o Explore how technology affects organizations
o Explain the value of systematically integrating technology into organizations
o Explain the value of systemically integrating technology into organizations
o Explain how standards affect technology use in organizations
o Develop strategies for managing and using of technology in organizations
o Develop strategies for integrating technology into organizations

• Compare and contrast major instructional design models.
• Identify the theories (and theorists) that support the instructional systems design models.
• Identify components within the models such as alignment, technology selection, and evaluation that are critical in all design projects.
• Explore historical perspectives of technology in public, private, non-profit, military, education and training institutions
• Explore theoretical perspectives related to using technology
• Explain how ICT (information and communications technology) is used in public, private, non-profit, military, education and training institutions
• Discuss trends and issues related to technology use in organizations

• Investigate system and application software.
• Access to the World Wide Web using a common Web Browser.
• Utilize communication software such as threaded discussions, chat rooms, listservs, Instant Messenger, and email to communicate with instructors, mentors, and other students.
• Utilize a variety of search strategies to locate full-text journals and resources, technology listservs, electronic journals, and databases.
• Ability to download and use plug-ins on the web to extend capabilities through a web browser.
• Define technology literacy
• Define information and communications technology
• Explain how information, technology, and communications interrelate
• Evaluate use of technologies in a variety of professional environments
• Forecast technology literacy needs for a variety of organizations
• Build a framework for applying technology and information concepts to organizations
• Explain how technology is used in organizations
• Apply technology skills in projects and assignments

• Identify common CD-ROM's that can be used in teaching and learning environments.
• Locate video and audio on the web that can be used in presentations and for student learning.
• Review one authoring language.
• Use a presentation graphics program for online and offline presentations.
• Identify technologies used for teaching and learning in education and training situations
• Discuss implications of the use of different types of technologies used in a variety of settings for education and training
• Evaluate uses of technology for teaching and learning in education and training situations

• Identify the components of a two-way video/audio distance delivered enviroment.
• Identify the components of a one-way video/two-way audio distance delivered environment
• Identify the requirements for a web-based distance learning environment.
• Compare and contrast strategies for learning in a distance environment vs a traditional environment.

• Instructional Design
• Performance Technology
• Knowledge Management
• Multimedia
• Distance Learning
• Emerging technologies
• Research
• Diffusion and adoption
• Ethics and computing
• Computer Mediated Communication

• Navigating the Windows Environment
• Word Processing (MS Word)
• Graphics
• Telecommunications (Using Web Browser for Course -Netscape or Internet Explorer)
• Presentation Graphics Program (PowerPoint)
• Multimedia
• Basic Web Page Development (Netscape Composer or MS FrontPage)

• Examine technology resources to achieve curricular and instructional goals
• Identify and discuss change management strategies for instructional innovation
  implementing technology
• Demonstrate knowledge of various computer hardware, software, and related
  technologies used in educational settings and in management of schools
• Evaluate and determine appropriate types of computer systems for PK-12
  educational environments for instructional and administrative use.
• Determine appropriate system and application software for supporting PK-12
  instructional programs, including productivity tools, telecommunications,
  multimedia, and distance delivery systems
• Demonstrate knowledge of instructional systems design theory and application in
  PK-12 settings
• Evaluate computer software and related technologies for supporting instructional
  programming needs and integration into the PK-12 curriculum
• Demonstrate knowledge, skills, and abilities to use common computer and
  technological applications including: email, word processing, spreadsheets,
  databases, desktop publishing, telecommunications, presentation packages,
  multimedia and hypermedia, graphics, and web page design.
• Analyze trends and issues related to the use of instructional technology in
  PK-12 educational environments, including: historical trends, current approaches
  to integrating technology, management and policy for technological resources,
  research, emerging technologies, staff development, diffusion, adoption, ethics,
  and computing
• Identify and discuss current trends in PK-12 schools related to instructional
  approaches to teaching and learning, the changing role of the student and
  teacher, and the models and role of assessment
• Analyze School Improvement Plans and design solutions for technology integration
  in PK-12 educational environments
• Develop Acceptable Use Policies for students, staff, faculty and parents
• Develop strategies to plan for the use of instructional technologies when
  building technology-rich learning environments and communities, including
  budgeting, purchasing, staff development, and evaluation.
  

have Internet access on a daily basis. Students are expected to log on several times during each week to respond to emails, participate in chat rooms, threaded discussions, and work collaboratively on assignments. Students must become familiar with the basics of computing and the Internet fairly quickly to be able to participate fully in this course. Students must communicate problems and concerns with the Instructors and Mentors immediately so that they can continue moving forward in the course with minimal time lost.

