and ethical behavior in their professional
practices.
 Continuously improve their professional practice, model lifelong, and exhibit
leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources.

TEACHER EDUCATION PROGRAM GOALS

The following language must be included verbatim in all syllabi for general education courses
and all courses meeting KSDE licensure standards. If the course is neither general ed nor used
to meet a licensure standard (check with department chair), the entire Teacher Education
Program Goals section may be omitted from the syllabus.
This course is a required course for KSDE licensure. Candidates will become familiar with
content knowledge, a variety of material, and/or specific instructional methods applicable
to the teaching profession
The mission of the Teacher Education Program of McPherson College is to develop
service-oriented educators who effectively blend the art and science of teaching.
Following are the goals identified in McPherson College's conceptual framework. The
objectives and dispositions supporting these goals can be found in the Teacher Education
Policies and Procedures Manual.
Goal I. The candidate has the knowledge bases necessary to be an effective in her/his field.
Goal II. The candidate can apply effective teaching strategies to meet the needs of all
learners.
Goal III. The candidate fosters relationships and collaborates with school constituencies

In addition to meeting the goals of the conceptual framework, this course is aligned with the
following KSDE Professional Teaching Standards:

KSDE Standard 2: The educator demonstrates an understanding of how individuals learn and
develop intellectually, socially, and personally and provides learning opportunities that support
this development.

KSDE Standard 6: The educator uses a variety of effective verbal and non-verbal
communication techniques to foster active inquiry, collaboration, and supportive interaction in
the classroom.

KSDE Standard 8: The educator understands formal and informal assessment strategies to
evaluate and ensure the continual intellectual, social, and other aspects of personal development
of all learners.

KSDE Standard 11: The educator demonstrates the ability to integrate across and within
content fields to enrich the curriculum, develop reading and thinking skills, and facilitate all
students’ abilities to understand relationships between subject areas.

KSDE Standard 12: The educator understands the role of technology in society and
demonstrates skills using instructional tools and technology to gather, analyze, and present
information, enhance instructional practices, facilitate professional productivity and
communication, and help all students use instructional technology effectively.
TEXTS AND RESOURCES
None

ONLINE COMPONENTS
This class will use Bulldog Connect and email extensively as well as a personal website you
will create in class.

EVALUATION AND GRADING

Assignment information and points are available near the end of the syllabus.

GRADING:
Percentage Letter Description
Grade
90-100% A Superior work; work that exceeds the standards of the course.
80-89% B Good work; work that shows a thorough understanding of course standards.
70-79% C Average work; work that shows an acceptable understanding of course
standards.
60-69% D Below average work; work that shows only a minimal understanding of course
standards.
0-59% F Failing work; work that does not show an adequate understanding of course
standards.
I do not automatically round grades. I may round a student’s grade up if the student has
shown significant improvement over the course of the semester or has otherwise
significantly distinguished himself or herself in class. Notice that a C is an average grade.
An A is reserved for superior, exceptional work.

EXPECTATIONS FOR STUDENTS

Academic Integrity:
Strict honesty is fundamental to education. The college expects that both students and
teachers will be honest in all their academic dealings. Academic dishonesty includes (but is
not limited to) cheating on tests, turning in others' work as your own (plagiarism), using
solution manuals for assignments (unless permission is given), and submitting false reports
about required activities. A student who is guilty of academic dishonesty can be failed on
the project or failed in the course. In extreme cases, or if a pattern of dishonesty is evident,
a student can be suspended from the college. Violations of academic integrity will be
reported to the Vice President of Academic Affairs.

Any paper or other work that is plagiarized (in whole or in part) will receive a grade of 0.
That grade may not be made up. For the purposes of this policy, plagiarism also includes
submitting work already submitted in another class. If, in the judgment of the instructor,
the plagiarism was unintentional, a make up for partial credit may be allowed.

Part of academic integrity includes taking ownership of your work and participation. As
such, all group members must work equitably on all group projects.

Attendance Policy:
Students are expected to be in class every day. They are expected to arrive on time and to
remain in class for the entire scheduled time. The only absences that will be entered as
“excused” are college-related absences which the student is required to attend.
Make-up work will not be given for unexcused absences. Tests, quizzes, or other major in-
class assignments may only be made up in the event of a documented illness or other
medical emergency, at the instructor’s discretion.

For any absence for any reason, it is the student’s responsibility to get any information
required over what was covered (notes, instructions, announcements) in class from a fellow
student. Deadlines and due dates do not change for an absence (excused or not).

