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)
*you will be able to negotiate the Blog and Major Assignment weighting with a minimum of
15% for each.

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.