It is expected that students will actively participate in the course and make significant scholarly contributions throughout the semester. It is not possible to be an active member of the learning community unless full participation is occurring!

Weekly Assignments & Participation.  Students are expected to complete all assignments and activities by the due date each week and are expected to participate several times each week to further establish the online learning community. (20%)

Tutorials/Quizzes. Students are required to complete a series of instructional tutorials located at various sites. In the workshops, students will learn the basics of how to use various software and applications. Tutorials will be assigned each week as new topics are introduced. Several choices are usually provided to allow those who may already know the basics to advance their skills and knowledge. Throughout the semester, the various software applications will be used for communicating and participating in the assignments. Other critical knowledge gained through your tutorials will be assessed through quizzes. (10%)

Reflection Papers: Students will write 2 reflective papers that examine the role instructional technology plays in their learning, their work, their home, and their culture. (15%)

Mini-Projects: Students will participate in a variety of application activities that reinforce content knowledge and application of skills learned in tutorials and weekly topics. Each project usually spans 1-3 weeks of instruction for completion. Each of these projects will be evaluated and graded. These mini-projects include required use of and application to the P-12 learning environment (40%)

Web Site: Students will create a portfolio web site (not a page) centered around one or more hot topics and the content of their reflection papers. (15%)

During the course, you are expected to participate in threaded discussions. The purpose of these discussions is to reinforce material covered in the lessons and to allow you to collaborate and share information with your peers. Do not use the threaded discussions to chat with students or to share comments that are not directly pertinent to the information solicited by the assignment.  Do not use the threaded discussions to pose questions or comments for the instructor or graduate assistant.  If you have a problem or question for the instructor or graduate assistant, submit it via email.

When participating in the threaded discussions, do not attach documents to your submissions.  If you want to use a word processor to type your posts and replies, please copy and paste the text from the word processed document (rather than attaching the document) in the discussion form.  The reason that you should not submit attachments is that other students and the instructor may not have access to the software used to create the file.

To ensure that the quality of your assignments meet my expectations please be sure to revisit threaded discussions from previous weeks to check for any comments or suggestions I may have provided you. I will not respond to every individual every week even though I do read everyone's postings. At times, I will simply add to the comments you have made and give you an atta boy/girl for a good submission. Other times, you may find that I ask you to elaborate or provide more depth to your postings. You may also find that your peers ask you to do the same. If you see these types of replies it should indicate that you have not fully met the requirements or expectations of the assignment. Here, I do expect you to post a reply in response to my questions or your peers' questions. If you do not bother to go back and read and add additional postings when necessary then your participation grade may take a small downward turn throughout the semester. If you happen to check the threads and I did not respond to you then please expect that I was satisfied with your answer and you have complete credit for participation.

You should be concerned that your participation grade will suffer if you habitually post your assignments late. Posting late reduces the likelihood that your peers will be able to go back and read your post and provide you with feedback, input, etc. if you do post late it is your responsibility to email the EMT (Melissa) and let her know. Melissa will not be checking all the past weeks for late assignments. Once she is done with the checklist for the previous week, there is no reason for her to continually backtrack unless she is notified by you that it is necessary. If you do notify Melissa of a late posting please be as detailed as possible. Some weeks there are many assignments to choose from and it will help her find your postings if she knows which ones to check.

