Hofstra University 

School of Education 
Department of Teaching, Literacy and Leadership 

ELED 104A / ELED 258 

Spring 2019 
  
Instructor:​ P
​ rofessor Michael Davola  Course Info: 
Office: HAGDN 054    Online 
Phone: 516-652-4716      1 s.h. 
E-mail: ​mdavol1@pride.hofstra.edu    
  
 
Course Overview  
The elementary classroom teacher is called upon to use new technologies to facilitate 
the learning process. As elementary teachers we want to be able to provide our students 
with 21st century skills using technology as well as be familiar with the latest technology 
ourselves. This course will provide a foundation in the theory and practice of such 
technology. If you are still reading this, send me an email with the phrase 21st century 
skills and you will get five points added onto your grade. Topics explored in this course 
include technology and learning patterns, educational hardware and software, evaluation 
techniques, information processing and communication. Hands-on experience is 
provided with a variety of educational software. Students will explore implementation 
models for computers across the elementary curriculum.  
 
Course Outcomes 
Students who complete this course will: 
  

1. Have a functional understanding of the workings of computers. 

2. Use information technology for enhancing communication, inquiry, and problem-solving 
skills for all students. 
3. Be able to use information technology creatively and effectively in teaching throughout 
the curriculum. 
4. Appreciate the potential and limitations of computers in education. 
5. Be able to use various application software to effectively design, develop, and produce 
different types of instructional materials.  
6. Understand the legal issues surrounding the use of information technology in schools. 
  
  
Recommended/Optional Textbooks 
Using Technology With Classroom Instruction That Works, 2nd Edition​ by Howard Pitler 
Integrating Educational Technology into Teaching (7th Edition)​ by Margaret D. Roblyer 
  
Important Readings 
***NOTE: These readings may change*** 
1. National Educational Technology Standards for Teachers: 
http://cnets.iste.org/teachers/t_stands.html 

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 2. National Educational Technology Standards for Students: 
http://cnets.iste.org/students/s_stands.html 
3. Charp, S. (2002). Educators' Acceptance of Computer Technology? T ​ .H.E. Journal​, ​29​(9) 
[On-line]. Available:​ h​ ttp://www.thejournal.com/magazine/vault/A3953.cfm 
4. Cuban, L.; Kirkpatrick, H.; & Peck, C. (2001). High access and low use of technologies in 
high school: Explaining an apparent paradox. A ​ merican Educational Research Journal​. 
Vol. 38, No. 4. pp. 813-834. 
5. Grant, M. (2002). Getting a grip on project-based learning: Theory, cases, and 
recommendations. ​Meridian: Middle School Computer Technology Journal​, ​5​(1) [On-line]. 
Available: ​http://www.ncsu.edu/meridian/win2002/514/index.html 
6. Davola, M. (1992). W ​ hy read syllabi​. An introduction to the basics of reading 
comprehension [Online] Available: ​ h ​ ttps://goo.gl/qa9zAz  
7. March, T. (1998). W ​ hy WebQuests? An introduction​. [Online] Available: 
http://tommarch.com/writings/intro_wq.php 
8. Mims, C. (2003). Authentic Learning: A practical introduction and guide for 
implementation. ​Meridian: Middle School Computer Technology Journal​, 6 ​ ​(1) [On-line]. 
Available:​ h
​ ttp://www.ncsu.edu/meridian/win2003/authentic_learning/ 
9. Oppenheimer, T. (1997). The Computer Delusion. T ​ he Atlantic Monthly​. Vol. 280, No. 1. 
pp. 45-62. 
10. Papert, S. (1991).​ Situating constructionism​. In I. Harel & S. Papert (Eds.), 
Constructionism​ (pp. 1-11), Norwood, NJ: Ablex. 
11. Rieber, L.P. (2004) ​Homemade PowerPoint Games: A Constructionist Alternative to 
WebQuests​ [On-line]. Available: 
http://it.coe.uga.edu/wwild/pptgames/ppt-games-paper.html 
12. Starr, P. (2002) Computing Our Way to Educational Reform, T ​ he American Prospect 
Online​, Nov 30, 2002 
13. Additional readings provided by instructor via the course website. 
14. Student Selected Reading on Topic: “The Flipped Classroom” 
15. Student Selected Reading on Topic: “TPACK Framework” 
  
  
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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Course Outline 
  

The way this course will be designed is to help teachers learn about tools that they can use in 
their everyday classroom.   
  
