• Instructor: Farah Fisher, EdD
• Office: COE 1410 (GED Office)
  
• Office Hrs: MTWTh 3-6
  
• Office Phone: (310) 243-3926 (voice mail available)
• Email: ffisher@csudh.edu
• Class Web Site Home Page: http://www.csudh.edu/fisher/tbe550/
• Blackboard Support Website: http://toro.csudh.edu/ (login=first initial and last name, may include a number, password=birthdate)

Text: No required text has been ordered for this class; the class website contains much of the necessary information. It is suggested that students have available one or more reference books that contain basic information about Macintosh and Windows computers. Internet access at home is not required, but it will be necessary to have access somewhere.

Materials: Looseleaf ring notebook with dividing tabs (required). One or more 3.5" disks, PC or Mac format (suggested).

Relationship of This Course to Others in the TBE and EAD Programs
This course is required for the M. A. in Education, Technology Based Education Option and Educational Administration Option, the Certificate in Technology Based Education, and the Administrative Services Credential at California State University, Dominguez Hills. It will assist in preparing students for roles such as technology-using teacher/administrator, technology trainer, technology mentor, technology planner, 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 (COE) 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.
• 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.

Mission of the Graduate Education Department: The Graduate Education Department at CSUDH prepares educators for culturally and linguistically diverse students in urban school settings. As part of this mission the Department has adopted the following statement:
With the guidance and support of their instructors and supervisors, all Master of Arts in Education and credential candidates will work toward achieving these goals:

• 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.

Academic Integrity: Collaboration with colleagues and technology experts is expected in this course. However, the work submitted by an individual student is expected to reflect his or her own effort in knowledge seeking and answers should be written in his/her own words. Specifically, students turning in work already submitted by those completing the course in previous semesters or the exact same work as their classmates will receive no credit. For a more detailed discussion of academic integrity, see http://www.csudh.edu/srr/academicculture.htm

Course Goal: The purpose of this course is to ensure that all TBE and Educational Administration M. A. and credential candidates have the competencies necessary to provide computer consultation for any of the common computer systems found in schools, to assist in the technology planning process, and to instruct colleagues in computer use. The term computer-managed instruction (CMI) is generally used to refer to the non-teaching uses of computers in education (e.g., gradebook programs, test generation, computer-based prescription of instruction, etc.), but we are using the term in its broadest sense.

Course Competencies
These competencies and all course activities address NCATE Standard 1: Candidate Knowledge, Skills, and Dispositions: Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. NETS for Administrators (http://cnets.iste.org/administrators/) are also addressed as shown below. NETS for Ad III ABCDE is addressed to some extent in all competencies.

After completion of TBE 550, the learner will be able to...

• Explain commonly used computer terms (hardware/software/educational) to a computer novice.
• Given a computer-related question, locate two or more sources for an answer.
• Perform the following tasks on Windows and Macintosh computers: (NETS for Ad III AD, IV A)
• Locate and name the major components of the computer and the operating system.
• With the computer off, boot the computer.
• With the computer on, reboot the computer.
• Determine the contents of a disk.
• Remove a disk.
  
• Format a blank disk
• Copy a file and a disk.
• Start and quit a program.
• Rename, move, and delete a file.
• Shut down the computer.
• For simple computer difficulties, provide a probable cause and solution. (NETS for Ad IV AB)
• Design introductory computer workshops for educational personnel, including objectives, schedule of topics, hardware/software requirements, handouts, and evaluation. (NETS for Ad II ABCDEF, V C, VI AE  )
• Critique a school or district technology plan, providing specific suggestions for improvement. (NETS for Ad I ABD, IV ABCDE, VI ABC)
• Cite at least two sources for information on educational technology policy issues. (NETS for Ad IV ABCDE, VI BCDE)
• Demonstrate the ability to teach peers about basic and educational computer use. (NETS for Ad II ABCDE, III ABCD)
• Describe and implement simple hardware/software adaptations for students with disabilities. (also addresses NCATE Standard 4: Diversity and NETS for Ad VI A)
• Competencies related to PowerPoint: (NETS for Ad III F, V B)
• Describe PowerPoint and at least three educational uses.
• Create a PowerPoint presentation using text and graphics.
• Competencies related to the Internet: (NETS for Ad III E)
• Define commonly used Internet-related terms.
• Demonstrate navigation of the WWW by clicking links, using URLs, and the use of search engines.
• Locate URLs which provide educational information and support for teachers, administrators, and students.
• Create a simple web page using an editor such as Netscape Composer. (NETS for Ad III EF)
• Competencies related to spreadsheets: (NETS for Ad I D, V B)
• Describe the nature of spreadsheets and name at least three spreadsheet programs.
• Name the basic components of a spreadsheet.
• Using labels, values, formulas, and functions, create a simple gradebook and a simple budget using a spreadsheet program.
• Describe three educational uses of spreadsheets.
• Competencies related to databases: (NETS for Ad I DE, V B)
• Describe the basic elements of a database file.
• Differentiate ascending and descending sorts.
• Using an existing database, perform a search using AND, OR, or NOT.
• List at least three educational uses of databases.
• Competencies related to networking: (NETS for Ad III EF, VI CD)
• Define commonly used networking terms.
• Locate sources of information related to educational networking.
• List advantages and disadvantages of network use in an educational environment.
• Competencies related to utility programs: (Nets for Ad III EF, VI CD)
• List and describe three or more types of utility programs.
• Define computer virus and describe how to prevent, detect and recover from viruses.
• Identify two or more sources of shareware/freeware utility programs.

