| Goals/Objectives | Grading | HTML Project | Schedule |
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:
Academic Integrity: Collaboration with colleagues is expected in this course. However, the work submitted by an individual student is expected to reflect his or her own effort. Specifically, the HTML project may not be a group project. Students should feel free to consult each other, but each student's work must be in his/her own words and must be submitted independently. If material from other sources (e.g., the web) are used in projects for this class, the source must be clearly identified. Students submitting the work of others as their own (without proper credit) are guilty of plagiarism. For a more detailed discussion of academic integrity, see http://www.csudh.edu/srr/academicculture.htmSkill 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...
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:
| A 190-200 | B+ 174-181 | B- 153-159 | C 125-145 | D 101-117 |
| A- 182-189 | B 160-173 | C+ 146-152 |
C- 118-124 |
F < 101 |
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)
Lesson/Workshop Plan FormatSoftware required: (Browser-specific?) Hardware required: (How many computers? What type? Lab? Display device? Printer?) Audience (Describe the people who will receive this lesson.) Curricular Integration (For student lesson, how will the web site be integrated into the curriculum? What standards will be addressed? For teacher lesson, what professional standards are being addressed?) Prerequisites (What will the audience need to know before the lesson?) Objectives (specific, measurable, stated in terms of learner
behavior) Lesson/Presentation Description (What will you do? Include a time schedule and describe activities, attach handouts) Assessment (How will you know participants have met the objectives?) |
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:
| Sep 2 | Introduction to the course and related materials, basic HTML tags,. Activity 1 |
| Sep 9 |
Creating web pages using HTML with text editor, text formats, lines, color, graphics. Activity 2 |
| Sep 16 |
Links, animated GIFs, rubrics. Activity 3 **SUBMIT TOPIC FOR HTML PROJECT (Blackboard Discussion posting) |
| Sep 23 |
Image mapping, web page editor. Activity 4. |
| Sep 30 |
Tables, forms, frames. Activity 5. |
| Oct 7 |
Cascading Style Sheets, web site accessibility and language
issues. Activity 6. **SUBMIT "MAP" OF WEBSITE PROJECTS SHOWING TOPIC AND FILE NAME OF EACH PAGE (download map document from Course Material) |
| Oct 14 |
Introduction to programming, Activity 7 |
| Oct 21 |
Intro to JavaScript. Activity 8 **SUBMIT SAMPLE OF INDEX PAGE & ANNOTATED BIBLIOGRAPHY (use Blackboard Digital Dropbox) |
| Oct 28 |
Adding/modifying existing JavaScript code. Activity 9 |
| Nov 4 |
Functions, variables, customizing JavaScript. Activity 10. |
| Nov 11 |
NO CLASS - Veteran's Day - CAMPUS CLOSED |
| Nov 18 |
Adding interactivity to web pages. Activity 11 **SUBMIT DESCRIPTION OF INTERACTIVE ELEMENTS (Blackboard Discussion posting) and TAGS/JAVASCRIPT TEST |
| Nov 25 |
Work on HTML/JavaScript Project (This is the night before Thanksgiving and you won't come anyway!!!) |
| Dec 2 |
Adding interactivity to web pages. Activity 12 |
| Dec 9 |
Work on HTML/JavaScript Project |
| Dec 16 |
**HTML/JAVASCRIPT PROJECT DUE (ALL PARTS) **Present projects in class |