Absences will be collected from all education classes. Attendance numbers will be shared
with students during the interviews for program admittance and student teaching
admittance. Students with attendance percentages that are deemed unprofessional may be
sanctioned including being denied admission to the program and/or being denied
permission to student teach.

Teachers typically get 10 sick days and 2 personal days a year. (However, personal days
require advance approval.) Teachers’ contracts are often for 180-190 days a year; thus,
teachers can miss no more than 6-7% of the school year. In other words, teachers must be in
class 93-94% of the time. If you plan on being a teacher, you should be attending more than
90% of this class as well as of every other class. This means you should miss no more than 4
classes if a class meets 3 days a week, 3 classes if it meets 2 days, or 1 if it meets weekly.
(Be aware, though, that repeated absences—even when teachers have leave available!—are
usually frowned on. Sick days are NOT vacation days. They are days when the employee or
an immediate family member has a legitimate illness. Teachers who use them for other
reasons can and do get in trouble.)

Any student who enters after the instructor has finished taking roll will be marked as
absent. Any student who leaves during class will be marked as absent. If you cannot come
to class on time and remain in class for the entire time, you should not come to class. (If you
cannot stay in a 50-minute, 90-minute, or even 2-hour class for the entire time, you will not
be able to stay in your classroom for half-a-day at a time.)

Absences due to weather conditions will be handled at the instructor’s discretion taking
into account where the student lives and the weather conditions at the time. In the event
the college cancels classes, students may be contacted via e-mail with an assignment to
complete to make up for the missed class time.

Late Work Policy:

Assignments are due on the specified due date and time whether or not you are in class (for
any reason). It is your responsibility to get assignments turned in by the due date.
Assignments not turned in by the due date and time will not be accepted. (I reserve the
right to make exceptions to this policy in the case of documented extraordinary
circumstances in my own judgment.)

Students may be allowed to resubmit some work (such as papers). Details will be provided
for eligible assignments in class. Plagiarized papers may not be resubmitted.

Participation and Dispositions:

You are all preparing for professional careers. As such, dispositions reflective of
professionalism are expected in class at all times. Professional dispositions include
participating actively in class activities (taking notes, participating in small-group and
whole-class discussions), being on time and in class for the entire period, being prepared for
class with needed materials (textbook(s), homework assignments(s), writing instruments,
paper), and having appropriate, professional interactions with peers, instructors, and
guests in the classroom.

Unprofessional dispositions include using phones, tablets, or other electronics without

specific permission; having side conversations; arriving late or leaving early; being
unprepared for class; and not paying full attention to class activities. Unprofessional
dispositions will negatively affect your grade. They may also result in being asked to leave
the class with an unexcused absence for the day.

Your conduct in the classroom should be reflective of a professional. Causing a classroom

disruption can result in a loss of credit for the day/assignment, a decrease of the final
course grade by one letter, removal from the class, and/or college administrative
consequences. Similarly, your conduct in any school setting as part of an assignment for
this course must always be of the most professional nature. Failure to establish and
maintain appropriate conduct will have negative consequences. Please discuss any
questions about what constitutes appropriate conduct with your instructor.
As future professionals, your interactions with one another, instructors, and other staff
members should be reflective of professional behaviors. If you have questions about what
constitutes professional behavior, please ask. Be aware that problems in this area will be
discussed within the Teacher Education Program and may hinder or prevent admission to
the program.

In classes, your dress should reflect pre-professional dress: hats and hoods are not
appropriate. When presentations are given, professional dress (e.g., business casual) is
expected.

Assignment Policy:
Assignments must reflect original work for this class. They may not be “recycled.” They
may not be submitted in whole or in part in other classes (any exceptions would require
the consent of all involved instructors and a detailed explanation). Any sources used must
be cited appropriately; ask if you have questions.

Assignments should be neat and easily readable. Follow the assignment instructions on
whether it should be word processed. Generally speaking, always double space word
processed documents.

Assignments without names on them may not be graded. Please double check that you’ve
put your name on the assignment. The date is also beneficial.

Communication:
Your instructor’s e-mail address is schmidtv@mcpherson.edu

For all e-mails, please include a subject line that includes the course prefix and number
(e.g., CI 232) as well as an explanation of the e-mail (e.g., PowerPoint assignment). Please
sign your e-mail with your complete first and last name.

Please practice your professionalism in your e-mails. Get into the habit of checking spelling,
grammar, and other mechanics before you press send.