1. Technology Readiness 
2. SAMR and ISTE Standards 
3. Creating an Online Presence / Digital Portfolio 
4. Using Visual Learning Tools 
5. Presenting 
6. Engaging the Classroom 
7. Final Project - Summative Assessment 
 
  
Assignments 
 

Your course grade will be determined by your performance on several computer-based 

assignments/projects. A ​ fter each assignment, you will be asked to post your work on your 
digital portfolio (your website) and write a brief description of what you learned during that 
week, your opinion of the tool that you used (if there was one), why you are using that tool, and 
how you would you implement what you learned in your classroom. ​ Details about these 
assignments will be discussed throughout the semester. 
  
Total 
#  Assignment  Points  Due Date 
1  Technology Readiness Form  25  2/1 
2  Digital Portfolio Setup  25  2/8 
3  SAMR / ISTE Standards & Personal Goal Paper  25  2/15 
4  Visual Learning Tools  25  2/22 
5  Presenting  30  3/1 
6  Engaging the Classroom  30  3/8 
Summative Assessment 
7  40  3/15 
(Final Project) 
 
 
 
 
 
 
 
 
 
 
 

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Grading Scale 
To determine your letter grade for the semester, please use the table below.  
 
 
 

Grading Scale 
F  0  94 
D  95  104 
D+  105  114 
C-  115  124 
C  125  134 
C+  135  144 
B-  145  154 
B  155  164 
B+  165  169 
A-  170  174 
A  175  200 
  
 
Classroom Policies 
 
Late Assignments/projects: 
Projects and assignments must be turned in at the beginning of class on the due date listed 
within the schedule (unless your instructor has given an alternative time). ​Any late 
assignments/projects will receive an immediate 1/3 grade reduction.     
  
Student Computer Labs: 
There are 2 student computer labs at Hofstra University: Calkins Lab (106 Calkins Hall) and 
Hammer Lab (125A Axinn East). Additionally in Room 054 at Hagedorn Hall, there is a Maker 
Space consisting of emerging educational technologies and tools that teachers can use to assist 
with their assignments. Keep in mind that this course requires that you spend at least 6-9 hours 
per week outside of class time working on projects and assignments. 
  
Communication: 
All students will be required to activate their Hofstra email or make provisions to have it 
forwarded to an email account of their choosing. Students should make sure that email is 
checked daily in case of any classroom announcements. 
I will check email once a day and reply to you within 48-72 hours depending on the individual 
needs of the student.  
Any email correspondence after 4pm on Friday till Monday at 10am will not be answered until 
Monday after 11am. 
  
Submitting assignments: 
Assignments will be submitted to me via the Blackboard course website unless otherwise noted. 
 

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Academic Honesty: 
Hofstra University Honor Code: “As a member of the Hofstra community I pledge to 
demonstrate integrity and ethical behavior in all aspects of my life, both inside and out of the 
classroom. I understand that I am accountable for everything I say and write. I will not 
misrepresent my academic work, nor will I give or receive unauthorized assistance for academic 
work. I agree to respect the rights of all members of the Hofstra community. I will be guided by 
the values expressed in the P.R.I.D.E Principles. I accept the responsibility to follow this Honor 
Code at all times.”
Honor Code Short Form: “I pledge on my honor that I have done this work with honesty and 
integrity, without giving or receiving unauthorized assistance.” 
Academic Honesty: Plagiarism and other forms of academic dishonesty are serious ethical and 
professional infractions. For information regarding Hofstra’s statement of principles with 
respect to academic honesty, examples of violations, procedures for handling violations, as well 
as a student’s right to appeal a charge, see Faculty Policy Series #11 for undergraduate students 
(​http://www.hofstra.edu/pdf/Faculty/Senate/senate_FPS_11.pdf​) and Faculty Policy Series 
#11G for graduate students (​http://www.hofstra.edu/pdf/Faculty/Senate/senate_FPS_11G.pdf​) 
 

Cooperative work (the same work turned in by more than one student) will be considered 
plagiarism. It will receive a grade of F and may be reported to the Dean for disciplinary action. 
Each student will be asked to sign a pledge, attesting to their agreement to adhere to the 
principles expressed in the Hofstra University Honor Code and the P.R.I.D.E. Pledge. 
  
