MIDDLE EAST TECHNICAL UNIVERSITY

Department of Computer Education & Instructional Technology
CEIT 566 Telecommunications and Educational Applications            Syllabus

Spring 2008-2009
Wednesday 08.40-10.30

Course Website: http://polo.ceit.metu.edu.tr/moodle
Course Description

Catalogue: Function of educational telecommunications. Technologies used within educational telecommunications. Techniques and methods used in the planning, development and implementation of educational telecommunications. Research in educational telecommunications.

This course is a graduate level course  designed to provide  the student with the opportunity to critically explore, examine, evaluate, and experience  the design, implementation, and the use of distance learning technologies  for education.

It is designed to discuss how innovations such as the World Wide Web, multi-user virtual environments, computer-supported collaborative learning, and online communities are shaping the evolution of distance education and distributed learning.

In this course a general sense on telecommunications in distance education and their applications will be studied. Since a major chunk of our graduate students already work at a school or are eventually planning to work at schools, and are expected to be the key people in implementation and diffusing technology at their schools, this course is of a high value for our graduate students.

Course Objectives                                                                  

The objectives of this course are to enable the students to understand the basic problems of Telecommunications and its  Educational Applications.

As a result of this course, participants will be able to:

  • describe current leading-edge work in educational telecommunications in K-12 and higher education,
  • depict the ways in which learning and teaching across barriers of distance and time are similar to -- and different from -- face-to-face instruction,
  • gain fluency in using various interactive media (asynchronous threaded discussion sites, synchronous multi-user virtual environments, groupware, interactive presentational media, videoconferencing), instructional frameworks and applications,
  • experience how each medium for interacting across distance shapes the cognitive, affective, and social dimensions of learning,
  • critique research studies in educational telecommunications, and
  • discuss how innovations such as the World Wide Web, multi-user virtual environments, computer-supported collaborative learning, and online communities are shaping the evolution of distance education and distributed learning.
Learning Outcomes                                                                 

At the end of the course unit, the learner is expected to be able to:
  • understand all aspects of telecommunication technologies and apply them to today’s educational networks.
  • describe the major components of a telecommunication system and discuss the capabilitiies of them
  • describe the various ways that telecommunication technology can be used to create asynchronous lessons.
  • discuss the various ways that the Internet and World Wide Web can be integrated into a school’s instructional and informational mission.
  • develop a plan for establishing a telecommunication system in a school that accounts for compressed video technology, satellite technology, physical facilities and implementation and utilization
  • demonstrate an in-depth working knowledge of online communication (ftp, listserv, email, BBS, conferencing, Internet Relay Chat, telnet, world wide web, and Web page development) as educational tools. .
  • describe the major components of a school-based computer network and discuss the capabilities of both
  • develop a plan for establishing a computer network in a school that accounts for the network hardware, network software, electrical and wiring requirements, physical facilities, and computer peripherals.
  • locate books, periodicals and online information related to networking and telecommunication technology.
  • describe how telecommunications and network technology are changing the traditional roles of the school and the teacher.

 
Main Teaching Methods                                                             

Lectures, Assignments, Weekly Discussions in Forum, Lab Works, Projects, online activities
Course Requirements                                                            
1. Complete classroom activities. (300 pts) Complete class attendance is expected. Completion of the reading assignments and classroom participation is also expected.

2.  Webquest Project. (300 pts)

Students will design, develop and present an instuctional WebQuest project using appropriate educational theory and design principles.   which should:
  • include a theoretically informed argument for using the Internet for enhancing and/or re-visioning curriculum
  • be appropriate for your grade level;
  • explore a fairly broad theme;
  • cut across curricular boundaries as much as possible;
  • incorporate the use of technology as much as possible.

Here are some of the topics for the wenquest and research project:

    1. WebQuest/KidQuest
    2. Blogging in Education
    3. Acceptable Use Policies and Filtering Software
    4. Distance Learning
    5. Interactive Video Network
    6. Satellite Technology
    7. Video Conferencing
    8. Network in Education
    9. Wireless Technology in Education
    10. ...

Numerous examples (possible models) of WebQuest are available at the following sites:

3.  Research Project. (300 pts) 

A term paper is required for this course. The subject of the paper will be a joint decision between the instructor and the student. Topic of the term paper should be selected before the end of third week of the semester. You don't have an approved topic until the instructor return your proposal with "Approved" written on it. This document must be included with your completed term paper. Your term paper must be turned in electronically for evaluation on the date indicated by the instructor.  

