Relationship of This Course to Others in the TBE Program
This course is required for the M. A. in Education, Technology Based Education Option and the Certificate in Technology Based Education. It will assist in preparing students for roles such as technology-using teacher, technology trainer, technology mentor, educational website developer, and service as a technology resource person in educational settings. The TBE program believes that technology use can benefit all students, and we train our students to facilitate the use of technology in all educational settings. The TBE program adheres to all elements of the College of Education Conceptual Framework and Graduate Education Mission described below.

COE Conceptual Framework

The mission of the College of Education at California State University, Dominguez Hills is to prepare educational professionals who are successfully engaged in work that supports and promotes public school students in California. The vision of the College of Education is to maintain a model of collaborative urban educational excellence, recognized for preparing teachers, administrators, counselors, and other specialists who work effectively with a variety of learners from diverse backgrounds. The College of Education faculty has agreed that with the guidance and support of their instructors and supervisors, all candidates will work toward achieving:

• Skill in realizing educational equity for all learners.
• Sensitivity toward and effectiveness with people from diverse cultural and linguistic backgrounds.
• Appropriate and creative use of independent and collaborative experiential learning.
• Multicultural and global perspectives in thinking and practice.
• Personal growth through reflection and self-evaluation.
• The ability to critically analyze theory and research that inform effective practice and authentically assess student performance and progress.
• Multimedia and technology literacy.
• The ability to facilitate student learning in performance-based and standard-based environments.

• 1a.   All students have the right to an education that is interactive, multi-modal and meaningful.
• 1b.   High expectations for student performance should be supported by instruction based on learners’ needs.

• 2a.   Our academic programs must reflect current research, significant theory, and public policy that require continuous renewal.
• 2b.   We owe our students an academic program that meets their needs in terms of scheduling, types and sequences of classes, and individual advising.

• 3a.   Our future professionals have an obligation to be a force for positive growth for themselves, their students, colleagues, and communities.
• 3b.   Our students have the responsibility to be stewards of the social, emotional, and academic well being of the individuals in their charge.

• 4a.   University faculty has an obligation to integrate theory and practice, mindful of the current best thinking within the profession.
• 4b.   All instructors need to model best practices during their own instruction and all interactions with students.

• 5a.   Individuals representing different fields of study and constituencies make valued contributions to the decision making process that affects our student preparation programs.
• 5b.  Respectful interactions and democratic processes are the foundations that support engagement of faculty in reflective discussions and informed resolutions that lead to effective program outcomes.

Skill in providing equal opportunities for all students.

Sensitivity toward and effectiveness with learners from diverse cultural and linguistic backgrounds.

Appropriate and creative use of collaboration among learners.

Emphasis on an integrated curriculum that taps higher order cognitive skills.

Meaningful authentic curriculum and assessment for all students.

Engagement in reflective practices.

Knowledge of theory and research that informs good teaching.

Course Goals: The purpose of this course is to provide M. A. candidates in the Technology-Based Education program with (1) an introduction to programming concepts, (2) tools for technology integration (interactive web pages with JavaScript), and (3) additional resources for teaching with and about technology. NOTE: TBE 540 is not primarily a web page development course. Creating interactive web pages is simply a practical way to explore programming concepts.

Course Objectives: Upon completion of this course, the learner will be able to...

• View and edit an existing HTML document offline, including the addition of JavaScript code
• Given an instructional task, write a series of HTML-based web pages with JavaScript to assist learners in accomplishing the task.
• List and describe at least 3 educational uses for HTML with JavaScript.
• Identify web-based resources and related journal/ERIC articles for education uses of educational web sites and/or programming.
• Create lesson plans (student or teacher) for the use of HTML/JavaScript in a curricular area or teacher training.
• Design and produce a small educational web site (6 or more web pages), including JavaScript.
• Produce documentation for the use of HTML with JavaScript.
• Evaluate web pages/web sites using a rubric.

Grading: Class grades will be based on points earned from the HTML/JavaScript project (200 pts possible). Weekly activities, designed to practice skills needed for the projects, are ungraded. Criteria for letter grades:

Projects: Projects and all required documentation may be submitted electronically or as hard copies (HTML source must be available for all web pages). See http://www.csudh.edu/fisher/tbe540/rubrics.htm for project grading rubrics.
   

HTML Project (200 pts maximum)

Part I: Using HTML (with JavaScript) create a set of 6 or more web pages that “teach” (e.g., teaching a curricular topic or teaching specific skills to teachers). The project as a whole must demonstrate all the following: interactive elements (JavaScript), proper use of titles, variety of text (sizes, styles, colors), variety of lines, links (all pages should be linked to a "main page," outside links optional), graphics, lists, one or more tables. Include your name at the bottom of each page. Note: "Bells and whistles" are not as important as substantial, well-organized information with appropriate interaction. (100 pts maximum)

Part II: Documentation  (a student lesson plan or a teacher workshop plan). The plans should include the hardware/software requirements. audience, prerequisites, objectives, how pages will be used, and relation to the curriculum or professional standards, and assessments. Handouts must be included. (35 pts maximum)

Part III: An "annotated" bibliography of HTML/JavaScript-related sources, including 10 or more website URLs (web addresses) that would assist a teacher in creating web pages (HTML/JavaScript tutorials, clip art resources, etc.) and  five or more articles/ERIC documents, all related to educational uses of web pages and/or programming. The articles should clearly answer the question "Can websites enhance student learning?" For websites, give complete address and a one-paragraph description. For each ERIC document and article, include a citation (APA format) and a one-paragraph summary. (30 pts max)

NOTE: Use APA format for journal/ERIC citations. Examples of citations in APA format (1. ERIC document, 2. journal article): 

Part VI: Tag/JavaScript Test:  Twenty-five questions about HTML tags and JavaScript commands completed online. (25 pts maximum)
 

Characteristics of a project receiving high points:

• There is an "index (main) page" which contains links to all other pages. Other pages contain links back to the index page.
• Pages are well-organized and coordinated in theme, color, and design., but a variety of text sizes, styles, and lines are included.
• Sufficient information is provided on each page for the user to learn a substantial amount about the topic being presented, appropriate to the intended audience.
• Pages meet web accessibility guidelines.
• All pages contain JavaScript code to perform a useful operation, including interactivity (not just "bells and whistles").
• All pages should contain graphics and a background color or graphic and the name of the page author.
• More than one page will contain tables, lists and outside links.
• Documentation is well-organized, clear to the user and provides sufficient information.
• At least 10 resource websites with clear descriptions are listed; all are related to educational web page development and/or programming. A teacher could use the websites to create instructional web pages. Five articles are listed, with clear descriptions of each.  The list of articles clearly show that web-based instruction is effective in enhancing learning.
• The rubric evaluating the web pages in the project is appropriate and complete.

Proposed Schedule