Students With Disabilities: 
If you believe you need accommodations for a disability, please contact Student Access 
Services (SAS). In accordance with Section 504 of the Rehabilitation Act of 1973 and the 
Americans with Disabilities Act of 1990, qualified individuals with disabilities will not be 
discriminated against in any programs, or services available at Hofstra University. Individuals 
with disabilities are entitled to accommodations designed to facilitate full access to all 
programs and services. SAS is responsible for coordinating disability-related accommodations 
and will provide students with documented disabilities accommodation letters, as appropriate. 
Please note that accommodations may require early planning and are not retroactive; please 
contact SAS as soon as possible. All students are responsible for providing accommodation 
letters to each instructor and for discussing with him or her the specific accommodations 
needed and how they can be best implemented in each course. For more information on 
services provided by the university and for submission of documentation, please contact the 
Student Access Services, 107 Student Center, 516- 463-7075. 
http://www.hofstra.edu/StudentAffairs/stddis/index.html 
  
Deadlines: 
Please be mindful of University deadlines. See​ ​www.hofstra.edu/deadlines​. 
  
Incomplete Policy: 
Hofstra’s policies regarding incomplete grades, default grades, and associated deadlines can be 
found in the Undergraduate and Graduate Studies Bulletins (​http://bulletin.hofstra.edu/​). 
  
Notice On Campus Sexual Assault And Discriminatory Harassment: 
University policy and federal laws such as Title IX, Title VI and the ADA make it clear that sexual 
violence and harassment based on any protected characteristic are strictly prohibited and are 
subject to standards of accountability at the University. If you or someone you know has been 
sexually assaulted or subjected to discriminatory harassment, the University offers multiple 
resources to support you and has policies and procedures to address these offenses. For more 
information, contact the University Title IX Coordinator, Jean Peden-Christodolou, at 
516-463-6815, J ​ ean.C.PedenChristodoulou@hofstra.edu​; the University Equal Rights & 

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 Opportunity Officer, Jennifer Mone, at 516-463-1800, e
​ roo@hofstra.edu​; or refer to the applicable 
University policy at​ ​http://www.hofstra.edu/eoe​. 
  
Assessment and Evaluation 
As your instructor I am interested in how each of you develop individually over the course of the semester 
rather than how you compare to one another. 
  

Participation 
You will also be assessed by your completing reading assignments and demonstrating active, 
productive engagement in class activities. 
  

Learner Evaluation​- Below is a general guideline for assessing the quality of your work in this course. 
 
The “A” Student:​ differs from the "B" student in QUALITY, not necessarily QUANTITY, of evidence 
presented. The student--  
1. Shows superior ability in the factors of competency.  
2. Numbers 1 - 5 are same as "B" but differs in degree. The "A" student demonstrates a high degree 
of "initiative, creative ability, and imagination." They are more self-reliant, self-motivated, and 
teacher independent in their behavior in items # 2, 3, 4 & 5.  
 
B = The B Student:  
1. Demonstrates a high degree of development in the factors of competency.  
2. Goes beyond the minimum requirements in each area within the assignments, allows for "Extras." 
Finds own way of doing what is meaningful to them.  
3. Same as "C," but seeks out or volunteers for responsibility more than just accepts it.  
4. Same as "C." # 4 and 5. Shows they are well adjusted in human relations and positive social skills, 
etc. 
 
C = The C Student:  
1. Demonstrates minimum acceptable skills in the factors of competency.  
2. Completes minimum requirements in each area within time allowed. (Meets deadlines)  
3. Can accept and carry out responsibilities. (Regular attendance is one evidence of this)  
4. Contributes constructively to class activities.  
5. Accepts criticism maturely and tries to improve one’s self.  
 
D = The "D" Student: (Any one of the following is sufficient for a "D") 
1. Same as "C", but quality is not satisfactory.  
2. Contributes "negatively" to class discussions and activities or does not contribute; "takes" but 
does not "give out". Blocks rather than promotes progress.  
 
F = The "F" Student:  
1. "F" means that the student has demonstrated lack of competency in one or more factors; 
evidence may be due to excessive absence, omission in writing, reading, or participation, or 
evidence of poor quality in participation in those activities. 

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