The research paper must be typed, double-spaced on white paper and beginning with page number two, each paper must be consecutively numbered at the top. Use 12 point, Times New Roman font. The paper should be approximately 12 to 13 pages in length, not including the title page and reference section. The paper must include a minimum of 10 references, not including your textbook, at least two of which must be taken from an academic journal (i.e. Journal of Instructional Delivery Systems, Journal of Research on Computing in Education, etc.). The best papers in this class have utilized reference material outside of the text and class notes. Inevitably, the search for and subsequent study of these outside materials has enhanced the student's knowledge of the subject area and has resulted in a more scholarly paper.

For your research paper, style, grammar, spelling, and all matters of form will be taken into consideration. The research paper should be prepared in a careful and scholarly manner. No more than 5% of the paper may consist of direct quotes or close paraphrases of source materials. Quotes and ideas taken from any source should be acknowledged in the text and a reference list should be attached. Follow the APA style outlined in the Publication Manual of the American Psychological Association, Fifth Edition, 2001 when preparing your paper.

Your paper will be graded on the following criteria:

  • Originality - Are the ideas in your paper original to you? Do you look at your topic in a unique, creative way? Do you offer a new insight into the topic or is it just a rehash of other people's ideas?
  • Organization - Is your paper well organized with appropriate headings and smooth transition?
  • Readability - Is your paper easy to read? Does it make sense? Are major points well-communicated, presented in understanding terms?
  • Opinions - Do you demonstrate understanding of the topic? Do you provide opinions and conclusions about the question you are trying to answer?
  • Documentation - Do you provide evidence to support your opinions and conclusions?
  • APA Style - Does the paper adhere rigidly to the rules of APA Style?
  • Professional Quality - Is the paper professional done with no spelling or grammar errors? Are charts and graphics, if any, of high quality?
  • References - Are references complete and accurate? Do you have references from a variety of sources - not just from the WWW.

4. Lesson Plan Project. (100 pts)  Students will create a technology integrated lesson plan for a course generaly given in traditional ways.

This is a hands-on course and will require additional time on the computer outside of scheduled class times. This course is designed for students with intermediate level of computer literacy. The goal is to develop skills in the use of computer technologies to deliver instructional strategies at a distance.

Expectations:

1. Complete all assignments on time. Late assignments will lower your grade.
2. Complete all projects with class. Late projects will not be accepted except for extreme unforeseen emergencies and then only prior to the next class meeting. Failure to meet this requirement will result in a failing grade for the project.
3. Participate fully in all classroom activities through class discussions, thoughtful questions, assisting others via cooperative learning techniques, constructing knowledge, and reflecting.4
5. Attendance is required at all classes. Anyone having two or more absences will need special permission from the instructor to pass the course.

Course Assessment                                               

All students start with an "AA" and are responsible for the amount of effort, energy, and care put into each assignment. Students will lose points only if they fail to complete an assignment or fail to maximize they learning on each assignment. Grades are assigned as follows:

  

 

 
  Activity Points
  Classroom activities 300 points
  Webquest project 300 points
  Research Project 300 points
  Lesson Plan 100 points
  Total 1000
Course Textbook(s)                                                                 
  • Simonson, M., Smaldino, S., Albright, M., and Zvacek. (2000). Teaching and learning at a distance: Foundation of distance education. Upper Saddle River , NJ : Prentice Hall.
  • Moore, M.G., Kearsley, G., Distance education : a systems view
    (Wadsworth Pub Co; ISBN: 0534264964, 1996)
  • Picciano, A.G. (2001). Distance Learning: Making Connection Across Virtual Space and Time. Prentice Hall, Inc. Upper Saddle River, NJ.
  • Porter, L.R. (1997). Creating the Virtual Classroom: Distance Learning with the Internet. Wiley Computer Publishing, New York.

  • Schrum, L. and Berenfeld, B.Teaching and Learning in the Information Age: A Guide to Educational Telecommunications, 1997, Allyn & Bacon; ISBN: 0205198015.

  • Jonassen, D. (Ed.). Handbook of research for educational communications and technology: a project of the Association for Educational Communications and Technology, 1996, MacMillan Library Reference; ISBN: 0028646630.

