Syllabus

University of Regina Faculty of Education ECMP 355 Computers in Education Time: Wednesdays 6:30‐9:00 PM Online sessions: Elluminate (or other conferencing tool) Instructor: Dean Shareski Telephone: 306.630.2325 E‐mail: shareski@gmail.com Skype: dean_shareski

1.0 Course Description and Objectives: 1.1 Course Description: This course is designed to introduce undergraduate students to computer use in an educational setting. No previous computer experience is necessary, although students may need to individually practice keyboarding skills, become familiar with the basics of word processing, email and other productivity tools. Understanding file management is also helpful. These skills are not taught specifically in this course. The course examines trends, issues, and futuristic scenarios on instructional uses of computers, and is designed to facilitate the use of computing technology in a school‐based learning/instruction/constructivist perspective rather than in a hardware/programming perspective. Throughout this course, students will gain hands‐on experience in working through the skill component of using technology appropriately in schools, with a special emphasis on integrating technology into the school curriculum. Students who have already created an electronic portfolio will have the opportunity to extend this project to greater depth.

1.2 Course Objectives: As a result of this course, students will be able to: 1. Develop knowledge, skills and confidence in using technology appropriate to K-12 classrooms. 2. Develop awareness of computer-based learning resources and strategies to increase their effectiveness. 3. Develop an understanding of basic terms and concepts relating to technology in the classroom. 4. Develop a basic understanding of current web based tools that support teaching and learning. 5. Explore, in depth, computer applications in areas of specific relevance to individual teaching area and level. 6. Examine the impact of technology on teaching and learning. 7. Gain the understanding and skills related to the appropriate integration of technology into learning and teaching environments (e.g., be able to select and critique content and appropriate technology). 8. Create useful resources integrating technology components - appropriately related to content. 9. Explore different learning theories and explore how each may relate to using technology in the classroom. 10. Have fun and feel comfortable using technology in teaching/learning situations.

2. Resource Materials: Recommended Course Text: Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms – By Will Richardson (not necessary to purchase but provides an overview of various tools and approaches to learning) Electronic articles will also be distributed through the duration of the class (linked from the ECMP 355 course site). Students will be expected to read relevant articles, blog postings and to participate in course discussions, which means, students will read each other.

3. Assignments and Assessment 3.1 Blog: 25% (Personal Reflections connecting technology, personal life, daily reading and observations) 3.2 Social Learning: 10% (attendance at weekly synchronous meetings and discussion and comments on others work) 3.3 Weekly Assignments: 30% (Completion of specific weekly tasks) 3.4 Major Assignment: 25% 3.5 Mentoring 10% (connecting and commenting on students work in your potential teaching area) 15% for each.
 * you will be able to negotiate the Blog and Major Assignment weighting with a minimum of

University and Faculty of Education Regulations: A Summary 1. Attendance and Punctuality Regular and punctual attendance is very important in the Faculty of Education because courses are often based on participation and experiential learning rather than lecture. As well, group activities and assignments are often negatively affected by the absence of students. 2. Cheating This includes but is not limited to dishonest or attempted dishonest conduct at tests or examinations, in which use is made of books, notes, diagrams or other aids not authorized by the examiner. It includes communicating with others for the purpose of obtaining information, copying from the work of others, and purposely exposing or conveying information to other students who are taking the test or examination. (University of Regina General Calendar, 2000‐2001, p. 30). 3. Harassment The University of Regina promotes a learning environment that is free of all forms of harassment and discrimination. 4. Late Assignments Action regarding late assignments may vary from instructor to instructor. Expectations or due dates for assignments, as well as the marks that may be deducted for late assignments should be noted in the course syllabus. (For example, some instructors deduct one mark for each day late.) 5. Plagiarism The Faculty of Education encourages students to obtain materials from multiple and varied sources for assignments; however, it is a student’s responsibility to acknowledge the sources when submitting work for credit. 6. Special Needs Students who, because of a disability, may have a need for accommodations, please discuss this with your instructor as soon as possible. You could also contact the Coordinator of Special Needs Services at 585‐4631. 7. Unprofessional Conduct The Faculty of Education has established sound and reliable criteria and procedures for evaluating the suitability of aspiring teachers. The criteria specify appropriate conduct for students in teacher education programs. The procedures specify processes for screening, regulating and monitoring professional conduct.