If you e-mail with a question, I will typically respond within 24 hours—excluding holidays.
If I do not respond within that time period, please e-mail me again.

ACADEMIC INTEGRITY
Strict honesty is fundamental to education. The college expects that both students and
teachers will be honest in all their academic dealings. Academic dishonesty includes (but is
not limited to) cheating on tests, turning in others' work as your own (plagiarism), and
submitting false reports about required activities. A student who is guilty of academic
dishonesty can be failed on the project or failed in the course. In extreme cases, or if a
pattern of dishonesty is evident, a student can be suspended from the college.

DISABILITY STATEMENT
Students who, because of disability, may require reasonable accommodations to meet
course requirements should contact the instructor or access coordinator, Carole Barr (ext.
2506), as soon as possible.

ACADEMIC SERVICES
The Royer Center for Academic Development (Miller Library, main level) is open to all
students who need academic assistance in any class.

DISCLAIMER
This syllabus is subject to modification. The instructor will communicate all substantial
modifications both to the Chief Academic Officer and to students enrolled in the course,
prior to enacting these modifications.

COURSE SCHEDULE
The tentative course schedule can be found at the end of this document.

Assignments:

Grades in this class are calculated based on points. Each assignment is worth a preset
amount of points. Your grade on each assignment will be calculated as a percentage of
points earned/points possible. Assignments worth a greater number of points will affect
your semester grade to a greater extent than assignments with fewer overall points possible.

Assessments: As a technology course, much of your learning will be assessed by your

ability to complete the tasks assigned in class. Therefore there will be no formal exams for
this course, except for the final.

Assignments: There will be both in-class and homework assignments. Major assignments
include the following:
**further details will be provided about each when it is formally assigned in class.

Technology Pros and Cons: Create a Top 10 list of Pros and Cons concerning technology
in the classroom using Microsoft Word. 25 pts.

Educational Technology Philosophy Paper: (2 pages) Develop your personal

philosophy of technology use in the classroom. Your philosophy should include why
technology should be used, what you mean by technology, and how you will avoid potential
pitfalls of technology use. 75 pts.

Presentation Assignment: Create a PowerPoint presentation to introduce yourself to

your new class. 75 pts.

Website Creation Assignment: Create and launch your own personal website to be used
for this course as well as your future classroom. 150 pts.

PowerPoint Document Assignment: Use PowerPoint to create a two page parent

newsletter that you would send home to students at the start of a new school year. 75 pts.

Web 2.0 Assignment: Formulate a 2-3 paragraph response to the following question;
“How can the use of Web 2.0 tools such as these improve student learning?” Use one of the
Web 2.0 tools we have discussed in class to present your response to the class. 50 pts.

Web Quest: Design and create a web quest for your grade level/ content area and upload
it to your classroom website. 75 pts

Rubistar Assignment: Use Rubistar to create a rubric you would use to assess your
students performance on the web quest you created. 25 pts

Kahoot Assignment: Create a Kahoot quiz for your content area/ grade level. Must
correlate to state standards. 25 pts.

Content Integration Lesson Plan: Create a lesson in your content area or grade level that
integrates technology. Technology should be used within the lesson both by the teacher
and by the students. The lesson should not be about technology but about a content area
standard using technology to enhance the lesson. 100 pts.

Technology Integration Interview Question: Details to come 100 pts.

Participation and Dispositions: Essential to learning and assimilating the material, this
category includes discussion, class presentations, and small group work. The Teacher
Education Program at MC expects candidates who have knowledge, the ability to apply that
knowledge, and the ability to collaborate with others. These are the dispositions of an
effective teacher. Your participation in class should reflect these. To earn participation
points, you must be in class on time and for the entire time. You must report to class each
session including all work days. If your assignment for the work day is complete and turned
in, you may receive an excused absence from the work day, providing your work is acceptable
and in no need of revisions.

You must participate fully and appropriately in class activities. Sidebar conversations are
not appropriate. As this is a technology course, we will be using computers and other
electronic devices daily. It is expected that your use of these devices will be consistent with
class expectations and you will not be using the electronic devices to distract yourself or
others from the business of class. Engaging in sidebar conversations or using
electronic devices to the distraction of yourself or others may result in zero
participation points for the day. After such incidents, the instructor and student(s)
involved may meet and discuss the issues and if teacher education is a good fit for the
student. If issues continue, appropriate administrators may be contacted. 100 pts

Revised and Approved by the Educational Policies Committee, 14 April 2015