  • Integrating Educational Technology into Teaching, fourth edition by M. D. Roblyer
  • Teaching and Learning with Technology (with Skill Builders CD), MyLabSchool Edition:2/e, 2005, ISBN: 0205458750,Judy Lever-Duffy, Jean McDonald, Al Mizell
  • Using Technology in the Classroom:6/e, 2005 |ISBN: 0205419151, Gary Bitter, Melissa Pierson
     
Course Reference Materials                                                          

Aggarwal, A. (2000). Web-based learning and teaching technologies: Opportunities and challenges. (LB1044.87 .W435 2000)

Armstrong, S. (1995). Telecommunications in the classroom. Palo Alto, CA: Computer Learning Foundation and International Society for Technology in Education. (LB 1044.84 .A68 1995) 

Benson, A. C., & Fodemski, L. M. (1999). Connecting kids and the Internet: A handbook for librarians, teachers, and parents. (LB1044.87 .B45 1999)

Carey, P. M. (1998). New perspectives on creating web pages with HTML. Cambridge, MA: Course Technology. 

Cotton, E. (1998). The online classroom : teaching with the Internet. Bloomington, IN: ERIC Clearinghouse on Reading, English, and Communication : EDINFO Press. (ACTIVITY Tech/AV C68Oc)

Cunningham, C. A., & Billingsley, M. (2003). Curriculum Webs: A practical guide to weaving the Web into teaching and learning. Boston, MA: Pearson Education, Inc.

DiNucci, D., Giudice, M., & Stiles, L. (1997). Elements of Web Design. Berkeley, CA: Peachpit Press. 

Freeman, H., Routen, T., Patel, D., Ryan, S., & Scott, B. (2000). The virtual university: The Internet and resource based learning. Herndon, VA: Stylus Publishing. (T58.5 .V57 2000)

French, D., Hale. C., Johnson C., & Farr, G. (1999) Internet based learning: An introduction and framework for higher education and business. Herdon, VA: Stylus Publishing. (LB 1044.87 .I56)

Garner, R., & Gillingham, M.G. (1996). Internet communication in six classrooms: Conversations across time, space, and culture. Chicago, IL: University of Illinois at Chicago. 

Gilbert, J. K., Temple, A., & Underwood, C. (1991). Satellite technology in education. New York, NY: Routledge. 

Grant A. E., & Wilkinson, K. T. (Eds.). (1993). Communication technology update: 1993-1994. Austin, TX: Technology Futures, Inc. (P 96 .T42 C65 1993-94) 

Grabowski, B., McCarthy, M., & Koszalka, T. (1998). Web-based instruction and learning: Analysis and needs assessment. Springfield, VA: National Technical Information Service [Microform]. (NAS 1.60:206547)

Hackbarth, S. (1996). The educational technology handbook. Englewood Cliffs, NJ: Educational Technology Publications. (LB 1028.3 .H33 1996) 

Ingilis, A. F. (1991). Satellite technology: An introduction. Boston, MA: Focal. 

Poole, B. J., & Jackson L. (2003). Education for an Information Age: Teaching in the Computerized Classroom (4th edition). Available online at: http://www.pitt.edu/~edindex/InfoAge4index.html

Kouki, R. & Wright, D. (1999). Telelearning via the internet. Hershey, PA : Idea Group Pub. (LC5800 .K68)

Roberts, N., Blakeslee, G., Brown, M., & Lenk, C. (1990). Integrating telecommunications into education. Boston, MA: Allyn and Bacon. 

Ryder, R. J., & Hughes, T. (1997). Internet for Educators. Upper Saddle River, NJ: Prentice-Hall, Inc. 

Schrum, L., & Berenfeld, B. (1997). Teaching and learning in the information age: A guide to educational telecommunications. Boston, MA: Allyn and Bacon. 

Shelly, G. B., Cashman, T. J., & Repede, J. F. (1998). Netscape Composer: Creating Web Pages. Cambridge, MA: Course Technology. 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2003). Teaching and learning at a distance: Foundations of distance education. Upper Saddle River, NJ: Pearson Education, Inc.

Simpson, C., & McElmeel, C. (1997). Internet for Schools (2nd ed.). Worthington, OH: Linworth Publishing, Inc. 

Additional Resources from Professional Journals

Instructor/More Information                                                       


E-Mail: hasank@metu.edu.tr
Office: EFC-210
Tel:+90+312+210 4064
Course Home Page(s):
http://netclass.ii.metu.edu.tr

The instructor reserves the right to make any changes deemed necessary.