When you participate in a threaded discussion I expect that you will read the posts of your peers and respond to them just as you would if they made a similar statement in class. You may ask for clarification, reaffirm what they say, add on to their example, question the legitimacy of their statements, etc. This creates discussion around the topic which is the goal of the exercise. Replies should not simply consist of "I agree" or "Right on." It must be more thoughtful and in depth than that. As many of us (myself included) are procrastinators, most people do not post to the required threads until the day they are due. This creates some difficulty if everyone is also trying to respond to everyone by the same date. Therefore, my general policy is that you post your original response to the thread during the first week it is assigned.

The following week you should spend some time reading everyone's posts and responding to your peers. In addition to your post I require that each student respond to at least 3 of their peers within each thread in which they participate. To clarify... you should respond to 3 others' original posts as well as reply to those who reply to YOUR original post if anyone queries you. An original post is not the same as a reply to a post or a reply to another reply. When replying to the discussions, make sure that you recognize the difference between an original post, a reply to an original post, and a reply.

If, when you post your original response, there are others to whom you would like to reply then feel free to post your replies within the same week. However, this extra week given for response to peers allows you some leeway in responding to others. I am going to insert reminders in each thread to make sure this is clear and everyone receives their points for participation so I hope this will help. The idea is that you read how others are thinking about the topic and to clarify, expand, or reaffirm your own understanding. Please let me know if you are still unclear about these requirements and I will try to clarify further. You will notice that your weekly checklists will have separate post and reply columns because I view these as separate assignments within the weeks they are listed. Feel free to post replies early.

D. Participation Checklists

The Firefighter Inspection has weekly checklists posted. The purpose of the checklists is to provide you with a current assessment of your status related to weekly assignments, including threaded discussions. Each of you will be listed by the last 4 digits of your social security number. Each Friday the EMT will update the checklists for assignments during the previous week to reflect the assignments you have completed. The weekly checklists should be used by you to determine that your participation in weekly assignments is noted but is not evaluative in any way.

If you submit an assignment late (or after the checklist has been updated), it is your responsibility to email the EMT (Melissa) and let her know. Melissa will not be checking all the past weeks for late assignments. Once she is done with the checklist for the previous week, there is no reason for her to continually backtrack unless she is notified by you that it is necessary. If you do notify Melissa of a late posting please be as detailed as possible. Some weeks there are many assignments to choose from and it will help her find your postings if she knows which ones to check.

If you find an error in a checklist, please send an email message that includes:

• Your name
• The name or number of the course
• The week number of the error
• The name of the assignment
• An explanation of the error

If you do not provide sufficient information about the error, it will delay the process of checking and correcting the error.

Picciano, A. G. (2006). Educational leadership and planning for technology (4th
Ed). Prentice Hall: Upper Saddle River, NJ.

Gralla, P. (2007). How the internet works (8th ed.). Indianapolis, IN: Que.

Assigned Readings Online

You are expected to complete all requirements of this course on time.

Weekly Assignments, Discussions, and Chats (20%)
Tutorials/Quizzes (10%)
2 Reflection Papers (15%)
Mini-Projects (40%)
1 Web Site w/Research Table included (15%)

Assignment specifications and grading criteria will be distributed on-line.

Grades will be assigned using the following scale:

A	95% - 100%
A-	91% - 94.9%
B+	88% - 90.9%
B	84% - 87.9%
B-	81% - 83.9%
C+	78% - 80.9%
C	74% - 77.9%
C-	70% - 73.9%
D	64% - 69.9%
F	0% - 63.9%

Late Assignments
Your participation grade will suffer if you continually post to threads late or complete weekly assignments late. Points will be deducted for each item that is turned in late. In relation to other assignments (i.e., reflections papers, quizzes, etc.), my late policy is this. For every day the assignment is late I take off 10% of the total possible points for that assignment. For example, if an assignment is worth 100 points and you turn it in 1 day late, the most points you can receive is 90. If you turn it in 3 days late, the most you can receive is 70. After 10 days, your assignment is worth 0 points so there is no reason for you to turn it in. If you have any questions about this policy please let me know. I am generally a pretty understanding person so it would behoove you to contact me BEFORE the DUE DATE if you know something will be late to receive an approved extension. If an extension is approved by me then the late charges do not apply. The bottom line here is keep me informed!