Title

ETC 545 Internet for Educators
Department of Educational Specialties
(Summer I 2010)

General Information
General Information
Course prerequisites
Pre-requisites & Requirements

A variety of instructional methods will be used in this class. They include, but are not limited to: 

Due to the nature of the content, this course requires advanced technical skills. Upon entering this course you should:

This course is VERY labor intensive. Therefore, each student is expected to spend 6-9 hours per week engaged in online participation in class discussions, group activities, assignments, and individual projects. There may be many times when you will need to be able to troubleshoot complex problems on your own -- be prepared. All instructions are conducted online. Students are required to have reliable Internet access. It is not a self-paced correspondence course. Regular course participation is required.

In accordance with NAU Ed. Tech. policy and in alignment with all ETC M. Ed. courses, no incomplete grades will be given for this course. Please make sure that you are aware of the last day for course withdraw and take advantage of that option if you have insurmountable difficulties.

Course description
Course Descriptions

The course is designed to go beyond simple browsing and web page construction to provide teachers with basic skills and tools for integrating the Internet into classroom instruction. The course concentrates on providing an in-depth understanding of how the Internet can be used to promote student engagement through interaction, discovery learning and knowledge construction.

Student Learning Expectations/Outcomes for this Course
Learning Goals & Outcomes

The educational goals for this course are based selected outcomes related to the National Educational Technology Standards for Teachers (NETS for Teachers). To determine if the course goals have been attained, students should be able to demonstrate the following NETS for Teachers outcomes:

  • Standard I: Technology operations and concepts

    • A. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the NETS for Students).

    • B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

  • Standard II: Planning and designing learning environments and experiences

    • C. Identify and locate technology resources and evaluate them for accuracy and suitability.

  • Standard III: Teaching, learning, and the curriculum

    • A. Facilitate technology-enhanced experiences that address content standards and student technology standards.

    • B. Use technology to support learner-centered strategies that address the diverse needs of students.

  • Standard IV: Assessment and evaluation

    • A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

    • B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

  • Standard V: Productivity and professional practice

    • C. Apply technology to increase productivity.

    • D. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

  • Standard VI: Social, ethical, legal, and human issues

    • A. Model and teach legal and ethical practice related to technology use.

    • B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

    • C. Identify and use technology resources that affirm diversity

    • D. Promote safe and healthy use of technology resources.

    • E. Facilitate equitable access to technology resources for all students.

Textbook and required materials
Course Materials

The following textbook is required for this course. This book is available for purchase through the NAU Bookstore as well as their website.

  • Mills, S. C. (2006). Using the internet for active teaching and learning. Pearson Merrill Prentice Hall: Upper Saddle River, NJ. ISBN: 0-13-110546-9.

The following textbook is optional.  This book can serve as a useful reference to a variety of educational websites.

  • Provenzo, E. F. (2002). The internet and the world wide web for teachers. Allyn and Bacon: Boston, MA.
    ISBN: 0-205-34349-X

Web editing software is also required for this course.  You may choose from one of the following programs:

  • Macromedia Dreamweaver (http://www.macromedia.com/):  Recommended for students that already have basic web development skills are interesting in learning more advanced techniques.  Dreamweaver also tends to produce the "cleanest" code.
  • Microsoft FrontPage (http://www.microsoft.com/ ):  Recommended for students that are new to web development.  FrontPage includes web page and web site templates that will assist with/speed up your development time.  However, FrontPage can be frustrating if you need to troubleshoot a problem in the html code directly, but I would still recommend it for students that are just beginning or do not have a strong interest in doing extensive web development.
  • Kompozer (http://www.kompozer.net/): Kompozer is a free web editing software tool. It is highly recommended by the NAU Ed Tech faculty, especially if you do own or have access to Dreamweaver. It is similar to Dreamweaver in terms of screen layout and functionality, but does not include the site management tools that are available through Dreamweaver. However, it is a good product that produces clean code.
  • Netscape Composer (http://www.netscape.com/):  Netscape Composer is the only free tool.  Students last semester were a bit frustrated using it due to the limited tutorials regarding Composer provided by the author of the text.  Additionally, they found some of the features like inserting tables not to work well.  Netscape Composer is an acceptable tool to use for this course, however if you have the option to use/buy FrontPage or Dreamweaver, I would recommend that you do so.

NOTE:  Learning and using web editing software is REQUIRED for the assignments in this course.  Using Microsoft Word for web development assignments is not acceptable.  Converting MS Word documents to html often creates problematic code.

Tutorials/References

 
Reading Resources
Reading Resources
Reading resources
Delivery System

Course will be delivered on WebCT Vista at http://vista.nau.edu, not WebCT Campus Edition (CE).

Notes

This is a course description  not a final syllabus for the course.

This page is featured with commenting/discussions on Diigo (http://www.diigo.com) (Sample image). To view the comments and participate the discussions, please:

  • Take the Diigo tutorials to get familiar with Diggo's social annotation features.
  • Create an Diigo account (It is free. We will Diigo technology in our course. It is good to create an account now. If you do, please do use your real name for your account so we can identify who makes contributions.)
  • Install Diigo toolbar on your browser.
  • View and participate discussions.
  • The prospective students for this course are highly encouraged to view and participate pre-course social interaction with other students and the instructor.

Twitter

This course uses Twitter to make course announcement. If you would like to get updated, please visit this URL to follow the course Twitter. If you can access your Twitter on your mobile phone, by following course Twitter, you can get updated on all course announcements.

Course Blog

This course integrates Blog as course activities and shared learning resrouces archive. Feel free to follow the course Blog. Course Blog.

Tips for creating Web 2.0 accounts.

It is important for those interested in this class to consult their program advisor and the instructor before enrolling.  If you have questions regarding this course, please e-mail the instructor, Chih-Hsiung Tu, Ph.D. at Chih.Tu@Nau.Edu or 928-523-0671.

Subject to Change