• Instructor: Farah Fisher, EdD
• Office: SOE 1081
• Office Hrs: Hrs: M 4-6 pm,  WTh 2:45-3:45
• Office Phone: (310) 243-3926 (voice mail available)
• Email: ffisher@csudh.edu
• Class Web Site Home Page: http://www.csudh.edu/soe/tbe550/
• Blackboard Support Website: http://toro7.csudh.edu (login=SSN, password=birthdate)

Materials: Looseleaf ring notebook with dividing tabs (required). One or more 3.5" disks, IBM 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. 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 School of Education Conceptual Framework and Graduate Education Mission described below.

SOE Conceptual Framework
The CSUDH School of Educationís Conceptual Framework is based on the following values:

1. We value knowledge that leads to effective teaching performance and professional practice in urban and diverse communities.
2. We value the creation of educational programs that meet the needs of our students.
3. We value the development of students with a commitment to high professional standards.
4. We value university teaching that models best instructional practices.
5. We value collaboration as an integral process for program planning, assessment and evaluation, and collegial interactions.

School of Education Vision
The vision of the School of Education (SOE) 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.

School of Education Mission
Our mission is to prepare professionals to work successfully with culturally and linguistically diverse learners in urban environments.

School of Education Knowledge Base
The knowledge base emphasizes the work and scholarship of educational philosophers, researchers, and practitioners that support the following knowledge-base categories:

• Scholarly inquiry for living in a democratic society.
• A commitment to research-based approaches to pedagogy.
• Effects of diversity on educational practice.
• Constructivist-cognitive approaches to teaching and learning.
• Multiple methods of assessment.
• Use of technology to improve and manage instruction.
• Development of reflective practitioners.

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.

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:
• 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.
• 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.
• Perform the following tasks on Apple II and IBM/DOS computers:
• Boot, reboot and safely shut down the computer.
• Locate, start and quit programs, including the identification of disk contents and pathnames.
• Design introductory computer workshops for educational personnel, including objectives, schedule of topics, hardware/software requirements, handouts, and evaluation.
• Critique a school or district technology plan, providing specific suggestions for improvement.
• Cite at least two sources for information on educational technology policy issues.
• Demonstrate the ability to teach peers about basic and educational computer use.
• Describe and implement simple hardware/software adaptations for students with disabilities. (also addresses NCATE Standard 4: Diversity)
• Competencies related to PowerPoint:
• Describe PowerPoint and at least three educational uses.
• Create a PowerPoint presentation using text and graphics.
• Competencies related to HyperStudio:
• Describe HyperStudio and at least three educational uses.
• Create a simple HyperStudio project.
• Competencies related to the Internet:
• 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.
• Competencies related to spreadsheets:
• 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:
• 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:
• 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:
• 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.

Grading: Class grades will be based on points earned from class assignments and projects. All work is due as indicated in the schedule unless otherwise announced. Points may be subtracted for late work. Note: It is my intention to give NO INCOMPLETES in this class. DO NOT wait until the end of the semester to begin the work (if you do, you will not pass the course)!
 

Assignments/Points Computer Glossary 50 Operating System Summary 50 Troubleshooting Guide 50 Workshop Designs 2 @ 50 = 100  Technology Mentoring 100 Technology Plan Critique 50 Annotated Website List 50 Online Quiz 10 Work Samples 40 Total 500   Note: All assignments should be submitted in a notebook,  with a table of contents and tabs for organization. It is  expected that all assignments will be typed/word processed  unless otherwise noted.

Grades/Points A 475-500 A- 465-474 B+ 455-464  B 400-454 B- 390-399 C  300-389 D 250-299 F < 250

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

Operating System Summary (max 50 pts) Create a summary of basic operations for Windows, Macintosh, IBM DOS, and Apple II computers. Include short descriptions of each of the following for all four systems:

• Boot/reboot/shut down
• Names of disks/disk drives
• Disk contents (finding out what's on 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 three problems listed below should be included. 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 for both Macintosh and Windows are:

1. Computer will not turn on.
2. The computer is "frozen" (move mouse, nothing happens).
3. New printer is purchased, but won't print.

Workshop Designs (max 50 pts each) Design (on paper) two introductory computer workshops that could be given to your peers (fellow teachers/trainers). One of the workshops must be a two-hour hands-on introduction to Macintosh computers or a Macintosh program used by teachers. The other must be a two-hour hands-on introduction to Windows (IBM/compatible) computers or a Windows program used by teachers. Workshop designs must include all the following:

• 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
• rough drafts of all handouts (all workshops must include handouts)
• one or more followup assignments to be completed outside the workshop
• a workshop evaluation form

Technology Plan Critique (max 50 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. See the Technology Planning handouts (http://www.csudh.edu/soe/tbe550/tech.html) and/or attend the appropriate class meeting for details.

Annotated Website List (max 50 pts) Create a list of 25 websites useful for educators. For each website, list the complete URL (address) and provide a short description (approximately three sentences). Website list must contain information about each of the topics listed below. You may include more than one website for any topic, but all topics below must have at least one website in the list. You may use appropriate links found on the TBE 550 website.

• Windows
• Macintosh
• DOS
• Apple II
• Computer vocabulary
• Troubleshooting
• Special needs (disabled) students and computers
• Technology planning
• Technology policies (related to education)
• Networking
• Computer viruses
• Web page development
• Freeware/shareware
• Other technology topics useful for educators (e.g., useful programs, grant resources, etc.)

Online Quiz (max 10 pts) You will be required to access an online quiz using the Blackboard system (http://toro.csudh.edu/). There will be 10 multiple choice questions about networks, viruses and utility programs. Your score will be recorded automatically.

Work Samples (max 10 pts each) TBE 550 students are required to turn in a set of examples of computer-based work related to the course. The work samples must include each of the following (printout or disk, see Grading Rubrics for details):

• sample spreadsheet: one-year budget for a proposed computer lab (include printouts of formulas/functions and numbers and at least one chart)
• database sample: Abstracts of at least 3 technology-related articles from the ERIC database, each using a different "AND search" (e.g., searching for COMPUTERS in the SUBJECT and BILINGUAL in the TITLE)
• presentation software: four or more slides from a presentation created using PowerPoint or similar presentation program OR HyperStudio stack (3 or more cards)
• web page: simple web page with text, graphics, lines, links and headings