Note: Grading rubrics for assignments may be found at http://www.csudh.edu/fisher/tbe550/550rubrics.htm.

• Boot/reboot/shut down
• Names of disks/disk drives (e.g., A: is the floppy drive in Windows)
• Disk contents (finding out what's on a disk)
• Remove a disk
• Start/Quit programs
• Delete file
• Rename file
• Format disk
• Copy file
• Copy disk

Troubleshooting Guide (max 50 pts) Create a simple troubleshooting guide for Windows and Macintosh computers. Your guide should contain descriptions of at least five common problems and their solutions for each of the two types of computers/operating systems. The first three problems listed below must be included for both systems. Two other problems must be included for each system. These additional problems may not be the same for Macintosh and Windows.
Problems to be used:
 

WINDOWS Computer will not turn on. The computer is "frozen" (move mouse, nothing happens). New printer is purchased, but won't print. another problem for Windows (not found on Mac list) another problem for Windows (not found on Mac list)

MACINTOSH Computer will not turn on. The computer is "frozen" (move mouse, nothing happens). New printer is purchased, but won't print. another problem for Mac (not found on Windows list) another problem for Mac (not found on Windows list)

Workshop Design (max 150 pts) Design (on paper) an introductory computer workshop that could be given to adults (fellow teachers/trainers/parents). It must be a 2-hour introduction to a computer program that would commonly be used by educators (e.g., word processing, student records system, computer-assisted instruction, etc.) You may design the workshop for either Macintosh or Windows. NOTE: You may design a workshop on a topic presented in class, but your design and handouts must be substantially different from TBE 550 course materials.

The workshop design must include all the following:
1. A “workshop plan” containing…

• hardware and software requirements (how many computers, what other equipment, what programs to be loaded, etc.)
• audience (Who will attend these workshops?)
• prerequisites (if any) for workshop participants
• objectives (stated in terms of what participants will be able to do after the workshop)
• a timeline of activities within the workshop (2-hour limit) with descriptions (one or two paragraphs) of each of the activities in the timeline
• one or more follow up assignments to be completed outside the workshop

2. Handouts (all workshops must include handouts beyond the required ones described below)

• step-by-step instructions with visuals (graphics) showing how to complete a project
• ten technology terms related to the program being taught with definitions (simple enough for a novice to understand, in your own words, not copied from a dictionary)
• three websites with useful information related to the program being taught
• sample project(s) created with the program

3. Workshop evaluation form (may be copied from the TBE 550 website)
4. PowerPoint presentation that could be used as part of the workshop  (e.g., giving instructions about how to use the program)
5. A web page advertising your workshop

Technology Plan Critique (max 75 pts) Critique a school Technology Plan (from your own school or district or one posted on the web--see the class Technology Planning pages).  You must attach a copy of the plan you are critiquing (or the web address if posted online), or you will receive no credit for this assignment.  Along with the critique, you will be submitting a budget (spreadsheet file) to accompany the revision plan and the API and demographic data for the school in the plan. See the Technology Planning handouts (http://www.csudh.edu/fisher/tbe550/tech.html) and/or attend the appropriate class meeting for details. 

Policy Collection (max 25 pts)  Collect the following policies from your school and/or district (or a school/district of your choosing): Acceptable Use, email, copyright (may need to find on the web), privacy, lab use (school).

Online Quizzes (max 15 pts for Special Needs, max 25 pts for Networks/Utility Programs) You will be required to access two online quizzes using the Blackboard system (http://toro.csudh.edu/). There will be 10 multiple choice questions about computers use with special needs students and 25 multiple choice questions about networks, viruses and utility programs. Your scores will be recorded automatically in Blackboard.

Discussion Board (max 15 pts) Post an original message and reply to at least one other message in the Blackboard Discussion Forums.